• English Language & Literature Teaching
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• v.13 no.1
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• pp.159-180
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• 2007

The present study proposes a set of activities of teaching English reading through English newspapers to narrow the gap between the English required in authentic situation and the one taught in schools. Newspapers can provide students with opportunities to review what they have studied in the classes. The purpose of this study is, therefore, to investigate how extra-curricular activities using English newspapers have an influence on the development of the three low-achieving high school students' English reading ability. The five-month study yielded that the activities using English newspapers exerted positive effects on the students' interest in English and their English scores. It suggests that using English newspapers as teaching materials may be a desirable way both to motivate students to study English harder and to develop their English reading ability.

• Journal of the Korean Institute of Landscape Architecture
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• v.23 no.4
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• pp.40-49
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• 1996

The judgement of how good a memorial park is designed in terms of representing symbolic meanings through moonument depends on whether it decisively reflects peoples' common value and affection to specific event or place of the park. It is in fact, not easy to define the kind of value and affections peoples have in mind for the park. It is likely that most park design concepts are primarily based on designer' subjective view of the world by which the public is expected to understand, accept, and eventually share the common symbolic meanings of the park. AS memorial park design as the works of art might be appreciated not only in view of artistic performance of designer but in terms of its social meaning of the newly defined space. Two cases of park designs by author include issues on conceptual alternatives, experience of memorial space, symbolic use of materials, and perspectives on the direction of contemporary park design. It is noteworthy that authentic approaches should be challenged for a new way in which symbolic meanings could be given in rather contradictory style.

• Speech Sciences
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• v.14 no.4
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• pp.115-128
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• 2007

The purposes of this paper were to develop an automatic script to collect such acoustic parameters as duration, intensity, pitch and the first two formant values of English words produced by two native Canadian speakers either alone or in a two-word phrase at a normal speed and to compare those values by the position in the phrases. A Praat script was proposed to obtain the comparable parameters at evenly divided time point of the target word. Results showed that the total duration of the word in the phrase was shorter than that of the word produced alone. That was attributed to the pronunciation style of the native speakers generally placing the primary word stress in the first word position. Also, the reduction ratio of the male speaker depended on the word position in the phrase while the female speaker didn't. Moreover, there were different contours of intensity and pitch by the position of the target word in the phrase while almost the same formant patterns were observed. Further studies would be desirable to examine those parameters of the words in the authentic speech materials.

• Korean Journal of Pharmacognosy
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• v.13 no.3
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• pp.106-111
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• 1982

Melampyrum roseum Max. is an annual herb in Scrophulariaceae plants. The materials were collected in Kyeongi-Do in 1980. The BuOH extract was evaporated under reduced pressure. The residue was column chromatographed over silica gel with benzene-MeOH (8 : 1) as an eluent and it gave the amorphus powder. Compound I has a molecular formula $C_{17}H_{26}O_{10}$ and it was identified as mussaenoside by chemical data, UV, IR, NMR spectra and compared with the authentic sample of mussaenoside tetraacetate.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.27-49
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• 2009

This study aimed to explore EFL learners' beliefs and preferences about reading tasks and to examine the reading processes that they use for making sense of text. The subjects were comprised of 107 college students who were non-English majors and aged 19-28 years. Based on scores achieved on a reading comprehension test, they were divided into two groups (more-skilled and less-skilled readers) and asked to respond to a survey in class. The results of the survey revealed that: (1) a majority rate themselves as fair readers, which might be indicative of the insecurity they feel toward L2 reading; (2) authentic texts (especially magazines) and popular media appear to be their favorite reading materials; (3) unknown vocabulary is a major impediment to their L2 reading comprehension; (4) the more-skilled readers manifest a meaning centered view of reading, whereas the less-skilled readers center on vocabulary; and (5) both groups employ a multistrategic approach to L2 reading; however, the less-skilled readers are less successful in determining the meaning of unknown vocabulary. Pedagogical implications for EFL classroom teachers are provided.

