• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.155-164
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• 2000

The future society will demand that enables one to solve in many fields by connecting various informations in many fields and then creating his own information. In the coming society, creativeness will be regarded much important. This ability can be developed with materials through group activities experimental class in math classes. This classes using these materials are not teacher-oriented, explanatory classes but student-oriented ones. They offer students opportunities to think by themselves and expand their potential abilities. They are suitable for rising and keeping student's interests. Therefore experimental classes through group activities enable students to think mathematically and make them recognize the importance of mathematical approach by letting them work connecting other subjects or things in real life. They can develop not only expressive, communicative ability and cooperative spirit, but also the ability to transcend the class itself and then reorganize facts in new insights. Besides, math classes with experiments can arouse student's curiosity familiarizing them with mathematics. Moreover, they can expand student's originative and problem-solving abilities.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.36-43
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• 2000

Koreans' interest in and concern with learning English are at the peak as more actions and transactions in our daily life are carried out in English. Even though we are experiencing a big transition from a conventional grammar-translation method to communicative language teaching, little efforts have been made to set the new goals and objectives, norms and standards, and to develop new instructional methods for teaching pronunciation for international communication. This lecture will introduce a new approach of teaching English pronunciation for international communication, suggesting how to implement it to Korean ELT classrooms. It will also address the necessity of research on Korean learners of English, focusing on their perception and production of English sounds for international intelligibility and identity,

• English Language & Literature Teaching
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• v.8 no.1
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• pp.1-13
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• 2002

One of the benefits of the internet-assisted instruction is that it can improve L2 Learners' motivation to express themselves in English. The purpose of this paper is to investigate an effective approach to British-American fiction learning in Korean universities, which can emphasize communicative strategies drawing on video-conferencing system, a chat system(CUSeeMe), and an e-mail system. Students are passive participants who cannot assert their creativity in the traditional teaching method of British-American fiction, which mainly relies upon reading and translation far from literature lessons. In CCDL(Cross-cultural distance learning) class, students can play active roles in asserting their own ideas and assuming considerable responsibility for making a presentation in English. A professor can play a role as a coordinator in supporting the students' activities and in winding up the class. The main significance of this article lies in providing a paradigm for CCDL class beyond the limitation of the traditional teaching method of British-American fiction in Korea and futhermore in exploring the eclectic integration of the traditional one and CCDL.

• Journal of Korean language education
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• v.23 no.1
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• pp.307-329
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• 2012

The purpose of this study is to examine the presentation of Korean grammar on the Korean grammar textbooks for foreigners. Through the results, this study suggests some examples of grammar based on the discourse and context. Since the communicative approach received much attention, some Korean language forms have been researched in the discourse and context. In that sense, we need to survey the grammars presented in the grammar textbooks. The expressions of Korean epistemic modality and discourse function, ('-지요, -잖아(요), -군요', '-기는 하다') in the grammar textbooks have been analyzed. These expressions need to be described with much contextual and situational information and presented in the discourse. However it is a little insufficient to supply a proper amount of information for Korean language learners. To overcome the deficiency, this study presents some situational and contextual information of certain language forms.

• Journal of the Korean Geographical Society
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• v.38
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• pp.15-36
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• 1988

