• MALSORI
• /
• no.42
• /
• pp.37-46
• /
• 2001

Recently speech technologies have shown notable advancements and they now play major roles in computer-aided language learning systems. In the current paper, use of speech recognition technologies is viewed with our system for teaching English pronunciation to Japanese speakers.

• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.335-353
• /
• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• The Korean Journal of Elementary Counseling
• /
• v.7 no.1
• /
• pp.205-226
• /
• 2008

The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program's curriculum was recorded and through the repeating and copying method, to be sure participating children's empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children's empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one's line of vision and ability to concentrate one's attention was connected. Next, the act of nodding one's head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children's relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

• Korean Institute of Interior Design Journal
• /
• no.11
• /
• pp.26-30
• /
• 1997

By personally visiting a location, we have a much more complete and accurate feel and understanding of the interior design, then we can receive from pictures or descriptions. Because of this, in researching the history of interior design, it is impossible to experience the space in the design by not viewing it in persov. Instead, we must experience it indrectly through the use of descriptive language. Therefore it is important to deliver our meaning of the space in the interior design through clear and specific modern language rather than using classic language, which could be more confusing. In this study, the 7 most basic items of invariability among Bruno Zevi's modern language has been applied to describe the space in Wright's historical Prairie House. Thereupon, Wright's interior design concept and essential point is grasped through the analyzing of his space with modern language. Bruno Zevi's 7 items of invariability are suggested as an alternative which can deliver a clear and scientific meaning of interior desigv.

• The Journal of Pediatrics of Korean Medicine
• /
• v.26 no.4
• /
• pp.32-37
• /
• 2012

Objectives: The purpose of this study was to obtain some understanding about Korean medicine treatment on language disorder in cerebral palsy for future practice and the research, from the clinical studies. Methods: The literature was searched using the database-China Academic Journals (CAJ). Clinical studies of Korean medicine treatment for language disorder in cerebral palsy, including Randomized controlled trial (RCT), case control study, case series, case report were analyzed. Results: Fifteen Clinical studies met our inclusion criteria; One case study and six case series, one non-randomized controlled trial and seven RCTs. Acupuncture treatment, especially Head acupuncture, was the major treatment for language disorder of cerebral palsy in clinical studies, as it was used in fourteen studies. Acupoint massage, tuina, and acupoint injection were employed as treatment methods in the studies. Acupuncture treatment was used for language disorder of cerebral palsy combined with language therapy and other rehabilitation treatment in many studies. The effectiveness in the treatment groups, regardless of treatment methods, was higher than that of control group in all RCT studies. Conclusions: The results of this study could be used in the practice and the future study about language disorder of cerebral palsy.

• MALSORI
• /
• no.51
• /
• pp.57-69
• /
• 2004

Comprehension monitoring is a process of message evaluation and a very important skill of communication. Comprehension monitoring is a necessary language skill in classroom, as it is important for children to assess their own understanding of task instructions and teaching content. The present study investigated comprehension monitoring skill of children with Specific Language Impairment(SLI) compared to age-matched children and language-matched children. 18 vignettes and 6 displays were constructed. Children were asked to choose one object or 'DK' card from a display after the children listened to the vignettes. The results showed that children with SLI didn't have problem in comprehending unambiguous utterance and using prior statement. However, they had problem in monitoring comprehending ambiguous utterance compared age-matched children. Their performance were similar to language matched younger children. With respect to their performance, several possible explanations were discussed.

• Journal for History of Mathematics
• /
• v.28 no.4
• /
• pp.191-204
• /
• 2015

The reason of the confusion of learners about the logic concepts such as implication, necessary condition and sufficient condition can be analyzed from the point of view of history of logic, discrepancy between ordinary language and formal logic, and reification which occurs in the process of cognition of discursive object and also indicates the necessity of a research. This study analysed the difficulties related to study and implication concept and attempted to the reflection of textbook and curriculum. Not that ordinary language makes the introduction of formal language easier, but that this study discussed the possibilities ordinary language intervenes the learning of formal language. This study additionally intended to understand learning difficulties of concrete subjects, abstract subjects and the gap between primary object and discursive object by understanding the process of sagging, encapsulating and reifying.

• Speech Sciences
• /
• v.7 no.3
• /
• pp.69-85
• /
• 2000

Recently, Computer Assisted Language Learning (CALL) received widely held attention from diverse audiences. However, to the author's knowledge, relatively little attention was paid to the educational implications of voice recognition (VR) softwares in language teaching in general, and teaching and learning pronunciation in particular. This study explores, and extends the applicability of VR softwares toward second language research areas addressing how VR softwares might facilitate interview data entering processes. To aid the readers' understanding in this field, the background of classroom interaction research, and the rationale of why interview data, therefore the role of VR softwares, becomes critical in this realm of inquiry will be discussed. VR softwares' development and a brief report on the features of up-to-date VR softwares will be sketched. Finally, suggestions for future studies investigating the impact of VR softwares on second language learning, teaching, and research will be offered.

• Annual Conference on Human and Language Technology
• /
• 1999.10e
• /
• pp.426-432
• /
• 1999

통계적 언어 모델은 자연어 처리의 다양한 분야에서 시스템의 정확도를 높이고 수행 시간을 줄여줄 수 있는 중요한 지식원이므로 언어 모델의 성능은 자연어 처리 시스템, 특히 음성 인식 시스템의 성능에 직접적인 영향을 준다. 본 논문에서는 한국어를 위한 통계적 언어 모델을 구축하기 위한 다양한 언어 모델 실험을 제시하고 각 언어 모델들 간의 성능 비교를 통하여 통계적 언어 모델의 표준을 제시한다. 또한 형태소 및 어절 단위의 고 빈도 어휘만을 범용 언어 모델에 적용할 때의 적용률을 통하여 언어 모델 구축시 어휘 사전 크기 결정을 위한 기초적 자료를 제시한다. 본 연구는 음성 인식용 통계적 언어 모델의 성능을 판단하는 데 앞으로 큰 도움을 줄 수 있을 것이다.

• Research in Mathematical Education
• /
• v.26 no.1
• /
• pp.31-38
• /
• 2023

Mathematics educators have emphasized the importance of language use in mathematics education. However, previous studies have predominantly focused on the spoken language used in mathematics classrooms, which provides limited information on the written language used by mathematics teachers. The written language reflects the characteristics of the teacher community and social, cultural, and political contexts. Moreover, the written language affects teachers' instructional practices and their students' mathematics learning experiences. Therefore, this study aims to review a study conducted by Lee and Kim (2022) investigating changes in mathematics teachers' pedagogical lexicons.