• Title/Summary/Keyword: Instruction Words

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A Pedagogical Choice for Improving the Perception of English Intonation

  • Kim, Sung-Hye;Jeon, Yoon-Shil
    • 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.

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Improving Abstractive Summarization by Training Masked Out-of-Vocabulary Words

  • Lee, Tae-Seok;Lee, Hyun-Young;Kang, Seung-Shik
    • Journal of Information Processing Systems
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    • v.18 no.3
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    • pp.344-358
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    • 2022
  • Text summarization is the task of producing a shorter version of a long document while accurately preserving the main contents of the original text. Abstractive summarization generates novel words and phrases using a language generation method through text transformation and prior-embedded word information. However, newly coined words or out-of-vocabulary words decrease the performance of automatic summarization because they are not pre-trained in the machine learning process. In this study, we demonstrated an improvement in summarization quality through the contextualized embedding of BERT with out-of-vocabulary masking. In addition, explicitly providing precise pointing and an optional copy instruction along with BERT embedding, we achieved an increased accuracy than the baseline model. The recall-based word-generation metric ROUGE-1 score was 55.11 and the word-order-based ROUGE-L score was 39.65.

A Case Study of Improving Instruction by Utilizing Online Instruction Diagnosis Item Pool

  • SHIM, Mi-Ja
    • Educational Technology International
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    • v.6 no.2
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    • pp.23-41
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    • 2005
  • One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

Teaching Pronunciation Using Sound Visualization Technology to EFL Learners

  • Min, Su-Jung;Pak, Hubert H.
    • English Language & Literature Teaching
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    • v.13 no.2
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    • pp.129-153
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    • 2007
  • When English language teachers are deciding on their priorities for teaching pronunciation, it is imperative to know what kind of differences and errors are most likely to interfere with communication, and what special problems particular first-language speakers will have with English pronunciation. In other words, phoneme discrimination skill is an integral part of speech processing for the EFL learners' learning to converse in English. Training using sound visualization technique can be effective in improving second language learners' perceptions and productions of segmental and suprasegmental speech contrasts. This study assessed the efficacy of a pronunciation training that provided visual feedback for EFL learners acquiring pitch and durational contrasts to produce and perceive English phonemic distinctions. The subjects' ability to produce and to perceive novel English words was tested in two contexts before and after training; words in isolation and words in sentences. In comparison with an untrained control group, trainees showed improved perceptual and productive performance, transferred their knowledge to new contexts, and maintained their improvement three months after training. These findings support the feasibility of learner-centered programs using sound visualization technique for English language pronunciation instruction.

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Cooperative and Collaborative Learning through Reciprocal Peer Tutoring in EFL University Reading Instruction

  • Jeong, Kyeong-Ouk
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.75-95
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    • 2011
  • The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

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Establishing Classroom Culture Supporting Harmonious Communication in Mathematics Instruction (수학 수업 중 원활한 의사소통이 이루어지는 교실문화 형성하기)

  • Kim, Jin-Ho
    • Education of Primary School Mathematics
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    • v.12 no.2
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    • pp.99-115
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    • 2009
  • One of remarkable characteristics of 2007 revised mathematics national curriculum is the emphasis of communication in classroom. It does not mean only listening students' comments. In other words, it is different from presentation of individuals' thoughts. In the paper, teaching and learning practices required teachers who want to establish classroom culture supporting harmonious communication in mathematics instruction.

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An Analysis of Vocabulary Rating and Types in Elementary Mathematics Textbooks for Grade 1-2 (초등학교 1~2학년 수학 교과서 어휘의 등급 및 유형별 분석)

  • Park, Mimi;Lee, Eunjung
    • Education of Primary School Mathematics
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    • v.25 no.4
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    • pp.361-375
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    • 2022
  • In this study, the vocabularies in elementary mathematics textbooks for grade 1-2 were analyzed according to 9-degree of semantic system. Also, the types of vocabulary were analyzed using general academic words, mathematics specific concept words, and mathematics general concept words. As a result, percentages of 1-degree and 2-degree vocabulary was the most in both grade 1 and 2 mathematics textbooks. It also shows that some of general academic words were 3-degree vocabulary and some of mathematics specific concept words were either unregistered or 1-degree vocabulary. In particular, general academic words, which are 3-degree vocabulary, may be unfamiliar to 1st and 2nd grade students. Therefore, students should be given the opportunity to guess and understand the contextual meaning of general academic words from the given contexts in textbooks. The frequency of use of mathematics general concept words in grade 2 textbook increased significantly compared to grade 1 textbook. Since mathematics general concept words are academic and technical vocabulary they should be taught explicitly. Based on the results of this study, implications for vocabulary instruction in mathematics textbooks were discussed.

