• 한국정보처리학회:학술대회논문집
• /
• 한국정보처리학회 2006년도 춘계학술발표대회
• /
• pp.833-836
• /
• 2006

국어 교과는 말하기 듣기, 읽기, 쓰기 영역으로 구성되어 있으며, 높은 수준의 창의적 사고력을 길러준다. 국어 교과에서 받아쓰기는 우리나라 초등학교 교육 현장에서 가장 기본적으로 활용되고 있으며 현행 국어과의 교육과정에서 중요하게 다루어지고 있다. 그러나 매 회의 받아쓰기 문제지의 문항을 타당성과 신뢰도를 고려하여 조정하여 지도하기는 어려움이 있다. 본 논문에서는 이러한 단점을 보완하기 위해 초등학교 교육 현장에서 사용되는 여러 가지 형태의 받아쓰기와 교과서를 분석하여 문장의 받아쓰기 등급을 정하였다. 문장의 받아쓰기 등급을 가지고 입력한 난이도에 따라 정해진 문장 받아 쓰기 등급이 같으면 받아쓰기 문제로 선택이 되고 문장 받아쓰기 등급과 다르면 다른 문장을 탐색하게 하였다. 최종적으로 선택된 문제는 여러 등급의 문제로 구성함으로써 문제의 타당성과 신뢰도를 높이고, 창의적인 국어사용 능력을 향상시키도록 하였다.

• 말소리와 음성과학
• /
• 제6권1호
• /
• pp.119-125
• /
• 2014

Many studies have reported an age-related decline in the ability to spell words correctly. The aim of this study was to investigate the deterioration on retrieving orthographic knowledge in 64 normal elderly Korean persons. The subjects were 64 in total: they were composed of 22 persons in their 50s, 20 persons in their 60s, and 22 persons in their 70s or older. We instructed them to write from a dictation of 60 words stimuli (20 regular words, 20 irregular words, 20 nonwords). Older adults made more errors than younger adults, and the age-related decline in performance was greater for irregular than regular and nonwords. With respect to the error pattern in the irregular words, the subjects showed more phonological plausible errors than phonological implausible errors. The number of self-correction was high in nonwords. Based on the results, we found that aging differentially affects the retrieval of orthographic knowledge on regular, irregular and nonwords.

• 음성과학
• /
• 제13권3호
• /
• pp.121-132
• /
• 2006

In Hangeul, the graphemes of syllables are organized in horizontal, vertical and mixed (both horizontal & vertical) orientations, and the graphemic position of consonant(s) and vowel(s) within a each syllable needs to be maintained within a square pattern. We investigated the characteristics of writing errors of 9 stroke patients with right hemisphere (RH) lesions and compared it to the performances of 15 normal subjects. The subjects were asked to write to dictation of 90 Korean syllables. One of the interesting findings was that our patients manifested visuospatial errors which are not commonly observed in other language-speaking (e.g., English) patients due to the unique syllabic organizations of Korean writing system. The prominent errors in the RH group could be explained by the impaired RH which normally controls the visuospatial functions.

• 영어어문교육
• /
• 제18권1호
• /
• pp.133-151
• /
• 2012

This study investigates Korean university students' perception of TOEIC courses taught by Korean and native English teachers and test results in an effort to identify better methodologies to teach TOEIC. To find out the student's perceptions of TOEIC classes, a survey was conducted. The one hundred sixty students who attended the TOEIC courses participated in a questionnaire survey at the end of the semester. Based on a survey of students' assumptions toward TOEIC classes and teachers, this paper discusses the skills students feel important to improve their TOEIC scores and what their actual scores show. The research questions were: 1) what are some of the benefits of having a Korean or native English teacher for TOEIC courses? 2) what are some of the drawbacks of having a Korean or native English teacher for TOEIC courses? The results indicated that Korean and native English teachers have an equal chance to become successful teachers, but the methods used by the two groups are not the same in the context of teaching TOEIC courses; in the short term, direct test preparation, dictation and repetition by Korean or native teachers might be good methods for TOEIC courses, however, in the long term, conversation and discussion performed by native teachers may affect scores in a positive way.

• 영어어문교육
• /
• 제1호
• /
• pp.69-108
• /
• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• 대한가정학회지
• /
• 제50권7호
• /
• pp.109-116
• /
• 2012

The purpose of this study is to develop a scale for evaluation of Parent's Literacy Interaction Rating Scale (PLIRS) for preschool children and to examine its validity and reliability. The participants of this study were 342 Korean mothers with children of 3 to 5 year olds. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between PLIRS and two sub tests of EC-HOME for concurrent validity, and Cronbach's ${\alpha}$ for reliability. The item discrimination was determined by comparing the highest and lowest groups using Chi-square (${\chi}^2$), and Cramer's V. The 25 items of the scale were found to be satisfactory in item discrimination. The concurrent validity was also identified by correlation between PLIRS and two sub tests of EC-HOME. Factor analysis revealed that the structure of the PLIRS consisted of three factors: 'open interaction', 'directive interaction', and 'picture-book reading interaction'. 'Open interaction' is based on 'Whole Language Approach', such as 'I have my child write as he/she likes even if they spell wrongly.' 'Directive interaction' is based on 'Code Emphasis Approach', such as 'I have my child take dictation.' 'Picture-book reading interaction' is how parents read picture-book with her/his children, such as 'When I read a picture book to my child, I ask various questions about a book story.' The Cronbach's ${\alpha}$ for internal consistency reliability range was .78 to .87 for three subscales. It was concluded that PLIRS was valid and reliable to examine the literacy interaction between parents and children in home.

