• Title/Summary/Keyword: focused

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Form-focused Instruction in Incidental Learning of English Verb Patterns

  • Kim, Bu-Ja
    • English Language & Literature Teaching
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    • v.16 no.3
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    • pp.59-80
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    • 2010
  • The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

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The Effect of the Solution-Focused Group Counseling on Self-esteem, Depression, and Hope of Unemployed Homeless Persons (해결중심 집단상담이 실직노숙자의 자아존중감, 우울 및 희망에 미치는 효과)

  • Kim, Hyun-Mi
    • Research in Community and Public Health Nursing
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    • v.13 no.3
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    • pp.532-540
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    • 2002
  • Purpose: To examine the effect of the solution-focused group counseling on self-esteem. depression, and hope of unemployed homeless persons, and to develop a nursing intervention program designed to help rehabilitation of the unemployed homeless persons. Method: This study was conducted from July 14 to September 29, 2000, and May 4 to August 17, 2001. The subjects were 30 unemployed homeless persons residing in 1 shelter in Seoul, Korea. This study used a quasi-experimental, one-group pretest-posttest design. The data were analyzed by frequency, percentage, and paired t-test using SPSS WIN program. Results: 1) Self-esteem of the subjects increased significantly after the solution-focused group counseling (t=3.31, p=0.002). 2) Depression of the subjects decreased significantly after the solution-focused group counseling (t=2.05, p=0.046). 3) Hope of the subjects increased significantly after the solution-focused group counseling (t=2.65, p=0.011). Conclusion: The solution-focused group counseling may be considered as an effective nursing intervention program for the unemployed homeless persons by improving their self-esteem and hope as well as reducing their depression. However, the effects of the program should be further addressed through, a review study.

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Performance of a Passive Ranging by Using Dual Focused Beamformers (이중 초점 빔 형성기를 사용한 수동형 거리 추정 기법의 성능)

  • 김준환;양인식;김기만;오원천;김인익;천승용
    • The Journal of the Acoustical Society of Korea
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    • v.20 no.2
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    • pp.52-57
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    • 2001
  • The passive ranging estimation techniques using a focused beamformer have been studied under the water. It is well known that the passive ranging estimation method using a focused beamformer is excellently evaluated. Among these, the passive ranging sonar is known to have a good performance under low signal-to-noise. ratio. However, its performance is degraded in multi-source environments. In this paper, we proposed the technique using dual focused beamformers to estimate the range. And when the sampling frequency is low, it is very difficult to steer the focused beam to the desired direction, as a result of this, the low performance occurs because of a distorted beam pattern. In this paper, we study the effect of sampling rate on passive ranging by using focused beamformer. And we verified the performance of the proposed method via computer simulation.

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Effects of an Engineering-Focused STEAM Program Based on the Project Approach for Young Children on Their Scientific Inquiry Ability, Mathematical Problem-Solving Ability, and Creativity (유아 대상 프로젝트 접근법 기반 공학적 STEAM 프로그램이 유아의 과학적 탐구능력, 수학적 문제해결력, 창의성에 미치는 효과)

  • Kwangjae Yu;Jihyun Kim
    • Korean Journal of Childcare and Education
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    • v.19 no.4
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    • pp.29-52
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    • 2023
  • Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.

The Relationship between Safe guard Accomplishment Personality and Stress Coping Behavior (민간경호${\cdot}$경비원의 개인적 특성에 따른 직무 스트레스의 반향관계)