Development and Validation of Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P) (부모-유아 어휘 상호작용 척도의 개발 및 타당화)

  • Jung, Suji;Choi, Naya
    • Human Ecology Research
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    • v.58 no.3
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    • pp.429-445
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    • 2020
  • This study developed and validated a 'Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P)'. First, we developed the preliminary scale with 7 factors after reviewing previous literature related to vocabulary and literacy instruction for young children and reflected on feedback from child studies experts and mothers with young children. Subsequently, to validate the scale, the online survey was conducted on mothers with 5-to 6-year-old children who live in Seoul, Gyeonggi, Incheon, Gyeongsang, Chungcheong, Jeolla, Gangwon, and Jeju. Responses from 309 mothers were used to conduct exploratory and confirmatory factor analysis and correlation analysis. The results were as follows. First, the result of exploratory analysis showed that the model with 7 factors was satisfactory: (1) vocabulary exposure, (2) word elaboration, (3) scaffolding, (4) play activity, (5) conventional instruction, (6) word type awareness instruction, (7) word morphology instruction. Second, confirmatory factor analysis confirmed the good fit of the model. Third, the concurrent validity was confirmed by correlation analysis using EC-HOME. Last, the internal consistency reliability of each factor of PLIS-P was also confirmed. This study developed both a theoretical framework of parent-child lexical interaction and a Parent-child Lexical Interaction Scale for Preschoolers. This scale can be used by parents, practitioners, and researchers to acquire knowledge about interaction related to words between Korean parents and young children.

Performance Improvement of SVLIW Architectures by Removing LNOPs from An Object Code (목적 코드에서 LNOP 코드가 제거됨에 따른 SVLIW 구조의 성능 향상)

  • Jeong, Bo-Yun;Jeon, Joong-Nam;Kim, Suk-Il
    • The Transactions of the Korea Information Processing Society
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    • v.4 no.9
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    • pp.2269-2279
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    • 1997
  • SVLIW (Superscalar VLIW) processor, a family of VLIW processors schedules very long instruction words at runtime. If a very long instruction word that is to be issued occurs data dependence relations and/or resource conflicts with those words that were under execution, a long NOP word is issued instead of the word until all the data dependence relations and/or resource conflicts have been resolved. Thus, LNOPs can be removed in object codes for SVLIW processors. In this paper, we measure an improvement of the cache hit ratio caused by removing LNOPs in the object code. We also analyze an improvement of the processor performance due to higher cache hit ratio of the processor. Benchmark tests promise that the performance of SVLIW processors is improved more than 5% compared with that of traditional VLIW processors.

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Teaching English Stress Using a Drum: Based on Phonetic Experiments

  • Yi, Do-Kyong
    • English Language & Literature Teaching
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    • v.15 no.2
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    • pp.261-280
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    • 2009
  • This study focuses on providing the pedagogical implications of stress in English pronunciation teaching since stress is one the most important characteristic factors in English pronunciation (Bolinger, 1976; Brown, 1994; Celce-Murcia, Brinton & Goodwin, 1996; Kreidler, 1989). The author investigated stress production regarding in terms of duration, pitch, and intensity by a group of native speakers of English and a group of low-proficiency South Kyungsang Korean college students for their pre-test. For both of the pre- and post-test, the same stimuli, which consisted of a one-syllable word, two two-syllable words, three three-syllable words, and three four-syllable words, were used along with the various sentence positions: isolation, initial, medial, and final. Soft ware programs, ALVIN and Praat, were used to record and analyze the data. Since Celce-Murcia et al. (1996), Klatt (1975), and Ladefoged (2001) treat duration of the stressed syllable more significantly than other factors, pitch and intensity, with respect to the listener's point of view, the author developed a special method of teaching English stress using a traditional Korean drum to emphasize duration. In addition, the results from the native speakers' production showed that their main strategy to realize stress was through lengthening stressed syllables. After six weeks of stress instruction using the drum, the production of the native speakers and the SK Korean participants from the pre- and post-test were compared. The results from the post-test indicated that the participants showed great improvement not only in duration but also in pitch after the stress instruction. Pitch improvement was unexpected but well-explained by the statement that long vowels receive accent in loan word adaptation in North Kyungsang Korean. The results also showed that the Korean participants' pitch values became more even in their duration values for each syllable as the structure of the word or the sentence became more complex, due to their dependency upon their L1.

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