• Speech Sciences
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• v.10 no.3
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• pp.47-64
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• 2003

In the present study, the production of grammatical morphemes of Korean-speaking children with and without developmental language impairments was investigated. Ten children with language impairments (LI) (CA: 4; 4-6; 11, LA: 3; .6-5; 10) and 10 normal children (CA: 3;1-6;3, LA: 3;5-5;11) with matched language abilities participated in the study. Sixty pairs of pictures were used to elicit 12 types of predetermined grammatical morphemes. The two pictures of a pair were designed to elicit two sentences of the same sentence structure. After the investigator described one picture of a pair, the children were asked to describe the other picture. The LI children made more errors than the normal children in the production of 6 types of grammatical morphemes including: locative case marker, dative case marker, two connective endings of predicates representing cause and goal, and suffixes for passive and causative verbs. However, the LI children produced some grammatical morphemes as accurately as. the normal children. The two groups were similar in their error patterns. Some explanations for Korean-speaking LI children's use of grammatical morphemes were suggested.

• Phonetics and Speech Sciences
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• v.7 no.3
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• pp.153-163
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• 2015

This study investigated the trends of mobile applications which were developed for prompting speech and language skills for children with disabilities, and analyzed the function and contents of these applications as a tool of speech and language therapy. For this analysis, twenty applications among 71 ones were selected according to the exclusion criteria. These applications were classified by the 8 using types of contents and analyzed the function of mobile applications by the revised mobile contents evaluation standard (ease of use, value of education, interest level, and interactivity). As a results, applications for augmentative and alternative communication were developed much more than any other types. And the ease of use got the highest score whereas the interest level got the lowest score in whole evaluation analysis. The result of this study would suggest way to evaluate applications for speech language therapy and to contribute to developing the contents and function of mobile applications aims to help children with disabilities improving their speech and language skills.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.335-353
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• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• Asia pacific journal of information systems
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• v.30 no.4
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• pp.832-846
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• 2020

Service organizations increasingly adopt data-based intelligent engines called chatbots in support of the interaction between customers and the companies. Two different types of chatbots have been suggested and introduced by companies leading the adoption of this emerging technology: rule-based chatbots and natural language processing-based chatbots. While the differences between these two types of technologies look relatively clear, the organizational and practical impacts of the differences have not been systematically explored. This study performed an experiment to compare the use of the two different types of chatbots used in practice by two comparable organizations. These two types of actual chatbots were used by Korean on-line shopping malls with similar business models (mobile shopping), length of history, size and reputation. The comparison was made based on such dimensions as usability, searchability, reliability and attractiveness. Contraty to conventional expectation that the superiority in technology will produce superior usability, the results show mixed superiority. The discussion on the reasons is presented.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.253-276
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• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.107-125
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• 2006

This article reports some Korean EFL learners' cognitive tendencies drawn up from their responses to logical fallacies in the argument passages, and its pedagogical implications. The findings of experimental study show the meaningful disparities in three sets of judgment tests designed to identify and explicate faulty arguments: based on the three general types of fallacies using language, emotions, and distraction tactics, subjects on average gained the highest scores in the test questions with language-loaded fallacies and the lowest scores in those with emotion-based ones among the three different types; for this reason, the scores that subjects obtained in the test of distraction-loaded fallacious arguments fell in between the two poles. These discrepancies, mainly based on statistical inferences, support the possibility that the Korean EFL learners are most likely to be manipulated by emotions/distraction- loaded argument tactics than by language-based ones in the three types of fallacious arguments; and, they are least likely to be influenced by language-oriented trickeries. As a consequence, such variances in abilities to recognize the intrinsic elements of logical fallacies suggest some basic instructional approaches to critical reading of argumentative texts with due weights on the Korean EFL learners' culture-specific cognitive tendencies.

• Proceedings of the Korean Society for Language and Information Conference
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• 2008.06a
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• pp.94-103
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• 2008

• Korean Journal of English Language and Linguistics
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• v.1 no.1
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• pp.39-57
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• 2001

In English we find two aspectual menaings, progressiveness and habits, which do not seem to fit in any of the classical four situation types of state, activity, accomplishment and achievement, established by Vendler in 1967. This paper analyzes the aspectual features of progressiveness and habits to find out their similarities to and differences from Vendler's four types. It turns out that the progressiveness has the same features as those of activity, and that the habits has independent combination of aspectual features distinguished from any of the four types.

• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.185-192
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• 2019

In the case of a hearing impaired person using sign language, there are many difficulties in communicating with a normal person who does not understand sign language. The sign language translation system is a system that enables communication between the hearing impaired person using sign language and the normal person who does not understand sign language in this situation. Previous studies on sign language translation systems for communication between normal people and hearing impaired people using sign language are classified into two types using video image system and shape input device. However, the existing sign language translation system does not solve such difficulties due to some problems. Existing sign language translation systems have some problems that they do not recognize various sign language expressions of sign language users and require special devices. Therefore, in this paper, a sign language translation system using an artificial neural network is devised to overcome the problems of the existing system.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.123-142
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• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.