• Journal of Korean Elementary Science Education
• /
• v.29 no.4
• /
• pp.526-537
• /
• 2010

The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.

• International Journal of Advanced Culture Technology
• /
• v.9 no.1
• /
• pp.183-189
• /
• 2021

This study examines the effects of Korean college students' English proficiency and the English text types on their paraphrases. Korean college students with three groups of English proficiency (high, mid, and low) read two types of English texts, causal texts, and argumentative texts, and paraphrased them in English. Students' paraphrase text was evaluated in terms of content (idea exposition, idea development, and wrap up), organization (coherence and cohesion) and language use (grammatical accuracy), and analyzed by MANOVA. As a result, it was found that there was a significant difference in their paraphrase performance according to the participants' English proficiency levels rather than the types of English texts. The results of this study have educational implications for English paraphrase education to prevent plagiarism for Korean university students.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.232-241
• /
• 2011

The purpose of this study was to compare socio-linguistic characteristics and instructional influences of two different types of texts, which were narrative and expository. Socio-linguistic characteristics of two different types of texts were analyzed in their content specialization, linguistic formality, and social-pedagogic relationships. Expository texts showed strong scientific classification, and medium level of linguistic formality, and low level of social-pedagogic relationships. Narrative texts showed different characteristics. The instructional effects were investigated with 91 fifth grade elementary students in three classes. Each class was randomly assigned into three groups: expository text group, narrative text group, control group. The results showed that the science achievement scores of the narrative text group was higher than those of other groups. The affective domain test scores of the expository text group were higher than other groups. The perception of students on informational science text were generally positive both types of texts.

• English Language & Literature Teaching
• /
• v.15 no.4
• /
• pp.365-382
• /
• 2009

This study aims to examine the reading materials of high school English textbooks to propose the integration of the literary texts into reading materials in the classroom for development of communicative competence. Five kinds of high school English textbooks were critically examined in terms of three factors -limited text types, deficit of emotional adjectives and non-authenticity- selected by the author as characteristics of non-communicative language teaching materials. With regard to text types, more than half of the reading materials were expository and simple narratives. This imbalance of text types led materials to the deficit of emotional vocabulary. These factors seem to be closely related to the issue of authenticity of reading materials. Compared to the authentic texts, fabricated texts are likely to make reading vapid and boring task. On the basis of these results, some pedagogical suggestions are made.

• Korean Journal of Cognitive Science
• /
• v.16 no.4
• /
• pp.271-285
• /
• 2005

An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

• Educational Technology International
• /
• v.13 no.1
• /
• pp.49-77
• /
• 2012

The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of non-verbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.

• Korean Journal of Child Studies
• /
• v.27 no.5
• /
• pp.95-107
• /
• 2006

This study measured various types of joint book reading behaviors of parents of preschool children using two different text genres. Participants were the parents of 35 preschool children 4 years of age. Parent-child dyads were videotaped during periods of joint book reading using two different types of text(informational and narrative). Results indicated differences in maternal behavior between the two types of texts. The informational book elicited a higher amount of print concept behaviors and more content behavior while reading the narrative book. Among content-related behaviors parents used more labeling during the informational genre. On the other hand, parents' use of description and judgment were significantly higher in the narrative genre compared with the informational genre.

• Language and Information
• /
• v.14 no.1
• /
• pp.145-163
• /
• 2010

This paper aims to propose that Benford's Law, non-uniform distribution of the leading digits in lists of numbers from many real-life sources, also appears in linguistic texts. The first digits in the frequency lists of morphemes from Sejong Morphologically Analyzed Corpora represent non-uniform distribution following Benford's Law, but showing complexity of numerical sources from complex systems like earthquakes. Benford's Law in texts is a principle reflecting regular distribution of low-frequency linguistic types, called LNRE(large number of rare events), and governing texts, corpora, or sample texts relatively independent of text sizes and the number of types. Although texts share a similar distribution pattern by Benford's Law, we can investigate non-uniform distribution slightly varied from text to text that provides useful applications to evaluate randomness of texts distribution focused on low-frequency types.

• Educational Technology International
• /
• v.14 no.1
• /
• pp.1-26
• /
• 2013

This study is to identify whether three types of online instruction (text-based, video-based, and video-based instruction without text) and age category have a different influence on students' comprehension and motivation. Online students were randomly assigned to one of six groups, and they attended two-week online lectures via Course Management System. The comprehension test and the short form of IMMS were implemented when 114 participants accomplished two-week online lectures. The results revealed that using instructional video in online instruction is more effective instructional medium than text only in order to promote learner's motivation. Besides, older adults aged 41-60 are significantly different from younger adults (21-40 years old) in terms of students' comprehension. Furthermore, three types of online instructions are likely to be influenced by age category.

• Phonetics and Speech Sciences
• /
• v.10 no.3
• /
• pp.31-39
• /
• 2018

This paper aims to present a taxonomy of non-standard words (NSW) for developing a French text normalization system and to propose a method for evaluating this system based on a corpus. The proposed taxonomy of French NSWs consists of 13 categories, including 2 types of letter-based categories and 9 types of number-based categories. In order to evaluate the text normalization system, a representative test set including NSWs from various text domains, such as news, literature, non-fiction, social-networking services (SNSs), and transcriptions, is constructed, and an evaluation equation is proposed reflecting the distribution of the NSW categories of the target domain to which the system is applied. The error rate of the test set is 1.64%, while the error rate of the whole corpus is 2.08%, reflecting the NSW distribution in the corpus. The results show that the literature and SNS domains are assessed as having higher error rates compared to the test set.