• 영어어문교육
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• 제12권3호
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• pp.25-49
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• 2006

Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

• 영어어문교육
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• 제17권1호
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• pp.1-16
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• 2011

Listening has been a neglected research area despite the crucial role it plays. The present investigation was aimed at examining how the provision of topical knowledge and learners' listening proficiency level affect learners' listening performance under four different preparatory activity conditions: topical knowledge, vocabulary list, language structure, and no activity. A total of 134 participants, assigned to the four different activity groups, took part in the study. The results revealed that the learners who were provided with topical knowledge before listening performed significantly better than the other learners, followed by the vocabulary list group and language structure group, which might be attributed to the activation of their content schemata. The learners who did not perform any preparatory activities achieved the lowest scores. When it comes to the impact of listening proficiency, it was revealed that learners' proficiency level had a significant influence on learners' listening performance, and there was a significant interaction between the learners' level of listening proficiency and preparatory activity. Providing relevant knowledge was effective for both higher level and lower level learners, whereas teaching vocabulary before listening was effective for higher level learners but was not for lower level ones. Based on the results, some pedagogical implications and suggestions for future research were discussed.

• International Journal of Internet, Broadcasting and Communication
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• 제7권2호
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• pp.79-83
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• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제13권1호
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• pp.1-11
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• 2010

본 연구는 NRC(2001)의 수학 실력(Mathematical Proficiency)의 구성요소 즉 개념적 이해, 절차상의 능숙, 전략적 능력, 적응 추론, 생산적 성향 등을 바탕으로 교육청 단위 평가에서 수학 실력의 구성요소별 문항 수와 학생들의 성취도를 조사해 봄으로써 그 시사점을 도출하였다. 수학적인 문제를 공식화하고 표현하고 그리고 풀 수 있는 전략적 능력(strategic competence)을 요구하는 문항이 40%로 가장 많았고, 적응 추론(adaptive reasoning)과 개념적 이해(conceptual understanding)를 요구하는 문항에서는 80%가 넘는 높은 정답률을 보이는 반면, 가장 문항 수를 가진 전략적 능력(strategic competence)을 요구하는 문항은 생산적 성향을 제외한 요소들 중에 가장 낮은 정답률을 나타냈다. 앞으로 초등학교 수학평가에서 수학 실력의 균형적인 평가가 필요하고, 평가 결과가 교사의 교수 활동과 수업 방법을 개선하는데 활용되어야 한다.

• ETRI Journal
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• 제42권5호
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• pp.761-772
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• 2020

This paper presents an automatic proficiency assessment method for a non-native Korean read utterance using bidirectional long short-term memory (BLSTM)-based acoustic models (AMs) and speech data augmentation techniques. Specifically, the proposed method considers two scenarios, with and without prompted text. The proposed method with the prompted text performs (a) a speech feature extraction step, (b) a forced-alignment step using a native AM and non-native AM, and (c) a linear regression-based proficiency scoring step for the five proficiency scores. Meanwhile, the proposed method without the prompted text additionally performs Korean speech recognition and a subword un-segmentation for the missing text. The experimental results indicate that the proposed method with prompted text improves the performance for all scores when compared to a method employing conventional AMs. In addition, the proposed method without the prompted text has a fluency score performance comparable to that of the method with prompted text.

• 한국철도학회:학술대회논문집
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• 한국철도학회 2003년도 춘계학술대회 논문집
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• pp.586-591
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• 2003

This paper describes the result of proficiency testing by inter-laboratory comparisons for braking lining. Proficiency testing provides an objective means of assessing and demonstrating the validity and reliability of test results produced by laboratories. To more accuracy comparison test for braking lining test, they will be made the same test procedure and environment conditions.

• Journal of Information Technology Applications and Management
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• 제14권1호
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• pp.161-178
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• 2007

Nowadays, Customer Relationship Management (CRM) has been a competitive edge of many companies. It is critical for companies to get and maintain profitable customers. For the purpose of sustaining this competitive edge, companies should manage the Customer Information (CI) more effectively The major goais of this research are 1) to identify the activities of the Customer Information Management (CIM) and the factors influencing on the CIM, 2) to show the relationship between the proficiency of the CIM and the CI Quality, and 3) to verify the mediating effects of the proficiency of the CIM Process between the influencing factors and the CI Quality. An empirical study was undertaken to test the hypotheses with data from 65 companies. Multiple regression analysis and ANOVA were employed to test the hypotheses. We found that 1) there are 6 activities in the CIM process and 5 factors affecting the CIM, 2) the proficiency of the CIM process is closely related to the CI Quality, and 3) the proficiency of the CIM process plays the mediator between the influencing factors and the CI Quality.

• East Asian Economic Review
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• 제16권3호
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• pp.291-314
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• 2012

This paper attempts to investigate to what extent English proficiency can boost international trade in services. To achieve this purpose, this paper estimates the determinants of services trade including language variables with the aggregated and disaggregated data for nine different subsectors of OECD countries. The empirical tests are based on a theory-based gravity model derived from Anderson and von Wincoop. The findings show that English proficiency has a significant influence on services trade, while other languages such as French and German have only weak and mixed effects. In particular, communication, financial, commercial, insurance, and business services are revealed to be the most impacted by the level of English proficiency. The results imply that governments can use their English policies to promote international trade in services.

• 한국대기환경학회지
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• 제16권1호
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• pp.69-77
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• 2000

This paper summerizes the results of the first proficiency testing program for achieving the analytical quality assurance of anions and metal ions in air borne particles in Korea. This program covered the chemical testing of anions(Cl-, NO3-, SO42-) and metals(Fe, Pb, Zn) in qeueous solution. The exercies was conducted by the Measurement & Analysis Committee of Korean Society for Atmospheric Environment(KOSAE). Pilot lab. was Division of Chemical Metrology and Materais Evaluation in Korea Research Institute of Standards and Science(KRISS). A total of 11 laboratories participated in the program. Two samples of 100mL in low density polyehylene bottles were supplied to participating laboratories. The proficiency testing results were interpreted by two graphical methods, Youden polt and x-Charts(control chart).

• 영어어문교육
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• 제5호
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.