• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.387-416
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• 2001

In an attempt to identify highly probable causes of poor EFL performances, certain intriguing data of 11 common errors collected from 23 university students' listening and reading for correction of a short conversation of three people, with a questionnaire regarding their knowledge of the situational context, were analysed and interpreted within a theoretical framework of consciousness and the intonation unit (Chafe 1974, 1980, 1994), compatible with some important philosophical and psychological theories. The results: situational understanding does not always guarantee good EFL performances; the 11 errors were not attributable to hearing problems; consciousness appropriate for literacy and formal schooling appeared to be the major cause, which was inappropriate for a communicative use of English. Re-shaping of consciousness was suggested, with a warning against the ‘grammar consciousness raising’ approach.

• 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,

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.105-116
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• 2000

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.220-234
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• 2000

This paper focuses on how and where to set learner goals in English phonetic education in Japan, especially at the threshold level, and on what components are necessary to achieve them both from practical and theoretical perspectives. It first describes some issues mainly through the speaker's own teaching plan and a literature review of various researchers such as Morley (1991), Kajima (1989), Porcaro (1999), Matsul (1996), Lambacher (1995, 1996), Dalton and Seidlhofer (1994), and Murphy (1991). By comparing and analyzing these and other researchers, the speaker tries to set and elucidate reasonable and achievable goals for students to attain intelligibility for comprehensible communicative output. The paper then suggests detailed components that form an essential part of desirable pronunciation teaching plan in order to realize a well-balanced curriculum between segmental and suprasegmental aspects.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.283-300
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• 2000

This paper is intended to suggest how to improve Korean high school students' awareness of the pronunciation in order to foster communicative effectiveness. Initially it is focused on the tasks of listening to the suprasegmental aspects. The strategies used in the listening process are (1)discerning intonation units, (2)recognizing rhythm pattern, and (3)identifying contraction and linking in connected speech. The tasks including in each process are listening discrimination, guided practice activity, and listening and speaking activity. The teacher should avoid methods which yield discouraging outcomes and try to help students enjoy experience of success in doing exercises and activities. So I suggested: students put the slash on the pause perceptible to chunk the stream of speech into the intonation units, and mark the content words to internalize English rhythm. And then I suggested that students listen to pop song English in order to improve the awareness of function words and connected speech in the intonation unit.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.338-349
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• 2000

Pronunciation teaching is once again coming into the foreground of ELT. Japan is, however, lagging far behind many countries in the development of pronunciation curricula and in the actual speech performance of the Japanese learners of English. The reasons for this can be found in the prevalence of communicative methodologies unfavorable for pronunciation teaching, in the lack of trained professionals, and in the large numbers of students in Japanese foreign language classes. This paper offers a way to promote foreign language pronunciation teaching in Japan and other countries by means of employing computer and internet facilities. The paper outlines the major directions of using modem speech technologies in pronunciation classes, like EVF (electronic visual feedback) training at segmental and prosodic levels; automated error detection, testing, grading and fluency assessment. The author discusses the applicability of some specific software packages (CSLU, SUGIspeech, Multispeech, Wavesurfer, etc.) for the needs of pronunciation teaching. Finally, the author talks about the globalization of pronunciation education via internet resources, such as computer corpora and speech and pronunciation training related web pages.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.3
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• pp.627-638
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• 2014

The aims of this study are to analysis the elements associated with a occupational basic competencies of fisheries and maritime high school students. Fisheries & maritime key competencies were defined as the abilities that include the essential knowledge, skills, attitude, and experiences required for the workforce on the fisheries and maritime job condition. This research collected preliminary data from 177 fisheries & maritime high school teachers. Data were analyzed to obtain item quality, reliability and validity analysis. The results of the study were as follows; First, largely, fisheris & maritime key competencies were divided into two parts; basic vocational skills and fisheries-maritime job skills. Second, fisheries & maritime key competencies were consisted of communicative competence, numeracy skills, thinking skills, English communication skills, self-management skills, interpersonal competency, selection & application of alternative, marine technology & information skills, marine consciousness and maritime professional ethics. Third, each key competency consisted of 2-9 sub-competencies.

• Journal of the Korean Society of Industry Convergence
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• v.25 no.5
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• pp.747-756
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• 2022

The purpose of this study was to identify the influence of hospital nurses' communication competence on resilience. Participants were 178 nurses who were from 5 general hospitals located in Seoul, Gyeonggi-do province in Korea. The data were collected from September 5 to 19, 2021 and analyzed using t-test, ANOVA, Pearson correlation coefficient and multiple regression with SPSS/WIN 22.0 program. The average score of communication competence was 3.57 and resilience was 3.43 points. The total correlations was .68 between communication competence and resilience. Communication competence explained 50% of the total variance of resilience(ρ<.001). Communicative effectiveness(β=.24, ρ<.001), immediacy(β=.19, ρ=.01), assertiveness(β=.15, ρ=.03) and social adaptability(β=.16 ρ=.02) were the significant factors influencing on resilience of hospital nurses. The findings suggest that we need to make efforts to increase the specific factors of communication competence affecting on resilience of nurses.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1093-1106
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• 2021

This study attempted to investigate the influence of a beauty influencer's characteristics on makeup behavior and color cosmetics purchase intention against young female consumers in their 20-30s, who are a primary target for beauty influencer marketing. It aimed to provide basic data which are helpful in promoting marketing and expanding markets for color cosmetics through beauty influencers. For this, a questionnaire survey was conducted. Among a total of 563 questionnaires distributed across Seoul and capital region, 531 copies were used for final analysis, and the results found the followings: In terms of age, factors affecting beauty influencers' characteristics differed depending on reliability and expertise. Specifically, reliability and communicative competence had a positive effect(+) on all makeup behavior while expertise revealed a positive influence on base makeup only. In color cosmetics purchase intention, a positive effect was observed in reliability, communicative competence and attractiveness. In particular, reliability showed the largest influence. Therefore, there should be continued efforts to maintain a long-term relationship with consumers through communication based on beauty influencers' characteristics and by delivering more diverse makeup and color cosmetics-related information in an open and honest fashion.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.7-10
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• 2021

The article analyzes and concretizes the understanding of the differences between the concepts of competence / competence according to the criterion general - personal. Based on the identified characteristics of competence (completed personal quality, activity character, educational result, successful implementation of professional and educational activities), the concept of competence as an integrative dynamic quality of a person, manifested in effective activity in a specific area, is defined. The structure of the IC has been substantiated, including motivational and value; information technology; communicative and reflective components. The content of the named IC components is disclosed. The article analyzes the essence of the characteristics of basic concepts (competence / competence), consideration of information competence in the research of famous scientists in order to concretize the studied phenomenon; concretization of the identified pedagogical conditions in educational process.