• The Journal of the Korea Contents Association
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• v.14 no.7
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• pp.541-549
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• 2014

This study aims to propose measures to support students' English literacy development in collaboration with public libraries in the community. The literature review shows that students can improve their English literacy skills by not only reading authentic books, but also participating in English literacy programs at the public library. The analysis of the gathered data reveals that public libraries provide extensive programs customized to students' needs. It is also shown that reading programs at the public libraries play an important role in improving students' literacy skills. With the analysis of the literacy programs at various libraries nationwide or abroad, we can understand the importance of the English literacy programs. Especially English Literacy programs in public libraries can be more effective to improve students' English literacy skills. It is suggested that we need to support children's literacy development in collaboration with public libraries in the community.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.329-339
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• 2011

This study aims at investigating how English proficiency affects economic development of a country by analyzing the relationships among English proficiency, economic activities (amount of trade, R&D investment, etc), and the rate of economic growth, focusing on twenty-one non-English-speaking OECD countries. Ordinary Least Square (OLS) and Seemingly Unrelated Regression Estimation (SURE) were used for the data analysis in the study. The findings reveals that there existed little statistical significance to support the fact that English proficiency was directly related to the economic development in a positive way in many countries except Mexico, the Czech Republic, Finland, and Poland. However, English proficiency indirectly influenced the economic development in the way of increasing the amount of trade. These results can lead to the conclusion that English proficiency is not a sufficient element but a necessary one. Furthermore, it is expected that English proficiency can positively affect the economic development when it plays a part as sufficient complementary goods which make up for physical capital, technology accumulation, political stability, and worthy government.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.440-451
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• 2013

English village in Korea is an unique model for English education and a number of English villages have been established and operated since 2004. Although educators related to English education have acknowledged English village' growth, there is not enough research on development of English village program. The purpose of this study is to develop and implement an effective task-based program in English village in Korea. 'A' English Village is chosen for analysis and Brown's[17] and Long & Crookes'[36] frameworks are adapted for developing task-based English village program. The study included seven steps for program development and explanations and activities for each step are illustrated in detail. Finally, operational considerations for English village program are discussed and some implications of this study will be able to contribute to task-based language teaching for young learners.

• Journal of Korean society of Dental Hygiene
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• v.21 no.1
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• pp.41-51
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• 2021

Objectives: This study analyzes the demands of dental hygiene college students for English courses and proposes ways to improve English courses for college students majoring in dental hygiene that would take advantage of English for specific purposes (ESP) in the future. Methods: Using a structured questionnaire, four universities by region with departments of dental hygiene were selected at random, and out of a total of 260 college students majoring in dental hygiene, data of 258 students, excluding data with missing values, were considered for investigating the needs of English curriculum development using the SPSS program. Results: Total 82.1% of the students expected English programs, and they said that English was important, The proposal for English curriculum development indicated that although the number of English programs was sufficient, diversification of English programs or changes in methods of managing classes were required. As for the need for English programs (66.4%), they required more ESP, such as practical English for dental or dental terminology, which can be used clinically and more than English for general purposes (EGP). Conclusions: Students in dental hygiene showed a higher demand for more professional ESP that can use clinically as dental hygienists in the future. It is necessary to consider the reorganization of the curriculum or changes in the method of managing English classes by reflecting one demands of dental hygiene students.

• Proceedings of the KIEE Conference
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• 2004.05a
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• pp.147-149
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• 2004

Although most of the people have studied English for a long time, their English conversation capability is low. When we provide them portable conversational-type English learners by the application of computer and information process technology, such portable learners can be used to enhance their English conversation capability by their conventional conversation exercises. The core technology to develop such learner is the development of a voice recognition and synthesis module under an embedded environment. This paper deals with voice recognition and synthesis, prototype of the learner module using a DSP(Digital Signal Processing) chip for voice processing, voice playback function, flash memory file system, PC download function using USB ports, English conversation text function by the use of SMC(Smart Media Card) flash memory, LCD display function, MP3 music listening function, etc. Application areas of the prototype equipped with such various functions are vast, i.e. portable language learners, amusement devices, kids toy, control by voice, security by the use of voice, etc.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2022.06a
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• pp.249-250
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• 2022

