• Smart Media Journal
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• v.5 no.2
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• pp.24-32
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• 2016

Recently, the development of electronic teaching materials and the demand of digital learners have led the needs on the education contents that replace learning from character information and the change of an information design method for this. Chinese character education in the traditional schooling mainly focuses on writing and memorization (semantic memory). This way that the stories do not exist has brought the learners' recognition that Chinese character is difficult to learn. Meanwhile, for a language study such as English, cross-media development between printed materials and audio-visual materials has been actively introduced. The method that extends episode memories along with memorization through a story is widely used. Therefore, this content suggests a prototype, which is broken away from an existing way of learning Chinese character that mainly focuses on writing, one sided instruction and information cramming. This makes learners learn through a story from printed materials and animation. Furthermore, it suggests a method that extends episode memories through Chinese education contents based on IoT explaining the principle of Chinese character by combining IT technology (information and communications, IoT) and education contents on block toys.

• Educational Technology International
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• v.17 no.1
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• pp.59-85
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• 2016

The purpose of the study is to report differences in the effects of learner characteristics on the self-regulated learning (SRL) abilities between Chinese and Korean distance learners by using a structured SRL scale. A standardized 54-item self-regulated learning scale (SRAS) was used. The reliability was tested both in China and Korea which showed the scale had good reliability. The comparative study were conducted by administering the SRAS on 1999 Chinese distance learners from the Open Distance Education Center of Beijing Normal University and 1941 Korean distance learners from H Cyber University. Data on four dimensions of SRL - planning, control, regulating, and evaluation - were analyzed using 't-test' and 'ANOVA' with regards to the learner characteristics such as gender, age, prior education level, semesters, location and major. Results indicated that the average participant had an above medium level of SRL ability in all of the four dimensions. There were significant differences in the self-regulated learning ability between Chinese and Korean distance learners. Chinese distance learners scored higher in SRAS than Korean distance learners. The effects of learner characteristics on the SRL ability showed different patterns in the two countries. As for gender, male learners scored better in SRL than female learners in China, whereas it was just the opposite in Korea. No age differences were found in China, but Korean data exhibited a consistent age effect in all dimensions. In Korea, the age group older than 46 scored the highest, followed by the group between 35 to 45 years old, the group between 26 to 35 years old and the group younger than 25. As for location, Korean distance students from metropolitan were better than those from other regions, whereas it was on the contrary in China, albeit the location effect was not statistically significant. Prior education level had a clear and consistent effect on the SRL ability in both countries: the distance learners from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in various contexts of distance/online education as well as in relation to different culture between China and Korea. The results will also have implications for designing distance and online learning generally.

• Phonetics and Speech Sciences
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• v.8 no.1
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• pp.53-62
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• 2016

In this study, we examined whether Chinese learners of Korean can correctly produce the phonological process on the lexical and post-lexical level. For this purpose 4 Korean native speakers and 10 advanced and 10 intermediate Chinese learners of Korean participated in the production test. The materials analyzed constituted 10 Korean sentences in which nasalization can be applied on the syllable boundary, word boundary(w-boundary) as well as accentual phrase boundary(AP-boundary). The results show that for Korean speakers, nasalization was applied 100% at all level whereas for Chinese speakers, the rate of application of nasalization is different according to prosodic constituents and Korean proficiency. Nasalization was more frequently applied at the lexical level than the post-lexical level, and it is more frequent in the w-boundary conditions than in the AP-boundary conditions. However, the rate of nasalization in the w-boundary is close to the lexical level. The pronunciation errors were committed either as non application of nasalization or coda obstruent ommission. In the case of non application of nasalization, Chinese learners of Korean produced the target syllables as underling forms, which were not transformed as surface forms. In addition, we can observe the ommission of coda obstruents in 'lenis obstruents+nasal sound' sequences. As a result, nasalization is blocked by this omission.

• Korean Journal of Cognitive Science
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• v.29 no.4
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• pp.243-263
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• 2018

This research investigated whether inter-word spaces, the spaces between words, can affect the efficiency of Korean-speaking CSL(Chinese as a second language) learners in Chinese reading of Korean-speaking's ability to read Chinese. Through eye movement tracking experiments, CSL learners of different proficiency levels(beginning, intermediate, and advanced) and native Chinese readers were asked to read Chinese sentences with and without inter-word spaces. The tests analysed the participants' fixation counts and the time spent in reading each sentences and also between each words. In terms of the fixation counts and time spent between sentences, the results show that there were no significant difference in participants' fixation counts from reading sentences with and without inter-word spaces. The results also prove that reading sentences with inter-word spaces significantly shortened the reading time for both CSL learners and native Chinese readers. Even for the participants' fixation counts and time duration between each words, participants spent significantly less fixation counts and reading time while reading words with inter-word spaces. The results were more prominent and positive in tests conducted with CSL learners of lower proficiency. This research shows that inter-word spaces in Chinese texts can enhance the efficiency of chinese learners' reading ability.

