• English Language & Literature Teaching
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• v.18 no.2
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• pp.21-44
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• 2012

This paper aims to discuss the effects of learning how to write English interrogative sentences. 122 students who participated in the study learned basic structural components of English questions and practiced writing questions by inversing the subject and the verb in a given declarative sentence. The participants were divided into two groups: Group 1 which was given a brief explanation of interrogative structures and practices, and Group 2 which was given the same explanation and practices in addition to an assignment for which they had to make one or two comprehension questions based on reading a passage. For the pre-tests and the post-tests, they took a TOEIC reading test with 40 questions and a structure test with 25 questions. The results of the tests show that both groups improved significantly in the two post-tests, benefiting from this learning method. However, the additional treatment for Group 2 did not seem to be highly effective. In the questionnaire survey, the participants think that the method of learning English questions has helped them better understand English grammar as well as interrogative structures. The participants were also divided into three different levels: high, intermediate, and low. The intermediate level group students benefited most from learning writing questions as the results of the post-test of the 25-questions test and the final exam of the course show.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.1-13
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• 2002

The purpose of this study is to find out the level of purchasing behavior and related variables of Korean adolescents in Kangwon Province. and to suggest a direction of consumer education for rational purchase and of Home Economics Education. through noticing the influence of socio-demographic variables and socialization-related variables. To find out the results of this study, a survey was made using questionnaires with middle school students who live in Kang-won Province. and 472 Questionnaires were used as the analysis data. The methods of statistical analysis used for this study were Cronbach' ${\alpha}$. Frequency Distribution, Percentile. Mean. Standard Deviation. ANOVA, t-test. Duncan's Multiple Range Test, Multiple Regression Analysis. and also SPSS PC+ was used. The summaries of the results of this study were as follows. First. the level of the adolescents'purchasing behavior was the average 3.34 which is higher than the centered number 3, and the level of pre-Purchasing behavior(3.36) was higher than that of the post-purchasing behavior (3.27). Second. the adolescents' purchasing behavior showed the significant difference according to the mothers' educational level and family income. Third among the socialization-related variables. the group which had much communications with their parents and friends about purchase. the group which got much consumer education in school and their home. the group which can see much advertisements about purchase showed high level of purchasing behavior. Fourth. in the regression analysis. the consumer education in school. the communication with parents or friends were significant variables to the level of purchasing behavior. Looking into the subcategory. the communication with parents. the amount of pocket money. the father's occupation were significant variables to the level of pre-purchasing behavior, And the consumer education in school. the communication with parents or friends. the father's occupation were significant variables to the level of post-purchasing behavior.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.513-523
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• 2019

The purpose of this study is to investigate the perception of pre-service secondary English teachers on peer feedback in English composition. For this purpose, a total of 37 students who took the English composition class for 15 weeks participated in the survey. After completing the survey, data were analyzed to find out the students' perception on peer feedback performed in their English composition class through frequency analysis and descriptive statistics. The findings of this study are as follows: First, the students showed positive attitudes towards on peer feedback activities. Second, the participants had received considerable help in the content, ideas and organization of their composition. Third, noticing that they all have made similar mistakes in their writing, the subjects were relieved to know that they are not falling behind their other colleagues. Fourth, the subjects did not trust the feedback contents among the peers, which were found in both the feedback giver and receiver. In particular, feedback from peers who had low English proficiency was rarely helpful. Fifth, the students were afraid that their relationship might become uncomfortable with peers when they pointed out peer's writing errors or made specific suggestions about their peer's writing. Finally, pedagogical implications were discussed based on the research findings.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.101-113
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• 2020

This study aimed to explore how effective explicit form-focused instruction (FFI) is in teaching the schwa vowel /ə/ to EFL students in a classroom setting. The participants were 25 female high school students, who were divided into the experimental group (n=13) and the control group (n=12). One female American also participated in the study for a speech sample as a reference. The treatment, which involves shadowing model pronunciation by the researcher and a free text-to-speech software and the researcher's feedback in a private session, was given to the control group over a month and a half. The speech samples, for which the participants read the 14 polysyllabic stimulus words followed by the sentences containing the words, were collected before and after the treatment. The paired-samples t test and non-parametric Wilcoxon signed-rank test were used for analysis. The results showed that the participants of the experimental group in the post-test reduced the duration of the schwa by around 40 percent compared to the pre-test. However, little effect was found in approximating the participants' distribution patterns of /ə/ measured by the F1/F2 formant frequencies to the reference point, which was 539 Hz (F1) by 1797 Hz (F2). The findings of this study suggest that explicit FFI with multiple repetitions and corrective feedback is partly effective in teaching pronunciation.

• Journal of Korean Philosophical Society
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• v.130
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• pp.23-45
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• 2014

It can be said that Scheler's theory of perception is the theory of drive-conditioned perception, in more detail the theory of drive-motoric conditions of perception. Scheler tells us that Immanuel Kant and Ernst Mach were mistaken in their assumption that sensations are purely receptive and primary in all experience. He claims that sensations are not primary but subsequent to a subliminal attention of vital drives(called 'Vor-Liebe und Vor-Interesse' by him). And because sense perception cannot take place without a vital energy of drives that account for the ongoing activity of perception, no object can be perceived unless it stimulates movement in an organism which exercises a count-movement against objects and thereby resisting objects. According to Scheler, an order of foundation such as the preexistence of images prior to perception; the priority of perception with regard to functions of senses; the priority of sense functions with regard to sensations has to be kept in mind. And it has to be kept in mind that the essence of life is pre-empirical, is pure becoming(Werden) and unbecoming(Entwerden), a process in which its two empirical sides are not yet separated. Then it is easy to see that perception is conditioned by vital drives. The drive-conditioned theory of perception is also supported by the fact that the motility of an organism determines its sensory apparatus, an organism has an alphabet of senses that can serve as signs of luring and noticing objects that are meaningful for its drive-motoric behavior. For example a lizard remains undisturbed by a gun shot but runs away from the slightest noise in the grass.