• Speech Sciences
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• v.9 no.1
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• pp.193-206
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• 2002

The aim of this study is to find out how the labiovelar onglide /w/ in English kwV sequences that have minimal pairs with kV sequences is pronounced differently among Korean EFL learners based on acoustic evidence. This study tries to identify /w/ sound in English kwV sequences through spectrograms and to examine the duration ratios of each segment in kwV words to compare the patterns of an English native speaker with those of Korean speakers of English. In spectrographic analyses, the complete deletion of /w/ and partial pronunciation of /w/ dubbed [$k^{w}$] were identified as well as the targetappropriate production of /w/. The general production patterns with respect to the duration ratios in English [kw] sequence words showed that the subjects who produced /w/ had similar ratio patterns that the native speaker had in that the vowel duration ratio in kwV sequences was shorter than that in kV sequences. By contrast, the subjects who deleted [w] had a long ratio of the onset [$k^{h}$] while the speaker with a partial pronunciation of /w/ had a long ratio of the following vowel.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.91-106
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• 2010

This study examines the use of hedges in cross-cultural communication between EFL learners in an e-learning environment. The study analyzes the use of hedges in a corpus of an interactive web with a bulletin board system through which college students of English at Japanese and Korean universities interacted with each other discussing the topics of local and global issues. It compares the use of hedges in the students' corpus to that of a native English speakers' corpus. The result shows that EFL learners tend to use relatively smaller number of hedges than the native speakers in terms of the frequencies of the total tokens. It further reveals that the learners' overuse of a single versatile high-frequency hedging item, I think, results in relative underuse of other hedging devices. This indicates that due to their small repertoire of hedges, EFL learners' overuse of a limited number of hedging items may cause their speech or writing to become less competent. Based on the result and interviews with the learners, the study also argues that hedging should be understood in its social contexts and should not be understood just as a lack of conviction or a mark of low proficiency. Suggestions were made for using computer corpora in understanding EFL learners' language difficulties and helping them develop communicative and pragmatic competence.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.1-31
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• 2009

Although Korean university students' primary concern is academic success in their higher degrees in the UK, they highly desire to develop English communicative competence through a number of opportunities to speak with natives speakers. The paper aims at examining to what extent they are able to be socialised into a new environment while they are studying at UK universities. The in-depth, longitudinal interviews with the targeted group of six Korean masters' students at the University of York was undertaken to observe the pace of their progress in developing social skills. Reluctance and hesitance to contact and interact with their supervisors and other academic staff persisted for most of them to the final term caused by cultural reasons such as face and hierarchy rather than language problems. Despite the six participants' variation in their patterns of social interaction, they struggled with pressures towards monoculture-biased interaction with Korean people, which was quite extreme for the five participants. This passivity can be explained by several reasons such as the students' lack of communicative competence and other situational factors on one-year course. It is important to note that students' failure to develop network with native speakers is strongly associated with experience of cultural withdrawal and frustration with developing communicative competence in English.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.240-242
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• 2007

The goal of this paper is to investigate effects of three prosodic factors, such as phrasal accent (accented vs. unaccented), prosodic boundary (IP-initial vs. IP-medial) and coda voicing (e.g., bed vs. bet), on acoustic realization of English vowels (/i, $_I/$, $/{\varepsilon}$, ${\ae}/$) as produced by native (Canadian) and nonnative (Korean) speakers. The speech corpus included 16 minimal pairs (e.g., bet-bat, bet-bed) embedded in a sentence. Results show that phonological contrast between vowels are maximized when they were accented, though the contrast maximization pattern was not the same between the English and Korean speakers. However, domain-initial position do not affect the phonetic manifestation of vowels. Results also show that phonological contrast due to coda voicing is maximized only when the vowels are accented. These results propose that the phonetic realization of vowels is affected by phrasal accent only, and not by the location within prosodic position.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.973-990
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• 2013

On this study, the survey was conducted for the married female immigrants at work living in the district of Pusan, Changwon and Gimhae in order to analyze the level of the key competencies based on the differences of their ages, their final educational background, the period of their staying in Korea, their Korean language competence, jobs and the employment status in their native countries. As the result of the analysis, firstly, depending on their Korean language competence and jobs, there were meaningful differences among the groups in the aspects of the nine key competencies including communication, numeracy, problem solving, self-management and development, resource use, human relationship, information, technology, and organization skills, with the statistical significance level of .05. Secondly, depending on their final educational background, there were meaningful differences among the groups in the other aspects of eight key competencies except problem solving, with the statistical significance level of .05. Thirdly, depending on the employment status in their native countries, there were meaningful differences among the groups in the aspects of the five competencies including communication, numeracy, problem solving, resource use and organizational skills with the statistical significance level of 0.05. Fourthly, depending on the period of staying in Korea, there is difference only in the aspect of communication. Fifthly, depending on their ages, there were no meaningful differences among the groups.

