• Title/Summary/Keyword: Language ability

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Structural Model Analysis of Individual and Environmental Factors of Korean Language Ability of Multicultural Children

  • Kim, Jae-Nam
    • Journal of the Korea Society of Computer and Information
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    • v.27 no.11
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    • pp.241-249
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    • 2022
  • The purpose of this study is to analyze and verify the effects of multicultural children's psychosocial adaptation, bicultural experience, parental support and parenting attitudes, and school activities on the development of Korean language ability using data from the second stage of the MAPS(Multicultural Adolescents Panel Study) using a structural equation model. The subjects of this study were 396 children from foreign families and mid-immigrant families, multicultural children who were enrolled in the fourth grade of elementary school in 2019. As a result of the study, it was found that psychosocial adaptation, bicultural experience, and school activities directly or indirectly significantly affect the ability of multicultural children to speak and understand Korean. In particular, it was found that school activities have a direct effect on the improvement of the Korean language ability of multicultural children, so it was understood that the support of friends and teachers should be treated as very important parts of educational activities in the educational field. These results mean that the most ideal educational environment that affects the development of Korean language skills must be necessarily reflected in the Korean language education policy for multicultural children.

The Effects of Storybooks-making Activities Based on Masterpiece Appreciation on the Language Expression and Picture Appreciation Ability of Young Children (명화감상에 기초한 이야기책 만들기 활동이 유아의 언어표현력과 그림감상능력에 미치는 영향)

  • Lee, Seon Kyung;Choi, Hye Yoon
    • Korean Journal of Child Education & Care
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    • v.18 no.2
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    • pp.49-63
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    • 2018
  • The objective of this study is to understand the effects of storybook making activity based on masterpiece appreciation on the language expression and picture appreciation ability of young children. Targeting 47 five year-old children of S & A kindergartens in Gwangju Metropolitan City, they were randomly assigned like 23 children for experimental group and 24 for comparative group. The experimental group performed the storybook making activity based on masterpiece appreciation for four sessions within 12 weeks while the comparative group expressed their feelings and thought into painting after appreciating masterpieces during the same period of time. Using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of language expression and picture appreciation ability. The results of this study are as follows. First, the storybook making activity based on masterpiece appreciation had significant effects on the whole language expression except for sentence length, and it improved the language expression of young children. Second, the storybook making activity based on masterpiece appreciation had significant effects on the overall picture appreciation ability, and it improved the picture appreciation ability of young children. Such results imply that the whole process of appreciating masterpieces and making/appreciating storybook by expressing pre/post stories of painting into writing and drawing would be an effective teaching/learning method for the improvement of language expression and picture appreciation ability of young children.

The Effects of a Context-based Drawing Task on the Language Expression of Severe Wernicke's and Broca's Aphasic Patients (문맥적 상황중심의 그림 그리기 과업이 중증의 베르니케 실어증과 브로카 실어증에 미치는 영향)

  • Lee, Ok-Bun;Shim, Hong-Im;Jeong, Ok-Ran
    • Speech Sciences
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    • v.10 no.3
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    • pp.37-45
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    • 2003
  • This study attempted to determine the effects of a context-based drawing task on the language expression of a severe Wernicke's and Broca's aphasic. The subjects in this study showed a poor auditory comprehension and naming performance. They also showed paraphasia and perseveration. This study focused on improving language expression by a drawing task based on conversation at hand. Ten target words were chosen which were easily drawnable and familiar to the subjects. The results showed that the context-based drawing task was effective on improving the subjects' confrontation naming ability and expressive language ability in terms of explanation of sentences. In addition, the Broca's aphasic showed improved naming ability when the contextual cues were given and he was supposed to spontaneously name words.

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Multi-cultural Children's Language Abilities and Play-Interactions with Their Mothers (다문화가정 유아의 언어능력과 유아-어머니간 놀이상호작용 - 동남아시아 결혼이민자가정을 중심으로 -)

  • Song, Yo-Hyun;Hyun, On-Kang
    • 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.

The Effects of Inferential Reading Strategy Program on Text Comprehension and Korean Language Academic Achievements of Vocational High School Students (추론적 읽기전략 프로그램이 전문계 고등학생의 텍스트 이해와 국어과 학업성취에 미치는 효과)

  • Kim, Seon-Kyung;Yune, So-Jung;Kim, Jung-Sub
    • Journal of Fisheries and Marine Sciences Education
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    • v.23 no.1
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    • pp.1-12
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    • 2011
  • The purpose of this study was to examine the effects of inferential reading strategy program on text comprehension and Korean language academic achievements of vocational high school students. We developed the program of inferential reading strategy, applied it to an educational spot, and examined the effects of it on text comprehension ability and Korean language academic achievements of learners. ANCOVA was used for data analysis with SPSS ver.12.0 statistic program. The main findings of this study were as follows. First, the experimental group which had been conducted with the inferential reading strategy program showed statistically significant difference in their text comprehension ability from controlled group. Second, the experimental group showed statistically significant difference in their Korean language academic achievements ability from controlled group. The study shows that the inferential reading strategy program had effect on the text comprehension and Korean language academic achievements of vocational high school students.

