• Education of Primary School Mathematics
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• v.25 no.4
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• pp.361-375
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• 2022

In this study, the vocabularies in elementary mathematics textbooks for grade 1-2 were analyzed according to 9-degree of semantic system. Also, the types of vocabulary were analyzed using general academic words, mathematics specific concept words, and mathematics general concept words. As a result, percentages of 1-degree and 2-degree vocabulary was the most in both grade 1 and 2 mathematics textbooks. It also shows that some of general academic words were 3-degree vocabulary and some of mathematics specific concept words were either unregistered or 1-degree vocabulary. In particular, general academic words, which are 3-degree vocabulary, may be unfamiliar to 1^st and 2^nd grade students. Therefore, students should be given the opportunity to guess and understand the contextual meaning of general academic words from the given contexts in textbooks. The frequency of use of mathematics general concept words in grade 2 textbook increased significantly compared to grade 1 textbook. Since mathematics general concept words are academic and technical vocabulary they should be taught explicitly. Based on the results of this study, implications for vocabulary instruction in mathematics textbooks were discussed.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.367-372
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• 2013

In general, Levenshtein distance algorithm have a problem with not distinguish the consideration of vacabulary retrieve, because Levenshtein methode is used to vocabulary order are not defined. In this paper, we propose a improved Levenshtein methode, it effectively manage the vocabulary retrieve by frequency use of a vocabulary, and it gives the weight number which have a order between vocabularies. Therefore proposed methode have a advantage of solve the defect of perception rate in the case of increase the vocabulary, improve the recognition time become higher and it can be effectively retrieval space management.. System performance as a result of represent vocabulary dependence recognition rate of 97.81%, vocabulary independence recognition rate of 96.91% in indoor environment. Also, vocabulary dependence recognition rate of 91.11%, vocabulary independence recognition rate of 90.01% in outdoor environment.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.135-140
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• 2015

General CHMM vocabulary recognition system is model observation probability for vocabulary recognition of recognition rate's low. Used as the limiting unit is applied only to some problem in the phoneme model. Also, they have a problem that does not conform to the needs of the search range to meaning of the words in the vocabulary. Performs a phoneme recognition using GMM to improve these problems. We solve the problem according to the limited search words characterized by an improved k-means algorithm. Measure the effectiveness represented by the accuracy and reproducibility as compared to conventional system performance experiments. Performance test results accuracy is 83%p, and recall is 67%p.

• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.344-351
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• 2016

Recently, mobile application for english vocabulary learning is being developed actively. However, most mobile English vocabulary learning applications did not effectively connected with the technical advantages of mobile learning. Also,the study of mobile english vocabulary learning app are still insufficient. Therefore, this paper development a english vocabulary context-learning Agent that can practice context learning more reasonably using a location-based service, a character recognition technology and augmented reality technology based on smart phones. In order to evaluate the performance of the proposed agent, we have measured the precision and usability. As results of experiments, the precision of learning vocabulary is 89% and 'Match between system and the real world', 'User control and freedom', 'Recognition rather than recall', 'Aesthetic and minimalist design' appeared to be respectively 3.91, 3.80, 3.85, 4.01 in evaluation of usability. It were obtained significant results.

• Educational Technology International
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• v.23 no.1
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• pp.41-66
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• 2022

Vocabulary learning plays an important role in language learning. This study explored a new paradigm based on social networking site (SNS) supported collaborative learning for vocabulary learning. SNS supported collaborative learning (SSCL) can effectively promote learners' engagement, interest and motivation by providing a more communicative and interactive environment. However, vocabulary learning studies on SSCL mainly focused on the effectiveness and influencing factors, lacking specific instructional strategies. Therefore, this study aims to develop instructional strategies that guide instructors to create an SSCL environment for facilitating vocabulary learning. The final instructional strategies are composed of three stages according to the course process, consisting of 8 general strategies and 21 specific guidelines. The content validity was ensured by four experts in the field of educational technology. The instructional strategies were then applied in an actual classroom with 16 students. The positive responses from the instructor and learners indicated that SSCL can be reasonably incorporated into the current curriculum to provide effective learning opportunities and to promote learners' vocabulary learning.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.123-145
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• 2006

