• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.672-679
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• 2015

The early stage of Korean language education was to understand grammar. However, recent Korean language education aims to improve expressive ability for smooth communication. Hence, educational drama for education has gained attention as one of the effective ways of improving communication skills. Educational drama provides an actual conversational situation in which one can use appropriate words and grammar depending on the situation. Non-verbal expression such as body language and facial expression could be picked up so one also improves one's communicative abilities naturally. This means that educational drama shares Korean language education's goal of improving communicative ability. Moreover, the student becomes the core of the activity and finds solutions through cooperation with others, and this also helps improve social skills and self-esteem. This thesis covers methods of having interviews, re-writing texts to scripts, writing up post-script by imagining the following text, role-playing, and improving expressive ability by debating educational theatrical techniques. To make these activities successful, good quality VOD and learning materials shall be developed and used. Also, efficient training programs shall be created so that teachers make use of what they learn and improve their teaching skills.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.123-130
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• 2018

The present study aims to investigate how Korean EFL learners' views of form-focused instruction, integrated and isolated FFI (form-focused instruction), are related to their beliefs about grammar and attention and how different these relationships are between high and low proficiency levels and between males and females in Korean college contexts. The findings indicated the participants' strong preference for integrated FFI, which was significantly correlated with two factors, attention in English class and English proficiency. On the other hand, the isolated FFI was strongly correlated with their beliefs about grammar learning, that is, independent learning of grammar and importance of learning grammar rules. In conclusion, the integrated FFI was associated with students' proficiency and attention, while the isolated FFI was related to their views of grammar learning. In conclusion, it is suggested that we need to use integrated FFI in Korean EFL contexts considering students' levels of proficiency and attention.

• Language and Information
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• v.5 no.2
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• pp.1-8
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• 2001

Natural language string sets are known to require a grammar with a generative capacity slightly beyond that of Context Free Grammars. Proofs regarding complexity of natural language have involved particular properties of languages like English, Swiss German and Bambara. While it is not very difficult to prove that Korean is more complex than the simplest of the many infinite sets, no proof has been given of this in the literature. I identify two types of center embedding in Korean and use them in proving that Korean is not a regular set, i.e. that no FSA's can recognize its string set. The regular language i salam i (i salam ul$)^j$ michi (key ha)^k$ essta is intersected with Korean, to give {i salam i (i salam ul$)^j$ michi (key ha$)^k$ essta i $$\mid$$ j, k $\geq$ 0 and j $\leq$ k}. This latter language is proved to be nonregular. As the class of regular sets is closed under intersection, Korean cannot be regular.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.241-249
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• 2001

This study examined the effect of story dictation and dramatization on children's story construction and decontextualized language. For 12 weeks, the 22 five-year-old children in the experimental group participated in story dictation and dramatization activities while another 22 same-age children participated only in story dictation. The instruments were the children's Decontextualized Language Test(Foley, 1992) and children's Story Analysis(Knipping, 1987), revised to fit Korean grammar. Story dictation and dramatization facilitated high level story construction by children: it raised levels of story coherence and narrative form. Story dictation and dramatization also enhanced decontextualized language of children, raising their use of decontextualized language on a picture description task.

• Journal of Digital Convergence
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• v.7 no.3
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• pp.113-122
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• 2009

The majority of programming education in the learning place attaches importance more to grammar, memorization of the imperative sentence and explanation of the program language itself than the specific way to use the target language. In addition, it is mainly used to teach theoretical knowledge based on the text. Consequently, current programming education has not interested learners in the programming learning and has not improved their ability in programming problems of the real world. We therefore developed a learning tool of C-language, which is based on the Console Wrapper. The purpose of proposing the learning tool was to make the programming education break from the typical theoretical learning and to let learners be interested in the programming education. By using the dynamic screen instead of the static console screen, the learners could enjoy learning the program. As a result of this study, we could know that the programming education using our learning tool is more effective than the typical C language programming education.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• Annual Conference on Human and Language Technology
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• 1989.10a
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• pp.296-301
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• 1989

본 논문의 목적은 매개변항(parameter)과 부분집합원리(subset principle)를 재귀대명사 구조분석 및 습득에 적용하여 보편문법(Universal Grammar)과 언어습득의 상호관계를 검토하는 데에 있다. 본 논문은 첫째, 재귀대명사 '자기'를 매개변항이론에 근거하여 분석하고, 둘째, 재귀사의 구조를 부분집합원리에 적용하여 '자기'의 습득과정을 관찰한다. 본 논문의 목적을 위해 두 가지 가설을 세워 실험적으로 검증하였다. 실험결과, 선행사자격 습득단계의 가설이 확증되었으며, 지배변항 습득단계의 가설은 결정적 증거가 미비해 앞으로의 과제로 남아 있다.

• Korean Journal of English Language and Linguistics
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• v.3 no.1
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• pp.89-108
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• 2003

As pronouns are resolved with their antecedents, definite NPs may enter into the anaphora-antecedent relations with indefinite NPs. This paper is to provide faster and more efficient computational algorithms by which definite NPs are resolved effectively, For this purpose, this paper extends Chierchia's Binding Theory in Categorial Grammar, and definite NPs are resolved with their antecedents by similar algorithms that are used to reflexive resolution. In these algorithms, the relations between indefinite NP and definite NP are represented with λ-expressions, and definite NPs are resolved with their antecedent by λ-conversions.

• Annual Conference on Human and Language Technology
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• 1998.10c
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• pp.217-221
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• 1998

본 논문에서는 한국어의 전산처리를 위한 문법 모형 개발의 일부분으로 HPSG에 기반한 문법 모형의 개발을 시도한다. 문법 모형의 개발에는 ALE(Attribute Logic Engine)를 이용하며, 보문 구조와 보조 용언 구문을 분석하기 위한 사전구조 및 문법 규칙을 제시한다. 그리고 문의 종류 (Sentence Type:ST)와 문계(Sentence Level: SL), 시제, 존대 등을 분석해서 표상하기 위한 유형 계층 및 어휘부, 문법 규칙, 문법 원리 등을 제시한다.

• Language and Information
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• v.14 no.2
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• pp.85-101
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• 2010

This paper discusses mixed agreement triggered by hybrid pronouns. Hybrid pronouns considered in this paper show number discrepancy in that they are plural in form but singular in meaning. When predicates agree with these hybrid pronouns, the puzzle of number agreement arises: finite verbs show syntactic agreement, while predicate adjectives show semantic agreement. This is explained by three factors in grammar of agreement, the feature specification of agreement controllers, the types of agreement targets, and the Agreement Marking Principle that mediates the relation of two poles of agreement, controllers and targets.