• Proceedings of the KSRS Conference
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• 2008.10a
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• pp.84-87
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• 2008

ATTOL is a software unit testing tool produced by the ATTOL Testware SA in France. It automates the entire software unit testing process: test plan template and test program generation, test program execution, test result analysis and test report generation. ATTOL is suited for the development of embedded software as it allows programmers to operate in native and cross development environments. Particularly, it is used for the development of the flight software which is embedded in the Communication Ocean Meteorological Satellite (COMS). As the flight software is mission-critical, it requires the strict software quality and high testing constraints. The flight software of COMS is verified by ATTOL in native and cross platforms. In 2002, ATTOL was taken over by the IDM Rational Software and has been supplied with the name of Test RealTime (TestRT). The test process of TestRT becomes different from that of ATTOL as TestRT provides the new functionalities that were absent from ATTOL. TestRT provides the new features in the test script language, as well. In this paper, we compare the test process of ATTOL to TestRT With an example of COMS and explain what has been changed in the test script language.

• Phonetics and Speech Sciences
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• v.9 no.4
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• pp.1-7
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• 2017

It was shown in speech production studies that the preparation unit of spoken word production is language particular, such as onset phonemes for English and Dutch, syllables for Mandarin Chinese, and morae for Japanese. However, there have been inconsistent results on whether the onset phoneme is a planning unit of spoken word production in Korean. In this study, two sets of experiments investigated possible influences of task demands on the phonological preparation in native Korean adults, namely, implicit priming and word naming with the form preparation paradigm. Only the word naming task, but not the implicit priming task, showed a significant onset priming effect, even though there were significant syllable priming effects in both tasks. Following the attentional theory ($O^{\prime}S{\acute{e}}aghdha$ & Frazer, 2014), these results suggest that task demands might play a role in the absence/presence of onset priming effects in Korean. Native Korean speakers could maintain their attention to the shared onset phonemes in word naming, which is not very demanding, while they have difficulties in allocating their attention to such units in a more cognitive-demanding implicit priming, even though both tasks involve accessing phonological codes. These findings demonstrate that there are cross-linguistic differences in the first selectable unit in preparation of spoken word production, but within a single language, the preparation unit might not be immutable.

• Journal of Korean language education
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• v.28 no.2
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• pp.1-36
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• 2017

This study investigated the correlation between learners' psychological and social factors and their syntactic complexity of speaking. The study collected samples of Korean spoken production of 61 learners with English, Chinese, Japanese and other L1 backgrounds and applied mini-TOPIK, mini-AMTB, and SASIQ for 70 minutes. The study found that: (i) integrative motivation showed positive correlation with a number of simple complex clauses, but instrumental motivation correlated negatively with a number of adverbial clauses, indicating that high motivation hindered producing highly complex clauses although it triggered producing simple complex clauses, (ii) social contact with L2 native speakers showed positive correlation with general L2 development and a number of simple complex clauses, but revealed negative correlation with double or triple complex clauses, (iii) hours of L2 listening showed very strong positive correlation with producing triple complex clauses and general proficiency, but indicated negative correlation with a number of simple complex clauses. The study reported that high motivation toward Korean learning and active social activities with Korean native speakers helped produce simple complex clauses while hours of listening to Korean helped produce triple complex clauses.

• Proceedings of the Korea Information Processing Society Conference
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• 2024.05a
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• pp.53-56
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• 2024

Though lots of approaches to develop mobile apps are suggested up to now, developers have difficulties selecting a right one. This study compares native and cross-platform application development approaches, particularly focusing on the shift in preference from Java to Kotlin and the increasing use of Flutter. This research offers practical insights into factors influencing developers' choice of programming languages and frameworks in mobile application development by creating identical applications using Java, Kotlin, and Dart (Flutter). Furthermore, this study explores the best practices for development by examining the quality of code in 45 open-source GitHub repositories. The study evaluates LOC and code smells using semi-automated SonarQube assessments to determine the effects of selecting a specific language or framework on code maintainability and development efficiency. Preliminary findings show differences in the quality of the code produced by the two approaches, offering developers useful information on how to best optimize language and framework selection to reduce code smells and improve project maintainability.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.105-115
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• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.