• 한국어교육
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• 제29권1호
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• pp.85-108
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• 2018

This study pointed out the reality that many novice Korean language teachers who lack rater training are scoring the learners' writing skill. The study performed and analyzed a case where pre-service teachers were educated in order to explore the possibility of promoting rater training in a Korean language teacher training course. The pre-service teachers majoring in Korean language education at the graduate school scored TOPIK compositions and were provided feedback by the FACETS program, which were further discussed at the rater meeting. In three scoring processes, the raters scored with conscious of own rating patterns and showed positive change or over correction due to excessive consciousness. Consequentially, ongoing training can improve rating ability, and considering the fact that professional rater training is hard to progress, the method composed of FACETS analysis and rater training revealed positive effects. On the other hand, the rater training including native Korean and non-native(Chinese) speakers together showed no significant difference by mother tongue but by individual difference. This can be interpreted as a positive implication to the rating reliability of non-native speakers possessing advanced Korean language abilities. However, this must be supplemented through extended research.

• 한국어교육
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• 제29권2호
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• pp.101-123
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• 2018

The purpose of this paper is to develop a training program for overseas Korean language teachers focus on preservice teacher. This thesis based on the 2017 Korean Language (prospective) Teacher Overseas Dispatch and Practical Training Assistance Project (Almaty, Kazakhstan region). The present task established prospective teachers, career teachers, and local teachers as the targets of each assignment. We focused on developing a program that could match each of these characteristics. For prospective teachers, the program was designed and conducted with the goal of "improving real expertise through practical training," whereas for career teachers the program was developed with the goal of "improving leadership" and "retraining teachers" by focusing on their abilities as middle managers to build and maintain foreign and domestic networks. For local teachers, the goal was to provide "retraining as Korean language teacher certification". The limitations of those unable to attend domestic meetings were alleviated through training, workshops, and meetings, and a program was developed for real education practical training. For prospective teachers and career teachers in particular, the program was designed to center on a system of collaboration in which classes based on international Project Based Learning(iPBL) were conducted, and groups prepared practical training and practice modules.

• 한국어교육
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• 제28권2호
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• pp.61-88
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• 2017

This paper seeks to use case studies of training programs for teachers at US K-12 schools to provide a model for developing training programs in South Korea for Korean language teachers overseas, and to consider directions for the future. Toward the end, we review examples of professional development programs for Korean language instructors at US K-12 schools that we have developed and conducted between 2011 and 2016. By comparing these programs with the results of post-program assessments, we explore ways of improving those programs. To respect teachers' wishes, these training programs have attempted to strike a balance between cultural and linguistic education while focusing more on workshops, debates, and field trips than on theoretical lectures. The difficulty of operating such programs is the difference in the teachers' individual circumstances and educational context, which necessitates giving teachers an opportunity to discuss the content of the program and find ways to apply it to their own circumstances. To resolve such difficulties, the training programs that we develop should avoid predetermined curriculums and should not be focused on simple drills or the trainer. Instead, these programs should take the approach of proactively incorporating contents desired by the participating teachers by starting with the situations, needs, and tasks of each of those teachers.

• 한국어교육
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• 제29권4호
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

• 말소리와 음성과학
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• 제2권3호
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• pp.29-36
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• 2010

The purposes of this study are (1) to see if language transfer effect is found in Korean speakers' pronunciation of English stops and to correct them and (2) to investigate the effectiveness of mimicry training and Speech Analyzer training on subjects' pronunciation of English stops. For these purposes, 20 Korean speakers' VOT values of English stops were measured using Speech Analyzer and their post-training production was compared with their pre-training production. The result shows that Korean speakers have no difficulty in correcting pronunciation errors of English voiceless stops and voiced stops and such a result indicates that language transfer effect is not noticed as expected. In addition, the result of pronunciation training shows that the training using Speech Analyzer is more effective than mimicry training.

• 정보교육학회논문지
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• 제23권5호
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• pp.491-497
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• 2019

글로벌 사회로 발전함에 따라 외국어를 능숙하게 말하고 싶어하는 사람들이 많아지고 있다. 능숙하게 말하기 위해서는 말하는 훈련을 충분히 가져야 하는데 이때 대화 상대방을 필요로 한다. 최근에는 음성 인식 정보 기술의 발달로 인하여 대화 상대방의 인간이 없어도 외국어 말하기 훈련을 수행하는 시스템 개발이 가능할 것으로 기대되고 있다. 이에 본 연구에서는 외국어 말하기 훈련 교육을 위한 테스트베드 시스템을 개발하고 초등학교 수업에 적용하였다. 초등학생에게 영어 대화 상황을 제시하고 말하기 훈련을 실시하도록 하였다. 그 후, 시스템에 대한 만족도와 지속적인 활용 가능성을 조사하였다. 본 연구에서 개발한 시스템을 이용하면 외국어 말하기 학습 훈련에 도움이 된다는 점을 확인하였다.

• 대한청각학회지
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• 제23권3호
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• 해양환경안전학회:학술대회논문집
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• 해양환경안전학회 2017년도 공동학술발표회
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• pp.164-164
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• 2017

• Journal of Audiology & Otology
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• 제23권3호
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• 인터넷정보학회논문지
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• 제25권1호
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• pp.57-67
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• 2024

본 연구는 금융 분야에서 중요한 증감 정보를 효과적으로 이해하고 감성을 정확하게 분류하기 위한 언어 모델의 학습 방법론을 탐구한다. 연구의 핵심 목표는 언어 모델이 금융과 관련된 증감 표현을 잘 이해할 수 있게 하기 위한 적절한 데이터 세트를 찾는 것이다. 이를 위해, Wall Street Journal에서 수집한 금융 뉴스 문장 중 증감 관련 단어를 포함하는 문장을 선별했고, 이와 함께 적절한 프롬프트를 사용해 GPT-3.5-turbo-1106으로 생성한 문장을 각각 post-training에 사용했다. Post-training에 사용한 데이터 세트가 언어 모델의 학습에 어떠한 영향을 미치는지 금융 감성 분석 벤치마크 데이터 세트인 Financial PhraseBank를 통해 성능을 비교하며 분석했으며, 그 결과 금융 분야에 특화된 언어 모델인 FinBERT를 추가 학습한 결과가 일반적인 도메인에서 사전 학습된 모델인 BERT를 추가 학습한 것보다 더 높은 성능을 보였다. 또 금융 뉴스로 post-training을 진행한 것이 생성한 문장을 post-training을 진행한 것에 비해 전반적으로 성능이 높음을 보였으나, 일반화가 더욱 요구되는 환경에서는 생성된 문장으로 추가 학습한 모델이 더 높은 성능을 보였다. 이러한 결과는 개선하고자 하는 부분의 도메인이 사용하고자 하는 언어 모델과의 도메인과 일치해야 한다는 것과 적절한 데이터 세트의 선택이 언어 모델의 이해도 및 예측 성능 향상에 중요함을 시사한다. 연구 결과는 특히 금융 분야에서 감성 분석과 관련된 과제를 수행할 때 언어 모델의 성능을 최적화하기 위한 방법론을 제시하며, 향후 금융 분야에서의 더욱 정교한 언어 이해 및 감성분석을 위한 연구 방향을 제시한다. 이러한 연구는 금융 분야 뿐만 아니라 다른 도메인에서의 언어 모델 학습에도 의미 있는 통찰을 제공할 수 있다.