• Journal of Preventive Medicine and Public Health
• /
• 제31권4호
• /
• pp.592-603
• /
• 1998

This study was conducted to estimate incidence rate of female breast cancer in a defined area of Chungchongbuk-do in Korea. The presumptive breast cancer cases were selected from two different sources, i.e., medical utilization database of the National Health Insurance Corporation and the database from the National Cancer Registry. Medical students visited each hospital where the presumptive cases had been treated as a breast cancer patient, and made a dictation of medical record of each patient based on the claims stored in the Insurance Corporation from January to December 1995. The diagnoses in the claims included one of the following diagnostic codes; ICD-9 174-175(malignant neoplasms of the breast), 233(carcinoma in situ of the breast and genito-urinary system)or ICD-10 C50(malignant neoplasms of the breast), D05(carcinoma in situ of the breast and genito-urinary system). Each case has been confirmed as having a breast cancer by a breast surgeon through a medical record review. Age-standardized incidence rate of female breast cancer to the Korean population was estimated to be 10.5(95%confidence interval : 8.1-12.9)per 100,000 persons in 1995. Age-standardized rate to the world population was 9.8 per 100,000 persons, and the truncated rate for ages 35-64 was 27.2 per 100,000 persons. Validity of these estimates is discussing in comparison with previous methods of incidence estimation in Korea.

• 한국콘텐츠학회논문지
• /
• 제17권1호
• /
• pp.750-758
• /
• 2017

할리우드의 영화제작 인력이 국내에서 촬영한 <인천Incheon>(테렌스 영, 1981)은 당대의 한국배우와 스태프가 참여한 영화이다. <인천>의 제작에 참여한 원로영화인들의 구술에 따르면, <인천>을 통해 국내 최초로 할리우드의 제작방식을 경험할 수 있었고, 그것이 이후의 한국영화제작 시스템에 영향을 끼쳤다는 것이다. 이 같은 이유에서 세계영화사에서 실패한 영화로 기록되었고, 한국영화사에서 사라진 영화의 역사적 흔적을 살펴보고자 한다. 이 연구는 할리우드의 제작 시스템으로 제작된 영화 <인천>에 관한 전문가 평가와 관객의 인식을 분석하였다. <인천>에 관한 전문가 평가는 개봉 당시의 언론기사 및 영화에 참여한 배우와 스태프에 관한 학술서 등의 자료를 활용하였다. 또한 <인천>을 극장이나 케이블TV, 인터넷 등에서 관람한 관객의 평가를 인식의 측면에서 분석하였다. <인천>에 관한 전문가의 평가는 천편일률적으로 부정적이지만, 관객은 영화를 평가하기보다는 다양한 방식으로 인식하고 있음을 확인할 수 있었다.

• 디지털융복합연구
• /
• 제14권6호
• /
• pp.535-546
• /
• 2016

철자지식과 음운인식이 시각적 단어 해독과 부호화에 미치는 영향을 알아보기 위하여, 5세에서 8세의 아동 각 15명씩 총 60명을 대상으로 철자지식(자모지식, 소리-글자 대응지식, 철자표상), 음운인식(단어인식, 음절인식, 음소인식), 시각적 단어 해독(자소-음소 일치 단어 읽기, 불일치 단어 읽기), 시각적 단어 부호화(자소-음소 일치 단어 받아쓰기, 불일치 단어 받아쓰기) 과제를 실시하였다. 그 결과 철자지식, 음운인식, 시각적 단어 해독, 시각적 단어 부호화의 모든 과제에서 연령 집단 간 수행력 차이가 유의하였고, 각 과제 수행력 간 유의한 정적 상관관계가 있었다. 이 중 불일치 단어 철자표상, 음절인식, 음소인식이 본 연구 대상자들을 연령에 따라 보다 민감하게 구분하는 것으로 나타났다. 시각적 단어 해독과 부호화 능력을 예측하는 변인으로 음운인식보다는 자모지식과 철자표상과 같은 철자지식 능력이 포함되었다. 본 연구결과는 학령기 전후 철자에 보다 익숙해지면 음운인식보다 철자지식이 시각적 단어 해독과 부호화에 더 많은 영향을 미친다는 것을 시사한다.

• 한국콘텐츠학회논문지
• /
• 제12권6호
• /
• pp.21-31
• /
• 2012

가상현실은 현실처럼 구성된 가상공간과 그 속에서 살아가는 에이전트들로 구성되어 있다. 여기서 가상공간이란 시각적 표현뿐만 아니라 질량, 중력, 마찰력등과 같은 물리속성들과 법칙들에 의해 규율되는 질서 있는 공간을 의미한다. 이러한 가상공간을 구축하기 위해서는 인간과 유사한 행동을 하는 가상 에이전트와 그를 둘러싼 환경을 설계해야 한다. 정해진 공간이나 기억에 대하여 설계자의 지식에 따라서 그대로 반응하게 만들어진 기존의 반응형 에이전트의 행동방식을 개선하여 능동적 행동이 가능하기 위해서는 에이전트의 활동 공간에 관련된 다양한 지식이 필요하다. 본 연구에서는 이러한 지식중에서 공간적 지식에 관한 표현구조를 설계하고 구현한다. 이와 같은 지식표현은 사실적이고 효율적인 물리적 가상환경을 구축하는 바탕으로 사용됨과 동시에 가상에이전트들의 지식을 표현하는 구조로 이용된다.