• Korean Journal of Child Studies
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• v.23 no.5
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• pp.19-34
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• 2002

This study explored the relationship between language and play of 42 infants(21 boys and 21 girls) from 13 months to 23 months old and examined how their maternal language and play were related to the infants' language and play. The play of infant-mother and maternal language were videotaped at home. The MacArthur Communicative Development Inventory-Korean(MCDI-K; Fenson, 1991; Pae, 1993) was used to measure infant's language. The score of the infants' receptive language was higher than that of expressive language. Mean level of the infant's play was in the relational play, that is, he/she integrated two or more toys in an inappropriate manner during the play. There was no significant sex difference in the total language scores and in their play. The development of the infant's language was positively correlated with the infant's play level. The maternal language and play were positively correlated with the infant's language and play development.

• Human Ecology Research
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• v.51 no.4
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• pp.395-401
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• 2013

The purpose of this study is to investigate the moderating effects of language abilities associated with between emotionality, attention deficit hyperactivity disorder (ADHD) and peer play interactions. Two hundred fifty-two participants were 3 year olds, with 136 boys and 116 girls. They were recruited from day care centers and preschools in Gyunggi province and Incheon city. Peer play interaction was assessed by the Penn Interactive Peer Play Scale (PIPPS). Emotionality was measured by Child Behavior Questionnaire (CBQ). ADHD was assessed by teacher ratings of ADHD syndrome. Language abilities were measured by Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI). Teachers completed questionnaires to assess peer play interactions, emotionality, ADHD. The results revealed that language abilities moderated relationships between emotionality and play in isolation. The magnitude of associations between emotionality and play in isolation was greater for high levels of language abilities. Moreover, there were moderating effects of language abilities associated between ADHD and play disruptions. Although ADHD was significantly associated with play disruptions, the association was stronger at the higher levels than the low levels of language abilities. It can be deduced that language abilities of 3 year old children affects the protection factor between emotionality and peer play isolation; whilst, it affects the risk factor on peer play disruptions and ADHD propensity.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.203-224
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• 2005

The purpose of this study is to justify the effects of role play with respect to speaking and listening functions and to provide the strategic methodology for improving English communicative competence of fifth grade primary school students. We can expand role play as a strategic teaching method to develop English learning models, so that English can be more easily acquired to the students who are in the critical language acquisition period. Strategic role play reflects the events and experiences of many kinds of people in everyday life. It is suggested that one of the best methods to improve English communicative competence in the primary classroom is through role play. Students can develop meaning for language patterns by portraying situations in which these instances in language would be used. This study proposes to facilitate English communicative ability using various student-centered role play strategies. It is concluded that the student-centered activities using strategic role play help the students to improve their English communicative competence. This is done by deriving their own creative dialogues and presenting the role play with their interests in learning English and with subsequently positive learning effects.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.157-164
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• 2019

If a drama play is interested in recreating the play text on stage, the post-drama play aims at a drama that has been liberated from the play text. In this process, the boundaries created by drama theater are dismantled. Actors and audiences, fiction and reality, theater and non-theater, works and events, language and non-language are the names of typical boundaries. The demolition of these boundaries is an opportunity to restore the festival character of ancient Greek theater, which was forgotten by drama theater. This has led to the dismantling of language-centric and play-centricism, which has dominated the play since Aristotle, and has led to a new play. If language-centered, play-centricism has brought about the crisis of drama, the post-dramatic play dismisses them and finds ways to communicate with the audience as new cultural content. The method is found above all in the restoration of dramaturgy. This is because the post-drama plays are more dependent on theatricality than literature. The demilitarized nature of post-dramatic play with enhanced theatricality will be a stepping stone to popularization, and this shows the possibility of post-dramatic play as cultural contents.

• Journal of English Language & Literature
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• v.55 no.4
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• pp.539-565
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• 2009

T. S. Eliot attempted the combining of the liturgy of Anglican Church and a drama in Murder in the Cathedral (1935) and created a modern verse drama which comes most close to the regular tragedy like Greek tragedy today. Eliot chose the drama to deliver his religious insight because of its ritualistic origin and its potentiality to deliver a dramatic world which can contain a complete order. The central theme of this play is the martyrdom. The dramatic action of killing the archbishop Thomas Beckett in this play, however, is not treated as important event enough to be a dramatic climax. He is portrayed as a witness to the reality of God's will rather than a man who wills to give up his own life for any religious belief or cause. In Eliot, a martyr is nothing but "a witness" in its ancient sense. This paper purposes to review the language of this play. The various and new meters and rhythms of the language of this play function enough to bring its playwright to encounter 'the real audience' in 'a living theatre'. The interactions between different verbal models also play a big role to make this play a living theatre. Eliot found the poetry which crosses the various classes and levels of the tastes of audience is the most useful poetry. And the poetry of this play proves as the very thing which intensifies the theme of the play and gives the most powerful force to the play. Especially Eliot's poetry succeeds smost in the various and free meters of chorus, which makes Eliot the first playwright since Aeschylus, who could bring the chorus to undertake the function of extending the dramatic action of the play into the universal meaning. In the theatre the real audience identifies themselves with chorus. And the chorus leads the audience to respond to peace which passeth understanding beyond words and sounds of this play, which is the desired response in Eliot's conception of drama.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.259-274
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• 2000