  • Gong, Bae-Wan;Kim, Chang-Ho
    • Korean Security Journal
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    • no.10
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    • pp.15-34
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    • 2005
  • 1. There was significant relationship between personality traits and coping behavior. (1) Type A Group used more problem-focused and emotion-focused coping style than Type B Group (2) Non-sociable group used more emotion-focused coping style especially 'escape-avoidance' behavior than sociable group (3) Emotionally unstable group used more emotion-focused coping style especially 'distancing' and 'escape-avoidance behavior than stable group. 2. There was no significant relationship between personality traits and stress coping effect except emotional stability. 3. There was same inter-correlations among personality, coping style, and coping effect, (1) Type A was significantly correlated with sociability but not with emotional stability. (2) Problem-focused coping style was positively correlated with emotion-focused coping style. (3) Coping effect was not significantly correlated with coping style and personality traits accept emotional stability. 4. There was significant relationship between cognitive appraisal and coping style. (1) When they appraised the event 'could change or did something about it,' that used more problem-focused coping style than appraised 'had to accept.' (2) When they appraised the event ' could control before it occures.' they used more problem-focused and emotion-focused coping style than appraised it 'could not control'. (3) When they appraised the event 'had to gold back.' they used more problem-focused and emotion-focused coping style than appraised it 'had not to hold back.' (4) When they appraised the event 'happened by me.' they used more problem-focused coping style than appraised it 'happened by others.' (5) When they appraised the event 'needed to know more, 'they did not significantly use more coping behavior than appraised it 'needed not to know more.' 5. There was no significant difference except two cases in cognitive appraisal to the problem according to the personality. The two cases were as follows: (1) Sociability group appraised the event 'had to accept.' while non-sociability group appraised it 'could change or did some thing about.' (2) Emotionally stable group appraised the event 'happened by others.' while emotionally unstable group appraised it "happened by me".

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A Study on Low Pitch Accent Produced in Different Locations in English Sentences (영어 문장 내 상이한 위치에 나타난 저성조 피치 액센트 연구)

  • Yi, So-Pae;Kim, Soo-Jung
    • Phonetics and Speech Sciences
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    • v.3 no.4
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    • pp.63-70
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    • 2011
  • Recent studies on English $L^*$ (low pitch accent) have revealed the difference of changes in acoustic manifestation between utterances produced by Koreans and those produced by native speakers of English. However, not much effort has been made to compare $L^*$ focused constituents and non-focused constituents. At the same time, most previous works on focus realization are lacking in terms of normalization of acoustic measurement. Therefore, this research is dedicated to comparing the $L^*$ focused items and non-focused items realized by Koreans and Americans and to examining the realization of English $L^*$ produced by the two language groups with improved normalization of the acoustic features (F0, intensity and duration). Within-group analysis comparing focused words and non-focused words showed both Americans and Koreans prolonged the $L^*$ focused syllables but the effect size of syllable lengthening made by Koreans was far less than that made by Americans. Furthermore, significant F0 lowering was found in Americans but not in Koreans. However, the effect of intensity change caused by $L^*$ focus was not significant within each group. The effect of focused words was tested between the two groups revealing that Koreans implemented English $L^*$ focus with higher F0, lower intensity and shorter duration than Americans. In the instances in which a significant Group x Focus Location (initial, middle and final of a sentence) interaction was found, further analysis testing the effect of Group on each Focus Location was conducted. The testing showed that the Koreans produced shorter syllables at initial and middle of a sentence and higher F0 at initial of a sentence than Americans. Implications for the intonation training were also discussed.

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Exploration of the Direction for the Practice of Process-Focused Assessment (과정 중심 평가의 실행을 위한 방향 탐색)

  • Lee, Kyeong-Hwa;Kang, Hyun Young;Ko, Eun-Sung;Lee, Dong-Hwan;Shin, Bomi;Lee, Hwan Chul;Kim, Sun Hee
    • Journal of Educational Research in Mathematics
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    • v.26 no.4
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    • pp.819-834
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    • 2016
  • As a method to lead a change in mathematics education, recently reformation of assessment appears as a concept of process-focused assessment. Process-focused assessment is the concept that 2015 revised mathematics curriculum aims for, which is promoted also in policy. This research suggested a significance of process-focused assessment that has not been determined in conceptualization and the practical model. For this, this research investigated the content of the assessment on 2015 revised mathematics curriculum, and explored process-focused assessment based on the recent education assessment theory and research. Also, we suggested a model of practical plan by investigating the condition to perform the process-focused assessment. This research could take a basic role to practice process-focused assessment and investigate the concrete plan in the mathematics class field.