The purpose of this study is to propose an efficient vocabulary assessment model in task-based language learning and to verify the viability of this assessment model. Bachman and Palmer (1996) pointed out the fact that many language tests focus on just one of the areas of language knowledge. However, researchers suggested that it is necessary to acknowledge the needs of several analytic scales, which can provide separate ratings for different components of the language ability to be tested. Although there were many studies which tried to evaluate the various aspects of vocabulary ability, most of them measured only one or two factors. Based on previous research, this study proposed an assessment model of general construct of vocabulary ability and tried to measure vocabulary ability in four separate areas. The subjects were two classes of university level Korean EFL students. They participated in small group discussion via synchronous CMC. One class used a lexically focused task, which was proposed by Kim and Jeong (2006) and the other class used a non-lexically focused task. The results showed that the students with a lexically focused task significantly outperformed those with a non-lexically focused task in overall vocabulary ability as well as four subdivisions of vocabulary ability. In conclusion, the assessment model of separate ratings is a viable measure of vocabulary ability and this can provide elaborate interpretation of vocabulary ability.

• Journal of Information Management
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• v.26 no.2
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• pp.61-79
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• 1995

The purpose of this paper is to investigate search efficiency of controlled vocabulary versus uncontrolled vocabulary subject access in online catalog systems. The question of the effectiveness of controlled versus uncontrolled vocabulary in information retrieval has been raised in many literatures. A debate continues in the Library and Information Science Professions over the relative merit, appropriateness, and efficiency of uncontrolled vocabulary subject access in online catalog systems. Actually users used to combine uncontrolled vocabulary subject searching with controlled vocabulary subject searching. But the success of user's subject search depends on his choice of search terms. Also the technical developments that facilitate cooperation among information services in general make it increasingly possible for such cooperation to take place on an international level. In this study, several common types of vocabularies on online catalog systems are described and compared, especially usages of vocabularies in multilingual environment are analyzed.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.171-195
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• 2012

While noticing that there is insufficient interest in the assessment of EFL learners' vocabulary levels or sizes, the researchers developed two tests identical in form (Forms A and B) to assess the lexical knowledge of Korean university learners at the $1^{st}{\sim}10^{th}$ 1,000 word bands by adapting a pre-established vocabulary levels test (VLT). Of equal concern was to investigate if the VLT was equally a valid and reliable instrument to be used on measuring the lexical knowledge of EFL learners. The participants were 804 university freshmen enrolled in a General Education English Course from four different colleges. The learners were asked to respond to either Form A or B. While scores generally fell towards the lower frequency bands, multiple regression found the Korean College Scholastic Ability Test (CSAT) to be a significant variable for predicting the learners' vocabulary sizes. From a methodological perspective, however, noticeable differences between Forms A and B could be found with item response theory analysis. The findings of the study provide suggestions on how future VLT for testing EFL learners may have to be redesigned.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.118-125
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• 2021

This study's purpose is to examine the effects of mobile apps on learners' vocabulary acquisition and to analyze students' perceptions and opinions about the vocabulary app. To this end, this study set up a control group, which was given explicit instructions in the classroom by the instructor and an experimental group, which used a vocabulary app. The vocabulary acquisition test results suggested that the difference between the the two groups was insignificant. However, user satisfaction with regard to the mobile app was high, and the reasons given were the following: convenience, efficiency of memorizing, having fun while learning, and the app's interface. Based on these results, this study suggests that teachers should use mobile apps much more actively in classroom instruction, and encourge students to let apps play a more active role in their language studies.

• Asia Pacific Journal of Corpus Research
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• v.1 no.1
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• pp.61-94
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• 2020

The present study examined vocabulary usage in elementary English classrooms in Japan using elementary school corpus. The authors used three wordlists to benchmark the lexical items for four classes in the corpus: the CEFR-J, the General Service List (GSL), and Academic Word List (AWL). The percentage of vocabulary usage belonging to the Level A1 in the CEFR-J was below 15% (Class A: 12.1%, Class B: 12.6%, Class C: 8.9%, and Class D: 13.6%) with no statistical difference between levels. The mean ratio of Level A2 vocabulary items was below 10%, and all classes showed less than 1% of vocabulary usage for the Levels B1 and B2. Over 70% of all vocabulary items in the corpus belonged to the most frequent 1,000-word band (level 1) of the GSL, while the next most frequent word band (level 2 of the GSL and AWL) accounted for less than 10%. The results suggest that elementary school English teachers should use more vocabulary items in the CEFR-J Level A1. The findings demonstrate that elementary school teachers are less likely to expose their pupils to grammatically well-structured sentences with an abundance of lexical items since the teachers repeatedly use the same lexemes in each class.