• 수산해양교육연구
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• 제28권3호
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• pp.808-817
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• 2016

This study aims at reviewing differences of awareness toward speech-language therapy according to background variables of child-care teachers, and establishing a basic data necessary for special education support programs afterwards based on child-care centers and its characteristics with the results. Researcher carried out a survey by objecting child-care teachers of Chungcheongbuk-do, Korea, and looked into existence of some differences through SPSS 20.0 for Window, independent sample t-Test, ANOVA, Scheffe post verification on background characteristics such as level of education, working career, license grade, whether or not to have objects of speech-language objects in the class. Research results are same as follows. First, significant differences in awareness of child-care teachers toward speech-language therapy appeared from license grade among characteristics like level of education, license grade, whether or not to have objects of speech-language therapy in the class. Second, significant differences were displayed from whether or not to have objects of speech-language therapy in the class among characteristics such as level of education, working career, license grade, and whether or not to have objects of speech-language therapy. When putting these results together, a conclusion could be made such like awareness of child-care teachers toward speech-language therapy and therapists is able to be different a little according to background variables of teachers.

• 한국생활과학회지
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• 제23권6호
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• pp.969-980
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• 2014

This paper reports on a study that examined the longitudinal and concurrent effects of the home literacy environment(HLE) on first grade language performance, and the effect of language performance on school adjustment. Study subjects were 469 first graders of 6 elementary schools. The parents' and teacher's reports were used to investigate the subjects' language performance, school adjustment, and the HLE before and after the elementary school entry. Findings from the study show that there is an association between the HLE during the preschool period and the HLE in first grade, and the HLE in first grade positively affects children's language performance. Also the children's language performance had a positive influence on their school adjustment. Therefore, it can be concluded that the HLE during the preschool period is a significant feature that lingers to affect children's language performance and school adjustment.

• Human Ecology Research
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• 제57권3호
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• pp.407-417
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• 2019

This study examined the longitudinal effects of appearance satisfaction and Korean language skills on the self-esteem and school adjustment of multicultural adolescents. The study used data from 1,151 multicultural adolescents from the $3^{rd}$, $4^{th}$, and $5^{th}$ waves of the Multicultural Adolescents Panel Study (MAPS). Data were analyzed by means of descriptive statistics, Cronbach's alpha, correlation, and structural equation modeling. The results are as follows. First, appearance satisfaction and Korean language skills at grade 6 significantly predicted higher self-esteem at grade 7. Second, there was a significant influence of high levels of self-esteem at grade 7 on positive school adjustment of grade 8. Last, the self-esteem at grade 7 had a significant mediating effect in the relationship between appearance satisfaction and Korean language skills at grade 6 and school adjustment at grade 8. The results of this study highlighted the importance of self-esteem as a mediating factor in the connection between appearance satisfaction and Korean language skills as well as the level of school adjustment. This provides supporting evidence to many educators and parents for the implementation of effective support practices for multicultural adolescents to enhance their school adjustment. Other related implications of these findings and suggestions for future research are also discussed.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.149-170
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• 2014

The Vietnamese language has a specific property related to the zero in the name-number system. This study was conducted to examine the impact of linguistic differences and of the zero's position in a number on a transcoding task (verbal number into Arabic number). Vietnamese children and French-speaking Belgian children, from grades 3 to 6, participated in the study. The success rate and the type of errors they made varied, depending on their grade and language. At Grade 4, Vietnamese children showed performances equivalent to Grade 6 Belgian children. Our results confirmed the support provided by language to the understanding and performances in a transcoding task. Results also showed that a syntactic zero is easier to manipulate than a lexical zero for Vietnamese children. The relative influence of language and the source of errors are discussed.

