• 아동학회지
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• 제11권2호
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• pp.44-58
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• 1990

Literacy acquisition is a social phenomenon. Children in a literate society grow up with literacy as an integral part of their personal, familial, and social histories. Because it is language, children learn written language in ways similar to oral language. However. because it is written, the ways in which written language differs from oral language in terms of its different functions and forms affect the way in which children learn written language. Written language is likely to be more decontextualized than spoken language. The ability to use decontextualized language seems to be crucial to successful participation and progress in school. Experiences identified as contributing to preschool children's literacy development contribute to their ability to use language in a decontextualized way. Teale and Sulzby's(1986) metaphor of emergent literacy has provided a conceptual scheme for understanding the nature and process of literacy acquisition in early childhood.

• 문화기술의 융합
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• 제10권4호
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• pp.201-207
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• 2024

본 연구에서는 우리나라 언어재활사들의 쓰기담화 중재에 대한 교육이수 경험 및 지식 등을 포함하여 쓰기담화 중재에 대해 좀 더 전반적이고 심층적으로 현황을 파악하고 쓰기담화 중재에 대한 언어재활사의 인식과 요구를 살펴보고자 하였다. 언어재활사 110명이 응답한 설문을 통해 연구 결과를 도출하였다. 그 결과 대부분의 언어재활사들이 교과과정에서 쓰기담화 중재에 대해 학습하였음에도 불구하고 임상 현장에서의 쓰기담화 중재 적용법이 미흡하고 이 중재의 체계적이고 전문적인 지식 부족으로 인해 쓰기담화 중재에 대해 어려움을 느끼고 있다는 것을 알 수 있었다. 쓰기담화 중재 현황을 살펴보면 임상 현장에서 응답한 언어재활사 중 46.4%만이 쓰기담화 중재에 대한 경험이 있는 것으로 나타났다. 다시 말하면 응답자의 53.6%는 쓰기담화 중재에 대한 경험이 없는 것으로 분석되었다. 언어재활사의 쓰기담화 중재에 대한 인식 및 요구에 관한 결과, 76.4%의 언어재활사들이 쓰기담화 중재 부분이 언어치료의 중요한 영역이라고 생각한다고 답하였다. 이와 함께 담화 중재에 대한 교과과정이 필요하다고 응답한 응답자는 62.8%, 쓰기담화 중재의 지속적인 연구의 필요성에서도 90% 이상 필요하다고 하였으며, 교재 및 교구 개발에 대해서도 89.1% 필요하다고 생각하였다. 본 연구에서는 쓰기담화 중재의 언어재활사들의 경험 및 인식을 알아보았고 결과를 분석해 봄으로써 쓰기담화 중재와 관련된 교육 및 다양한 과정들이 어떻게 이루어져야 하는지에 대한 방향을 제시했다는 점에서 의의가 있다.

• Journal of Information Processing Systems
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• 제18권2호
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• pp.282-291
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• 2022

This research applies a pre-trained bidirectional encoder representations from transformers (BERT) handwriting recognition model to predict foreign Korean-language learners' writing scores. A corpus of 586 answers to midterm and final exams written by foreign learners at the Intermediate 1 level was acquired and used for pre-training, resulting in consistent performance, even with small datasets. The test data were pre-processed and fine-tuned, and the results were calculated in the form of a score prediction. The difference between the prediction and actual score was then calculated. An accuracy of 95.8% was demonstrated, indicating that the prediction results were strong overall; hence, the tool is suitable for the automatic scoring of Korean written test answers, including grammatical errors, written by foreigners. These results are particularly meaningful in that the data included written language text produced by foreign learners, not native speakers.

• 인문언어
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• 제5권
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• pp.55-74
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• 2003

The issues concerning the nature of the attitude toward the study of national language may vary from country to country, depending on the national or racial characteristics. The problem domains and the methodologies dealing with them may vary accordingly. Ever since the Korean language was equipped with a writing system in the year of 1443 through King Sejong's long-cherished desire, investigations have been constantly made into the real nature of the language itself in pursuit of a better method for representing the spoken language in written form. This is how the study of the Korean language began to take shape. Among such investigations are Hunmin-jeong-eum(the Korean script: 1446) compiled by Jiphyon-jon, the royal office of schloarly researches, Doongguk-jeonghun-yokhun (the orthodox script of Korean: 1448), Hongmu-jeonghun-yeokhun(interlinear gloss for the Chinese script of the Ming Dynasty: 1455), An Orthodox Approach to Written Korean (1909) by the institute of the National Script, Re Standardized Spelling System (1933) by Chosun Language Society, An Authorized Dictionary of Standard Korean (1936), How to Write Borrowed Words(1940), and A Grand dictionary of Korea (1947-57). Chu Shi-Gyung's Phonetics of the Korean Script(1908), Korean Grammar(1910), and Sound Patterns of Korean(1914) were all written in this vein; so was Choi Hyun-Bae's Uri-mal-bon (the rudiments of Korean Grammar: 1929/1937). All these achievements in the study of the Korean language are the end-products of the constant endeavor to solve the issues related to the spoken and written farms of the Korean language. And this is how the uniqueness and autonomy of the language study in korea have been established. It should be borne in mind, however, that, in seeking solutions to the problems inherent in the Korean linguistic studies of foreign countries. On the contrary, they have been very active in accommodating such results. While they have set up their problem domains on the basis of the korean language, they been progressively open-minded in looking for the solutions to the problems at hand.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권1호
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• pp.31-38
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• 2023