Trajectories of Relational Aggression in Preschool Children by the Latent Growth Curve Model (잠재성장모형을 적용한 유아기 관계적 공격성의 발달궤적)

  • Shin, Yoo-Lim
    • Journal of Families and Better Life
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    • v.30 no.2
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    • pp.189-196
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    • 2012
  • The purpose of this study was to investigate trajectories of relational aggression in preschool children. The latent growth curve model was used to examine relational aggression in 3 to 5 year olds. The participants were 3-year-old children recruited from preschools and daycare centers. The children's verbal ability was assessed by interview and teachers completed measurements of negative emotionality and relational aggression. The findings suggest that relational aggression decreased during the preschool years. Gender, language ability, and negative emotionality showed positive effects on the initial level of relational aggression. Moreover, gender and negative emotionality had negative effects, however, language ability had positive effects on the change rate of relational aggression.

A Study on the Phonetic Discrimination and Acquisition Ability of Korean Language Learners (한국어 학습자의 음성 변별 능력과 음운 습득 능력의 상관성에 관한 연구)

  • Jung, Mi-Ji;Kwon, Sung-Mi
    • Phonetics and Speech Sciences
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    • v.2 no.1
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    • pp.23-32
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    • 2010
  • This study aimed at discovering whether Korean language learners who had never been exposed to Korean phones before could distinguish Korean phones and whether learners who had comparatively better ability of identifying phonetic differences displayed a better result in acquiring Korean phonemes. The study conducted two experiments on 25 learners. In Experiment I, an oddball test (ABX) was performed to investigate the learners' ability to discriminate Korean phones on the first day of the course. In Experiment II, an identification test was administered to analyze the ability of identifying Korean phones on the same learners after three weeks of language instruction. The results revealed that the true-beginner learners demonstrated different phonetic discrimination abilities, but these abilities did not seem to correlate with the rate of acquisition.

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A Study of Using Delphi Survey on Constructive Factors of Korean Reading Ability Evaluation for Academic Purposes (델파이 조사법을 이용한 학문 목적 한국어 읽기 능력 평가 구성 요인 연구)

  • Jang, Moonjeong
    • Journal of Korean language education
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    • v.28 no.4
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    • pp.149-179
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    • 2017
  • The purpose of this study was to establish a Korean reading ability assessment category based on a reading comprehension theory, and to establish an evaluation framework for Korean reading ability after creating the evaluation factors corresponding to each category through expert Delphi survey. The three levels of reading comprehension that were constructed are the following: language knowledge, text comprehension, and interpretation and comprehension of new ideas and application. This study suggested that constructs of Korean reading assessment reflected reading theory. This study has meaningful consequences which suggest verified constructs through Delphi surveys.

Design and Development of the Second language Proficiency Method based on Cognitive Ability of Learner (학습자 언어 인지 능력 기반의 외국어 능숙도 측정 방법 설계 및 개발)

  • Yang, Yeong-Wook;Lee, Sae-Byeok;Lim, Heui-Seok
    • Journal of Digital Convergence
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    • v.11 no.3
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    • pp.363-369
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    • 2013
  • In this paper, the modeling of phenomena that occurs in the brain related language was designed and developed the second language proficiency method. This method based on cognitive ability test in cognitive psychology that is the lexical decision task, the priming task and the verbal span task. The lexical decision task involves measuring how quickly decide stimuli as words or nonwords. This task is divided reading and listening according to stimulus type to the details. The priming task finds the output of the language. This task is divided the translation-priming and the semantic-priming according to stimulus type. The verbal span task finds the short term memory. In this paper, we propose the second language proficiency measurement method using the linguistics cognitive ability of the learner about the second language.

Modularity and Modality in ‘Second’ Language Learning: The Case of a Polyglot Savant

  • Smith, Neil
    • Korean Journal of English Language and Linguistics
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    • v.3 no.3
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    • pp.411-426
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    • 2003
  • I report on the case of a polyglot ‘savant’ (C), who is mildly autistic, severely apraxic, and of limited intellectual ability; yet who can read, write, speak and understand about twenty languages. I outline his abilities, both verbal and non-verbal, noting the asymmetry between his linguistic ability and his general intellectual inability and, within the former, between his unlimited morphological and lexical prowess as opposed to his limited syntax. I then spell out the implications of these findings for modularity. C's unique profile suggested a further project in which we taught him British Sign Language. I report on this work, paying particular attention to the learning and use of classifiers, and discuss its relevance to the issue of modality: whether the human language faculty is preferentially tied to the oral domain, or is ‘modality-neutral’ as between the spoken and the visual modes.

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