• 한국수학교육학회지시리즈A:수학교육
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• 제47권1호
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• pp.27-47
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• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.145-162
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• 1998

This study investigated the effect of teaching mathematical communication in mathematics learning. Cooperative learning, mathematics pin pals, and writing a mathematics diary were used to teach how to communicate mathematically. The experimental group was assigned to cooperate in class, to write a mathematics diary at the end of each class, and to exchange the mathematics pen pals once a week. The control group was taught by the traditional teaching method. The results were analyzed quantitatively and qualitatively. The learning achievement between the two groups was performed with pretests and posttests. And after this study, mathematics pen pals, video protocol and open-ended test were analyzed. The results of this study are the following: 1. There were little differences in learning achievement test between the group taught through communication and those not. And there were little differences in the results of achievement test between the two groups-high and low level classes.2. Cooperative learning, writing a mathematics diary and mathematics pen pals were effective as methods of teaching communication mathematically. The analysis of mathematics pen pals which is to investigate student's writing abilities showed that pen pal partners were improved in QCAI communication levels. There was a significant difference between the two groups in open-ended test. This means that communication learning has an effect on the tests for mathematical thought, reasoning, and creative thought. The analysis of video protocol showed that four students in a cooperative group were improved in their speaking and listening abilities.

• 한국간호교육학회지
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• 제19권2호
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• pp.151-162
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• 2013

Purpose: This study was to deduce the changes of communication style and relationship patterns via self-analysis after Satir communication education for undergraduate nursing students. Methods: Thirty seven students participated in this study. The age of participants was 20 ~ 22 years and all of them were female students. Before the first semester and after the last class in 2011, we collected an evaluation from students of how their own communication style and relationship patterns changed. Using qualitative content analysis method, the data were analyzed. Results: After qualitative contents analysis, five change-related themes and 16 experience-related subjects emerged. Five themes were from self-contentment to discreet, from behavior of speaking and listening to understanding, from agreement to empathy, from your fault to my fault, and from feeling emotion to expressing emotion. Conclusion: From the results of this study, we found the essential points of changes for communication and relation ship experiences after Satir communication education and self-reflection could reinforce change in undergraduate nursing students' experiences.

• 한국문헌정보학회지
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• 제47권1호
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• pp.377-398
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• 2013

본 연구는 인천지역아동센터의 초등, 중등학생을 대상으로 시행된 독서토론프로그램을 통하여 독서토론이 효과적으로 시행되기 위한 교육요소와 효과성요인을 조사 분석하였다. 독서토론 교육 요소는 읽기훈련, 쓰기훈련, 발표훈련, 듣기훈련, 생각정리훈련의 5가지이다. 분석결과 학생의 정서지능, 참여자들의 완독수준, 참여횟수, 수업참여자와의 공감도, 독서에 대한 사전 선호도가 효과요인으로 도출되었다. 그 외에 논제의 적합성, 진행자의 역량, 도서선정, 말하기, 글쓰기 등의 기초 교육 병행도 효과요인으로 고려되어야 한다.

• 말소리와 음성과학
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• 제4권3호
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• pp.59-73
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• 2012

This study attempts to investigate the contribution of prosody to the foreign accent in Chinese speakers' English production by examining the synthesized speech of crossing native and non-native talkers' prosody and segments. For the stimuli of the foreign accent ratings, we transplanted gender-matched native speakers' prosody onto non-native talkers' segments and vice versa, utilizing the TD-PSOLA algorithm. Eight English native listeners participated in judging foreign accent and comprehensibility of the transplanted stimuli. Results showed that the synthesized stimuli were perceived as stronger foreign accent regardless of speakers' proficiency when English speakers' prosody was crossed with Chinese speakers' segments. This suggests that segments contribute more than prosody to native listeners' evaluation of foreign accent. When transplanted with English speakers' segments, Chinese speakers' prosody showed a difference in duration rather than pitch between high and low proficiency such that stronger foreign accent was detected when low proficient Chinese speakers' duration was crossed with English speakers' segments. This indicated that prosody, more specifically duration, plays a role though the prosodic role is not overall as significant as segments. According to the post acoustic analysis, the temporal features contributing to making the duration parameter prominent as opposed to pitch were found out to be speaking rate, pause duration and pause frequency. Finally, foreign accent and comprehensibility showed no significant correlation such that native listeners had no difficulty listening to highly foreign accented speech.

