• Journal of Digital Contents Society
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• v.12 no.3
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• pp.371-382
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• 2011

Reading and writing in the past make noble significance in 'narration', in other words, in 'the creation of narration', through the process of 'recording'; but in the modern times, it engenders controversies over narration and linearity. In other words, reading/writing in digital era, is devalued as the simple arrangement of test or the connection of vast information without narration nor linearity. However, the reading/writing through text and hypertext reading is not the phenomenon which should be criticized because of the lack of narration or linearity-not only the lack of narration and linearity -, a process of social and cultural transition; it should be revalued as a result. The change of reading and writing methods will inevitably accompany the layers, status, significance and value of the contents; thus it makes more sense, when the reading and writing methods in digital contents are approached as new pop culture phenomenon. This is the "The prose of everyday life", based on pop culture and "The society of Conversation", based on communication; proposed 'Digitelling' ; this is the reason why we should pay attention to the digital contents, created infinitely by the citizens of the world, as new mass-culture phenomenon.

• Cross-Cultural Studies
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• v.20
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• pp.67-111
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• 2010

This paper examined the role of intermediate texts in the writing process in the context of an EFL composition class. From the tradition of teacher research, this study examined how the Korean college students in different proficiency groups created intermediate texts and used them while composing their own writing. The students produced various types of intermediate texts during the compositing process, which could serve as a basis of their writing. However, the patterns of using these intermediate texts differed widely across the proficiency groups. A writing cycle for the low proficiency group, or "surface reading-few intermediate texts-writing," indicates that less proficient students tended to engage in reading in separation of writing practices and thus produced few intermediate texts through their literacy practices. On the other hand, the students in the higher proficiency groups revealed the more integrated pattern (i.e., purpose reading/intermediate texts/writing), indicating that they often engaged in reading with specific writing purposes, practiced reading in connection to other writing practices, and elaborated written intermediate texts produced. This study argues that, to shift our student writers to a higher level category, we as teachers need to help them engage in reading and writing practices in the way they produce and use intermediate texts appropriate to their specific writing purposes.

• Journal of Family Relations
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• v.20 no.4
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• pp.73-103
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• 2016

Objectives: The purpose of this study is to examine the effects of reading mind recording on awareness of imaginations, Method: Decentering, parenting stress and subjective well-being through comparing expressive writing. random assignment was performed on each 13 persons of a recording group (experimental group) and an expressive writing group (comparison group) for reading mind from 26 parents having adolescents. The experimental group conducted the reading of reading mind and the comparison group performed expressive writing twice a week for eight weeks, twenty minutes per time, and responded to four questions on thought arrangement after writing. The researcher participated in the groups once per week and an assignment was suggested once per week. Repeated Measurement Two-way Repeated Measures ANOVA was conducted to confirm the differences according to periods and groups for the data analysis method. In order to examine the changes according to periods, t-test was conducted on the pre- and post-test. Results: The findings are as follows: First, regarding awareness of imaginations and decentering, the reading mind recording group showed a significant result in repeated measurement. Second, the reading mind recording group showed a significant decrease in the pre- and post-t-test about parenting stress. Third, all the reading mind recording group and expressive writing group showed significant results about subjective well-being. Conclusions: This study is significant in that it verified the effectiveness of reading mind recording on awareness of imaginations, decentering and parenting stress, and proved the possibility as an oriental counseling model that considers the characteristics of our culture.

• Cross-Cultural Studies
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• v.37
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• pp.267-286
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• 2014

The purpose of this study is to improve the writing skills through activities to read and summarize the internet children newspaper article. The subjects of study are the college students of A2-B1 level in the French writing classes. The range of study was as follows: - As the previous activity of writing, activities of teaching and learning of vocabularies to comprehend the internet children newspaper article. - learn about the rules of summary - writing the summary The children's newspaper used in this study has the advantage that can increase the learning motivation of learners as having a topicality by itself and a level of easy language. The summary activities can be called a comprehensive activities of teaching and learning that combine the critical reading ability that can distinguish important information and secondary one with the creative writing ablility that can reconstruct one's own style from the selected content. In addition, the summary assists the understanding of a text and is a help to its memory. It is the strategy of reading comprehension and also is simultaneously the strategy of writing that can write with one's own vocabulary by newly structuring the text. The results of this study will provide a vitality for the education environment and field of study of French language that have been neglected the writing ability. Moreover it will be the motivation to propose a way of a balanced French language communication to our French language learners weighted on oral communication.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.331-341
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• 2021

