• Journal of the Korea Society of Computer and Information
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• v.18 no.4
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• pp.201-211
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• 2013

The purpose of this study is to identify the educational effects of Whole language approach through ICT Education to see children with intellectual disorders's change after praticing this program. It's specially meant determine specially, It's impact on reading ability. by focusing reading comprehension. (comprehension of detail contents and memorizing of detail contents.) that is differences of other existing research. The subjects are 14-16 years old who are with intellectual disorders and This study utilized a single case. (1) Is there any effects of the whole language approach through ICT Education on comprehension of detail contents, (2) Is there any effects of the whole language approach through ICT Education on memorizing of detail contents. The result showed the following: First, the Whole language approach served to increased comprehension of detail contents of children with intellectual disorders. Second, the Whole language approach served to increased memorizing of detail contents of children with intellectual disorders. Third, the Whole language approach given to positive influence about maintenance that comprehension of detail contents and memorizing of detail contents of children with intellectual disorders.

• Annual Conference on Human and Language Technology
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• 1989.10a
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• pp.61-64
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• 1989

언어 연구에 관한 방법론은 단위구조적(modular) 접근방법과 총체론적(holistic) 접근방법으로 대별될 수 있다. 전자는 인지체계가 독자적 인지단위로 나뉘어져 있으며 그 중 하나가 언어기능임을 가정하고 있다. 즉 언어는 언어기능과 여타 인지단위로 상호작용함으로써 성립된다고 가정하는 것이다. 이에 비해 후자는 언어가 총체로서의 인지체계의 소산임을 가정하며, 따라서 언어기능이란 존재를 부정한다. 이러한 총체론적 언어이론에서는 신체의 구조가 보이는 단위구 조성과 심적 수조의 총체성 사이의 "불균형"을 어떻게 설명할 것인가의 의문이 제기된다. 이 글에서는 단위 구조설의 내용이 간략히 소개된다. 언어기능을 이루고 있는 보편문법 및 개별문법의 개념이 논의되는 가운데, 과거에도 그랬고 현재에도 계속 논란의 대상이 되고 있는 이른바 "문법성"의 개념이 중점적으로 다루어진다. 문법성과 허용성이 별개의 개념일진대, 문법적이면서도 허용되지 않은 문장이 있을 수 있고, 비문법적이면서도 허용되는 문장도 있을 수 있어야 한다. 이 후자의 경우도 실제로 존재함이 보여질 것이다.

• Proceedings of KHEA Conference
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• 2001.10a
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• pp.129-129
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• 2001

• Korean Journal of Human Ecology
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• v.14 no.3
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• pp.401-409
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• 2005

The purpose of this study is to investigate mothers' beliefs regarding children's literacy development and self-reported home literacy practices with their children. The instrument used for this study measured mothers' beliefs toward the whole language approach against the traditional approaches in children's literacy development. The total number of 340 mothers participated in this study who are sending their children to daycare centers of kindergartens in Seoul and its suburban area. Mean, Standard Deviation, frequency, Spearman's rho, and Kendall's tau were employed to analyze the data. The results showed that mothers' beliefs on the whole language approach have relationships with their home literacy practices, and their demographic characteristics - such as mothers' education, their spouses' education, and income - were also related with mothers' beliefs. The results of this study explore the inter-relationship of mothers' beliefs with home literacy practices, and also the importance of mothers' belief system on children's literacy learning at home.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• Speech Sciences
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• v.15 no.3
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• pp.117-131
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• 2008

The purpose of this study was to determine the effects of whole language approach on the development of language abilities and story structure concepts for hearing impaired children. For this end, two research questions have been established. First, what is the effect of whole language program using story books on hearing impaired children’s language abilities? Second, what is the effect of whole language program using story books on hearing impaired children's story structure concept? Three subjects participated in the study. Each subject was scheduled for a 40-minute session two times a week. Subjects received 36 sessions of use animation activities for 3 months. The study used a multiple baseline across the subjects. The followings were the findings of this study. First, the whole language program using story books improved hearing impaired children's language abilities. Second, the whole language program using story books improved hearing impaired children's story structure concept.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• Cross-Cultural Studies
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• v.26
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• pp.173-200
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• 2012

This paper examines ${\acute{e}}pist{\acute{e}}m{\grave{e}}$ of ${\acute{e}}criture$ and its politics in Kim, Soo-Yung's poems, focusing on 'language-letter' images such as "speech", "language", "printing type", "letter", "brush", "book" and so on. While the previous papers fail to present the overall framework of analysis on 'language-${\acute{e}}criture$' images and to show political dimensions of discourse analysis, this paper tries to overcome these limitations. It explains images of 'speech' and 'language' on the basis of Heidegger's ontological thought, and analyzes writing-images such as 'type', 'letters' using Derrida's concepts of 'archi-${\acute{e}}criture$' and '${\acute{e}}criture$'. It also gives a new name to multiple images of 'book' in his poems as 'politics of ${\acute{e}}criture$' based on problematic such as Badiou's 'ethics of truths' and Derrida's '${\acute{e}}criture$'.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.600-621
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• 2016

This study aims to develop and apply the language education program model - based on balanced language education approach - on development of literacy of young children in low-income families, specially participating in Dream Start public welfare service. Development of this languge education program was based on the basic view and characteristis of balanced language education. It was progressed in accordance with Analyze-Design-Develop-implement-Evaluate(ADDIE), which is an widely-used instructional design model. Educational contents including reading skills of picture books based on whole language approach and well-structured reading and writing sequences, teaching and learning method including the principles and the strategies and teaching and learning systematic evaluation method are proposed in viewpoint of balanced language teaching approach. The application of the program was conducted targeting 20 young children participating in Dream Start welfare service from June 2015 until early November. To evaluate the effectiveness of this program, word reading inspection and nonsense word reading inspection developed by Ko, Yeon-Kyung(2002) were performed. The reflective thinking journal of visiting teachers and the satisfaction reported by parents were analysed in the qualitative research method. As a result, reading skills of young children were improved. The superiority of the program - prefernce for the picture book, interests in written languages, effectiveness of individualized language education method - was demonstrated by qualitative analysis of reflective journal. This study has the significance on presenting the executable language education model for literacy development of young children in low-income families based on balanced language education approach.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2005.05a
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• pp.158-162
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• 2005

지식의 확산과 대중화로 인하여 동일한 개념에 대한 검증되지 않은 용어들이 난립하고 있다. 종전에는 해당 학 회의용어심의위원회, 혹은 전문가 그룹의 합의를 통해서 출판된 전문용어집이 권위를 가지고 전문용어의 사용을 통제하였었다. 그러나 이제는 기존 전문용어집에 수록되지 않은 새로운 개념을 위한신조어의 생성에 있어서 사용자의 자의적인 해석이 빈번해져서 사회적 합의에 도달하지 못한 새로운 전문용어들이 경쟁적으로 사용되는 추세이다. 이러한 현실에 직면하여 국내외적으로 전문용어의 정비 및 표준화 사업은 언어 및 학문 분야의 경계를 넘어 총체적으로 전략적 접근을 시도하고 있다. 이에 본 연구에서는 7가지의 전문용어 표준화 지침을 수립하고, 그에 따라 ISO 2382의 4030개 정보기술용어를 표준화하고자 한다.