• Korean Journal of Child Studies
• /
• v.25 no.4
• /
• pp.129-145
• /
• 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.

• The Journal of The Korea Institute of Intelligent Transport Systems
• /
• v.7 no.2
• /
• pp.37-42
• /
• 2008

In this paper, the vocabulary-independent continuous speech recognition system for speech control of intelligent home-network is presented. This study suggests a conversational scenario of continuous natural vocabulary based upon keywords for recognition on natural speech command, and a way of optimizing the recognition system by constructing a recognition system and database based upon keywords.

• Korean Journal of Child Studies
• /
• v.28 no.1
• /
• pp.1-16
• /
• 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.

• Korean Journal of Child Studies
• /
• v.21 no.1
• /
• pp.235-252
• /
• 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.

• Korean Journal of Child Studies
• /
• v.27 no.4
• /
• pp.81-102
• /
• 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.

• Korean Institute of Interior Design Journal
• /
• v.14 no.3 s.50
• /
• pp.139-146
• /
• 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.

• Journal of Digital Convergence
• /
• v.13 no.4
• /
• pp.191-203
• /
• 2015

In foreign language, vocabulary is the most essential and fundamental elements. Traditional language learning methods that are to understand and to memorize the English contents can only be obvious limitations. In this paper, we proposed the speaking-centered learning methods based on cognitive strategies and speech recognition considering the learner characteristics. We have designed and implemented the cognitive strategy-based speaking training system for acquisition elementary English vocabulary. We were divided into control group and the experimental group and applied to the system to analyze the learning effect. The result of Analysis, the proposed system is increased motivation and achievement of learners. In addition, the proposed system is improved an academic learning participation, Project accomplish, self-interesting and leadership skills. Through this study, we expect that students improve the ability of practical skills in speaking English.

• The Journal of the Korea Contents Association
• /
• v.18 no.7
• /
• pp.423-431
• /
• 2018

The purpose of the present study was to investigate the effect of caption-embedded video on character recognition and vocabulary ability of the primary school students, The subjects of this study were the students in two elementary schools in G city, Jeonbuk province. They were divided into two groups including a control group which used utilization video materials without captions, and a experimental group which used utilization video materials with captions. Each group was tested over the course of two months (10 classes). And then a statistical analysis was conducted to find out the effects of captions on character recognition and vocabulary ability through independent samples t-test and paired samples t-test. There were no significant differences in a comparison between the groups, but significant differences were found within the groups. Pedagogical implications based on the research findings and suggestions for further research were also discussed.

• International Journal of Control, Automation, and Systems
• /
• v.6 no.3
• /
• pp.296-305
• /
• 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.

• English Language & Literature Teaching
• /
• v.13 no.1
• /
• pp.181-210
• /
• 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.