• 영어어문교육
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• 제5호
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• 아동학회지
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• 제22권4호
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• pp.69-84
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• 2001

Peer conflicts between school-aged children were observed to examine differences in conflict resolution strategies according to children's sex, peer status, and friendship. One hundred and forty eight dyads in 4th grade were selected for the study. The dyads' interactions in a small room while playing a Domino game were videotaped. Strategies the children used to resolve peer conflicts were analyzed by frequencies, and ANOVAs. School-aged children used reasoning and insistences to the partners frequently to resolve conflicts. Conflict resolution strategies were different by children's status among peers. Popular children used reasoning and listening more frequently. Rejected children used standing firm, behaving aggressively, ignoring, and withdrawing more frequently, and explaining and listening less frequently. Rejected children, especially rejected boys, used aggressive strategies more frequently.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.283-300
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• 2000

This paper is intended to suggest how to improve Korean high school students' awareness of the pronunciation in order to foster communicative effectiveness. Initially it is focused on the tasks of listening to the suprasegmental aspects. The strategies used in the listening process are (1)discerning intonation units, (2)recognizing rhythm pattern, and (3)identifying contraction and linking in connected speech. The tasks including in each process are listening discrimination, guided practice activity, and listening and speaking activity. The teacher should avoid methods which yield discouraging outcomes and try to help students enjoy experience of success in doing exercises and activities. So I suggested: students put the slash on the pause perceptible to chunk the stream of speech into the intonation units, and mark the content words to internalize English rhythm. And then I suggested that students listen to pop song English in order to improve the awareness of function words and connected speech in the intonation unit.

• 영어어문교육
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• 제1호
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• 영어어문교육
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• 제8권2호
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• pp.105-115
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• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.

• 영어어문교육
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• 제12권1호
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• pp.183-204
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• 2006

This study investigated the effects of rehearsed English drama activities on the learner variables and oral communication achievements of Korean elementary school students. Forty children in the treatment group participated in the drama activities while forty-two children in the contrast group participated in the regular classes. The results of the study are as follows: the treatment group showed significant differences between the pre-tests and the post-tests in language learning strategies, motivation, confidence, perceived competence, willingness to communicate, and listening and speaking achievements; the students in the treatment group progressed in their attitudes toward and participation in the classroom activities. Based on the findings, it is concluded that the rehearsed drama activities positively affect the learner variables and oral communication. The pedagogical implications are discussed in the conclusion.

• Asia Marketing Journal
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• 제22권3호
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• pp.87-105
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• 2020

With the development of Information Technology, customers require promptly higher quality products and services. Companies try to make newly digital marketing strategies, but there are no empirical researches on them. This article empirically presents a new perspective that companies can shape the customer decision journey ahead by coordinating customer experience. In this article, based on Elaborated Likelihood Model (ELM) theory, customer experience consists of the emotional or cognitive experience. We surveyed about 200 subjects (N = 217) in their 20s and 30s based on the International Music Industry Association's Music Listening 2019 report, then analyzed four different models (before personalization-cognitive experience, before personalization-emotional experience, after personalization- cognitive experience, after personalization-emotional experience) by JASP and R Studio. We conducted Structural Equation Model (SEM) and paired t-test. Personalization factors are about recommendation systems in Spotify. The results of survey represent that companies can shape the Customer Decision Journey (CDJ) ahead especially through enhance cognitive experience. It empirically proves Elaborated Likelihood Model (ELM). The conclusion can be drawn that 'pulling' customer experience can be a new marketing strategies in the digital era.

• 융합정보논문지
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• 제10권6호
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• pp.147-155
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• 2020

이 연구는 언어를 학습하는데 있어서의 학습자의 성격특성이 어떤 역할을 하여 어떤 관계를 가지고 있는지를 알아보는데 그 목적이 있다. 이를 위해서 기존의 연구를 분석하여 제시하였다. 즉, 최근의 연구들을 검토하기 위해서 언어학습과 성격특성에 관련된 연구들을 ProQuest, Google Scholar, 그리고 EBSCO 등의 데이터베이스를 통하여 추출하였다. 추출된 연구들을 검토하고 선정 및 정리하여 언어학습의 영역 즉 쓰기, 듣기, 말하기의 영역에서 성격특성이 어떤 역할을 하고 있는지를 문헌별로 정리하고 그 의미를 도출하였다. 문헌연구의 결과 외향성 및 개방성의 특성은 언어의 학습을 성공적으로 이끄는 데에 기여를 하고 있음을 확인하였다. 또한 외향성은 말하기에, 개방성은 듣기에 연관되어 있음을 연구들은 보고하고 있었다. 또한 학습자의 성격특성은 개인의 언어학습의 전략에도 관계되어 있고 전략수립에 영향을 미치고 있음이 확인되었다. 이같은 결과를 바탕으로 앞으로의 연구 방향에 대한 제언을 하였다.

• 말소리와 음성과학
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• 제9권3호
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• pp.57-65
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• 2017

The current study explored how Korean-speaking children processed the multiple acoustic cues (VOT and f0) for the stop laryngeal contrast (/t'/, /t/, and /$t^h$/) and examined whether individual perceptual strategies could be related to a general cognitive ability performing executive functions (EF). 15 children (aged from 7 to 8) participated in the speech perception task identifying the three Korean laryngeal stops (3AFC) on listening to the auditory stimuli of C-/a/ with synthetically varying VOT and f0. They completed a series of EF tasks to measure working memory, inhibition, and cognitive shifting ability. The findings showed that children used the two cues in a highly correlated manner. While children utilized VOT consistently for the three laryngeal categories, their use of f0 was either reduced or enhanced depending on the phonetic categories. Importantly, the children's processing strategies of a f0 suppression for a tense-aspirated contrast were meaningfully associated with children's better cognitive abilities such as working memory, inhibition, and attentional shifting. As a preliminary experimental investigation, the current research demonstrated that listeners with inefficient processing strategies were poor at the EF skills, suggesting that cognitive skills might be responsible for developmental variations of processing sub-phonemic information for the linguistic contrast.

• Journal of Public Diplomacy
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• 제3권2호
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• pp.1-34
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• 2023

본 연구는 예고 없이 발생하는 초국가적 위기에 정부가 어떻게 전략적으로 대응하고 커뮤니케이션 할 것인지 공공외교 측면에서 주목하고, 이를 위해 PR 분야에서 발달한 위기커뮤니케이션 연구를 토대로 공공외교 위기커뮤니케이션모델을 개발하고자 하였다. 연구방법으로는 PR 에서 중요한 분야인 위기커뮤니케이션의 대표이론들을 살펴보고 이를 토대로 공공외교 위기커뮤니케이션 모델 개발, 사례연구를 통하여 공공외교 위기 발생시 어떻게 대응전략을 수립하고 이를 커뮤니케이션 해야 할 지 제언하였다. 그 결과 공공외교 학문 및 실무에 활용할 수 있는 공공외교 위기커뮤니케이션 모델(Public Diplomacy Crisis Communication Model, PDCCM)을 개발하였다. 이 모델은 공공외교 위기커뮤니케이션의 중요한 원칙으로 신속성, 개방성, 일관성, 진정성을 제시하고, 실행 내용으로 상시 소셜리스닝과 소셜모니터링을 통한 위기의 탐지, 위기에 전략적으로 대응하기 위해서 센스메이킹을 활용한 상황분석 및 위기대응목표설정, 네트워킹과 메시징을 통하여 상황에 맞는 위기대응전략과 이미지회복전략을 활용하는 것을 골자로 하고 있다.