• Journal of Korean language education
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• v.29 no.4
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• pp.65-92
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• 2018

This study explored how a particular social media can be used to supplement elementary-level Korean language course in the US public university. The researchers administered a survey measuring students' patterns and habits of social media use. Based on the survey results, researchers designed six different types of learning materials and uploaded them regularly to Instagram throughout the semester. At the end of the semester, a survey was conducted to find out students' satisfactory level. From the 44 students' responses, the study found out that using Instagram 1) is more accessible to students than any other learning management system, 2) is fun and students are willing to participate, 3) increased the target language exposure and authentic language use, 4) increased interaction between teachers, students and even other native speakers, and 5) is helpful to improve listening and other language skills. The study closes with the suggestion for further experimental studies.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.271-292
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• 2007

The purpose of this study is to investigate what English teachers think about what and how to teach culture, as a way of helping students build relevant background knowledge and enhance their motivation in learning English. A total of 300 teachers completed a self-report questionnaire in four areas: (i) their understanding and liking of English-spoken countries, (ii) their use of materials and tools for teaching culture, (iii) their consciousness of teaching culture, and (iv) their needs for culture learning in the teacher-training program. The results show that (i) they think American culture is dominant in EFL but they are much interested in British culture; (ii) they rely on internet most for their cultural experience while they think students get much of the cultural information from textbooks; (iii) they are very much conscious of the importance of teaching culture for improving students' English proficiency; (iv) they want to learn in the teacher training program more about cultural practice, which can be subsumed under the so called 'small c'. The findings suggest that (i) textbooks need to include contents to promote students' cultural awareness and foster intercultural competence, (ii) teachers should use authentic materials with appropriate adaptation, and (iii) a teacher training program should cover a wide range of contents and skills for teaching culture.

• Journal of the Korean Society of Costume
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• v.5
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• pp.207-218
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• 1981

This study is the investigation of dressing the deceased Kings and the King's robes in the coffin in the Yi Dynasty of Korea. The Authentic Records of the Yi Dynasty and the Diaries of Sung Jung Won (承政院日記) are mainly referred to as the research materials. The Concrete contents are the robes of the 20th King Kyung long (景宗 : $1720{\sim}1724$) to the 23rd King Soon Cho(純祖 : $1800{\sim}1834) in the Yi Dynasty. As the result of the study, the kinds of the robes in dressing the decreased Kings and the Kings' robes in the coffin are more than forty. The kinds of textile fabrics are about fifty-seven, the kinds of colours of textile fabrics are twenty-nine. All the kinds of costume-from the Kings' ceremonial robes to the Kings' ordinary robes are generally collected, and these kinds of costume are of help for the study of the costume history in the Yi Dynasty. In this study I intend to end in presenting the research materials, and in the later study I have a mind to study each costume in the concrete.

• Journal of Korean language education
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• v.29 no.1
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• pp.199-222
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• 2018

This study attempts to apply process drama in teaching Korean speaking. For that goal, the first part of the study introduces the main features of process drama exploring the possible use of teaching Korean speaking, and the second part presents a concrete example of developing a unit of the Sejong intermediate Korean conversation coursebook which was designed using a process drama method. Process drama is a process-oriented drama activity which progresses only with the teacher and students' spontaneous participation. With its unique meaning-oriented interaction paradigm, it has been suggested as an effective way of teaching and learning a foreign language. Since it emphasizes students' spontaneity, cooperation, and authentic communication, it commonly provides plenty of opportunities for students to interact in a meaningful context. Despite its effectiveness in teaching speaking, it has rarely been used in KFL contexts. Considering the limited opportunities to practice speaking in KFL classrooms, using a communication-rich activity such as process drama would be an optimal solution. This study, therefore, examines possible application of process drama in teaching Korean speaking, and introduces sample speaking materials designed for KFL intermediate learners.

• Educational Technology International
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• v.8 no.1
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• pp.101-126
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• 2007

The purpose of this study was to investigate current practices in blended instruction. In particular, the study explored (1) the types of instructional delivery methods, technologies, and instructional components, (2) the reasons why faculty apply blend instruction, and (3) the advantages and challenges in delivering blended instruction. This study focused on the practices in the Universities that have the extensive doctoral research programs classified by the Carnegie Foundations. The survey was performed with the sample of faculty from 30 universities and the survey data included 133 faculties out of the total 1,000 randomly selected faculty members. Of the 133 responses, 111 (77.7%) participants had certain degree of experience, while 17 faculty (or instructors) (13.3%) did not have any practice with blended instruction. The most common instructional delivery format in the participating universities was blended instruction that added supplementary online instructional components in the class. Online Course Management Systems (CMS) and multimedia presentation tools were common technology for course delivery, and "discussion" was the most general instructional activity for the class. The participating faculty often preferred the blended format since it provides students and faculty with convenience, flexibility, active engagement, efficiency in using resource materials, and a feeling of connection between/among students and instructor. Benefits to the class were availability of more authentic experience and diverse curricular materials, and the instructional format that meets the needs of remediation and enhancement of students. This study addressed not only advantages and challenges of blended instruction, but also suggestions based on the comments by the participating faculty.