The purpose of this paper is to suggest the development of the Guidelines on VTS English language competency test, according to IALA Guideline 1132 - VTS Voice Communications and Phraseology. As the foundation for improving VTSOs' communication capabilities throughout their career lifecycle in terms of training, accreditation, and revalidation, a development of a VTS-specific language testing system with explicit language testing evaluation criteria becomes more critical. With the aim of facilitating the discussion, a range of suggestions to be considered in the development of Guidelines on the VTS English competency test are made

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.565-571
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• 2019

This study aims to suggest more efficient ways of teaching English more related to but distinct from major English, based on the needs and awareness of the students of English Education Department. For this, interviews and surveys have been carried out targeting some English Education majors. The results show that the satisfaction level of students is relatively low, marking around the score '3'. While the satisfaction level about classroom environment including the multi-media equipment, and professors' teaching ability, quality and methods is higher compared with other factors, the improvement of English skills and interest-causing levels are lower on average. Besides, this study also includes the surveys on the needs of students for various teaching programs, differentiated classes and qualified instructors. Based on the results, this study makes three suggestions as follows; (1) the opening of some specific English classes for English-education majors (2) the development of English-conversation classes related to English-education majors (3) the development of communication-centered English reading based on English literature.

• Journal of Public Diplomacy
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• v.2 no.1
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• pp.1-5
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• 2022

Throughout the six decades evolution of the public diplomacy concept, international relations approaches have remained at the margins of the field. An important international relations theory that has been virtually non-existent in the public diplomacy literature is the English School of international relations. This theory has been the centerpiece of literature in diplomatic studies, but curiously, has not been applied to public diplomacy. In this editorial, I outline a public diplomacy framework for global governance issues that builds on the English School and Pamment's framework on the intersection of international development and public diplomacy.

• The Korean Journal of Community Living Science
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• v.20 no.4
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• pp.523-537
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• 2009

This research aimed to understand the current status of early childhood education and to develop a future direction of early childhood English education. One group interview and three private interviews were conducted with 10 early education teachers to obtain in-depth understanding of the problems inherent in English education. The findings show that there is an internal conflict in the teachers regarding the value of English education in early childhood. In addition, there are external conflicts with the children the parents, the English teacher, the program director, and the government in English education. It is concluded that the early childhood educators felt an internal conflict regarding the current, inappropriate execution of early English education which is lacking a suitable educational plan including goals and practices. Furthermore, the teacher's preference for English also contributed to the internal conflict regarding the belief in early childhood English education. Secondly, the external conflicts included: English teachers with inadequate understanding of comprehensive early childhood development, parents who show excessive interest in early childhood English education without regard to childhood development, the reality that early childhood English education is mostly influenced by the attitudes of the program director without regard for the conflicts experienced by the early childhood teacher, and the politics of the government continuing to ignore the reality that early childhood English education ontinues in practice without being included in the national curriculum.

• Korean Journal of English Language and Linguistics
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• v.2 no.2
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• pp.149-159
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• 2002

Prepositional stranding (P-Stranding), which was possible only in certain types of constructions in Old English, began to be allowed more freely in the Middle English (ME) period, resulting in many new types of P-Stranding. Although many relevant studies have tried to account for the development of these new P-Stranding types, none of them or no combination of them seem to adequately explain how the new types came into being in ME and why they occurred in the order in which they occurred. In this paper, I explain why the development of new P-Stranding types in Middle English cannot be properly explained by any of the previous studies and then provide an alternative account of the advent of each new type of P-Stranding and the chronology involved on the basis of the displacement of the prepositional object from PP (DPO), a constraint on DPO (DPO), and the subject requirement (SubjR).