• 중국학논총
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• 제66호
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• pp.85-103
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• 2020

We use prototypes (also known as referent in semiotics) when we understand the outside world. Different language users use different prototypes to decode the same sound. When we learn Chinese language as a foreign language, during it's sound perceptual process, Korean learners' target language prototypes are different from Chinese native speakers'. The purpose of the paper is to examine the theory of speech perception and the theory of constructivism teaching, and to suggest to the Chinese language teachers to have Cunstructivist approach while they design there teaching course. For this, we concerned three things: First is to review speech perception theory and constructivism teaching theory. Second based on the preceding study, we review that learner's prototypes are different from Chinese native speaker and this cause the error of listening and pronunciation. Finally, we introduced two simple speech visualization programs developed to help us learn pronunciation.

• 음성과학
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• 제1권
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• pp.27-38
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• 1997

The differences in French Intonation between French and Korean learners can be applied to French intonation education. One native French speaker and three native Korean speakers who learned French language at High school were selected for this study. The subjects spoke test phrases based on the different syntactic structures. High-Speed speech Analysis system(RILP) was used for this experiment. The different intonation curves were showed at the end of phrase and at the beginning of phrase between French and Korean learners. At the end of phrases, French intonation appeared to have increasing and decending pitch contours in the case of wh-question, exclamation and finality. However, Korean learner's intonation showed only increasing pitch contours. At the beginning of phrase, French intonation shows decending pitch contours in the case of minor continuation and command. In contrast, Korean learner's intonation appeared to have increasing pitch contours. The new intonation training system using PC can have great effect on education of French as a second language.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.96-104
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• 2000

The Bodysonic system was invented on the basis of 'Bone Conduction Theory,' which states that people feel sounds with their whole body. The Bodysonic system is used for L2 (English) learning at Aichi Women's Junior College. In recent years we have developed some unique methodology related to use of the Bodysonic system. In Japan it is difficult for adult L2 learners to acquire the prosody of a foreign language. A language laboratory using the Bodysonic system has been suggested as one way to eradicate such adult L2 problems. The Bodysonic system changes sounds into vibrations. It makes it easy for learners to acquire the prosody of a foreign language because humans can convey information, through their tactile organs. In addition, this system was originally designed to make people relax, so it can also help minimize learner anxiety. The effect of Bodysonic vibrations on language learning has already been proven by some experiments. The Bodysonic system appears to be an ideal teaching method for adult to learn a foreign language.

• 한국어교육
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• 제25권1호
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• 한국정보과학회 언어공학연구회:학술대회논문집(한글 및 한국어 정보처리)
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• 한국정보과학회언어공학연구회 2005년도 제17회 한글 및 한국어 정보처리 학술대회
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• pp.139-144
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• 2005

When a Japanese learner in Korea tries to find Japanese dictionary, he must know the pronunciation of the target word. But it's not easy to know the pronunciation of target word from Japanese sentence. Because most of general Japanese sentence shows only HanJa(Chinese character) instead of Kana(Japanese alphabet). If the Japanese learner knows the Korean traditional pronunciation of the target word, he can input the word to electronic Japanese dictionary with the Korean pronunciation. For this solution, the dictionary service provider must convert the Japanese word to Korean pronunciation, in advance. After setting of the conversions as a additional searching process, we can find the target word through Korean pronunciation of the Japanese HanJa, This process is possible for the three reasons below, 1. Korean, Japanese and Chinese are using the nearly same HanJa. The difference is small. 2. Most Japanese learner in Korea, knows the Korean pronunciation of the HanJa. 3. The Korean pronunciation of the HanJa is nearly unique, a HanJa has a Korean pronunciation, generally.

• Educational Technology International
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• 제16권2호
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• pp.141-166
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• 2015

The purpose of this study was to examine the effects of using visual stimulation and gesture, namely embodied language learning, on learning achievement and learner's course interest in the EFL classroom. To investigate the effectiveness of the proposed purpose, thirty two third-grade elementary school students participated and were assigned into four English learning class conditions (i.e., using animated graphic and gestures condition, using only animated graphic condition, using still pictures and gesture condition, and control condition). The research questions for this study are addressed below: (1) What differences are there in post and delayed learning achievement between imitating gesture group and non-imitating one and between animated graphic group and still picture one? (2) What differences are there in course interest between imitating gesture group and non-imitating one and between animated graphic group and still picture one? The Embodiment-based English learning system for this study was designed by using Microsoft's Kinect sensing devices. The results of this study revealed that students of imitating gesture group memorized and retained better words and sentence structure than those of the other groups. As for learner's course interest measurement, imitating gesture group showed a highly positive response to attention, relevance, and satisfaction for curriculum and using animated graphic influenced satisfaction as well. This finding can be attributed to the embodied cognition, which proposes that the body and the mind are inseparable in the constitution of cognition and thus students using visual simulation and imitating related gesture regard the embodied language learning approach more satisfactory and acceptable than the conventional ones.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제4권4호
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• pp.595-617
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• 2010

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner's cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

• 인지과학
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• 제3권2호
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• pp.291-309
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• 1992

자연어에 의한 컴퓨터 조작은 시스템의 사용을 간편하고 편리하게 할 뿐 아니라 인간과 컴퓨터 사이의 정보 전달이라는 측면에서 시스템에 유연성을 제공한다.본 논문에서는 자연어 인터페이스를 지능형 지리교육 시스템(IGTS)에 적응하여 보고, 시스템 구현시 고려해야 할 여러가지 사항들을 설명한다.IGTS의 각 모듈들은 시스템과 학습자간의 자연스런 대화를 위해 인터페이스 모듈과 결합되어 있으며 상호 통신한다.

• 영어어문교육
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• 제10권2호
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• pp.1-23
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• 2004

This article reports a bi-directional interlanguage study designed to investigate the initial state of L2 acquisition with regard to English and Korean wh-questions. Based on the UG system in line with the minimalist theory, it was hypothesized that the L2 initial state is characterized by the most economical form of syntax in which no overt wh-movement to Spec-CP is assumed. Results of the early interlanguage study showed that 1) L1 Korean learners of L2 English predominantly produced wh-questions with the fronted wh-word, but without productive wh-movement to the Spec-CP position; and 2) L1 English learners of L2 Korean overwhelmingly produced wh-questions with the wh-word remaining in-situ. These results were interpreted as supporting the minimalist account of the L2 initial grammar in that no overt syntactic wh-movement were adopted in early interlanguages of both English and Korean regardless of the learner's L1.

• 말소리와 음성과학
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• 제3권3호
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• pp.115-121
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• 2011

This paper examines how L2 speech production varies according to learner's L2 proficiency level. L2 speech production variations are analyzed by quantitative measures at word and phone levels using Korean learners' English corpus. Word-level variations are analyzed using correctness to explain how speech realizations are different from the canonical forms, while accuracy is used for analysis at phone level to reflect phone insertions and deletions together with substitutions. The results show that speech production of learners with different L2 proficiency levels are considerably different in terms of performance and individual realizations at word and phone levels. These results confirm that speech production of non-native speakers varies according to their L2 proficiency levels, even though they share the same L1 background. Furthermore, they will contribute to improve non-native speech recognition performance of ASR-based English language educational system for Korean learners of English.