• 한국수학교육학회지시리즈C:초등수학교육
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• 제22권4호
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• pp.223-237
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• 2019

수학적 과정에서 나타나는 언어 구문론적 표현 체계와 정의적 표현 체계 사이에는 긴밀한 상호 작용이 이루어진다. 한편, 수학적 개념 체계도 본질적으로 은유적이므로 언어적 표현을 통해 나타나는 수학적 개념 구조에 대한 분석은 수학 학습에 작용하는 인지 정의적 장애 요인의 근원을 밝히는데 도움이 될 수 있다. 이에 본 연구에서는 수학 영재아의 문제해결 프로토콜을 인지언어와 메타정의의 관점에서 분석하여 텍스트 및 은유의 기능적 특성과 메타정의의 기능적 특성 사이의 관계성을 파악하였다. 그 결과 문제해결의 성공 여부에 따라 수학 영재아의 인지적, 정의적 특성이 반영된 행위의 양상이 서로 다르게 나타났다. 성공적이지 못한 문제해결의 경우에는 성공적인 경우에 비해 내부 표현 체계로서의 은유를 활용하는 행위가 상대적으로 빈번하게 나타났다. 또한 은유의 인지언어학적 측면이 문제해결에 중요하게 작용하면서 동시에 은유라는 외적 표현에는 메타정의적 속성이 긴밀하게 관련되어 나타났다.

• 영어어문교육
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• 제15권3호
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• 대한수학교육학회지:수학교육학연구
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• 제12권4호
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• pp.443-455
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• 2002

정보화시대를 맞아 어느 때보다도 활발히 전교과에 걸쳐 학생의 의사소통의 능력을 향상하기 위한 다양한 방법이 모색되고 있다. 학교현장의 수학교육자는 수학교수-학습에서 어떤 상호작용이 일어났는지, 특히 다루기 쉬운 도구로써 계산기가 주어졌을 때 어떻게 학생의 지식 발달이 언어적 상호작용에서 이루어지는지를 알아야 한다. 본 연구는 이러한 학생의 상호작용을 분석할 때 필요한 분석도구를 개발하는 것이다. 예비연구와 본 연구를 통해 언어적 상호작용의 구성요소가 세 영역, 즉, 지식구성 진술, 사회적 상호작용 진술, 그리고 교사의 교육어 진술에서 개발되었다. 본 연구에서 개발한 자료를 이용하여 특히 학생의 지식 구성 발달에 따른 상호작용의 구성요소의 특징을 파악하고 이에 필요한 언어적 상호작용의 역할과 활성화 방안을 모색하는 연구가 가능하다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.176-181
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• 1996

This paper investigates patterns of manner assimilation in Toba Batak, Sanskrit, Ponapean and Korean. Based on cross-linguistic patterns of manner assimilation, I develop the constraint, Syllable Contact (SyllCon), as a type of a markedness constraint in Correspondence Theory. With the establishment of high-ranking SyllCon, I argue that several patterns of manner assimilation result from the interaction of high-ranking SyllCon and correspondence constraints such as Ident[sonorant].

• 한국언어정보학회지:언어와정보
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• 제11권1호
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• pp.25-38
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• 2007

So-called multiple nominative constructions (MNCs) in Korean are quite theoretically as well as computationally puzzling. This paper shows that a grammar allowing the interaction of declarative constraints on types of signs - in particular, constructions (phrases and clauses)-can provide a robust and efficient way of encoding generalizations for two different MNCs. The feasibility of the grammar developed has been checked with its implementation into the LKB (Linguistic Knowledge Building) system.

• International Journal of Computer Science & Network Security
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• 제22권9호
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• pp.75-82
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• 2022

Analyzing the psychological and pedagogical literature, we found the researchers' interest in the problem posed. The concept of "culture of professional communication» is considered, which is interpreted as the level of realization of creative abilities, exchange of messages, organization of mutual understanding, mutual knowledge in the process of professionally directed interaction between subjects, in which interpersonal relationships arise, manifest and form. The concept of "professional culture of communication of a teacher" is interpreted. The motives that are socially significant in the professional communication of the teacher are highlighted. The necessity of forming a culture of professional communication among students, in particular by means of information technologies in the present, is clarified. The interactive component of professional communication is considered. The types of interactions between people in everyday life (ritual and entertainment interaction, joint purposeful activity, no interaction, game and interpersonal interaction) are identified. Traditional and specific forms and methods of teaching are written out. All interactive technologies carried out by means of information technologies are conventionally divided into four groups, depending on the form of educational activity appropriate for their use (pair (work of the subject with the teacher or peers one on one by means of Information Technologies); frontal (the teacher simultaneously teaches a group of subjects by means of Information Technologies); group or cooperative (all subjects teach each other by means of Information Technologies); individual (independent work of the subject using Information Technologies)). In the higher education institution, future specialists should learn knowledge, acquire skills on the basic rules of the culture of professional communication and methods of interaction and their effective use, which is possible with the use of Information Technologies. Recommendations for optimal professional communication have been developed that help you express your thoughts easily and beautifully, and conduct a dialogue in a relaxed and harmonious way.

