• The Journal of the Korea Contents Association
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• v.13 no.5
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• pp.146-158
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• 2013

The purpose of this study is to analyze the story-retelling structure of tablet PC-based applications that designed to help infants to create stories. Owing to the popularization and the usability of smart devices, infants have become from content consumers to creators who reconstruct stories in creative ways, based on the stories they heard. In those participatory process, infants experience enjoying stories independently and expanding the meaning of texts. Story-retelling is an adequate methodology that cultivates creativity, expressiveness, and literacy ability to infant. Consequently, this study investigates three types of story-retelling in , , and , and searches structure elements and methods of story-retelling in integrated approach. In conclusion, the story-retelling applications that provide 'creative gap' have educational value, because they allow infants to demonstrate imagination by filling in the gap and to realize the rule of stories.

• Phonetics and Speech Sciences
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• v.6 no.3
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• pp.73-77
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• 2014

The purpose of this study is to investigate the differences of the speech rate according to the area in the perceptual and acoustic analysis. This study examines regional variation in overall speech rate and articulation rate across speaking situations (picture description, free conversation and story retelling) with 14 normal adult (7 in Gyeongnam and 7 in Honam area). The result of an experimental investigation shows that the perceptual speech rate differs significantly between two regional varieties of Koreans with a picture description examined here. A group of Honam speakers spoke significantly faster than a group of Gyeongnam speakers. However, the result of the acoustic analysis shows that the speech rate of the two groups did not differ. And there were significant regional differences in the overall speech rate and articulation rate on the other two speaking situation, free conversation and story retelling. It suggest that we have to study perceptual evaluation with regard to the free conversation and story retelling in future research, and based on the results of this study, a variety of researches on the speech rate will be needed on the various conditions, including various area and SLPs who have wider background and experiences. It is necessary for SLPs to train and experience more to assess patients properly and reliably.

• Speech Sciences
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• v.12 no.4
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• pp.237-245
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• 2005

The purpose of this study was to investigate the characteristics for cohesion in the narratives of fluent aphasics. Ten fluent aphasics and ten normal adults matched chronological-age and education level with aphasics participated in this study. Story retelling task was given to the participants individually. And all narratives they produced were recorded and transcribed for analysis. The frequency of cohesive markers and the rate of accuracy were analyzed. The result were as follows; (1) The fluent aphasics used cohesive devices significantly less than the normal adult group, and the rate of accuracy of cohesive devices used was lower than the normal adults. (2) Both groups used lexical cohesion more than pro-forms and ellipsis, and the difference of two groups was larger in lexical cohesion than pro-forms and ellipsis. (3) The fluent aphasics used lexical cohesion more accurately than pro-forms and ellipsis but the normal adults used all three cohesive markers accurately. The difference of two groups was large in pro-forms and ellipsis.

• English & American cultural studies
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• v.14 no.2
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• pp.311-336
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• 2014

The essay examines two different editions of Anne Askew's Examinations published in the sixteenth century: John Bale's the First Examination and the Latter Examination and John Foxe's Acts and Monuments, and argues that retelling and rewriting one's experience is the process of storytelling that necessitates the repetition and communication of the experience. The essay looks at the parts the sixteenth-century editors particularly rewrote or retold the original version, and discusses how Askew's story was retold, repeated, and communicated through various storytellers who delivered not only the original text but also the original experience toward larger audience. While attempting to interpret, analyze, and expand on the story she did not tell, or the story she could not tell, Bale and Foxe developed her personal and anecdotal story into a communal narrative to share. Bale wrote a weak woman's martyrology by adding his interpretation and analysis, showing the way for the readers to follow in understanding her enigmatic silence and gestures. On the other hand, Foxe made the story a more dramatic and more seamlessly flowing narrative of the heroic sacrifice of a martyr. Foxe filled the room left by Askew's silence with directly quoted conversations and the graphic that could help explain what was between the lines. Apart from the rewritings of the reformists, the essay focuses on the fact that the editing, rearranging, and reinterpreting process already started with Askew's own writing. Although Askew declares herself an objective recorder of the series of events, her writing is carefully constructed with complex ideological fractures and rhetorical tactics, and her experience is tailored to fit a particular purpose. Along with Bale's and Foxe's rewritings, Askew's story of a reading woman should be also read as an intentional and interpretative storytelling on her own experience.

