• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.495-504
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• 2019

Since the 2000s, the number of foreign students in Korea has increased considerably. In late 2010, the government's strategy to internationalize higher education will bring the number of foreign students to 140,000 as of 2019 and soon to 200,000 by 2023. As the number of foreign students increases, the happy life of foreign students in Korea has become a very important social issue at a time when the population is shrinking. Increasing the satisfaction level of foreign students living in Korea is a matter that should not be overlooked given that our society will face problems of globalization and population cliff in the future. Recently, the number of Vietnamese students studying in Korea has been on the rise, raising the need to pay attention to their happy study lives. In this study, I would like to suggest a plan for the happy life of Vietnamese students in Korea. To that end, 90 Vietnamese students in Korea were surveyed on their satisfaction with living, economy, welfare environment, university education, language education and overall studying abroad. Foreign students entering Korean society should also work together in terms of living, economy, welfare and education so that they can recognize themselves as a member of our society and live happily abroad.

• Journal of the Korean Society for information Management
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• v.30 no.4
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• pp.195-213
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• 2013

This study aims at establishing the identity of teaching Korean as a Foreign Language (KFL) domain by using journal profiling and co-word analysis in comparison with the relevant and adjacent domains. Firstly, by extracting and comparing topic terms, we calculate the similarity of academic journals of the three domains, KFL, teaching Korean as a Native Language (KNL), and Korean Linguistics (KL). The result shows that the journals of KFL form a distinct cluster from the others. The profiling analysis and co-word analysis are then conducted to visualize the relationship among all the three domains in order to uncover the characteristics of KFL. The findings show that KFL is more similar to KNL than to KL. Finally, the comparison of knowledge structures of these three domains based on the co-word analysis demonstrates the uniqueness of KFL as an independent domain in relation with the other relevant domains.

• Proceedings of the KSPS conference
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• 2004.05a
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• pp.239-242
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• 2004

An automatic pronunciation correction system provides users with correction guidelines for each pronunciation error. For this purpose, we propose a speech recognition system which automatically classifies pronunciation errors when Koreans speak a foreign language. In this paper, we also propose machine scoring methods for automatic assessment of pronunciation quality by the speech recognizer. Scores obtained from an expert human listener are used as the reference to evaluate the different machine scores and to provide targets when training some of algorithms. We use a log-likelihood score and a normalized log-likelihood score as machine scoring methods. Experimental results show that the normalized log-likelihood score had higher correlation with human scores than that obtained using the log-likelihood score.

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.309-339
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• 2003

This paper provides an overview of second language (L2) socialization research, some examples of recent studies addressing this topic, and finally a theoretical reconceptualization of L2 socialization. The three studies to be presented include secondary schools in an English-as-a-foreign-language context in Central Europe, mainstream classes in an English-as-a second-language school in Western Canada, and programs for English language and nursing skills for immigrant Canadians. This empirical, qualitative research does not support a linear, deterministic view of L2 socialization; such a view assumes, erroneously, that students or other novices are fully willing and able to adopt stable, monolingual, local target L2 norms and that members of the target culture are both competent and receptive to the newcomers. Some consequences and implications of these findings are discussed.

• English Language & Literature Teaching
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• no.5
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.81-101
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• 2009

This study analyzed a total of 37 studies about bi-lingulism and English education as a foreign language published in 8 academic journals in early childhood education or child development fields. Research topics, participants, methods, and variables in the studies were categorized and descriptively analyzed. The research findings which had been statistically investigated were also summarized. The most frequently studied research topics were children's development and English education program exposure, actual conditions of English education in preschool settings and effectiveness of specific English programs for preschool children. However, children's home characteristics were seldom included as research variables and no research investigated so called English preschools. Several studies reported that bi-lingual children may have different language development paths from mono-lingual children but they eventually have comparable language abilities to mono-lingual children. Also some studies reported that, when learning English as a foreign language in school settings, older children can handle more information regarding English than younger children, resulting in better outcomes of older children. Exposure to two languages in early childhood seems to contribute to young children's meta linguistic awareness but the long term effect of English education in early childhood should be further studied. Several English education programs for preschool settings were developed and the effectiveness were investigated. Even though most of them reported that their programs were effective to children's English ability or interests, the results should be carefully interpreted because their research designs and methods were not rigorous.

• Phonetics and Speech Sciences
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• v.3 no.3
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• pp.77-88
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• 2011

Foreign accent in second language production depends heavily on the transfer of features from the first language. This study examines acoustic variations in segments and suprasegments by native and nonnative speakers of English, searching for patterns of the transfer and plausible indexes of foreign accent in English. The acoustic variations are analyzed with recorded read speech by 20 native English speakers and 50 Korean learners of English, in terms of vowel formants, vowel duration, and syllabic variation induced by stress. The results show that the acoustic measurements of vowel formants and vowel and syllable durations display difference between native speakers and nonnative speakers. The difference is robust in the production of lax vowels, diphthongs, and stressed syllables, namely the English-specific features. L1 transfer on L2 specification is found both at the segmental levels and at the suprasegmental levels. The transfer levels measured as groups and individuals further show a continuum of divergence from the native-like target. Overall, the eldest group, students who are in the graduate schools, shows more native-like patterns, suggesting weaker foreign accent in English, whereas the high school students tend to involve larger deviation from the native speakers' patterns. Individual results show interdependence between segmental transfer and prosodic transfer, and correlation with self-reported proficiency levels. Additionally, experience factors in English such as length of English study and length of residence in English speaking countries are further discussed as factors to explain the acoustic variation.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.57-81
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• 2017