• 영어어문교육
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• 제12권3호
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• pp.167-186
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• 2006

We live in a global village that requires a language with a genuinely global status as a means of communication. During the twentieth century, English has clearly emerged as the lingua franca owing to both past British political imperialism and the more recent superpower status of the United States. Further contributing to world domination of the English language is the fact that the computer and Internet sprang from the US. Whether you like it or not, you are destined to learn English at least to some extent in order to live in this global village. For the last two decades, one of the most mistaken ideas a number of Korean English teachers have had is that speaking and listening are the primary forms of language, while reading and writing are secondary. In fact, reading is regarded as a skill of much consequence to us since it provides us with access to a huge quantity of information on the Internet, of which at least 80% is written in English. Writing, too, deserves a great deal of attention because we are increasingly called upon to use standard English expressions. As diligent learners of English, we had better not forget the place accorded to language not only as a medium for exchange and constructing information but as a tool for thinking. So we should try to think in English to the point where we have thinking-in-English as a habit, thereby leading to increased familiarity with the language. Such familiarity entails, above all, possessing a command of English.

• 영어어문교육
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• 제11권1호
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• pp.203-224
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• 2005

The purpose of this study is to justify the effects of role play with respect to speaking and listening functions and to provide the strategic methodology for improving English communicative competence of fifth grade primary school students. We can expand role play as a strategic teaching method to develop English learning models, so that English can be more easily acquired to the students who are in the critical language acquisition period. Strategic role play reflects the events and experiences of many kinds of people in everyday life. It is suggested that one of the best methods to improve English communicative competence in the primary classroom is through role play. Students can develop meaning for language patterns by portraying situations in which these instances in language would be used. This study proposes to facilitate English communicative ability using various student-centered role play strategies. It is concluded that the student-centered activities using strategic role play help the students to improve their English communicative competence. This is done by deriving their own creative dialogues and presenting the role play with their interests in learning English and with subsequently positive learning effects.

• 농촌지도와개발
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• 제16권1호
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• pp.125-152
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• 2009

The objective of this study, which applies the multiple-disciplinary approach to the developmental characteristics of children, is to study and develop a class model that can be applied to actual kindergarten classes in rural area. For this purpose, this study proposes teaching and learning methodologies for children based on English children's tales to help make the English education of children more effective and efficient. Based on the findings, the following suggestions should be considered for improving the English-education class model for kindergartners for rural areas: First, various activities based on the multiple-intelligence approach are important methods of children-oriented education advanced by the Sixth Children's Curriculum, helping children grow their independence and creativity. Second, various activities developed by this study on the basis of the multiple-intelligence approach to promote children's reading, listening, speaking, and writing abilities helped children improve their linguistic capacities, improve creativity, and remain motivated, which was reinforced by the differences found between the test group and the control group.

• 아동학회지
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• 제22권4호
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• pp.299-313
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• 2001

This study examines the current state of English education in private kindergartens in Korea. Among 1700 kindergarten teachers surveyed for this research, 680 replied that their institutions provided English lessons for children. Analyses of the data collected from these 680 teachers showed : 1) They started to teach English not because of educational considerations but because of pressure from children's parents or kindergarten principals; 2) Most of the English teachers were part-time instructors specially recruited for English lessons. Generally, English lessons were given two or three times a week, with one session lasting for about 20 minutes. A variety of teaching methods and materials were used for the lessons given to children aged three to five. Focus of the lessons was given to listening and speaking words and sentences; 3) Most of the teachers considered the scarcity of qualified English instructors as the most serious problem for providing English education in kindergartens, and they did not want to teach English themselves. They evaluated positively the performance and role of Korean part-time English instructors. The evaluations were generally poor as to native speakers serving as kindergarten English teachers.

• 말소리와 음성과학
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• 제9권3호
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• pp.57-65
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• 2017

The current study explored how Korean-speaking children processed the multiple acoustic cues (VOT and f0) for the stop laryngeal contrast (/t'/, /t/, and /$t^h$/) and examined whether individual perceptual strategies could be related to a general cognitive ability performing executive functions (EF). 15 children (aged from 7 to 8) participated in the speech perception task identifying the three Korean laryngeal stops (3AFC) on listening to the auditory stimuli of C-/a/ with synthetically varying VOT and f0. They completed a series of EF tasks to measure working memory, inhibition, and cognitive shifting ability. The findings showed that children used the two cues in a highly correlated manner. While children utilized VOT consistently for the three laryngeal categories, their use of f0 was either reduced or enhanced depending on the phonetic categories. Importantly, the children's processing strategies of a f0 suppression for a tense-aspirated contrast were meaningfully associated with children's better cognitive abilities such as working memory, inhibition, and attentional shifting. As a preliminary experimental investigation, the current research demonstrated that listeners with inefficient processing strategies were poor at the EF skills, suggesting that cognitive skills might be responsible for developmental variations of processing sub-phonemic information for the linguistic contrast.