The subjects of this study on the effects of teacher intervention in sociodramatic plays were 54 five-year-old children from 2 public kindergartens in C city. Socioeconomic stasus and, aside from teacher interventions, educational procedures were the same for both the experimental group(28 subjects) and the control (26 subjects) groups in both schools. Instruments were the Social Play Rating Scale(Smilansky & Shefatya, 1990), Social Situations Measure(McGinnis & Goldstein, 1990), and Language Ability Test(Chang, 1981). Procedures included pretest, 14 weeks treatments and post-test. Data were analyzed by t-test. Results indicated significant differences in social play levels between the experimental and control groups, (b) including differences in such general social skills as emotional control and relationships with others. There were also differences in language ability, including such subordinates as language understanding and expressive abilities.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2007.05a
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• pp.176-180
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• 2007

The stage space in theatre for the performance of a play requires two aspects of the physical space for a play and the image as the background or the theme of a play. This research focuses on the scene design that creates the background or the theme of a play and communicates it to the audience. The scene design is composed of various design elements of space and objects as the properties of a play. Design elements and the objects are the design languages in various form; plane, three-dimensional, multi-dimensional form. These design language have the significant meaning as a sign like human language. The scene design is completed with rhetorical expression for communication in theatre. This research defines the category of meaning that design elements of scene design can create and the rhetorical expression of the scene design language. King Lear directed by Robert G. Anderson was analyzed with the category of design elements as a sign and the pattern of the rhetorical expression. The scene design for a play is completed effectively by the rhetorical expression of design elements as the design language for communication with the audience in theatre.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.35-52
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• 2010

The purpose of this study is to examine the factors that are associated with a child's development within a multi-cultural family, taking into account the factors that influence the child's language ability and their play interactions with their mothers. First, there was no significant difference in the children's language ability based on the child's gender, or based on the language in which the mother communicated with her children. However there were significant differences depending on the children's age, the mother's native country, and the period of time the mother had lived in Korea. Second, there was no significant difference in the child-mother play interaction based on the children's age, gender, the mother's native country, the period of time the mother has lived in Korea, or the language in which the mother communicated with her children. However, the boys showed a more hostile attitude toward their mothers, in comparison to the girls. In conclusion, it can be said that there is an urgent need for comprehensive social support services and policies for the overall development of multi-cultural children, especially through programs for children and mothers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.12
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• pp.6125-6132
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• 2013

This study was designed to examine the relationships between rough and tumble play and children's social language use. The subjects were 90 children in a nursery school in N city. The data was analyzed using the Pearson correlation and stepwise regression. The results were as follows. First, there was a significant positive relationship between rough and tumble play, and the children's social language use. Second, the children's social language use' sub valuables had an effect on rough and tumble play. In particular, 'demand of action' has negative effects on the 'pull and push', and 'catch'. Furthermore, 'rejection' has negative effects on 'collapse' and 'rush'. This suggests that a rough and tumble play program can be developed to enhance the children's social language use.

• Annual Conference on Human and Language Technology
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• 2021.10a
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• pp.433-438
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• 2021

대화 시스템은 크게 사용자와 시스템이 특정 목적 혹은 자유 주제에 대해 대화를 진행하는 것으로 구분된다. 최근 자유주제 대화 시스템(Open-Domain Dialogue System)에 대한 연구가 활발히 진행됨에 따라 자유 주제를 기반으로 하는 상담 대화, 일상 대화 시스템의 독성 발화 제어 생성에 대한 연구의 중요성이 더욱 커지고 있다. 이에 본 논문에서는 대화 모델의 독성 응답 생성을 제어하기 위해 일상 대화 데이터셋으로 학습된 BART 모델에 Plug-and-Play Language Model 방법을 적용한다. 공개된 독성 대화 분류 데이터셋으로 학습된 독성 응답 분류기를 PPLM의 어트리뷰트(Attribute) 모델로 활용하여 대화 모델의 독성 응답 생성을 감소시키고 그 차이를 실험을 통해 정량적으로 비교한다. 실험 결과 어트리뷰트 모델을 활용한 모든 실험에서 독성 응답 생성이 감소함을 확인하였다.