• 영어어문교육
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• 제11권2호
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• pp.1-18
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• 2005

This study is a preliminary investigation of the nature of discourse marker acquisition in Korean American speakers of English. Discourse markers are of interest because they are not an aspect of language taught through formal instruction either to native or non-native speakers. Therefore, discourse marker use serves as indirect evidence of face-to-face interaction with native speakers and an indicator of integration. In this light, the present study examines the presence of discourse markers in Korean Americans. The markers chosen for analysis were you know, like, and I mean. The data consist of spontaneous speech elicited from interviews. Sociolinguistic variables such as age, sex, and generation (i.e., $1^{st}$, 1.5, $2^{nd}$) were examined. Results show that there appears to be interaction between the variables and discourse marker use. While all speakers showed variable acquisition of markers, younger, female, and 1.5 generation speakers were found to use discourse markers more than other speakers. Although discourse marker use is optional and thus not a linguistic feature that must be necessarily acquired, it is clear that use is pervasive and acquired differentially by English speakers irrespective of whether they are native or not.

• 한국정보처리학회논문지
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• 제6권5호
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• pp.1323-1331
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• 1999

This paper suggests a multimedia educational system which has the ability to extract intelligent instruction on the distributed environment. The proposed system is designed for supporting individual instruction and real time user interaction. As the system based on CORBA, we put group managing module on it for multi user environment, so it has ability for distributed computing facilities. Using MHEG standard, we can provide multimedia courseware and real time user interaction. To diagnose students' responses and generate evaluations, we use several linguistic variables of fuzzy theory. There are two major advantages for using this system. This system can provide dynamic generation of problems and the ability to provide a dynamic instruction strategy. And it can increase reusability of courseware material for using standard of multimedia representation and communication. We use CORBA and MHEG to overcome the disadvantage of the Web, passive protocol and poor interactivity, HTTP.

• 말소리와 음성과학
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• 제10권1호
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• pp.23-31
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• 2018

In this study, we examined how the upper and lower lips articulate to produce labial /p/. Using electromagnetic midsagittal articulography, we collected flesh-point tracking movement data from eight native speakers of Seoul Korean (five females and three males). Individual articulatory movements in /p/ were examined in terms of minimum vertical upper lip position, maximum vertical lower lip position, and corresponding vertical upper lip position aligned with maximum vertical lower lip position. Using linear mixed-effect models, we tested two factors (word boundary [across-word vs. within-word] and speech rate [comfortable vs. fast]) and their interaction, considering subjects as random effects. The results are summarized as follows. First, maximum lower lip position varied with different word boundaries and speech rates, but no interaction was detected. In particular, maximum lower lip position was lower (e.g., less constricted or more reduced) in fast rate condition and across-word boundary condition. Second, minimum lower lip position, as well as lower lip position, measured at the time of maximum lower lip position only varied with different word boundaries, showing that they were consistently lower in across-word condition. We provide further empirical evidence of lower lip movement sensitive to both different word boundaries (e.g., linguistic factor) and speech rates (e.g., paralinguistic factor); this supports the traditional idea that the lower lip is an actively moving articulator. The sensitivity of upper lip movement is also observed with different word boundaries; this counters the traditional idea that the upper lip is the target area, which presupposes immobility. Taken together, the lip aperture gesture is a good indicator that takes into account upper and lower lip vertical movements, compared to the traditional approach that distinguishes a movable articulator from target place. Respective of different speech rates, the results of the present study patterned with cross-linguistic lenition-related allophonic variation, which is known to be more sensitive to fast rate.

• 수산해양교육연구
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• 제26권4호
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• pp.902-914
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• 2014

The purpose of this study is to provide useful information by analysis on mathematic classes for improve interactions between teacher and student using the Flanders Category System. For this, mathematic classes were observed by videotapes and recorded, 10 recorded videotapes were selected for analysis the property of linguistic interaction. The collected videotapes and records materials were transcribed by Advanced Flanders(AF) analysis program version 3.54. The detail investigated topics for studying are as follows. 1) What is the property of the Flanders 10 code analysis results? 2) What is the property of main and subsidiary linguistic flow of interaction? 3) What is the property of the Flanders index analysis results? The results of this study are as follow: 1) In Flanders 10 code analysis results, teacher's non-directive speaking is 12.76%, teacher's Indicative speaking is 50.28%, student's reactive speaking is 4.07%, student's voluntary speaking is 9.66%. 2) Among the 10 classes, 5 classes' main flow is 'ask convergent question ${\rightarrow}$ student's reactive speaking ${\rightarrow}$ lecture ${\rightarrow}$ ask convergent question', 2 classes' main flow is 'lecture ${\rightarrow}$ ask convergent question ${\rightarrow}$ student's reactive speaking ${\rightarrow}$ lecture', 3 classes' main and subsidiary flow is 'lecture ${\rightarrow}$ ask convergent question ${\rightarrow}$ lecture ${\rightarrow}$ work'. 3) In indices results, revised I/d ratio, student's speaking ratio, student question, wide answer ratio are higher than analysis standard and indirect ratio, teacher's question ratio are lower than analysis standard.