• English Language & Literature Teaching
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• v.17 no.3
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.17-36
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• 2005

The purpose of this study is to examine the ways in which CALL apply to enhance the motivational aspects of second language learning. Theories relevant to social, cognitive, and affective foundations of motivation are first reviewed to demonstrate the important role of motivational influences in improving learners' affect and achievements. Then, implications arising from such theories in strengthening the motivational aspects of CALL are explicated in the second part. With the spread of computer technology in language classrooms, the innovative role of CALL in the development and maintenance of intrinsic motivation can be illustrated. Specifically, CALL may provide cognitively supportive instruction geared towards improving students' performance. Also, it has been reported from the affective perspective that CALL can captivate learners' attention, promote their feelings and expectations of success, improve perceptions of control, and increase positive attributions to effort and ability. Finally, from a social learning perspective, CALL may enhance learners' self-efficacy and foster their achievement and positive affect through social interactions, proximal goal-setting, and attributional feedback. In the framework of CALL, students seem to be benefited by the immediacy and authenticity of contact with target languages and cultures made at their choices and decisions.

• Korean Journal of Cognitive Science
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• v.10 no.2
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• pp.17-25
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• 1999

In developing a Korean database interfacing system exist many difficult problems which are not usually pointed out in developing an English version. Basically the difficulty in implementing deep level Korean database interfacing system lies in the fact that Korean has fewer syntactic restrictions. This means that while less burden will be placed on semantic analysis more burden will be placed on contextual processing for Korean when compared to English. This paper discusses various difficulties which we came across while developing a prototype Korean DB interfacing system (the Korean Core L Language Engine) especially focusing on issues of representing and resolving Quasi Logical Forms.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.199-204
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• 2022

This study was carried out in an L2 writing class using machine translation. The aim of this study was to explore what types of errors are identified the most frequently in the Korean-to-English machine translation output and what causes those errors. The participants were seven EFL university students who completed three writing tasks throughout the semester. The findings of data analysis indicated that the most common errors were seen in sentence structure and mechanics, and those errors in the translated texts were caused by the errors in the Korean source texts.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.249-256
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• 2018

This study aims to explore efficient foreign language learning paradigm with a focus on reading fluency and accuracy. From a perspective of language acquisition in the foreign language context, the priority in the L2 learning between accuracy and fluency has been a very important issue. Fluency becomes an important issue due to many researchers' interests in the L1 and L2 classroom. Although both accuracy and fluency are crucial, the paradigm shift from fluency to accuracy is necessary in the foreign language teaching. In this context, as an alternative methodology for L2 learners' fluency, the extensive reading approach is provided. A number of studies have suggested that extensive reading program could lead to improvement of L2 learners' reading rate and is an effective approach to improving general language proficiency.

• Journal of Society of Preventive Korean Medicine
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• v.23 no.2
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• pp.91-99
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• 2019

Objectives : The aim of this study was to examine the reference value of biomarker serum amyloid p (SAP) to diagnose blood stasis objectively. Methods : Pubmed-Medline, Cochrane library, EMBASE were searched using the key words 'SAP' and 'serum amyloid p' in June 2018. Original articles of human adults that published in English, studies that recruited from the clinical research settings or well defined population based cohorts were only included. Results : A total of 12 studies were selected to extract the reference value of SAP. It was between 8.5 ng/mL (0.0085 mg/L) to 57.5 mg/L. Although the disease varied, most of them showed elevated SAP levels in the disease group (1.1-1.5 times). Conclusions : This study is meaningful in that it summarizes the results of previous researches of SAP, which has the potential to be diagnostic index of blood stasis.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.693-701
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• 2004

Purpose: The purpose of this study was to validate Quality of Life Index-Cancer (Q.L.I.-C) developed by Ferrans (1990) among Korean cancer patients. Method: This study design was exploratory factor analysis methodology. Q.L.I.-C was translated into Korean and reverse-translated into English. The subjects were 357 Korean patients with various cancers. Data were collected by questionnaires from May to August, 2000 and was analyzed by descriptive statistics, Principal Component Analysis for construct validity and Cronbach's alpha coefficient for reliability. Result: The range of factor loadings was .446～.841. The explained variance from the 5 extracted factors was 63.7% of the total variance. The first factor 'family' was 35.5%, and 'health & physical functioning', 'psychological', 'spiritual', and 'economic' factors were 11.5%, 6.9%, 5.6%, and 4.2% respectively. Because of cultural difference between Americans and Koreans, certain items such as sexuality, job status, and education were deleted from the extraction of factors in this study. The Cronbach's alpha coefficient was .9253 among the 28 items. Conclusion: Q.L.I.-C could be applied in measuring quality of life of Korean cancer patients. It also recommend to do further studiesfor validation of Q.L.I.-C American and Korean versions relating to cultural differences.

• Journal of Korea Game Society
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• v.12 no.6
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• pp.95-106
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• 2012

Emotion is very important feature in educational situation. Because it has high influence to memory, educational achievement, motivation. This study tried to find out possibility of serious game as emotional engagement tool in educational situation. We did our pilot experiment to elementary school students who are english as second language. In this L2 learning situation, we did our basic experiment with English language learning serious game called 'Word Collectrian". Word Collectrian has some features for emotional engagement. It has interaction for dynamic word visualization, providing context video for word usage, putting visualized word on learner's virtual home. According to experimental result, word Collectrian has possibility for educational achievement and emotional engagement effect.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.13-23
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• 2022

In this study we leveraged a probing method to evaluate how a pre-trained L2 LSTM language model represents sentences with relative and coordinate clauses. The probing experiment employed adapted models based on the pre-trained L2 language models to trace the syntactic properties of sentence embedding vector representations. The dataset for probing was automatically generated using several templates related to different sentence structures. To classify the syntactic properties of sentences for each probing task, we measured the adaptation effects of the language models using syntactic priming. We performed linear mixed-effects model analyses to analyze the relation between adaptation effects in a complex statistical manner and reveal how the L2 language models represent syntactic features for English sentences. When the L2 language models were compared with the baseline L1 Gulordava language models, the analogous results were found for each probing task. In addition, it was confirmed that the L2 language models contain syntactic features of relative and coordinate clauses hierarchically in the sentence embedding representations.

• Journal of the Korea Society of Computer and Information
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• v.15 no.10
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• pp.183-190
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• 2010

The present study attempted to identify the metacognitive strategies used by L2 writers at the university level as well as their particular aspects which might influence the use of these strategies. Twenty-seven participants, all of whom were enrolled in an English course, were asked to write an expository essay and then complete a questionnaire which includes their beliefs and attitudes toward L2 writing experience and the metacognitive strategies during the writing process. It was found that even though inexpert writers knew and employed as many strategies as the expert counterparts did, they were unsuccessful in the quality of their texts. Simply possessing a repertoire of metacognitive strategies was not enough for successful L2 writing. The failure of the inexpert writers to apply these metacognitive strategies in an effective manner was influenced by affective factors such as anxiety, self-confidence, self-concept, etc. As a result of this study, a pedagogical implication is suggested.