• 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.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.241-256
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• 2001

This study investigated types of language during dyadic collaboration on 2 spatial perspective problems. Subjects were 3 groups of children consisting of 14 dyads each of boys and of girls paired by age and sex, totaling 168 6-, 8-, and 10-year-old children. The entire procedure was videotaped. Data were processed by t-test and one-way ANOVA. Older children used less ego-centric and more socialized speech than younger children. No age differences were found for degree of exploration without collaboration, quarreling, or nonabstract collaborative explanation. The 10-year-olds used more abstract collaborative explanation, primitive argument, and genuine argument than the 6-year-olds.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1163-1190
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• 2010

Korean EFL learners' stylistic sensitivity was examined through the two types of letter writing, professional and personal. The base of comparison with the English native speakers' stylistic sensitivity was the linguistic style markers that were statistically found by Biber's (1988) multi-dimensional model of variation of English language. The main finding was that Korean university students were sensitive to stylistic difference in the correct direction, though their linguistic repertoire was limited to the easy and simple linguistic features. Also, the learners were skewed in the involved style in both types of the letters unlike the native speakers and it was interpreted as due to the general developmental direction from informal to formal linguistic style. Learners were also skewed in the explicit style in both types of letters unlike the native speakers and it was interpreted as due to the learners' heavy reliance on one particular linguistic feature. As a whole, the learners' stylistic sensitivity heavily relied on the small number of linguistic features that they have already acquired, which happen to be simple and basic linguistic features.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.63-70
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• 2022

At the present stage, the main directions of the professional position of a specialist in the implementation of English-language Education are to improve and spread the practice of learning languages throughout a person's life by involving information, communication and digital technologies in the educational process. Computerization of the educational process in Higher Education Institutions is considered as one of the first and most promising areas for improving the quality of education in Higher Education Institutions. The necessity of ensuring timely training and retraining of specialists of various profiles (in particular teachers) on the effective use of domestic and foreign electronic resources with the help of modern information technologies for the implementation of the professional position of a future specialist in a foreign-language environment is noted. The main goal of teaching a foreign language (the formation of students' communicative competence, which means mastering the language as a means of intercultural communication) is defined. The types of speech activity that cover the content of teaching a foreign language are highlighted. The main types of assessment in a foreign language are shown - current (non-classroom), thematic, semester, annual assessment and final state certification. The task of the teacher is drawn, which is to create conditions for practical language acquisition for each student, to choose such teaching methods by means of information technologies that would allow each student to show their activity, their creativity; to activate the cognitive activity of the student in the process of learning a foreign language.

• Korean Journal of English Language and Linguistics
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• v.2 no.2
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• pp.149-159
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• 2002

Prepositional stranding (P-Stranding), which was possible only in certain types of constructions in Old English, began to be allowed more freely in the Middle English (ME) period, resulting in many new types of P-Stranding. Although many relevant studies have tried to account for the development of these new P-Stranding types, none of them or no combination of them seem to adequately explain how the new types came into being in ME and why they occurred in the order in which they occurred. In this paper, I explain why the development of new P-Stranding types in Middle English cannot be properly explained by any of the previous studies and then provide an alternative account of the advent of each new type of P-Stranding and the chronology involved on the basis of the displacement of the prepositional object from PP (DPO), a constraint on DPO (DPO), and the subject requirement (SubjR).

• 제어로봇시스템학회:학술대회논문집
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• 2005.06a
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• pp.119-122
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• 2005

Lego company created a set called Robotic Invention System as a kind of Mindstorm set. This system helps to understand the technology of both robot and programming language. It also improves creativeness by building and controlling the robot we make. This paper will introduce basic idea of controlling the RCX(Programmable Lego Block) in C language. Also, this paper will show different idea of teaching C language by using other types of robots.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.911-938
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• 2011

The present study examined the effect of two variables of task complexity, reasoning demand and time pressure, each from the resourcedirecting and resource-dispersing dimension in Robinson's (2001) framework of task classification. Reasoning demand was operationalized as the two types of texts to read and summarize, expository and argumentative. Time pressure was operationalized as the two modes of performance, oral and written. Six university students summarized the two types of text orally and twenty four students from the same school summarized them in the written form. Results from t test and ANCOVA showed that in the oral mode, reasoning demand tends to heighten the complexity of the language used in the summary in competition with accuracy but such an effect disappeared in the written mode. It was interpreted that the degree of time pressure is not the only difference between the oral and written modes but that the two modes may be fundamentally different cognitive tasks, and that Robinson's (2001) and Skehan's (1998) models were differentially supported by the oral mode of tasks but not by the written mode of the tasks.

• Archives of design research
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• v.15 no.4
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• pp.253-262
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• 2002

Without the involvement of time in animation, it cannot be possible to create movement. Therefore, tine is the important element to create animation. In animation, the expression of the emotion of character is more complicate than the appearance. Time is one of element to use for express of the emotion. It can be divided two types of time as the real time and the animation time broadly. The real time has linear, irreversible and analogue form which is in our daily life. And the animation time has multi-direction, reversible, and digital form which can be detected in the movie. For the animation time, there are many types of time that are the running time, the production time, the subjective time, the objective time, the ambiguous time and the universal time etc. This study is to extend and enrich the express as film language through various types of times in animation. Time is one of important element that can be useful method for expressing many unique scenes in film art as film language.

• Journal of Biomedical Engineering Research
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• v.29 no.4
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• pp.272-277
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• 2008

Functional MRI technique was used in this study for examining the language switching mechanisms between the first language (L1) and the second language (L2). Language switching mechanism is regarded as a complex task that involves an interaction between L1 and L2. The aim of study is to find out the brain activation patterns during the phonological process of reading real English words and English words written in Korean characters in a bilingual person. Korean-English bilingual subjects were examined while they covertly read four types of words native Korean words, Korean words of a foreign origin, English words written in Korean characters, and English words. The fMRI results reveal that the left hemispheric language-related regions at the brain, such as the left inferior frontal, superior temporal, and parietal cortices, have a greater response to the presentation of English words written in Korean characters than for the other types of words, in addition, a slight difference was observed in the occipital-temporal lobe. These results suggest that a change in the brain circuitry underlying the relational processes of language switching is mainly associated with general executive processing system in the left prefrontal cortex rather than with a similarity-based processing system in the occipital-temporal lobes.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.115-134
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• 2019

Objective: This study was aimed to analyze the effects of activities using picture books for young children's language development and to identify factors that caused differences in these effects by applying meta-analysis. Methods: We conducted a homogeneity test of effect sizes on 21 Korean studies published in academic journals from 1990 to February 2018 and calculated the effect size by applying a random effect model. Additionally, we conducted a meta-ANOVA to investigate whether the effect sizes differed by types of language development, picture book activities, and environmental variables-such as place, time, and agent. Results: The results indicated that the effect sizes of the 21 studies were heterogeneous and the total effect size was 0.90, which was significantly large according to Cohen's standard. The effect sizes also varied by types of language development, picture book activities, and environmental variables. Conclusion/Implications: To increase the effects of activities using picture books for young children's language development, this study suggested the importance of picture book activities to be integrated with other play areas, teaching methods, and other print materials for the development of literacy abilities, and the link between home and early childhood education institutions.