• 한국콘텐츠학회논문지
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• 제10권12호
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• pp.466-476
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• 2010

본 연구는 관용어의 친숙도, 성별, 학업성취도가 관용어 이해하기에 어떠한 영향을 주는지 알아보고자 하였다. 대학생을 대상으로 관용어 친숙도를 조사하여 50개의 관용어를 친숙한 관용어와 친숙하지 않은 관용어로 분류하였다. 이를 토대로 예비검사와 본 검사를 실시하였다. 본 검사에서 대학교 1학년 학생 63명을 대상으로 관용어 이해과제를 실시하고, 학업성취도를 조사한 결과 첫째, 관용어의 친숙도에 따라서 관용어 이해하기에는 차이가 있어 친숙한 관용어를 친숙하지 않은 관용어에 비해 더 잘 이해하는 것으로 나타났다. 둘째, 성별에 따라서 관용어 이해하기에는 차이가 없었다. 셋째, 학업성취도에 따라서 관용어 이해하기에는 차이가 있어 학업성취도가 가장 높은 집단은 가장 낮은 집단에 비해 관용어를 더 잘 이해하는 것으로 나타났다. 이러한 결과는 관용어 특성 이해, 관용어 교육 및 외국인 우리말 교육의 중요한 자료가 될 것이다.

• 아동학회지
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• 제25권6호
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• pp.337-354
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• 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.

• 아동학회지
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• 제32권6호
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• pp.123-139
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• 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.

• 영어어문교육
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• 제18권1호
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• pp.1-22
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• 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.

• 한국산학기술학회논문지
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• 제15권9호
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• pp.5495-5501
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• 2014

본 연구는 좌측 전두엽 손상자(Individual with Left Frontal Lobe Injury, ILFLI)의 화행이해능력을 평가하고 화행이해능력과 실행기능 간의 상관을 살펴보았다. 연구대상은 ILFLI집단 18명과 정상 성인집단 18명으로 하였으며, 이들에게 화행이해능력검사와 Kims 전두엽-실행기능 검사 중 EXIT를 실시하여 화행이해능력과 EIQ를 측정하였다. 연구결과 ILFLI가 정상성인 보다 화행이해능력과 실행기능이 낮게 나타났으며, ILFLI의 화행이해능력과 실행기능 간에는 유의미한 상관이 있는 것으로 나타났다. 따라서 ILFLI는 화행이해능력에 손상이 있으며, 이를 향상시키기 위해서는 전통적인 언어치료 접근법과 더불어 실행기능을 향상시키기 위한 프로그램이 함께 이루어져야 함을 제언하는 바이다.

• 아동학회지
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• 제30권3호
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• pp.23-36
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• 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.

• 수산해양교육연구
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• 제28권5호
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• pp.1365-1377
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• 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.

• 영어어문교육
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• 제13권3호
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• pp.1-22
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• 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.

• 한국영어학회지:영어학
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• 제1권1호
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• pp.187-209
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• 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.

• 대한가정학회지
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• 제40권2호
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• pp.57-66
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• 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.