• The Journal of the Korea Contents Association
• /
• v.10 no.12
• /
• pp.466-476
• /
• 2010

The present study is to investigate the changes of idioms comprehension ability according to the familiarity of idiom, gender and academic achievements. 50 idioms were divided familiar and unfamiliar by the survey. The subjects was 18 years old, 63 college students. The participants were assessed with the task. The task is about the idiom comprehension with 25 familiar idioms and 25 unfamiliar. And there investigated about the academic achievements on participants. The result were as follows: Frist, there was significant difference in the idioms comprehension ability according to the familiarity of idiom. Second, there was on significant difference in the idioms comprehension ability according to gender. Third, there was significant difference in the idioms comprehension ability according to academic achievements. The result of present study will be important data for Korean idiom education of foreigner.

• Korean Journal of Child Studies
• /
• v.25 no.6
• /
• pp.337-354
• /
• 2004

This study investigated the relationship between pretend play and comprehension of pretense by type of stipulated transformation among 2-and 4-year-olds children. Each child participated in pretend play with its mother for 10 minutes and in a stipulated task for comprehension of pretense. There was a significant difference in 2- and 4-year-olds in frequency and level of pretend play, and pretend play behavior was related to comprehension of pretense. Level of pretend play was positively related to comprehension of 'complexity' of stipulated transformations. This showed that there was significant relationship between development of pretend play and ability to comprehend pretense based on physical transformation.

• Korean Journal of Child Studies
• /
• v.32 no.6
• /
• pp.123-139
• /
• 2011

This study sought to examine the impact of reading ability and vocabulary at age 5, as well as analyzing the impact which children's gender, parental education level and family income level has on reading comprehension ability and vocabulary at the first grade level in primary school. The study also sought to compare the characteristics of the results obtained in Korea and Japan on this particular research topic. For the Korean part of the study, 328 first grade Korean children, who had participated in the initial testing as five-year olds and agreed to participate in the longitudinal study were tested; whereas in Japan, 215 students were tested. The study results indicated that, in the case of Korea, reading comprehension ability in the first grade was affected by vocabulary and reading abilities at age 5, gender, as well as the mother's education level, in that order. In Japan, it was affected in the order of vocabulary, gender, and father's education level. In terms of first grade vocabulary, in the case of Korea, it was affected in the order of vocabulary and reading ability at age 5 and father's education level; whereas in Japan, it was affected in the order of vocabulary, gender, and reading ability. In both Korea and Japan, at age 5, vocabulary was shown to have a more significant impact than reading ability on both of language ability and vocabulary in the subsequent primary school period. As such, it can be seen that more interest should be shown not only in the ability to read at age 5 but also in expanding the vocabulary of children at this age through appropriate interaction and support.

• English Language & Literature Teaching
• /
• v.18 no.1
• /
• pp.1-22
• /
• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.9
• /
• pp.5495-5501
• /
• 2014

Individuals with a left frontal brain injury show significant impairments in their speech ability. The aims of the present study were (1) to assess and compare the ability of speech acts comprehension and executive function between individuals with a left frontal brain injury and normal individuals, and (2) to investigate the correlation of speech act comprehension ability factors. The study's subjects were 18 individuals with a left frontal brain injury and 18 normal control adults of the same age, gender, and educational age. The following results were obtained. First, the group of individuals with a left frontal brain injury had lower speech act comprehension, executive function than the normal control group. Second, the speech act comprehension ability of the individuals with a left frontal brain injury showed a high correlation with the executive function.

• Korean Journal of Child Studies
• /
• v.30 no.3
• /
• pp.23-36
• /
• 2009

Relationships between immigrant mothers' Korean language ability and preschoolers' language development in multi-cultural families were studied with 91 mothers and their children. Language capacity of mothers and children was measured by receptive and expressive vocabulary test, sentence comprehension test and two kinds of reading tests. Results showed that mothers' level of comprehension was relatively low but their reading ability was higher than that of elementary school first-grade Korean students. Comprehension of children in multi-cultural families with non-immigrant counterparts showed a lower level of language ability. Mother's level of expressive vocabulary, receptive vocabulary and reading ability correlated with children's language development. These results indicate a relationship between children's delayed language development in multi-cultural families and mother's low proficiency in Korean language.

• Journal of Fisheries and Marine Sciences Education
• /
• v.28 no.5
• /
• pp.1365-1377
• /
• 2016

The purpose of this study is to find out by comparing the ability of comprehension and production of causative and passive sentences and grammatical morphemes between multicultural family children and normal children. Fifteen multicultural family children and fifteen normal children aged 7-9 years participated in this study. The results of this study are as follows; First, the children of multicultural family showed significantly a lower ability to comprehension and production of causative and passive sentences compared to normal children. Second, the children of multicultural family showed the difference about the acquisition of grammatical morpheme of causative and passive compared to normal children. Third, multicultural family children and normal children were not statistically significant differences in comprehension and production abilities of causative and passive in accordance with the increase of age.

• 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.

• Korean Journal of English Language and Linguistics
• /
• v.1 no.1
• /
• pp.187-209
• /
• 2001

This study attempts to supplement what is known about the influence of prior knowledge on second language listening comprehension. To do so, the study examines the effect of prior knowledge and language proficiency on the ability of L2 listeners to understand texts. The purpose of an experiment was to determine the effect of topic familiarity on the L2 listening comprehension ability of subjects who varied in L2 listening proficiency level. The subjects (N=117) were selected from a population of college students enrolled in the Departments of English and Business in Korea. English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects listened twice each to texts (more familiar and less familiar). After listening to each text, a ten-item objective test was administered to test the subjects' comprehension of the information presented in the text. Objective tests were analyzed. using repeated measures analysis. A post hoc test was conducted to identify the means that were significantly different. This study yielded the following results: (1) subjects with high prior knowledge comprehended texts significantly better than did subjects with low prior knowledge; (2) the level of L2 listening proficiency had a significant effect on the L2 listening comprehension of texts, but there was no interaction between prior knowledge and the level of L2 listening proficiency.

• Journal of the Korean Home Economics Association
• /
• v.40 no.2
• /
• pp.57-66
• /
• 2002

This study investigated institutionalized children's behavior problems depending on their cognitive abilities. Subjects were 185 institutionalized children in 15 child-welfare facilities in Seoul (132 preschooler and 153 primary schoolers; 106 boys and 79 girls). Institutionalized children's cognitive abilities were measured using the Comprehension and Picture Completion Assessment, two subsets of K-WPPSI (Park et al., 1996) Comprehension and Picture Completion Assessment belong to verbal and performance scale, respectively. Measures of behavior problems included anxiety, immaturity, social withdrawal, physical symptom, hyperactivity, and aggression. Data were analyzed with mean, standard deviation, and t-test. Results showed that institutionalized children had higher scores in Picture Completion Assessment than Comprehension Assessment. Furthermore, institutionalized children with low scores in Comprehension Assessment were higher in anxiety and social withdrawal than children with high scores in Comprehension Assessment.