• Journal of Digital Convergence
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• v.7 no.4
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• pp.127-140
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• 2009

This dissertation aims to empirically analyze the factors that determine the market competitiveness that would enable SaaS enterprises to survive. The contents of this dissertation includes; (l)analysis of factors that determine market competitiveness of domestic SaaS enterprises, (2)structural analysis of factors that determine the market competitiveness of SaaS enterprises on the their performance. Results of analysis of this dissertation are as follows. First, the factors that determine market competitiveness of SaaS enterprises were found to include (l)enterprise management competence, (2)competence for technological possession, (3)reliability and safety, (4)customer management competence, and (S)competence to cope with external environment of the enterprise. Second, the outcome of structural analysis of factors that determine the market competitiveness of SaaS enterprises on the their performance illustrated that (l)enterprise management competence and (2)competence for technological possession has structural relationship of imparting influence on the (6)enterprise performance by the full medium of (3)reliability and safety, (4)customer management competence, and (5)competence to cope with external environment of enterprise.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.281-284
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• 2017

On the basis of studies that show multi-word combinations, that is the field of phraseology, this study aims to examine relationship between the quality of text and phraseological competence in L2 English writing, following Yves Bestegen et al. (2014). Using two different association scores, t-score and Mutual Information(MI), which are opposite ways of measuring phraseological competence, in terms of scoring frequency and infrequency, bigrams from L2 writers' text scored based on a reference corpus, GloWbE (Corpus of Global Web based English). On a cross-sectional approach, we propose that the quality of the essays and the mean MI score of the bigram extracted from YELC, Yonsei English Learner Corpus, correlated to each other. The negative scores of bigrams are also correlated with the quality of the essays in the way that these bigrams are absent from the reference corpus, that is mostly ungrammatical. It indicates that increase in the proportion of the negative scored bigrams debases the quality of essays. The conclusion shows the quality of the essays scored by MI and t-score on cross-sectional approach, and application to teaching method and assessment for second language writing proficiency.

• 한국어정보학회:학술대회논문집
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• 2017.10a
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• pp.281-284
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• 2017

On the basis of studies that show multi-word combinations, that is the field of phraseology, this study aims to examine relationship between the quality of text and phraseological competence in L2 English writing, following Yves Bestegen et al. (2014). Using two different association scores, t-score and Mutual Information(MI), which are opposite ways of measuring phraseological competence, in terms of scoring frequency and infrequency, bigrams from L2 writers' text scored based on a reference corpus, GloWbE (Corpus of Global Web based English). On a cross-sectional approach, we propose that the quality of the essays and the mean MI score of the bigram extracted from YELC, Yonsei English Learner Corpus, correlated to each other. The negative scores of bigrams are also correlated with the quality of the essays in the way that these bigrams are absent from the reference corpus, that is mostly ungrammatical. It indicates that increase in the proportion of the negative scored bigrams debases the quality of essays. The conclusion shows the quality of the essays scored by MI and t-score on cross-sectional approach, and application to teaching method and assessment for second language writing proficiency.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.19-38
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• 2010

This study surveyed L2 learners' needs for different components of communicative competence. It aimed to determine what abilities the learners strongly need to achieve communicative competence in different learning contexts. It also examined gender differences in the learners' need for phonological competence. A total of 359 students participated in this study, divided into three learner groups: high school, vocational college, and university students. The data were collected via a questionnaire, which was based on Bachman's (1990) framework of language competence. The study drew some important findings: (a) The vocational trainees expressed a stronger need for illocutionary competence than the high school students and for sociolinguistic competence than the high school and the university groups; (b) The high school and the university groups equated grammatical, textual, illocutionary, and strategic competences in their needs with lesser attention to sociolinguistic competence; (c) To the high school and the university groups, pragmatic competence was assessed higher than organizational competence; (d) Female students showed greater sensitivity to pronunciation ability than did male students. On the basis of these results, pedagogical implications are discussed, along with some helpful suggestions.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.107-131
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• 2010