Mathematics educators have emphasized the importance of language use in mathematics education. However, previous studies have predominantly focused on the spoken language used in mathematics classrooms, which provides limited information on the written language used by mathematics teachers. The written language reflects the characteristics of the teacher community and social, cultural, and political contexts. Moreover, the written language affects teachers' instructional practices and their students' mathematics learning experiences. Therefore, this study aims to review a study conducted by Lee and Kim (2022) investigating changes in mathematics teachers' pedagogical lexicons.

• 영어영문학
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• 제57권6호
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• pp.911-938
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• 2011

The present study examined the effect of two variables of task complexity, reasoning demand and time pressure, each from the resourcedirecting and resource-dispersing dimension in Robinson's (2001) framework of task classification. Reasoning demand was operationalized as the two types of texts to read and summarize, expository and argumentative. Time pressure was operationalized as the two modes of performance, oral and written. Six university students summarized the two types of text orally and twenty four students from the same school summarized them in the written form. Results from t test and ANCOVA showed that in the oral mode, reasoning demand tends to heighten the complexity of the language used in the summary in competition with accuracy but such an effect disappeared in the written mode. It was interpreted that the degree of time pressure is not the only difference between the oral and written modes but that the two modes may be fundamentally different cognitive tasks, and that Robinson's (2001) and Skehan's (1998) models were differentially supported by the oral mode of tasks but not by the written mode of the tasks.

• 아동학회지
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• 제20권3호
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• pp.199-216
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• 1999

The 121 five-year-old Korean subjects of this study were divided in 3 groups based on their experience in learning a foreign language (English). A battery of tests was administered to measure spoken and written language ability and the 3 metalinguistic domains of phonological, semantic, and syntactic awareness. Spoken language ability was positively correlated with semantic and syntactic awareness. The relative importance of each metalinguistic domain varied with level of written language development. Phonological awareness was the only predictor of decoding. Syntactic awareness and phonological awareness were significant variables in sentence comprehension. Metalinguistic ability was a better predictor of written language development than spoken language ability. Foreign language learning experience had an effect on syntactic awareness: low experience was superior to no experience, but high experience was not superior to low experience.

• 말소리와 음성과학
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• 제5권3호
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• pp.103-111
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• 2013

Traditionally it has been assumed that written abilities are completely dependent on phonology. Therefore spoken and written language skills in aphasic patients have been known to exhibit similar types of impairment. However, a number of latest studies have reported the findings that support the orthographic autonomy hypothesis. The purpose of this study was to examine whether fluent aphasic patients have discrepancy between speaking and writing skills, thereby identifying whether the two skills are realized through independent processes. To this end, this study compared the K-FAST speaking and writing tasks of 30 aphasia patients. In addition, 16 aphasia patients, who were capable of producing sentences not only in speaking but also in writing, were compared in their performances at each phase of the sentence production process. As a result, the subjects exhibited different performances between speaking and writing, along with statistically significant differences between the two language skills at positional and phonological encoding phases of the sentence production process. Therefore, the study's results suggest that written language is more likely to be produced via independent routes without the mediation of the process of spoken language production, beginning from a certain phase of the sentence production process.

• 한국어교육
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• 제28권1호
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• pp.141-171
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• 2017

This study investigates Korean language teachers' perception/beliefs and practices in written feedback. Two types of data were collected: (1) teachers' feedback on three compositions by elementary-level learners, and (2) a survey questionnaire. The result showed that teachers perceived written feedback to be important even though they had not enough opportunities to receive appropriate training. Lack of training brought about limited feedback in terms of both quantity and quality, and inconsistency between their beliefs and practice. This study closes with the needs for teacher training and further studies on teachers' feedback practices.

• 디지털콘텐츠학회 논문지
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• 제8권2호
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• pp.121-127
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• 2007

For human beings, language is the most important means of communication. Bloom and Lahey see successful language development as an interaction between form, content, and use. Language knowledge is a social phenomenon produced in a socio-cultural environment through interaction. Teachers have traditionally concentrated on the structure of their student's writing rather than on the message. If writing is to be seen as an interactive social process between humans, it is the content which is responded to. Language acquisition could be a major problem for hearing-impaired children and their acquisition of written language is characteristically problematic. This study is to search the use of microcomputers in written conversational methods, which enable the hearing-impaired student to hear their conversations in a visual form and which usefully extend their written language learning opportunities.