This paper analyzed the discourse on writing by experts such as writers, novelists, and writing instructors appearing in YouTube videos through narrative analysis methods. According to the analysis, the five key topics comprising writing discourse were: Active reading for writing, Nonstop writing and writing more, Rewriting 10 times more than talent, Writing in spoken language in the era of one-person media, Sharing feedback on social media. The writing discourse of professionals illustrated the change in writing in the age of social media. First, it was confirmed that the writing culture shifted from reading to writing and rewriting. Second, writing in the social media era naturally showed that the spoken language of writing became the dominant code. Third, it has been confirmed that writing in the social media era is social writing of cooperation and sharing that openly share feedback. These findings will have significant implications for future research on media and writing

• Cross-Cultural Studies
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• v.20
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• pp.29-66
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• 2010

This paper is a qualitative study of the experiences of Korean heritage language learners (KHLLs) with literacy (reading and writing), particularly before they enter the college-level heritage language classroom. Previous research, both qualitative and quantitative, has addressed the overall language background of KHLLs, including oral and aural proficiency and writing and reading ability, as well as demographic information (such as when the student immigrated to the United States) in relation to language test scores. This study addresses KHLL experiences in the following six areas as they relate to student perceptions and attitudes toward their own heritage language literacy: language proficiency, motivation for learning, academic preparedness, cultural connectedness, emotional factors, and social factors. Fourteen undergraduate students at a university in the western United States participated in a convenience sample by responding to a 10-question survey. Trends in responses indicated that KHLLs entered the classroom with high integrational motivation and experienced great satisfaction with perceived progress in literacy, but students also expressed regret for having missed childhood learning experiences that would likely have resulted in higher proficiency. These experiences include informal and formal instruction in the home and formal instruction outside of the home.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• Cross-Cultural Studies
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• v.45
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• pp.55-83
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• 2016

To provide a set of data with which instructors may boost the sagging demand for Anglo-American poetry classes, this thesis classifies the kinds of difficulties the students face in reading English poems. Asses to the classification is an analysis on the causes of the difficulties at different levels of the reading process, from the linguistic to the cultural. Arnoldian insight argues that poetry is the best of all forms of writing. Without an ample exposure to poetry, average English majors would barely sharpen the skills that they use to deal with other kinds of writing. To help ease the continuing need for a workable teaching model in English poetry reading classes, this thesis suggests focusing on the kinds of wrong translations produced by the students. According to the theory of cultural translation, any translation, even the wrong kind, is already a product of a very complicated process of interpretation that involves many cultural factors. With the analysis of these factors discovered in Korean college English reading classes, this thesis tries to explain the mechanisms through which wrong translations are produced, since these inevitably lead to wrong interpretations of given poetic texts.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.341-348
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• 2022

Formulaic sequences are continuous or discontinuous series of words that are seemingly treated like single units. Formulaic sequences play a key role in language development, and formulaic sequences acquisition determines the success or failure of language development. This study proposes a reading aloud activity as a way for international students to learn formulaic sequences. A class focused on reading aloud was conducted with 41 international students taking a general English course at a university in Seoul. For 15 weeks, video lectures and real-time Zoom classes were conducted in parallel. The animated film Frozen was used as course material. In the video lectures, the teacher interpreted the movie script in easy Korean and read aloud formulaic sequences. Students were tasked with reading the sentences with formulaic sequences aloud, recording themselves reading aloud, and submitting their recordings. During real-time class meetings, students performed the activity of reading aloud the formulaic sequences they had studied in the video lectures. There was a significant increase in the interpretation and sentence writing of formulaic sequences in participants' post-evaluation compared to the pre-evaluation. Through the study's survey, students exhibited positive views in the affective domains.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.