• Phonetics and Speech Sciences
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• v.4 no.4
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• pp.37-43
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• 2012

This study investigates an independent evaluation of prosody and segmentals with reference to the difference in the foreign accent of Korean, Chinese, and Japanese learners of English. For this study, a set of stimuli were made of English sentences read by male and female Korean, Chinese, and Japanese learners of English by prosody swapping technique. Two groups of American and Korean subjects evaluated the difference in the prosody and segmentals of the stimuli by pairwise difference rating. The results showed that there was no significant difference in the evaluation scores of prosody and segmentals across accents for either subject group. The results also showed that both subject groups indicated a greater score with segmentals than with prosody. The results of the present study are significant in that they are opposite to the claim of some previous studies that prosodic factors could have a greater influence on the foreign accent and intelligibility than segmentals.

• Language and Information
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• v.14 no.1
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• pp.67-91
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• 2010

Present study examines L1 transfer effect and UG involvement in the acquisition of binding properties of Korean as second language (L2). The study especially investigates i) whether knowledge from different L1s (English and Chinese) affect the interpretation of binding in Korean as L2 and ii) whether L2 learners of Korean differentiate two Korean anaphors like Korean monolinguals do, based on their knowledge of universal form-function correlation of anaphors. 53 post-puberty L2 learners of Korean with English or Chinese L1, together with 30 Korean monolinguals, were tested over Truth Value Judgment Task with stories, composed of Korean sentences representing various types of binding with two Korean reflexives - caki and caki-casin. The results showed some effect of L1 transfer, though not always. Overall, late L2 learners of Korean seem to know the difference between the two anaphors in their properties related to form-function correlation, though their performance level was lower compared to Korean monolinguals. Detailed pattern of the results and the role of UG in the interpretations of Korean reflexives are also discussed.

• Journal of Korea Multimedia Society
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• v.24 no.1
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• pp.117-124
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• 2021

Korean education in China began at Peking University in the 1950s. At present, The Korean language education in China has made remarkable progress in many aspects such as scale, scope, level and achievement. In addition, with the increasingly frequent economic and cultural exchanges or cooperation between China and South Korea and the increasing trend of internationalization, the prosperity of Korean wave culture and the sound development of China-South Korea relations, the country's demand for Korean language talents is increasing day by day. However, with the rise of Korean education in China in recent years, some hidden problems also surfaced. In this paper, the Korean language proficiency test(TOPIK) is used to evaluate the Korean language proficiency of Korean learners, and Chinese juniors are used to evaluate the Korean language proficiency. In addition, a questionnaire survey was conducted to analyze the learning media of Chinese Korean learners at the present stage, and the relationship between learning media and learning outcomes was concluded. At the same time, deficiencies and problems existed in Korean education in colleges and universities were proposed and their own ideas were put forward.

• Korean Educational Research Journal
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• v.39 no.1
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• pp.39-56
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• 2018

The purpose of this study is to examine the comparation Korean "-e(에), -eseo(에서)" with the Chinese "zai(在)," analyze the errors of using "-e(에), -eseo(에서)," and suggest the direction of teaching required for Chinese learners to reduce these errors. Referring to mean place, "-e(에)" and "-eseo(에서)" generally correspond to "zai(在)" in Chinese, but "zai(在)" in Chinese does not completely correspond to "-e(에)" and "-eseo(에서)" with the meaning of position or place. Chinese learners are often misunderstood when they use "-e(에)" and "-eseo(에서)."

• Phonetics and Speech Sciences
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• v.7 no.4
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• pp.111-121
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• 2015

The present study examines the auditory boundary between Korean /o/ and /u/ on a synthesized vowel continuum by Chinese learners of Korean language. Preceding researches reported that the Chinese learners have difficulty pronouncing Korean monophthongs /o/ and /u/. In this experiment, a nine-step continuum was resynthesized using Praat from a vowel token from a recording of a male announcer who produced it in isolated form. F1 and F2 were synchronously shifted in equal steps in qtone (quarter tone), while F3 and F4 values were held constant for the entire stimuli. A forced choice identification task was performed by the advanced learners who speak Mandarin Chinese as their native language. Their experiment data were compared to a Korean native group. ROC (Receiver Operating Characteristic) analysis and logistic regression were performed to estimate the perceptual boundary. The result indicated the learner group has a different auditory criterion on the continuum from the Korean native group. This suggests that more importance should be placed on hearing and listening training in order to acquire the phoneme categories of the two vowels.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.59-79
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• 2019

The purpose of this study is to analyze, through questionnaires and interviews, spacing errors in Chinese students' Korean writing and to propose changes for the teaching methods used for Chinese learners by analyzing the causes of errors. By analyzing the learners' writing samples, a total of 148 space errors were found. The rates of errors (77.6%) that were made by combining separate words is much higher than the errors (22.4%) that were made by placing a space within a compound word. Among the error types, "noun + noun," "observer (type) + dependent noun," and postpositional particle errors occur most frequently. In this paper, we propose the direction of spacing starting from the deductive side and the inductive side for nouns and investigations.