• Korean Journal of Child Studies
• /
• v.25 no.6
• /
• pp.371-383
• /
• 2004

In this study, 197 4- to 6- year-old Korean children wereindividually tested with Concepts about Print(CAP Clay, 2000), the Picture Vocabulary Test(Kim, Jang, Lim & Bak, 1996), Korean-Wechsler Preschool and Primary Scale of Intelligence : Verbal Test (K-WPPSI), and the Basic Academy Skills Assessment : Reading(Kim, 2000). Data were analyzed by Pearson-correlation, analysis of variance, and factor analysis. There were significant differences of CAP mean scores by age. Within the subcategories of CAP, Book Orientation Concepts and Print-convention were acquired earlier than other subcategories, followed by Print-direction, Print-order and Advanced Print Concepts in that order. The scores of CAP were positively correlated with the Picture Vocabulary Test, the K-WPPSI verbal test and the reading test.

• English Language & Literature Teaching
• /
• v.13 no.3
• /
• pp.1-22
• /
• 2007

The study examined the effects of explicit derivational morphology instruction (henceforth DMI) on the incidental vocabulary acquisition and reading comprehension of 132 Korean 1st-year high school students who responded to a battery of tests (two vocabulary tests and a reading comprehension test). Multiple statistical tools were used to analyze the data: Analysis of Covariance (ANCOVA), Analysis of Variance (ANOVA), Simple Regression Analysis, Tests of Simple Main Effects, and effect size computation using Cohen's d. The results indicated that (a) DMI enhanced students' ability to infer word meanings in context, (b) DMI promoted high proficiency students' reading comprehension, whereas it impeded intermediate proficiency students' reading comprehension, (c) vocabulary knowledge has a strong positive predictive value for reading comprehension, and (d) the gaps of vocabulary knowledge across proficiency levels were still substantial, despite the observation that DMI promoted students' vocabulary acquisition. These results have a bearing on English as Foreign Language (EFL) reading pedagogy.

• English Language & Literature Teaching
• /
• v.18 no.1
• /
• pp.171-195
• /
• 2012

While noticing that there is insufficient interest in the assessment of EFL learners' vocabulary levels or sizes, the researchers developed two tests identical in form (Forms A and B) to assess the lexical knowledge of Korean university learners at the $1^{st}{\sim}10^{th}$ 1,000 word bands by adapting a pre-established vocabulary levels test (VLT). Of equal concern was to investigate if the VLT was equally a valid and reliable instrument to be used on measuring the lexical knowledge of EFL learners. The participants were 804 university freshmen enrolled in a General Education English Course from four different colleges. The learners were asked to respond to either Form A or B. While scores generally fell towards the lower frequency bands, multiple regression found the Korean College Scholastic Ability Test (CSAT) to be a significant variable for predicting the learners' vocabulary sizes. From a methodological perspective, however, noticeable differences between Forms A and B could be found with item response theory analysis. The findings of the study provide suggestions on how future VLT for testing EFL learners may have to be redesigned.

• Korean Journal of Human Ecology
• /
• v.19 no.3
• /
• pp.455-469
• /
• 2010

This study developed and evaluated a school adjustment program for children from multi-cultural families. The program was developed to enhance Korean language ability and adjustment to school for children from multi-cultural backgrounds. 14 preschool children (5 boys and 9 girls) participated in this program. The effect of this program was assessed through a preschool-children's receptive and expressive vocabulary test as well as through a reading ability test. Results showed there was a significant experimental effect (p<.05) in receptive and expressive vocabulary test scores. After the experiment, children showed higher scores in the receptive and expressive vocabulary test than before. Results of the program evaluation revealed this program was helpful for promoting Korean language ability in children and assisted their adjustment to school for children from multi-cultural backgrounds.

• English Language & Literature Teaching
• /
• v.17 no.3
• /
• pp.141-159
• /
• 2011

This study examined the effects of collocation-based instruction on L2 vocabulary acquisition and learners' interests in it. Fifty one students were randomly assigned to the experimental group (collocation-based instruction group) and to the control group. The participants' English vocabulary capacity was checked through pre and post tests, and two surveys were used to probe the learners' vocabulary learning behaviors and their interests in English vocabulary learning respectively. To better understand the participants' opinions and feelings on the collocation-based learning, follow-up interviews were also carried out. The results showed that second language (L2) learners' vocabulary capacity was significantly improved through collocation-based instruction. However, the participants' degree of interest in vocabulary learning did not reach our expectation partly because of external factors such as the Test for the College Scholastic Ability Test (CSAT) and lack of familiarity of collocations. Such results indicate that the high school students' rooted perception of putting importance on test-based language learning could not be easily changed since it is closely related to their immediate needs. Based on the results, this study suggested how to implement collocations into L2 classrooms effectively.

• Phonetics and Speech Sciences
• /
• v.12 no.1
• /
• pp.51-63
• /
• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• English Language & Literature Teaching
• /
• v.12 no.1
• /
• pp.131-158
• /
• 2006

The purpose of the present study is to explore an effective way of teaching English vocabulary which is geared toward improving students' English communicative competence. This study focuses on English verbs, which may be followed by patterns according to subcategorization. Learning verbs must include learning about patterns as well as meaning in order to improve the ability to use verbs receptively and productively, or communicative competence. On the basis of the language progression proposed by Willis (2003), a teaching strategy which helps learners learn English verb patterns effectively and systematically was proposed. The effect of the teaching strategy was investigated. The subjects of the experimental group who learned English verb patterns intentionally through the teaching strategy proposed by this study significantly improved themselves in the ability to use them receptively and productively. This result shows that the teaching strategy including improvisation, recognition, rehearsal, system building, exploration and consolidation is helpful to improving communicative competence.

• The Journal of the Korea Contents Association
• /
• v.18 no.7
• /
• pp.423-431
• /
• 2018

The purpose of the present study was to investigate the effect of caption-embedded video on character recognition and vocabulary ability of the primary school students, The subjects of this study were the students in two elementary schools in G city, Jeonbuk province. They were divided into two groups including a control group which used utilization video materials without captions, and a experimental group which used utilization video materials with captions. Each group was tested over the course of two months (10 classes). And then a statistical analysis was conducted to find out the effects of captions on character recognition and vocabulary ability through independent samples t-test and paired samples t-test. There were no significant differences in a comparison between the groups, but significant differences were found within the groups. Pedagogical implications based on the research findings and suggestions for further research were also discussed.

• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.5
• /
• pp.1395-1403
• /
• 2015

The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

• Korean Journal of Child Studies
• /
• v.27 no.4
• /
• pp.81-102
• /
• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.