• International Journal of Advanced Culture Technology
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• v.7 no.3
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• pp.158-165
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• 2019

Knowledge based system includes tools for constructing, testing, validating and refining the system along with user interfaces. An important issue in the design of a complete knowledge based system is the ability to produce explanations. Explanations are not just a series of rules involved in reasoning track. More detailed and explicit form of explanations is required not only for reliable reasoning but also for maintainability of the knowledge based system. This requires the explanation mechanisms to extend from knowledge oriented analysis to task oriented explanations. The explicit modeling of problem solving structures is suggested for explanation generation as well as for efficient and effective reasoning. Unlike other explanation scheme such as feedback explanation, the detailed, smaller and explicit representation of problem solving constructs can provide the system with capability of quality explanation. As a key step to development for explanation scheme, the problem solving methods are broken down into a finer grained problem solving primitives. The system records all the steps with problem solving primitives and knowledge involved in the reasoning. These are used to validate the conclusion of the consultation through explanations. The system provides user interfaces and uses specific templates for generating explanation text.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.63-90
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• 2007

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.39-53
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• 2002

Recently much research has investigated the role of attention in L2 learning, comparing the effects of explicit learning with those of implicit learning. With this background the research aims at examining the effects explicit focus on form has on L2 learning based on the acquisition of the English article system. The participants were 70 Korean college students who enrolled in English Composition classes. The experimental group received explicit focus on form including grammatical explanation, input enhancement, output practice, and negative evidence (corrective feedback) for two weeks, while the control group was exposed to sufficient input and negative evidence. Completion tasks were administered at the beginning and the end of the semester. In addition, errors in the use of English articles were analysed on their compositions both before and after the different treatments. The analyses of the results show that the explicit focus on form group improved significantly more than the control group, particularly for the definite article 'the', and some changes occurred in the distribution of article errors. These findings suggest that explicit teaching plays a more contributory role than implicit teaching in acquiring L2 knowledge in classroom-based L2 learning.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.9
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• pp.441-450
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• 2016

In this study, we investigate the effect of the level of cognitive affordance which explains an explicit interaction method on the interest of viewers. Viewer's recognition of the interaction method is associated with cognitive affordance as a matter of visual-perceptual exposure of the input device and viewer's cognition of it. The final goal of the research on affordance is to enhance the audience participation rather than the smooth interation. Many interactive media artworks have been designed with hiding the explicit explanation to the artwork due to worry that the explicit explanation may also hinder the induction of impressions leading the viewer to an aesthetic experience and the retainment of interest. In this context, we set up two hypotheses for study on cognitive affordance. First, the more explicit the explanation of interaction method is, the higher the viewer' understanding of interaction method is. Second, the more explicit the explanation of interaction method is, the lower the interest of the viewer is. An interactive media art work was manufactured with three versions which vary in the degree of visual-perceptual information suggestion and we analyzed the participation and interest level of audience in each version. As a result of the experiments, the version with high explicitness of interaction was found to have long time spent on watching and high participation and interest of viewers. On the contrary, the version with an unexplicit interaction method was found to have low interest and satisfaction of viewers. Therefore, regarding usability, the hypothesis that a more explicit explanation of interaction would lower the curiosity and interest in exploration of the viewer was dismissed. It was confirmed that improvement of cognitive affordance raised the interaction of the work of art and interest of the viewer in the proposed interactive content. This study implies that interactive media art work should be designed in view of that the interaction and interest of audience can be lowered when cognitive affordance is low.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.95-108
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• 2009

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.

• Journal of Korean Library and Information Science Society
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• v.16
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• pp.129-157
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• 1989

Through this study, some considerations to be taken into account in order to construct the user model for the user friendly system which can provide each individuals user armed with varied intellectual level with the relevant information, can be summarized as follows : (1) The user' ability to use the system and users' subject knowledge, the distribution of the users' level knowledge should be considered for the decision of the typed of interaction between the users and the system. (2) the knowledge of the user models should include the following kinds of knowledge inharmony with one another, 1. Standard user knowledge which represents a general characteristic of user group, 2. individual user knowledge which represents an individual's unique characteristic, 3. Long-term user knowledge which represents the education level and subject background of users, 4. short-term user knowledge which represents the purpose of information science and information need by users (3) As knowledge generation technique, both the implicit method and explicit method should be a n.0, pplied, observation of the system during the interaction, and explicit method generates the knowledge by the user's answering the questions already made by the system. (4) The frame technique as the knowledge representation for the user-modelling in which user-knowledge is represented in a limited situation and in a qualitative aspects, can be recommended. The frame is adequated for the explanation of structured situation, and for the processing the present situation by inferring the previous experiences.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.21-44
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• 2012

This paper aims to discuss the effects of learning how to write English interrogative sentences. 122 students who participated in the study learned basic structural components of English questions and practiced writing questions by inversing the subject and the verb in a given declarative sentence. The participants were divided into two groups: Group 1 which was given a brief explanation of interrogative structures and practices, and Group 2 which was given the same explanation and practices in addition to an assignment for which they had to make one or two comprehension questions based on reading a passage. For the pre-tests and the post-tests, they took a TOEIC reading test with 40 questions and a structure test with 25 questions. The results of the tests show that both groups improved significantly in the two post-tests, benefiting from this learning method. However, the additional treatment for Group 2 did not seem to be highly effective. In the questionnaire survey, the participants think that the method of learning English questions has helped them better understand English grammar as well as interrogative structures. The participants were also divided into three different levels: high, intermediate, and low. The intermediate level group students benefited most from learning writing questions as the results of the post-test of the 25-questions test and the final exam of the course show.

• Journal of Korean language education
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• v.25 no.1
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• pp.1-27
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• 2014

This study investigates how common English hedge expressions such as 'I think' and 'I guess' appear in Korean, with the aim of providing explicit explanation for English-speaking leaners of Korean. Based on a contrastive analysis of spoken English and Korean corpus, this study argues three points: Firstly, 'I guess' appears with a wider variety of modalities in Korean than 'I think'. Secondly, this study has found that Korean textbooks contain inappropriate use of registers regarding the English translations of '-geot -gat-': although these markers are used in spoken Korean, they were translated into written English. Therefore, this study suggests that '-geot -gat-' be translated into 'I think' in spoken English, and into 'it seems' in the case of written English and narratives. Lastly, the contrastive analysis has shown that when 'I think' is used with deontic modalities such as 'I think I have to', Korean use '-a-ya-get-': the use of hedge marker 'I think' with 'I have to', which shows obligation or speaker's volition turns the deontic modalities into expressions of speaker's opinion.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.759-767
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• 2008

This article arose from the previous studies, which suggested a synthetic list for the nature of science (NOS), discussed the relationship between the NOS and scientific inquiry and the development of the NOS in the context of scientific inquiry. In this article, for teaching scientific inquiry through the NOS, I proposed three teaching models - reflection, interaction, and the direct model -. Within these teaching models, understanding the NOS is viewed as a prerequisite condition for the improved performance of scientific inquiry. In the reflection model, the NOS is embedded and reflected in scientific inquiry without explicit introduction or direct explanation of the NOS. In the interaction model, concrete interaction between scientific inquiry and the NOS is encouraged during the process of scientific inquiry. In the direct model, subsequent to directly comprehending the NOS at the first stage of activity, students conduct scientific inquiry based on their understanding of the NOS. The intention of this present article is to facilitate the use of these models to develop teaching materials for more authentic scientific inquiry.