• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.217-228
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• 2017

This paper examined the effects of children's interests and attitudes toward mother's native culture and use of mother's native language on satisfaction of the mother-child relationship in multi-cultural families. Data from the 2012 National Survey of Multi-cultural Families demonstrate that for children aged between 9 and 12 years, their fluency and desire to speak well in the mother's native language as well as father's encouragement for using the mother's native language at home were positively associated with satisfaction of the mother-child relationship. For those aged between 13 and 18 years, mother's nationality (i.e. Southeast or South Asia) was negatively related with mother-child relationship satisfaction. Both mother's and children' communication skills, children's interests in mother's native culture, pride for mother being a foreigner, and desire to speak well in the mother's native language were positively associated with mother-child relationship satisfaction. Therefore, there is a need for foreign wives to be educated in Korean language and culture as well as opportunities for children to learn their mother's native culture and language.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.35-52
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• 2010

The purpose of this study is to examine the factors that are associated with a child's development within a multi-cultural family, taking into account the factors that influence the child's language ability and their play interactions with their mothers. First, there was no significant difference in the children's language ability based on the child's gender, or based on the language in which the mother communicated with her children. However there were significant differences depending on the children's age, the mother's native country, and the period of time the mother had lived in Korea. Second, there was no significant difference in the child-mother play interaction based on the children's age, gender, the mother's native country, the period of time the mother has lived in Korea, or the language in which the mother communicated with her children. However, the boys showed a more hostile attitude toward their mothers, in comparison to the girls. In conclusion, it can be said that there is an urgent need for comprehensive social support services and policies for the overall development of multi-cultural children, especially through programs for children and mothers.

• Human Ecology Research
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• v.59 no.4
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• pp.543-556
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• 2021

This study aimed to investigate the factors that influence multicultural adolescents' proficiency in their mother's native language, or their immigrant mother's native language. A hierarchical regression analysis was performed on data from the survey answered by 1,028 multicultural adolescents aged 15 years old and whose mothers were from foreign countries for the 6th Multicultural Adolescents Panel Study(MAPS) conducted by the National Youth Policy Institute (NYPI) in 2016. The main results are as follows. First, multicultural adolescents' minority language proficiency was generally low and significant differences were observed according to their gender, parents' educational level, household income, and mother's native country. More specifically, a higher proficiency in minority language was found for girls than boys, adolescents with a higher parental educational level, adolescents with a higher income, and adolescents whose mothers were from Japan or China, compared with those from the Philippines, Thailand, or Vietnam. Second, a significant positive correlation was observed between multicultural adolescents' minority language proficiency and 1) foreign culture acceptance, 2) parent's educational support, and 3) the use of the minority language at home. Third, foreign culture acceptance, parents' educational support, and the use of the minority language at home were predictors of multicultural adolescents' minority language proficiency. The study is meaningful in that it examined multicultural adolescents' minority language proficiency, elucidating their bilingual development, whereas previous studies have only focused on their proficiency in Korean, which is the majority language.

• English Language & Literature Teaching
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• no.3
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• pp.1-12
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• 1997

Errors in EFL writing are very often attributable to learner's inadequate understanding of the target culture. Most of these errors are very hard to identify because they are grammatically correct notwithstanding the meaning. EFL learners almost habitually equate the meaning and usage of a linguistic item when it is present both in the native and the target languages. However, seemingly identical items in both languages sometimes prove themselves to be distinct from each other because of cultural differences. Some expressions in the native language are neither socially acceptable nor meaningful in the target language. Out of sheer ignorance, moreover, one puts a target item in the way he may use it in his native language. For instance. the primary feature of the term "friend" in Korean is [+same age group]. So, a Korean young man is not supposed to call his teacher a friend. This paper aims to clarify patterns of college level writing errors caused by interference of mother culture.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.21-34
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• 2001

