• 영어어문교육
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• 제18권1호
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• pp.1-22
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• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• 영어어문교육
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• 제11권4호
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• pp.305-333
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• 2005

The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling with dramatization upon children's competence of English speaking and listening. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest. This study is sequenced as selecting stories by way of consulting literatures, developing a teaching model for practising classes through storytelling with dramatization, and analyzing the data resulting from the pre- and post-listening/speaking tests using the SPSS program. The results of this study can be summarized as follows: the experimental group shows better significance than the control one in the listening and speaking post-test. Therefore, literary units also need to be incorporated into English textbooks in order to improve children's aural-oral competence through the storytelling with dramatization.

• 영어어문교육
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• 제15권3호
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• pp.129-150
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• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.

• 한국심리학회지 : 문화 및 사회문제
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• 제21권4호
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• pp.697-718
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• 2015

본 연구는 기혼 중년남녀의 성적친밀감과 결혼만족도의 관계에서 부부간 의사소통(듣기와 말하기)의 조절효과를 살펴보고자 하였다. 이를 위하여 서울, 경기지역의 만 40세 이상의 기혼 중년남녀 370명을 대상으로 오프라인 및 온라인 설문조사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 성적친밀감과 결혼만족도와 의사소통 중 말하기는 유의미한 정적 상관이 있는 것으로 나타났다. 부부 의사소통의 말하기와 듣기는 결혼만족도와 유의미한 정적 상관이 있는 것을 나타났다. 둘째, 성적친밀감은 결혼만족도를 유의미하게 예측하였다. 셋째, 부부 의사소통 중 말하기와 듣기는 결혼만족도를 유의미하게 예측하는 것으로 나타났다. 넷째, 성적친밀감과 결혼만족도의 관계에서 부부 의사소통 중 말하기의 조절효과는 나타나지 않았다. 성적친밀감과 결혼만족도의 관계에서 부부 의사소통 중 듣기는 조절효과를 나타냈다. 이상의 연구 결과를 통해 기혼 중년남녀의 부부 상담과 부부 상담프로그램에서 성적친밀감과 조절변인인 듣기의 잠재적인 사용에 대한 개입의 필요성을 논의하였다.

• 영어어문교육
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• 제9권2호
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• pp.263-291
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• 2003

This paper is to help the students in elementary schools develop and improve their English listening and speaking skills by presenting effective teaching and learning techniques using puppetry. It is absolutely obvious that listening and speaking are very important skills for most EFL students. Using puppets in the classroom is a creative English teaching technique which can involve authentic, communicative language situations. Moreover, puppets appeal to children and can aid in lowering affective filters thereby creating a more comfortable learning environment. The study clearly showed that using puppets is feasible and enjoyable in elementary English classes. However, caution must be exercised in drawing and generalizing conclusions from this experience. The results of the experiment are as follows: First, using puppetry in the English class was found to have positive influence on students' affective domains (interst, attitude). Second, using puppets in the English classes was found to be efficient for improving students' English listening and speaking skills. Third, appropriate materials should be selected and well thought-out plans should be made to be successful English class using puppetry. Perhaps the most interesting line of future research is to use qualitative research to examine the effect of this technique on the teacher variable. Further research is recommended, especially on using puppetry for speaking proficiency and creating affectively comfortable learning atmospheres.

• 음성과학
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• 제8권4호
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• pp.185-191
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• 2001

This study was designed to determine what components of spoken language have been relatively neglected in the teaching of listening comprehension in Korea and to suggest a model of listening process. Two types of tests were undertaken using spoken and written forms of English with secondary school teachers of English and college students. Findings: Hearing power has been generally neglected in the teaching of listening comprehension. Hearing power which can be thought as an active process is defined as an ability to transfer the sequence of discrete phonetic segments without word boundary into the sequence of words in phonemic representations by using both nonlinguistic factors and linguistic factors including perception rules based on phonetics and phonology. Vocabularies, hearing-speaking power, syntactic structures and idiomatic expressions are to be taught for spoken English. A model of listening process was suggested and discussed.

• 디지털융복합연구
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• 제6권3호
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• pp.13-22
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• 2008

The purpose of this study is to explore 'Flow Experience' of those studying English speaking and listening in the e-Learning environment. The exploration of flow experience in this study is based on the literature research of Csikszentmihalyi's flow models and other studies. There have been many studies on flow experience focusing on arts, leisure and sports in accordance with Csikszentmihalyi's original theory, however, his flow theory has recently been adapted to the educational field. Nonetheless, it is in the e-learning environment, rather than the face-to-face traditional teaming environment, that there is not enough flow state measurement scale. Therefore, it is important to develop as a stepping stone a flow state scale for those who study English speaking and listening by the cyber-native-speaker on e-Learning environment to improve their satisfaction and achievement.

• 영어어문교육
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• 제3호
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• pp.203-229
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• 1997

This paper is to examine a desirable and promising approach to an effective English teaching in elementary schools. Teachers' understanding English curriculum, teaching methodology, language skills-listening and speaking, and their testing of spoken communication is necessary for students' better learning in their English classes. Thus detailed explanations of English curriculum are presented, and background knowledge of major traditional teaching methods as well as recent trends is discussed. Especially, for the purpose of developing students' English communicative proficiency. classroom teaching and testing techniques of listening and speaking are also discussed with examples.

• 혜화의학회지
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• 제17권1호
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• pp.21-39
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• 2008

Objectives : The aim of this study was to investigate the concept of learning disability. Method : I surveyed some of medical and special education books about learning disability. Results and Conclusion : The following result were obtained 1. Learning Disability is a terminology having a special difficulty in acquirement or use of listening, speaking, reading, writing, reasoning and arithmetic. It generally has a various form. 2. Learning Disability is induced by congenital factor, postnatal brain damage, environmental malfunction, nutrition and biochemical elements. 3. Learning Disability is classified into developmental and schoolwork.

• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2003년도 신호처리소사이어티 추계학술대회 논문집
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• pp.45-48
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• 2003

In general, speech coding methods are classified into the following three categories: the waveform coding, the source coding and the hybrid coding. Fast speaking is possible to encode with a few information compared with slow speaking rate. In case of speaking rate, low frequency band is more important than high frequency band while listening. Speech vocoding technique is developing to way with low bit rate and complexity and high sound quality. the CELP type of vocoder support very good sound quality with low bit rate but these vocoders don't consider about the speaking rate. When we consider speaking rate and encode the frame depending on the speaking rate, the bit rate is able to reduce the bit rate than the conventional vocoder. We propose the technique to estimate the speaking rate and applied PSOLA technique in case of the frame of slow speaking rate. As a result of simulation bit rate can be reduced about 300 bps.