• Journal of the Korean housing association
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• v.19 no.1
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• pp.9-16
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• 2008

This study aims to construct the design competence by means of a topological approach. To this end, the linguistic concept of 'competence and performance' in Chomskian sense is borrowed and applied to the study. The usability of this method is then tested against the sample apartment plans from Gangnam-gu area in Seoul, and it is found that this enabled a middle-ground approach to a more productive grammar that overcomes the limits in Glassie's and Stiny's grammar systems. Through a series of analyses on the sample plans, it could be clarified that there appear classificatory levels in the competence that controls the planning of the building, zoning of the unit, and layout of LDK combination. At the end, it is evaluated that the generative grammar, constructed in this research, is the possible world in designers' minds, and this retrospective remodelling of the architectural competence could illuminate the 'design decision flow' that generates the sample plans.

• Journal of Korean Philosophical Society
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• v.126
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• pp.79-108
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• 2013

Is the development of linguistic competence due to the learning process or the maturational process? According to Piaget, its development is a genuine learning process involving authentic constructions with gradual disclosure of new possibilities. But According to Chomsky, the acquisition of linguistic competence is due to a genetically conditioned maturational process. So it merely involves the actualization of a set of possibilities existing from the beginning Consequently, Piaget supposes that interaction with the environment plays a shaping role, while Chomsky allows it to have a mere triggering role. In broad respective, Chomsky supposes the rationalism that knowledge is largely inborn, while Piaget in the constructivist position which strives to find a middle course between radical rationalism and radical empiricism. In the one hand, an ultra-rationalistic concept such as 'fixed nucleus' supposed by Chomsky is, in my eye, nor plausible. In the other hand, if Piagetian constructivism is to be sustained, it must be sustained independently of its dubious biological fundament, and merely as a developmental psychological theory. In one word, we need to synthesize Piagetian cognitive approach and Chomskian syntactical, in order to explain exactly the source of human linguistic competence.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.35-48
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• 2001

One of the areas of second language acquisition that enjoyed popularity in recent years is interlanguage pragmatics. The main reason for this popularity lies in the critical role of pragmatic competence in appropriate use of a target language. The aim of this paper was to examine L2 learners' pragmatic behavior in their speech act performance and determine main sources causing pragmatic difficulty. Four major sources of pragmatic errors were identified: linguistic proficiency, L1 transfer, waffling and teaching activities. Each source was discussed with empirical evidence in some detail, and teaching suggestions were provided for developing learners' pragmatic competence in EFL classrooms.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.121-137
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• 2002

This study examined the vocabulary competence of institutionalized and home-reared 6- and 7-year-old children with the use of the Revised Picture Vocabulary Test(Dunn & Dunn, 1981; Korean version, Kim et al., 1995), administered to 113 institutionalized children and 124 middle class home-reared children. Results indicated that the vocabulary competence of institutionalized children was inferior to that of home-reared children. Children who had lived in an institution for two years or more scored lower than those who had been institutionalized for a shorter time. 7-year-olds scored higher than 6-year-olds, regardless of institutionalization. Home-reared girls scored higher than home-reared boys, but there was no sex difference between institutionalized children. These findings suggest that efforts should be directed toward improving the linguistic environment of institutionalized children.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.222-234
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• 2022

Background: Within the framework of the new Saudi Vision 2030, the education system is keen on developing Early Childhood (EC) curricula to meet the needs of children from diverse cultural and linguistic backgrounds, in addition to preparing teachers to be the main driving forces in this field. To achieve these strategic goals, the professional development of teachers has taken the lead in terms of their continuous professional achievements. Purpose: The recent study tended to explore the promotion of Cultural and Linguistic Competence (CLC) of teachers in preschool institutions in different sectors in the Kingdom of Saudi Arabia (KSA) include public, private and international. Method: In the current study, (n=300) of preschool female teachers, who had experience teaching children from diverse language and cultural backgrounds, participated voluntarily by filling out the exploratory questionnaire. It was designed on a five-point Likert scale. The credibility of the scale and the validity of the questionnaire were ascertained, and the content for which it was designed verified in terms of the purposes of the current investigation. Results: The results revealed that preschool female teachers in the private preschool settings have a higher level of CLC compared to those who were teaching in public and international preschools in KSA. In the private sector, preschool female teachers showed create abilities to provide culturally responsive environments for diverse students, applying various communication styles, and showing proper attitudes and values toward diversity. Implication: The current study provided key implications for policy makers regarding the promotion of CLC for all teachers, particularly preschool in government settings in KSA. It contributed to revealing the cultural awareness of preschool teachers' values and attitudes toward diversity.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.145-152
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• 2018

This study aims to investigate the effects of literary texts as a teaching tool to enhance college students' English communicative competence both in linguistic aspects and affective ones. The control group used only the course book as study material, whereas the target group read four short stories along with it and engaged in a series of follow-up tasks. To measure their English competence, the researcher had both groups take a pre-test and a post-test, compared the results, and analyzed the data using SPSS. The study indicates that though the target students' post-test scores increased, the result failed in reaching a significant level. Nevertheless, reading and discussing literature facilitated the target students' affective aspects of communication. This article points out some other limitations of utilizing literary texts in language teaching and suggests the need for further research to deal with the issues.

• Cross-Cultural Studies
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• v.24
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• pp.62-83
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• 2011

The totality of language learning comprises three integrated components: linguistic, cultural, and attitudinal (Wilkes, 1983).Positively sensitizing students to cultural phenomena is urgent and crucial. A positive attitude toward L2 culture is a factor in language learning that leads to cross cultural understanding. This research examined, through a survey analysis, how three groups of students (one high school group and two university student groups) viewed the role of their foreign culture (i.e., American and British cultures) in achieving cultural understanding. The focus was upon how EFL learners approach the target language culture as well as their own culture.

• Journal of Digital Convergence
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• v.12 no.2
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• pp.519-530
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• 2014

The purpose of this study was to explore the experience in cultural competence of multicultural counselors working with female immigrants by marriage. In-depth interviews, followed by a phenomenological analysis, were conducted on 10 multicultural counselors. 6 themes were emerged from data analysis: facing difficulties due to linguistic and cultural differences, feeling doubts about self and one's ability, reflecting self, putting efforts to learn other cultures and groups, realizing changes, and feeling insecure still. 3 categories appeared from the 6 themes above: difficulties, efforts to change, and change and limitations. Based on the results, social work suggestions for increasing cultural competence of multicultural counselors were discussed.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Knowledge Management Research
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• v.7 no.1
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• pp.81-96
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• 2006

The purpose of this study is to survey what strategy BACHE, a bathtub manufacturing company, chooses to implement knowledge management. Generally speaking, the success factors of this case company is follow-up management. The first factor is to use linguistic metaphors for employees to understand difficult knowledge management terms easily. The second one is that CEO tries to set and lead pro-knowledge management corporate culture. The third one is based on the CKO's competence to read business circumstances and apply the theory of knowledge management to the workplace. The fourth one has something to do with a way of knowledge creation, for example, a suggestion system and QC circle. The fifth one depends upon CKO's mission to share knowledge invented from his own company's with the rivals and large companies which order bathtubs so that overall bathtub industry can upgrade knowledge management.