In this paper, I consider the development of methods in contemporary human geography in terms of a dialectical relation of action and structure, and try to draw a new horizon of method toward which geographical research and spatial theory would develop. The positivist geography which was dominent during 1960s has been faced both with serious internal reflections and strong external criticisms in the 1970s. The internal reflections that pointed out its ignorance of spatial behavior of decision-makers and its simplication of complex spatial relations have developed behavioural geography and systems-theoretical approach. Yet this kinds of alternatives have still standed on the positivist, geography, even though they have seemed to be more real and complicate than the previous one, The external criticisms that have argued against the positivist method as phenomenalism and instrumentalism suggest some alternatives: humanistic geography which emphasizes intention and action of human subject and meaning-understanding, and structuralist geography which stresses on social structure as a totality which would produce spatial phenomena, and a theoretical formulation. Human geography today can be characterized by a strain and conflict between these methods, and hence rezuires a synthetic integration between them. Philosophy and social theory in general are in the same in which theories of action and structural analysis have been complementary or conflict with each other. Human geography has fallen into a further problematic with the introduction of a method based on so-called political ecnomy. This method has been suggested not merely as analternative to the positivist geography, but also as a theoretical foundation for critical analysis of space. The political economy of space with has analyzed the capitalist space and tried to theorize its transformation may be seen either as following humanistic(or Hegelian) Marxism, such as represented in Lefebvre's work, or as following structuralist Marxism, such as developed in Castelles's or Harvey's work. The spatial theory following humanistic Marxism has argued for a dialectic relation between 'the spatial' and 'the social', and given more attention to practicing human agents than to explaining social structures. on the contray, that based on structuralist Marxism has argued for social structures producing spatial phenomena, and focused on theorising the totality of structures, Even though these two perspectives tend more recently to be convergent in a way that structuralist-Marxist. geographers relate the domain of economic and political structures with that of action in their studies of urban culture and experience under capitalism, the political ecnomy of space needs an integrated method with which one can overcome difficulties of orthhodox Marxism. Some novel works in philosophy and social theory have been developed since the end of 1970s which have oriented towards an integrated method relating a series of concepts of action and structure, and reconstructing historical materialism. They include Giddens's theory of structuration, foucault's geneological analysis of power-knowledge, and Habermas's theory of communicative action. Ther are, of course, some fundamental differences between these works. Giddens develops a theory which relates explicitly the domain of action and that of structure in terms of what he calls the 'duality of structure', and wants to bring time-space relations into the core of social theory. Foucault writes a history in which strategically intentional but nonsubjective power relations have emerged and operated by virtue of multiple forms of constrainst wihthin specific spaces, while refusing to elaborate any theory which would underlie a political rationalization. Habermas analyzes how the Western rationalization of ecnomic and political systems has colonized the lifeworld in which we communicate each other, and wants to formulate a new normative foundation for critical theory of society which highlights communicatie reason (without any consideration of spatial concepts). On the basis of the above consideration, this paper draws a new norizon of method in human geography and spatial theory, some essential ideas of which can be summarized as follows: (1) the concept of space especially in terms of its relation to sociery. Space is not an ontological entity whch is independent of society and has its own laws of constitution and transformation, but it can be produced and reproduced only by virtue of its relation to society. Yet space is not merlely a material product of society, but also a place and medium in and through which socety can be maintained or transformed.(2) the constitution of space in terms of the relation between action and structure. Spatial actors who are always knowledgeable under conditions of socio-spatial structure produce and reproduce their context of action, that is, structure; and spatial structures as results of human action enable as well as constrain it. Spatial actions can be distinguished between instrumental-strategicaction oriented to success and communicative action oriented to understanding, which (re)produce respectively two different spheres of spatial structure in different ways: the material structure of economic and political systems-space in an unknowledged and unitended way, and the symbolic structure of social and cultural life-space in an acknowledged and intended way. (3) the capitalist space in terms of its rationalization. The ideal development of space would balance the rationalizations of system space and life-space in a way that system space providers material conditions for the maintainance of the life-space, and the life-space for its further development. But the development of capitalist space in reality is paradoxical and hence crisis-ridden. The economic and poltical system-space, propelled with the steering media like money, and power, has outstriped the significance of communicative action, and colonized the life-space. That is, we no longer live in a space mediated communicative action, but one created for and by money and power. But no matter how seriously our everyday life-space has been monetalrized and bureaucratised, here lies nevertheless the practical potential which would rehabilitate the meaning of space, the meaning of our life on the Earth.