Using mother tongue in English classroom is controversial. Native speaking instructors seem to be for English-only classes whereas many Korean teachers of English feel it's effective to conduct classes in Korean especially for explaining usages and functions of certain grammar or new vocabulary. In fact, many studies have supported using mother tongue. However, excessive use of it hinders students from practicing the target language. Obviously it doesn't necessarily have to be all or nothing system. The study shows the positive role of mother tongue in written form based on the results of the students' academic performance at Chung-Ang University's summer program 2000. The results indicate that using mother tongue in written form helps beginning level students understand grammar and vocabulary more effectively, leads them to do better on tests than those of English-only class, and encourages them to actively get involved in class discussion and responses.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.487-495
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• 2021

The purpose of this study is to make it easier, more fun and more convenient to learn a foreign language through the development of an efficient audio contents platform that utilizes each person's native language ability. In order to achieve the goal to produce audio contents centering on the native language used in real life. Contents that are created without much effort in daily life could be used as precious contents for foreign language learners to learn the natural use of the language. Currently, most of the online foreign language learning platforms have problems with the contents depletion and the low practicality of contents. Accordingly, I am expecting this platform improves the existing shortcomings, giving foreign language learners the opportunity to learn a foreign language more realistically and at the same time giving native speakers an opportunity to generate additional revenue by utilizing their spare time.

• Journal of Family Resource Management and Policy Review
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• v.13 no.4
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• pp.171-192
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• 2009

This research is a case study based on face-to-face interviews with eighteen Mongolian marriage-based immigrants. The purpose of the study is to understand Mongolian family living in general and the Mongolian immigrants' family living in Korea in order to help the immigrants in their initial settlement period and the crossculture families by providing them with the information on Mongolian family living. Based on the findings of the study, marriage-based immigrants need a great deal of support for Korean language and adaptation to the new life style during their initial settlement period. Meanwhile, the immigrants that have lived in Korea more than three years can benefit from differentiated types of support such as career reinforcement programs or empowerment programs. Also, their children should be encouraged to become bilingual in their mother's native language with appropriate education and support system, and they will be able to become a great asset to our society in the future.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.364-364
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• 2000

It has been widely discussed in phonology that syllable structure of mother tongue influences one's acquisition of foreign language. However, the topic was hardly examined experimentally. So, we investigated effects of Korean syllable structure when Korean speakers pronounce English words, especially focusing on consonant strings that are not allowed in Korean. In the experiment, all the subjects are divided into 3 groups, that is, native, experienced, and inexperienced speakers. Native group consists of 1 male English native speaker. Experienced and inexperienced are each composed of 3 male Korean speakers. These 2 groups are divided by the length of residence in the country using English as a native language. 41 mono-syllable words are prepared considering the position (onset vs. coda), characteristic (stops, affricates, fricatives), and number of consonant. Then, the length of the consonant cluster is measured. To eliminate tempo effect, the measured length is normalized using the length of the word 'say' in the carrier sentence. Measurement of consonant cluster is the relative time period between the initiation of energy (onset I coda) which is acoustically representative of noise (consonant portion) and voicing. bar (vowel portion) in a syllable. Statistical method is used to estimate the differences among 3 groups. For each word, analysis of variance (ANDY A) and Post Hoc tests are carried out.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.157-185
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• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.73-88
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• 2022

Mathematics is a way of thinking. To do mathematics means to think mathematically. In other words, mathematics education and mathematics literacy are related. In elementary and secondary school mathematics education in many countries, teaching of mathematics using textbooks is conducted mostly in their native language. So mathematics education takes place while reading, writing, listening, and speaking mathematics. Analysis of mathematics textbooks for the lower grades of undergraduate mathematics shows that most advanced countries in mathematics use excellent undergraduate mathematics textbooks written in their native language. However, the ratio of using imported textbooks from foreign countries is particularly high in the case of textbooks for mathematics majors at Korean universities. In this article, the effect of language used in university mathematics education is analized. In particular, the importance of high-quality leading-edge university mathematics textbooks in native language is introduced by analyzing the case of Bourbaki in France and 'War of language' at the Israel Institute of Technology. The innovation of French university mathematics education in the 20th century began with Bourbaki's 'Fundamentals of Mathematics', a French textbook written in his native language. Israel's Technion and the Hebrew University of Jerusalem continue to teach all subjects in their mother tongue. This has led to produce many Nobel Prize and Fields medal winners in these two countries. This study shows that textbooks and languages used in university mathematics education has affected mathematical literacy.