• 한국산학기술학회논문지
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• 제14권8호
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• pp.3760-3767
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• 2013

본 연구는 초등학생들을 대상으로 일반창의성, 언어지능, 국어성적이 언어창의성에 미치는 영향을 살펴보고자 실시되었다. 서울시에 위치한 3개의 초등학교 4학년 338명을 대상으로 검사를 실시하였다. 사용된 검사는 다중지능검사 중 언어검사와 일반창의성 검사인 TTCT이며 국어성적은 학교에서 실시한 중간, 기말시험 성적을 사용하였으며 언어창의성은 에세이쓰기를 실시하였다. 수집된 자료는 SPSS 18.0을 활용하여 상관분석, 회귀분석, 분산분석을 실시하였다. 연구결과를 살펴보면 언어창의성은 일반창의성 전체점수에서 상관이 있는 것으로 나타났으며 하위요인에서는 제목의 추상성과 정교성에서 유의미한 상관이 나타났다. 언어창의성은 국어성적과는 정적상관이 있는 것으로 나타났으며 언어지능과는 상관이 없는 것으로 나타났다. 회귀분석을 실시한 결과 언어창의성은 일반창의성 가운데 제목의 추상성 요인이 가장 잘 설명하는 것으로 나타났으며 제목의 추상성 수준에 따라 언어창의성 평균은 의미있는 차이가 있는 것으로 나타났다.

• 영어어문교육
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• 제16권3호
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• pp.161-182
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• 2010

The goals of this study were to identify differences in learners' and teachers' perspectives on EFL learners' language anxiety, to identify the differences among teachers coping with learners' language anxiety, and to find how learners cope with their language anxiety. The research was effectuated by means of a survey questionnaire and interviews. The data were collected from 92 teachers and 230 students in four different school settings. There were the $6^{th}$ grade 50 primary school learners, the $2^{nd}$ grade 60 middle school learners, the $11^{th}$ grade 60 high school learners of, and the $2^{nd}$ and $3^{rd}$ grade 60 university learners. There were also 26 primary school teachers, 22 middle school teachers, 21 high school teachers, and 23 university teachers. The findings reveal that there were differences in responses among the respondents. The findings suggest that teachers need to pay attention to their particular learners' anxiety sources: especially in the case of primary school setting, the activity of answering teachers' questions for teachers was the primary source of learner's anxiety, in the case of middle school settings, translating sentences in English into Korean, in the case of high school setting, checking unknown vocabulary, and in the case of university settings, university learners felt anxious when classmates spoke fluently. The implications of the study indicate that these aspects should be handled carefully to motivate certain group of learners.

• 수산해양교육연구
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• 제27권5호
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• pp.1395-1403
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• 2015

The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.123-130
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• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• 한국과학교육학회지
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• 제31권8호
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• pp.1175-1185
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• 2011

본 연구는 과학 교육용 과학 전문 용어 목록을 만들기 위한 기초 연구로써 중학교 과학 교과서 물리 단원에 수록된 과학 전문 용어를 조사하였다. 그 결과 7학년 249개, 8학년 170개, 9학년 137개, 총 556개의 과학 전문 용어를 얻을 수 있었다. 그리고, 초등학교와 중학교에서 다루는 어휘수의 차이가 매우 심함을 알 수 있었고, 교육인적자원부의 편수자료와 물리학용어집, 표준국어대사전 간에 불일치가 상당히 많았다. 본 연구의 결과에 수정, 보완 작업을 거쳐서 수준별로 평정된 과학 전문 용어 목록이 완성되면 도서 및 사전 편찬, 각종 검사 제작, 교사 교육, 학습능력 향상 등에 다양하게 활용될 수 있을 것이다.

• 아동학회지
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• 제30권3호
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• pp.23-36
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• 2009

Relationships between immigrant mothers' Korean language ability and preschoolers' language development in multi-cultural families were studied with 91 mothers and their children. Language capacity of mothers and children was measured by receptive and expressive vocabulary test, sentence comprehension test and two kinds of reading tests. Results showed that mothers' level of comprehension was relatively low but their reading ability was higher than that of elementary school first-grade Korean students. Comprehension of children in multi-cultural families with non-immigrant counterparts showed a lower level of language ability. Mother's level of expressive vocabulary, receptive vocabulary and reading ability correlated with children's language development. These results indicate a relationship between children's delayed language development in multi-cultural families and mother's low proficiency in Korean language.