• English Language & Literature Teaching
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• v.8 no.2
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.213-220
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• 2022

The purpose of this study is to investigate the relationship between the characteristics of using new words, ability to use new words, and peer popularity among students with mild intellectual disabilities and general students of the age-matched group. A total of 8 students, 4 students with mild intellectual disabilities aged 14 to 16 years of age and 4 normal students in the age-matched group, were compared between groups using a nonparametric test. In the case of new words, 60 new words were selected through expert content validity among 301 new words, and then recognition and background information on the 60 new words were collected. As a result of the study, first, there was a significant difference in understanding of new words between the student group with mild intellectual disability and the general student group of the same age. Second, the correlation between the use of new words and the popularity of peers was compared for each group of students with mild intellectual disabilities and a group of general students of the same age as possible. Therefore, when providing vocabulary instruction for students with mild intellectual disabilities, it suggests that it is necessary to teach new vocabulary in order to increase their relationship with their peers and their popularity.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.25-46
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• 2000

These purposes are to have a necessity to be educated for the linguistic gifted among many gifted in speedy changeable age, and to find out what differences are of properties between the linguistic gifted children and nongifted children through comparing/analysing to gifted children any nongifted children using performance evaluation on writer's ability. Therefore, it intends to use as a assisting material in order to develop ability and properties of the linguistic gifted children and nongifted children as well. The studying details are 1) to compare/analyze thinking ability between the linguistic gifted children and nongifted children 2) to find out differences of thinking ability for unrealistic reasoning between the linguistic gifted children and nongifted children. The studying subjects had been chosen 3 children as a first grade in 'C' Gifted Academy and 3 children as a first grade in an elementary school from June 3, 1999 to June 12, 1999. The studying instrument was an evaluation of linguistic properties certification(Project Spectrum : Krechevsky,'1994). It had got a frequency calculation, average and standard deviation through the material anylzing with the program SPSSWIN. The conclusions are as belows, First, as a result of performance evaluation on writer's ability to gifted children and nongifted children, the gifted children were outstandingly shown the linguistic ability getting much higher score than nongifted children in respect of vocabulary level, structure of writing, and consistency/logicality of theme. Second, it was shown the gifted children had diffusing thought than nongifted children through the esthetic question and impformation memories with listening to the realistic juvenil story and the unrealistic juvenile story.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.2
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• pp.1-14
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• 2018

Objective : The purpose of this study was to investigate the change in self-efficacy and writing ability after applying a Task-Oriented Multi-Sensory Movement Program to children with ADHD tendency accompanied by learning delays. Methods : A Task-Oriented Multi-Sensory Movement Program was implemented to children with ADHD tendency accompanied by learning delays attending S elementary school. The research proceeded in the order of a pre-test, Task-Oriented Multi-Sensory Movement intervention, and a post-test. The first session involved a pre-test, in which the children's self-efficacy and writing ability were examined using self-efficacy test and type 'A' KNISE-BAAT writing test. The multisensory group activity program intervention was conducted for a total of 8 sessions. In the last session, a post-test was conducted using self-efficacy test and type 'B' KNISE-BAAT writing test. Data collected from the tests were analyzed using SPSS Statistics 18. Results : According to the tests taken before and after implementing the Task-Oriented Multi-Sensory Movement Program, there was a significant improvement in self-efficacy (school, society), writing ability(command of vocabulary and sentence). Conclusion : Task-Oriented Multi-Sensory Movement Program may be used as a beneficial measure to improve the self-efficacy and writing abilities of children with ADHD tendency accompanied by learning delays. It is necessary to design various intervention models by combining educational media based on a multisensory approach.

• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.165-180
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• 2012

The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.

