• Journal of Fisheries and Marine Sciences Education
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• v.25 no.3
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• pp.587-598
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• 2013

The purpose of this study was to improve teacher's instruction to comparative, analytic method about the excellent teachers and general teachers of Korean subject through Flanders' Interaction System. The objects for analysis were field excellent instructions which were known as the best lectures from the instruction contest in Busan city, and the normal lectures by school curriculum which were video recorded and openly released on the web. This study was limited the use of same grade, subject and period. The analytic method used the software of AF(Advanced Flanders) based on the frame of Flanders' language Interaction System. Results showed as follows: (a) The excellent teachers used more interactions with the praise and encouragement than general teachers. (b) The excellent teachers induced students asked questions and answers with voluntary. These results could provide effective self-checking tools for enhance their instruction.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.23-43
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• 2012

This study investigates the effects of three different types of instruction, namely form-based, comprehension-based, and production-based on the development of Korean university students' (n=137) comprehension and production of English relative clauses (RCs). The extent of improvements was analyzed by administering pre-and post-tests consisting of two comprehension tests (selecting the right form of RCs and the right picture descriptions) and one production test (combining two sentences). Findings of this study suggest that all three types of instruction increased participants' comprehension and productions of RCs. However, there appeared differential effects by the instruction type. It was found production-based instruction was most effective in promoting comprehension, followed by comprehension-based instruction. Comprehension-based instruction worked best with the development of production, suggesting that the effects of comprehension training did not only work for increasing comprehension skills, but also transfer to production skills. The type or level of tasks employed for each instruction appeared to play an important role in causing such results. Form-based instruction displayed the lowest improvements in both comprehension and production of RCs. A sentence-combination task employed for form-based instruction appear to result in mere explicit rule explanations without chances to notice rules in context or use their knowledge in practice.

• 전기의세계
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• v.31 no.9
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• pp.652-659
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• 1982

소형 컴퓨터의 구조를 공부하고 체계적 설계방법을 응용해서 소형 컴퓨터를 설계한다. 컴퓨터의 3소자는 중앙처리장치(CPU)와 momory와 입력/출력 interface이며 컴퓨터 operation은 instruction을 써서 시행하는 것을 설명한다. 소형 CPU 구조와 설계를 공부하기 위해서 주어진 16 Assembly Language Instruction을 시행할 수 있는 CPU 설계에 체계적인 설계 방법을 응용한다.

• Proceedings of the IEEK Conference
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• 2000.06b
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• pp.161-164
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• 2000

The architecture of microprocessor for a embedded system should be one that can perform more tasks with fewer instruction codes. The machine codes that high-level language compiler produces are mainly composed of specific ones, and codes that have small size are more frequently used. Extended Instruction Set Architecture (EISC) was proposed for that reason. We have designed pipe-line system for 64 bit EISC microprocessor. function level simulator was made for verification of design and instruction set architecture was also verified by that simulator. The behavioral function of synthesized logic was verified by comparison with the results of cycle-based simulator.

• 제어로봇시스템학회:학술대회논문집
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• 1993.10a
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• pp.1012-1017
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• 1993

In this paper, the instruction set and the architecture of a RISC processor for programmable logic controller is suggested. From the measurement of existing programs, the characteristics of ladder instructions are analyzed. The instruction set is defined so that the existing ladder program can be reused with simple translation. Because bit instructions controls the behavior of word instructions, the processor suits for high level language like SFC. Simulations show that the PLC with the suggested processor is twenty times faster than the PLC with the multi-purpose microprocessor.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1995.10b
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• pp.139-144
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• 1995

LIBL(Linguistic Instruction Based Leaning) is an effective learning algorithm for fuzzy controller which interpretes and uses natural language of human The possibiliy of the LIBL algorithm to the fuzzy control of dynamic systems is investigated in this paper. Rise time, percent overshoot, and steady stste are proposed as suitable meaning elements for dynamic systems. A supervisor is able to give "higer-level linguistic instruction" to the learning algorithm through these three meaning elements Simulation results for a DC servo motor show the validity of the proposed algorithm.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.195-212
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• 2011

Research studies have shown that phonological awareness focused analogies and anagrams can be used as an effective game-based teaching instruction. However, previous studies used analogies and anagrams as separate instructional tools, especially in EFL-related situations. There has been no vocabulary learning in analogies/anagrams instruction provided, nor has there been usage of an integrated workbook for 'vocabulary learning and analogies/anagrams'. This study examined the effect on learners' vocabulary acquisition scores when a truly phonological awareness integrated 'analogies/anagrams and vocabulary learning' workbook was used as an instructional practice workbook. The results show that the phonological awareness integrated instruction significantly increased learners' vocabulary acquisition scores among 40 college students with minimal or basic level of English proficiency.

• Journal of the Korean Institute of Telematics and Electronics
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• v.27 no.8
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• pp.1201-1210
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• 1990

This paper proposes on-chip instruction and data cache memories on RISC reduced instruction set computer) architecture which supports fast instruction fetch and data read/write, and enables RISC processor under research to obtain high performance. In the execution of HLL(high level language) programs, heavily used local scalar variables are stored in large register file, but arrays, structures, and global scalar variables are difficult for compiler to allocate registers. These problems can be solved by on-chip Instruction/Data cache. And each cycle of instruction fetch, pad delay causes the lowering of the processors's performance. Cache memories are designed in CMOS technology and SRAM(static-RAM), that saves layout area and power dissipation, is used for instruction and data storage. To speed up and support RISC processor's piplined architecture efficiently, hardwired logic technology is used overall circuits i cache blocks. The schematic capture and timing simulation of proposed cache memorises are performed on Apollo DN4000 workstation using Mentor Graphics CAD tools.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.313-337
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• 2011

The purpose of the study is to investigate the effectiveness of the cultural instruction based on the critical pedagogy through film. The participants were 21 college students enrolling 'Understanding American/British culture'class and the class was 15 week long. During class, they discussed and selected the cultural topics related to the movies, complete the research papers, and then gave presentations. The students' portfolio, which consists of the goal statements, research papers, and the reflective journals, was analyzed to investigate the effectiveness of the instruction. The results showed that the instruction was effective in five aspects. They are, 1)accumulation of the cultural knowledge, 2)better understanding of the target culture and its people, 3)acquisition of the critical perspectives toward the target and their own cultures, 4)teaching method, and 5)increase of the motivation for studying other cultures. The study suggested that the instruction should be applied to English-medium class with more advanced students.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.