• 한국환경교육학회지:환경교육
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• 제18권1호
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• pp.31-43
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• 2005

Despite of increasing concern over environmental protection and the so-called earth crisis, the situation regarding environment keeps deteriorating and is not getting well. Human-centered ways of thinking and scientific technologies proved not to be so effective in overcoming the crisis. The situation has brought about renewed interests in ecology. The purpose of this study is to develop and provide an exemplarity that could effectively deliver the environmental education throughout the middle school Korean language courses. To do this, the study begins with establishing a set of objectives that can be pursued in Korean language courses. Having the objectives in mind as a framework of reference, the study compares and analyzes Korean language textbooks that are made out of the 6th and 7th Curricular Revision. The study takes ecological viewpoints both in analyzing texts and in establishing the exemplarity. Environmental contents can play important roles in middle and high school Korean language courses. While training language skills, the instructors with textbooks written in ecological viewpoints can deliver messages emphasizing concerns over environments. This study also provides an exemplarity of textbooks reflecting ecological concerns.

• 음성과학
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• 제10권3호
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• pp.65-77
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• 2003

This study was aimed at clarifying the effects of sibling-involved .language intervention in children with language disorders. Ten subjects were selected and assigned into two groups (language intervention group with sibling-involvement, and language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary Test and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two .groups. However, there was no significant difference in the post-treatment between the two groups. Second, the language intervention with sibling-involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

• 아동학회지
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• 제20권3호
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• pp.199-216
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• 1999

The 121 five-year-old Korean subjects of this study were divided in 3 groups based on their experience in learning a foreign language (English). A battery of tests was administered to measure spoken and written language ability and the 3 metalinguistic domains of phonological, semantic, and syntactic awareness. Spoken language ability was positively correlated with semantic and syntactic awareness. The relative importance of each metalinguistic domain varied with level of written language development. Phonological awareness was the only predictor of decoding. Syntactic awareness and phonological awareness were significant variables in sentence comprehension. Metalinguistic ability was a better predictor of written language development than spoken language ability. Foreign language learning experience had an effect on syntactic awareness: low experience was superior to no experience, but high experience was not superior to low experience.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.123-130
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• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• 대한음성학회지:말소리
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• 제56호
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• pp.207-223
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• 2005

The goal of language model adaptation is to improve the background language model with a relatively small adaptation corpus. This study presents a language model adaptation technique where additional text data for the adaptation do not exist. We propose the information retrieval (IR) technique with N-gram language modeling to collect the adaptation corpus from baseline text data. We also propose to use a dynamic language model interpolation coefficient to combine the background language model and the adapted language model. The interpolation coefficient is estimated from the word hypotheses obtained by segmenting the input speech data reserved for held-out validation data. This allows the final adapted model to improve the performance of the background model consistently The proposed approach reduces the word error rate by $13.6\%$ relative to baseline 4-gram for two-hour broadcast news speech recognition.

• 음성과학
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• 제13권2호
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• pp.59-72
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• 2006

In the present study, we investigated the grammaticality judgement skills of children with developmental language impairments. The participants included 20 children with language impairments of ages ranging from 7 to 9 years and of IQ's ranging from 71 to 84, and 40 normally developing children. Twenty normal children were matched with the language impaired children in their language ages and the other 20 normal children were matched with the language impaired children in their chronological ages. The children were asked to judge the grammatical correctness of 48 short sentences, half of which were ungrammatical sentences containing incorrect case-markers and the other half were grammatically correct sentences. Four types of case-markers including nominative "i/ga", accusative "ul/lul", locative "e," and instrumental "ro" were systematically changed to generate the ungrammatical sentences. The language impaired children performed worse than both groups of normally developing children in detecting the ungrammatical sentences and in correcting the case-markers of those sentences. In detecting the errors of ungrammatical sentences, the language impaired children exhibited variable performances across the different case-markers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• 식품과학과 산업
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• 제50권2호
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• pp.74-85
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• 2017

This paper aims to compare the language of food related to rice and wheat in Korean, Chinese and Japanese. These three countries in East Asia are very close in terms of geography, history, and culture. As of language, Korean and Japanese are classified as a same language family, while Chinese, to another. However, since three countries have been sharing Chinese character and words composed of it, there are many alike things in their languages. It is natural that food and the language of food are shared in neighboring areas. Among many food, I will explain the names of rice and wheat and the details of the names of various food made of them. In particular, rather than a simple comparison, the language of food is analyzed in the viewpoint of migration. And I will look into the names of food not only in relation to language, but also in culture, society and history.

• 셀메드
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• 제13권14호
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• pp.20.1-20.6
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• 2023

The purpose of this study is to explore directions for achieving therapeutic and social well-being effects through intercultural citizenship education in language classrooms. To accomplish this, we first clarified the concepts of education as healing, social well-being, and intercultural citizenship education. Subsequently, through the analysis of reflective journals on the writing and peer review processes written by university students, we discovered manifestations of key concepts of intercultural citizenship, such as empathy, recognition, connection, discovery of new knowledge, and attitude change. Based on these insights, we proposed the perspective that addressing the concept of intercultural citizenship in Korean language education can be beneficial for language education as a form of healing and for social well-being. Furthermore, we suggested that future language education should evolve from instruction focused on the interpretation of symbols and functional proficiency to practices that empower learners as members of global society, allowing them to assign value to their lives and build healthy relationships with others.

• 한국어교육
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• 제29권4호
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• pp.169-199
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• 2018

The purpose of this study is to examine Korean teachers' needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers' experiences of Korean language teaching and in-service teacher training? (2) What are the teachers' needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers' needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.