• 아동학회지
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• 제25권4호
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• pp.129-145
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• 2004

This study examined the effects of Literature-based Mathematical Activities using scaffolding (LMS) on the mathematical achievement, interest, and vocabulary of day care children. The experimental group of 15 boys and 15 girls was exposed to both literature and teacher's scaffolding while the comparison group of 14boys and 16 girls had traditional mathematics curriculum. The experiment was carried out for 8 weeks. ANCOVA and T-test were employed for a statistical analysis. The results revealed statistically significant differences in mathematical achievement, interest, and vocabulary between an experimental and control groups. We can conclude, therefore, that LMS is more effective in developing children's mathematical thinking abilities than a traditional mathematical curriculum.

• 한국ITS학회 논문지
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• 제7권2호
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• pp.37-42
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• 2008

본 논문에서는 지능형 홈네트워크의 음성제어를 위한 가변어휘 연속음성인식시스템을 개발하였다. 또한 자연스런 음성명령에 대한 인식을 위해 핵심어 기반의 자연스런 연속어휘에 대한 대화형 시나리오를 작성하였고, 핵심어기반의 인식 엔진 및 데이터베이스를 구축하여 인식엔진의 성능을 최적화하였다.

• 아동학회지
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• 제28권1호
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• pp.1-16
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• 2007

The purpose of this study was to analyze the effects of storytelling and discussion types on the language development of young children. 32 treatment sessions were applied to the two experimental groups and the control group(N=151) during 16 weeks. One experimental group children discussed among themselves while the other experimental group children did with teacher. The control group children listened to storytelling by their teacher. Findings are as followings. Children of two experimental groups discussing on storytelling gained higher scores in vocabulary test and reading test than those of control group. The first experimental group discussing about storytelling with teacher gained higher scores in comprehension test than the second experimental group debating among themselves. But, there was no statistically significant difference on vocabulary and reading tests between two experimental groups. It was statistically significant difference on meaning test between two experimental groups.

• 아동학회지
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• 제21권1호
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• pp.235-252
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• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• 아동학회지
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• 제27권4호
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• pp.81-102
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• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.

• 한국실내디자인학회논문집
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• 제14권3호
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• pp.139-146
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• 2005

This paper focuses on the response of architectural form to the technological characteristics in the institute facilities. For this, we study the meaning of technology in the aspect of physical, formal and social concepts and their architectural expression and sort by grouping through analyzing 27 cases of foreign current Institute facilities. Conclusions can be summarized as followings: 1) Vocabulary of technology in physical concept is presented by the environmental control through the experimental surface such as louver and glazing and the independent exposed equipment. 2) Vocabulary of technology in physical concept is presented using the machine like aesthetics by exposing the structural members and designing the exterior form using dynamical images. 3) The expression of social meaning in technology is presented by standardization, parts assembling through mass production system, the unit material for expression of today's industrial society. The expressions of technological language in the institute facilities are used not only one vocabulary but comprehensive ones.

• 디지털융복합연구
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• 제13권4호
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• pp.191-203
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• 2015

언어학습에서 어휘는 가장 필수적이고 기본이 되는 단위임에도 불구하고 교육현장에서는 학생들에게 어휘를 지도하고 별도의 학습시간을 제공하는 경우는 매우 드물다. 어휘를 습득한다는 것은 소리 내어 말하고 듣는 과정을 통해 이루어진다. 눈으로 내용을 이해하고 암기하는 전통적인 언어 습득 방식은 분명 한계가 있을 수밖에 없다. 본 논문에서는 학습자 특성을 고려한 인지전략과 음성인식을 기반으로 한 Speaking 중심의 학습 방법을 연구하여 초등 영어 어휘 습득을 위한 인지전략 기반의 Speaking Training system을 설계하고 구현하였으며, 초등학교 5학년 두 개 학급을 선정하여 수준 테스트 후 실험 그룹과 비교 그룹으로 각각 편성하여 분석한 결과 학습자의 동기부여와 성취감을 높임으로써 학습자의 소리 영어 중심의 어휘 습득을 강화할 수 있었고, 학력향상 뿐만 아니라 학습참여도, 과제수행 정도, 흥미도 등의 자기주도적 능력까지도 향상시킬 수 있다는 놀라울만한 성과가 있었다. 본 연구를 통해 학생들의 실용적인 영어 말하기 능력을 향상시킬 것으로 기대한다.

• 한국콘텐츠학회논문지
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• 제18권7호
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• pp.423-431
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• 2018

본 연구의 목적은 자막을 활용한 영어수업이 초등학생의 문자인지 능력과 어휘력에 미치는 효과를 실험연구를 통해 살펴보는 것이다. 연구 대상은 전북 지역, G 도시에 위치한 2개의 초등학교 학생으로, 자막이 포함된 동영상을 활용한 영어 수업을 받은 실험반과 자막 없이 동영상을 접한 비교반으로 구분하였다. 각 집단은 2달간 10차시의 수업을 받았으며, 이들을 대상으로 문자인지 능력과 어휘력 검사지를 통해 사전/사후 검사를 실시하고, 자막 활용이 효과를 독립표본 t-검정과 대응표본 t-검정을 통해 살펴보았다. 그 결과 문자인지 능력과 어휘력에 있어 두 집단 사이에 통계적으로 유의한 차이는 발견되지 않았으나, 실험집단의 사전, 사후 검사 결과 사이에는 통계적으로 유의한 차이가 발견되었다. 마지막으로, 연구 결과를 근거로 영어교육의 교육적 함의와 후속 연구를 위한 제언을 논의하였다.

• International Journal of Control, Automation, and Systems
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• 제6권3호
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• pp.296-305
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• 2008

Whereas fault diagnosis has been the subject of intensive research since the 1970s, the design of fault tolerant systems is a recent research field which does not set its foundations in a unified framework and does not use a unified vocabulary. As a contribution to this special issue, this paper proposes an ontology for the problem of Fault Handling, that embeds the problem of Fault Tolerance.

• 영어어문교육
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• 제13권1호
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• pp.181-210
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• 2007

This study is to suggest systematic and effective reading comprehension techniques or strategies to be used in EFL reading classes. According to the definition of reading and reading process, six essential elements of reading comprehension are categorized: 1) reading speed; 2) skimming and scanning; 3) logical organization; 4) pleasure reading; 5) vocabulary; 6) cultural background and world knowledge. To present a more effective teaching and learning approach to EFL reading comprehension than ever, an experiment was performed. The hypothesis of the experimental study was that there would be a difference in students' reading speed as well as reading comprehension and vocabulary between an experimental group and a control group depending upon the teaching approaches (experimental vs. traditional). The result of the study indicates that the experimental teaching approach which intensifies speed reading and pleasure reading techniques as well as 4 other essential techniques of reading comprehension is more effective than the traditional one in teaching and learning reading comprehension.