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.15-26
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• 2003

In this study of children's story comprehension, 157 first grade students were randomly selected from 2 elementary schools. Based on their test scores on standardized reading comprehension test, 36 children in the upper and in the lower 25th percentiles were assigned to either a high or a low reading group. Children of both groups read the same story presented either by CD-ROM or by printed-book. Story comprehension was measured by retelling the story and by questions on comprehension. Data were analyzed by 2-way ANOVA. Results showed significantly higher comprehension scores in CD-Rom compared with the printed-book group. The difference in comprehension scores between the CD-ROM and the printed-book groups was greater than in the low reading group compared with the high reading group.

• MALSORI
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• no.56
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• pp.127-134
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• 2005

Although the narrative development and the acquisition of the Korean grammatical morphemes by monolingual Korean-speaking children have been studied extensively, little is known about the narrative characteristics and the processes through which native speakers of other languages (L2 speakers) use the Korean grammatical morphemes. To understand the similarities and differences between L1 and L2 narrative skills and Korean grammatical morpheme use, 13 native Chinese-speaking college students who are learning Korean as a second language were studied. L2 participants used significantly fewer words, subordinate clauses, connective morphological endings, and pronouns per T-unit. Their speech also illustrated significantly more omission and confusion (substitution) errors in the use of auxiliary words and verb endings. Some of the syntactic and morphological factors need to be considered for the intervention of speakers with limited Korean proficiency.

• Korean Institute of Interior Design Journal
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• v.21 no.2
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• pp.207-214
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• 2012

Today, museum exhibition can be divided into two sub-categories: a. informative exhibition with various useful auxiliary media to convey knowledge and b. appreciative exhibition considering aesthetic conveyance and visual/perceptual environment. In addition to this, the concept of memorial exhibition as a field that tangible and intangible memories are transmitted and reproduced is creating another genre of exhibition. As an example of such a memorial exhibition above, the work of de-constructive architect Daniel Libeskind was selected. Jewish Museum and Imperial War Museum North both of which maximized the exhibition space by grafting architectural language to exhibition narrative were analyzed and compared to see if the same architectural language can be displayed differently in another form of exhibition after being drawn into the exhibition space depending on the changes in time and perspective. Therefore, in the narrative display combining the selection of exhibition contents and storytelling, the formative language of space can confirm that exhibition narrative as an ending structure changed into a retelling story with more extended meanings through interactive factors. Eventually, in this formative narrative, when the display of historical facts and exhibition themes is combined with the architectural language in an exhibition hall according to the approach direction, the memorial exhibition can create a formative language stimulating sensibility in the memories of space and a differentiated formative exhibition space where one is truly moved by oneness of contents.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.

• Journal of Korean Classical Literature and Education
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• no.33
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• pp.5-44
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• 2016

This study focuses on Ko woo-young (1939-2005), a Korean representative cartoonist. I analyzed his work Nolbudyeon (1988), which is a retelling of Heungbu and Nolbu, a traditional Korean story. I consider Ko woo-young a creative observer who has popularized his perspective in modern society. His work is a good example of how a traditional folktale can be made relevant in modern society. I used three methods of adaptation to differentiate Nolbudyeon from Heungbu story: construction of events, characterizing, and space-time background. First, to aid character development, Nolbudyeon includes a prologue that focuses on conflicts between brothers with different personalities. At the same time, the ambiguous ending could be a response to Heungbu story, which has a didactic theme. Second, I found that the new characters, Nolsun and Yeonsaengwon, enhanced the differences between Heungbu and Nolbu by playing the role of mediators. Also, in Nolbudyeon, both Heungbu and Nolbu had positive as well as negative elements, in contrast with the original story's traditional point of view on good and evil. Finally, by exploring the space-time of Nolbudyeon, we can see that its world is combined with the contemporary world. In other words, Nolbu and Heungbu, though outwardly traditional, have a modern outlook. Therefore, readers can recognize that Nolbudyeon is a metaphor for modern life rather than just an old story.

• Phonetics and Speech Sciences
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• v.1 no.3
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• pp.163-168
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• 2009

This study investigated the determination of speech rates, words per minute (WPM) and syllables per minute (SPM), of $5{\sim}7$ year-old normal children to understand if there are any differences in the rates according to the children's age and sex. All participants were required to conduct story retelling tasks (SRT) and picture description tasks (PDT). In SRT, there was a significant difference between the groups of 5 year-old and 7 year-old children on WPM. However, there was no significant difference between the groups of ages regarding SPM. In addition, there was no significant difference between the groups according to sex on WPM and SPM. In PDT, there was no significant difference between the groups according to their ages and sex on WPM and SPM. The current research found that the speech rates of the preschool children might be somewhat different in their utterance abilities according to their age, but there was no obvious difference according to their sex. The findings can advance development of a clinical tool to screen children with fluency disorders and to determine the steps in establishing speech rates of children in the language development period.