• Fashion & Textile Research Journal
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• v.15 no.1
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• pp.95-102
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• 2013

In order to understand meaningful customer experience in social media, this study profiles customer engagement by exposing the essential brand experience rooms in hyper-reality contexts. This study selects Snuggie as a target brand as it uses multiple contact points, including social media, to provide meaningful experience to customers. With their unique marketing strategy, Snuggie became a popular brand among the U. S. customers beyond just a wearable blanket. Upon analyzing a total of 364 customer reviews about Snuggie in Amazon.com, five experience rooms were exposed; "Physical artifacts" and "customer involvement" are influential experience rooms which signify interactions between products and customers, while "intangible artifacts", "technology" and "customer placement" reflect a lower degree of experiential engagement. This approach suggests a theoretical foundation in understanding the customer engagement concepts by the means of brand experience dimensions in social media. The ability to create compelling engagement in social media depends on the successful facilitation of relationships and information, which lead to a creative, communicative and interactive experience.

• Archives of design research
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• v.20 no.2 s.70
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• pp.103-116
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• 2007

Art education in design has repeatedly stressed the importance of developing creativity. In the digital period, however, which shows rapid change in both forms and contents, it needs to be equipped with more flexible and systematic ways of approaching to the creativity development, especially involved with cultural diversity of the digital world. This paper primarily proposes a maximally efficient, productive creativity learning program in which the integration of expressive media and communication generates a comprehensive network of communicative information in the development of digital technologies, which, consequently, brings forth valuable cultural contents of art. The amalgamation of Won (2006)'s Prism Effect, with distinctive three devices, and the facilitator factors, with two different facilitators such as self-controlled and controlled plays, would function as a catalyst for cultural diversity in the digital forms and contents of art. And this will, consequently, result in producing a number of practices that can be classified and assorted for a later performance. This paper thus suggests a roadmap of how to develop the creativity learning program in which two categories of facilitators based on three thinking devices function to classify four activities. In addition, selected activities are shaped as a creativity learning program by generating learning practices with the formalizing instructional strategy that fit into a specialized educational environment and learners. The samples of loaming practice design show guidelines for practice and the results of learning activity. Therefore, the eventual goal of this paper would be to establish a creativity learning program that constitutes a highly systematized and modularized database to maximize the efficiency and productivity of the creativity development.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.211-220
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• 2008

This study examined pre-service science teachers' perceptions of informal learning by adopting a discourse analysis method suggested by Mortimer and Scott(2003). The guiding research questions were: (1) What are some general patterns of the discourse occurring in science museums between a teacher and a student? (2) In what ways do the pre-service teachers perceive informal learning and teacher's role in informal settings? The 7 pre-service science teachers participated in this study. Each of them shepherd an elementary student around the museum and implemented their own instruction using a pre-planed lesson plan. Results indicated that even though the teachers had learned some characteristics of informal teaming in their college courses, they tended to implement their traditional view of science teaming into the instruction and the view affected them to set up their teaching purposes and contents, and to select communicative approach, patterns of discourse and ways of intervention.

• Speech Sciences
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• v.14 no.3
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• pp.21-29
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• 2007

The necessity for improving the English listening ability of Korean learners has been emphasized since the ultimate goal of English education converted to CLT(Communicative Language Teaching) in Korea. Verbotonal Approach as an auditory-based strategy has been proved to be effective substantially in maximizing the listening skill of spoken foreign language. The purpose of this study is to find out an efficient way of improving listening ability for Korean middle school students by employing OFH(Optimal Frequency of Hearing) using Tonality Word Sentence Test, before & after using Listen II Verbotonal training unit based on VTS(Verbotonal System). The results of the listening tests showed that the listening ability of the subjects increased by 16.7% on the words and by 5.5% on the sentences after using Listen II, compared with before using Listen II and that the improvement rate of listening ability on the level of words is much higher than that on the level of sentences. From the results, we can come to a conclusion that training the listening skill with words in mid-tonality and low-tonality based on OFH might give a great positive effect in improving listening ability for Korean learners of English.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.