The purpose of this study is to summarise the educational meanings of Official Foreign Language Schools(hereafter, OFLS) in Korea, 1895-1906. Especially, I try to find out the foreign language policy of the Joseon Dynasty and the comparative superiority between six foreign language schools - Japanese School, English School, French School, Russian School, Chinese School, and German School - through the traits of teachers and the change of students numbers at the Regulation Period. As a part of Kabo Reforms, the government had abolished the of Civil Service Examination System and status system, and foreign languages worked as a cultural capital to acquire modern civilization and to escalate one's social status. The results were as follows: Firstly, the OFLS have to be regarded as one of the highest educational institute during the Regulation Period. The eligibility of the OFLS was over 15 years old, but most of the incoming students were over 20 years old. Secondly, many of the OFLS's teachers were specialists of military, diplomat and mechanics. Especially, Martel, the teacher of French school played an important role for the neutral diplomacy policy of the Great Korean(Dae-Han) Empire during the Regulation Period. Thirdly, the recruit of new members of the OFLS was affected by the political and social circumstances at that time. Fourthly, the statistics of incoming students during the Regulation Period was concentrated on Chinese school, French school, and English school in due order. Thus, it differed from the commonly accepted ideas of students' statistics which was concentrated on English School and Japanese School. Fifthly, the OFLS were not only for the training of official interpreters(譯官通事), but also the cultivation of civil servants who could become statesman.

• Journal of Korean language education
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• v.28 no.3
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• pp.105-126
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• 2017

Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there are few empirical studies that focus on the intelligibility of Korean learners' pronunciation. Therefore, this mixed-methods study examined the relationship among native-like pronunciation, intelligible pronunciation, phonological fluency and comprehensibility. Furthermore, this study investigated how native-like pronunciation and intelligible pronunciation are measured differently in terms of actual pronunciation skills. In addition, this study examined how these two pronunciation styles mutually influence each other. The results of this study show that achieving native-like pronunciation is a much more difficult goal than achieving intelligible pronunciation. It further shows that foreign accented pronunciation has little to do with comprehensibility while better intelligibility is needed for clearer comprehensibility. To achieve better intelligibility, this study recommends pronunciation teaching based on segments, suprasegmentals and fluency as the focus on suprasegmentals and fluency teaching are more important to achieve a native-like pronunciation. Besides the focus on phonology, there are other social factors which could influence the evaluation of native-like pronunciation, but are not part of this study. These findings are expected to contribute not only to a better understanding of pronunciation, but also to a more comprehensive reevaluation and informed direction of pronunciation teaching and research.

• Journal of Technologic Dentistry
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• v.29 no.2
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• pp.17-34
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• 2007

This study was conducted to research into the recognition level of employment and overseas employment on 173 students majoring in dental technology at two colleges in Daegu metropolitan city and Jeju self-governing island through questionnaires which are recorded individually. The results are as follows. 1. About 31.8% students chose dental technician department taking their aptitude into consideration when they entered college. 52% students gained information about dental technology through internet, and 57.3% students among them, which was the highest level, were under age 20. 2. 48.6% students responded that they thought the level of satisfaction with major was average and there was a difference according to their ages among the level of satisfaction or dissatisfaction with their major and the previous knowledge of major they had gained before entering college. 75.1% students said they wouldn't transfer to other major even if they were given the chance, which was much higher than the opposite case. And only 2.3% students had dissatisfaction at their major, which means students majoring dental technology evaluate their major positively. 3. Most students(58.4%) wanted to get a job for living cost and 53.2% students took advice from their seniors or elderly people in choosing their jobs. 64.7% students answered they should have professional skills to get a good job, which was different according to their ages. In addition, 51.4% students of dental technology department regarded the opportunities to exert their abilities as the most important element in choosing their jobs. That means students value self-decision and selfrealization when they choose their jobs. 4. The majority of students(32.9%) preferred to work at the dental laboratory in dental college hospital as their workplace. Moreover, seniors over age 21 wanted to work in the field of porcelain and juniors under age 20 preferred to work in the implant part concerning the field which students wants to work. 5. About 91.3% students have ever heard about overseas employment and wanted to work abroad if given the opportunities(77.5%). This points out students have much interest in overseas employment and positive attitude. And there was a difference according to age and grade in case of the preferred country when they work abroad 6. The main barrier to overseas employment was a lack of communication ability(63.0%), therefore, students thought foreign language education should be activated to improve overseas employment(26.0%). To show this more specifically, juniors thought foreign language education and internship are most important factors(both are 21.4% alike), while seniors thought foreign language education is essential(24.6%) as a way to improve overseas employment. Students also thought that participation in language study club helps to prepare for overseas employment(69.4%). When putting all these survey results together, it's very important to develop people in advance who have job ability and language ability necessary for overseas employment as well as to improve job awareness in the field of dental technology. Consequently, it's needed to seek for various ways to get a overseas job through foreign language education and overseas internship.