The goals of the present study are two-fold: 1) to examine NNS teachers' needs for training period in improving their general communicative competence and classroom communicative competence, and 2) to explore the relationships of teachers' needs for the training period, and their current levels of general/classroom communicative competence and other background variables. Data was collected from seventy primary and secondary school English teachers (N=70) who participated in the six-month intensive teacher training program in South Korea. The teacher trainees responded to four questionnaires of 1) the self-diagnosis of their current levels of four language skills (L/S/R/W) in both general/classroom communicative competence, 2) the training period required to improve their general/classroom communicative competence for teaching both English and other subjects through English, 3) the period of their English teaching, and 4) the proportion of their English use in class. The data analysis has shown that there were the strong relationships between trainee needs for the training period and their teaching period, and the proportion of their English use in class. In terms of trainees' communicative competence, the significant relations of both their general/classroom communicative competence and their needs for the training period were found. Implications of the findings are discussed.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.35-48
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• 2001

One of the areas of second language acquisition that enjoyed popularity in recent years is interlanguage pragmatics. The main reason for this popularity lies in the critical role of pragmatic competence in appropriate use of a target language. The aim of this paper was to examine L2 learners' pragmatic behavior in their speech act performance and determine main sources causing pragmatic difficulty. Four major sources of pragmatic errors were identified: linguistic proficiency, L1 transfer, waffling and teaching activities. Each source was discussed with empirical evidence in some detail, and teaching suggestions were provided for developing learners' pragmatic competence in EFL classrooms.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.151-161
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• 2008

The use of ICT impacts positive effects on increasing scholarship achievement levels and on developing creativity, including teamworks, critical thinking skill, independence in learning and motivation of leaners. The purpose of this paper is to survey and analyze a competence for digital literacy of an elementary school pupils in Gyeongsangnam-do, and to compare the competence of the pupils with the competence of the pupils in Seoul. The results suggest that Gyeongsangnam-do's pupils have had the highest competence for social & cultural literacy and the lowest competence for information & technology literacy among three literacy. We also conclude that there is no a significant disparity between the competence of pupils in both regions.

• Journal of Korean Library and Information Science Society
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• v.24
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• pp.485-517
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• 1996

The purpose of this study is to investigate typical ethical problems found in the technical and public services areas. The followings are the summary of the study. There are three distinct elements that govern ethical problems. One element is legal laws. The copyright law and the privacy act are exact examples. The copyright law has strong influence on the inter library loan service where the majority requests from the users are reproduction of copies. The privacy act also creates difficulties for librarians. Most requests for circulation records infringe on the privacy of library user. And advance online access systems also violates the privacy of library users. The second element is the code or rules that private organization has created. American Library Association created many statements that regulate the conduct of librarians. The bill of right, the professional code of ethics and policy on the confidentiality of library records have strong implications in the obligation of librarian. In the case of censorship at the selection of library materials, the code is a defensive tool against intellectual freedom. Yet self-censoring are prevailing practice among librarians. The thirds element is the competence of librarians. The analyzed table 3 showed that beside two elements, the rest of matters are competence required by librarians. The one aspect of it is humaneness and the other one is technical aspects. Technical aspect of competence are:(l) managerial and operational ability (2) communication skill (3) leadership (4) structure of knowledge and (5) self developing professionalism. Humanity aspect of competence are:(l) trust(fiduciary relationship) gained by diligence, objective judgement, ability, belief, rationality, integrity, kindness) (2) objectiveness (free from bias) (3) user-oriented consideration (need, interest, equal treatment, information gap) (4) caution in providing information (5) pride and (6) ability to distinguish advice and guidance specially in medical and law library.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.211-231
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• 2007

Communication anxiety (CA) in L2 has been identified as one of the important predictors of determining success in the attainment of L2 communication competence. L2 professionals have attempted to explicate its nature in L2, but seemingly failed to achieve the goal. This is probably because they have tended to rely on studies dependent on the use of surveys, which are usually constructed on the basis of their own perspectives rather than L2 students' on CA. To solve this problem, some L2 professionals have utilized diverse research methods that can gather opinions directly from L2 students who are the main constituent in L2 learning; regretfully, they have barely listened to L2 students' voices about controlling CA in L2. This descriptive study explored the nature of CA and the way of controlling it by analyzing data from 57 Korean EFL undergraduates who voluntarily responded to the oral interview questions. The findings of this study pointed out that CA in L2 negatively influenced L2 performance. However, it seemed to have the potential to promote L2 learning. Provided are some important implications that can assist L2 teachers to help their students control CA by maximizing the positive nature of CA.