• Phonetics and Speech Sciences
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• v.4 no.3
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• pp.129-136
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• 2012

Korean alveolar fricatives are late-developing speech sounds. Most previous research on phonemes used individual words or pseudo words to produce sounds, but word-level phonological analysis does not always reflect a child's practical articulation ability. Also, there has been limited research on articulation development looking at speech production by grammatical morphemes despite its importance in Korean language. Therefore, this research examines the articulation development and phonological patterns of the /s/ phoneme in terms of morphological types produced in children's spontaneous conversational speech. The subjects were twenty-two typically developing 3- and 4-year-old Koreans. All children showed normal levels in three screening tests: hearing, vocabulary, and articulation. Spontaneous conversational samples were recorded at the children's homes. The results are as follows. The error rates decreased with increasing age in all morphological contexts. Also, error percentages within an age group were significantly lower in lexical morphemes than in grammatical morphemes. The stopping of fricative sounds was the main error pattern in all morphological contexts and reduced as age increased. This research shows that articulation performance can differ significantly by morphological contexts. The present study provides data that can be used to identify the difficult context for articulatory evaluation and therapy of alveolar fricative sounds.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• Journal of Korean Library and Information Science Society
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• v.10
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• pp.95-131
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• 1983

Index is a systematic guide to items contained in, or concepts derived from, a collection, Thus, it is represented as a paired set of index terms (t) and documents (D) : I= {(t,D) vertical bar t .mem. V, D .mem. W), where V is index vocabulary and W is document collection. Indexing is the process of analysing the informational content of records of knowledge and expressing the informational content in the language of the indexing system. It involves: 1) Selecting indexable concepts in a document; and 2) expressing these concepts in the language of the indexing system (as index entries): and an ordered list. Indexing process involves technical, semantic and syntactic problems. Technical problems are related to the accuracy of indexing, which is primarily governed by the indexer's ability of analysing subject, identifying indexable concepts, and coding. The proper levels of indexing exhaustivity, and index language specificity are also significant factors affecting the quality of index. Semantic problems are related to the choice of index terms and the form in which they should be used. Equivalent, hierarchical and affinitive/associative relationships of index terms are involved. Syntactic problems are largely related to the coordination of index terms. This process of coordination arises from the need to be able to search for the intersection of two or more classes defined by terms denoting distinct concepts. Finally, most valuable aspects of alphabetical subject indexing theories and practices are derived from those of Cutter, Kaiser, Ranganathan, Coates, Lynch and Austin, and discussed in details.

• Clinical and Experimental Pediatrics
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• v.51 no.9
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• pp.922-934
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• 2008

Developmental language disorder is the most common developmental disability in childhood, occurring in 5-8% of preschool children. Children learn language in early childhood, and later they use language to learn. Children with language disorders are at increased risk for difficulties with reading and written language when they enter school. These problems often persist through adolescence or adulthood. Early intervention may prevent the more serious consequences of later academic problems, including learning disabilities. A child's performance in specific speech and language areas, such as phonological ability, vocabulary comprehension, and grammatical usage, is measured objectively using the most recently standardized, norm-referenced tests for a particular age group. Observation and qualitative analysis of a child's performance supplement objective test results are essential for making a diagnosis and devising a treatment plan. Emphasis on the team approach system in the evaluation of children with speech and language impairments has been increasing. Evidence-based therapeutic interventions with short-term, long-term, and functional outcome goals should be applied, because there are many examples of controversial practices that have not been validated in large, controlled trials. Following treatment intervention, periodic follow-up monitoring by a doctor is also important. In addition, a systematized national health policy for children with speech and language disorders should be provided.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.2
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• pp.123-137
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• 2013

Individuals rely on Theory of Mind (ToM) to represent themselves, others, and socio-cultural norms. Distinctive Western and Eastern developmental patterns of ToM have been reported in monocultural children. Relatively little is known about bicultural children, especially those children who grow up in two conflicting and unbalanced cultures. We hypothesized that the development of ToM in these bicultural preschoolers would follow the pattern of the dominant culture. To examine this hypothesis, we recruited English-speaking Chinese Singaporean preschoolers. In Study 1, we tested 3- to 5-year-olds (N = 120) with 5 ToM tasks, including diverse desires, diverse beliefs, knowledge access, and false belief, as well as a vocabulary task. In Study 2, we tested 5-year-olds (N = 30) with a picture-choice version of these ToM tasks. Both studies supported our hypothesis by revealing that the development of ToM in these bicultural children followed the pattern of the dominant culture. Additionally, we found that 5-year-old bicultural children are still developing false belief, and their verbal ability correlated with their ToM.