Effects of Solution-focused Group Counseling on School Attitude, Self-esteem and Hope in School Maladjusted Adolescents (해결중심 집단상담이 학교부적응 청소년의 학교생활태도와 자아존중감 및 희망에 미치는 효과)

  • Kim, Soo-Jin;Lee, Chung-Sook;Yang, Mi-Hwa
    • Journal of the Korean Society of School Health
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    • v.17 no.2
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    • pp.73-83
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    • 2004
  • Purpose: This study was designed to examine the effects of solution-focused group counseling on the school attitude, self-esteem and hope in school maladjusted adolescents. Methods: The research design of this study was a non-equivalent control group pre-post test design. Thirty middle school students referred to a community mental health center in G city for school maladjustment from a school and welfare center were assigned to the experimental group and thirty middle school students in care for school maladjustment at a welfare center were assigned to the control group. The solution-focused group counseling for the experimental group was conducted once a week for 90 minutes during 6 weeks. The data were collected from December 10, 2003 to May 23, 2004. The data was analyzed by x2-test, t-test and paired t-test using the SAS program. Results: 1) School attitude increased significantly after solution-focused group counseling (t=6.036 p=.001). 2) Self-esteem increased significantly after solution focused group counseling (t=2.705, p=.010). 3) Hope increased significantly after solution-focused group counseling (t=3.671, p=.001). Conclusion: Solution-focused group counseling appears to be a very effective intervention for school maladjusted adolescents by increasing self-esteem, positive school attitude, hope and coping with problems.

The Effects of Construal Level and Regulatory Focus on the Attitude toward Financial Products (조절초점과 해석수준이 금융상품 태도에 미치는 영향)

  • Chun, Sungyong;Youn, Hyo Sik
    • Journal of the Korean Operations Research and Management Science Society
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    • v.39 no.1
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    • pp.69-81
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    • 2014
  • Financial products entail either gains or losses, and customers' psychological reaction to these gains and losses affect the selection of the financial products. This study explains the financial customers' behavior by introducing consumers' psychological variables such as regulatory focus and construal levels. According to the regulatory focus theory, there are two distinct motivational orientations called promotion focus and prevention focus. And, construal level theory proposes that people use more abstract and higher levels of construal to represent objects that are more distant on psychological distance. We have incorporated these two psychological variables into financial consumer behaviors. In the experiment 1, the results have showed that promotion focused customers prefer fund products to deposit products, whereas prevention focused customers have showed the opposite result. In the experiment 2, both regulatory focus and construal level were considered. Specifically, under the high level message, promotion focused customers have showed higher preference to fund products than the prevention focused customers, and no significant difference for the deposit products. On the contrary, given the low level message, prevention focused customers have showed higher preference to both fund and deposit products than the promotion focused customers. Therefore, it comes to the conclusion that it will be efficient for the financial companies to use high level messages for the promotion focused customers and low level messages for the prevention focused customers. Implications and limitations are discussed to establish more effective marketing strategies based on the results of this study.

Process-Focused Assessment for Mathematical Subject Competency in Elementary Mathematics Classroom (초등 수학교실에서 역량 기반 과정중심평가의 적용 방안에 대한 연구)

  • Jeon, Youngju;Lee, Jong-hak
    • Journal of the Korean School Mathematics Society
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    • v.22 no.3
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    • pp.199-219
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    • 2019
  • It is necessary to study how to plan and perform the process-focused assessment of the teacher as the planner and practitioner to examine the application of the process-focused assessment for mathematical subject competency in a mathematics classroom. In this study, we designed and conducted an experimental lesson based on the process-focused assessment for elementary school students. This study explored the practical application of the process-focused assessment. In addition, we explored how to apply it to elementary mathematics education. This study suggests a method to embody the process-focused assessment class that can be applied in the 2nd grade mathematics class in elementary school. We propose future research on how to provide individual feedback to each student's needs in the process-focused assessment.