• English Language & Literature Teaching
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• v.17 no.3
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.878-890
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• 2013

The purpose of this study is to apply the PEOE class model that can enhance students' scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students' long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners' long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners' short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, 'elaboration' and 'originality', the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners' self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, 'openness' and 'future-oriented self-understanding', the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners' academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of 'The Properties of Air and Weather Change'.

• Cross-Cultural Studies
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• v.27
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• pp.497-523
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• 2012

Characteristics of the Listening and Pronunciation of Korean Obstruents of Chinese Learners -Based on the Phonetic Experiments Using Kalvin and Praat- This study aims at investigating the characteristics of confrontation in three ways, lax/ fortis/ aspirated consonants, in Korean obstruents through experimental phonetic analysis for the Chinese Korean language learners. On one hand, as a result of comparing Korean and Chinese obstruent systems, there is no big difference regarding the articulatory location. On the other hand, in regards to the articulatory method there is a difference. In a Korean obstruent system, the confrontation presented in three ways by the strength of aspiration. On the contrary, the Chinese obstruent system showed confrontation in two ways by the existence of aspiration. To examine the difficulty of the learners caused by the above-mentioned reason objectively, this paper studied the relationship between input and output of sound through the experimental phonetic analysis such as Kalvin and Praat. To research the input of sound, the listening ability of the learners was examined by 'Choosing Consonant' among the Menu of Kalvin. As a result of that experiment, many errors were shown. They recognized the fortis as lax in the area of affricates and plosives. In the area of fricatives, they recognized affricatives as fricatives. To investigate the output of sound, the section of aspiration and the section of friction of a plosive, an affricate and a fricative in Praat, were expressed numerically. The learners' VOT of lax and affricate represented that lax was pronounced close to the fortis, and the VOT of fricatives was not shown the section of aspiration and friction clearly, and also the result showed that they pronounced a fricative like affricative-aspirated one. The result shows that the learners' pronunciation is related to the listening ability. The consequence is caused by the characteristics of the difference between Korean obstruents and Chinese ones. If the training pronunciation is conducted based on above result, it would be a better methodology in teaching Korean.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.9
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• pp.1973-1979
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• 2009

This dissertation was aimed at finding an implication of selecting and educating the gifted of information science discovering features of gifted learner in the field of math and science and the gifted of information science through comparative analysis of observing evaluation for the gifted of information science. Subjects of the study are foundation course learners of University Science Education Institute for the Gifted in the field of physics, earth science, math, information science. We have compared the features of learners of each field through one-way ANOVA about an observing evaluation for one year. In consequence, information science learners showed mostly different features from physics and earth science learners in details of an attitude area and a problem solving area. And an analysis of each subject of information science learners showed that the test of attitude area in the fields of math and information was relatively superior to that of science. On this, the researcher concluded that there must be features of the gifted on information science and their difference from gifted learners in math and science was caused by learner levels and features of each field. Based on the result of this study, we expect that we can imply it to selecting and educating the gifted of information science.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.517-520
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• 2009

This dissertation was aimed at finding an implication of selecting and educating the gifted of information science discovering features of gifted learner in the field of math and science and the gifted of information science through comparative analysis of observing evaluation for the gifted of information science. Subjects of the study are foundation course learners of University Science Education Institute for the Gifted in the field of physics, earth science, math, information science. We have compared the features of learners of each field through one-way ANOVA about an observing evaluation for one year. In consequence, information science learners showed mostly different features from physics and earth science learners in details of an attitude area and a problem solving area. On this, the researcher concluded that there must be features of the gifted on information science and their difference from gifted learners in math and science was caused by learner levels and features of each field. Based on the result of this study, we expect that we can imply it to selecting and educating the gifted of information science.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Journal of Information Technology Applications and Management
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• v.17 no.3
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• pp.135-150
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• 2010

Interactivity has been referred to as an important element promoting students' active participation in virtual classes. Assuming that interactivity cannot be defined by a single dimension, this study proposes multi-dimensional interactivity. Multi-dimensional interactivity includes all types of interactivity in e-learning. This study explored multi-dimensional interactivity which affects learners' satisfaction with e-learning. Data were collected from 132 students who had attended e-learning courses and the relationship between multi-dimensional interactivity and learners' satisfaction levels were tested through regression analysis. The result of this study showed that mechanical, reactive, and creative interactivity were positively related to learners' satisfaction. However, social interactivity seemed not to be related to learners' satisfaction. This study provides new insights on interactivity and verifies the importance of the multi-dimensional interactivity. The result of this study is expected to provide practical implications for interactivity strategies in e-learning.

• Proceedings of the Korea Information Processing Society Conference
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• 2018.10a
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• pp.313-316
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• 2018

In this paper, the authors reflect on how a lecturer's cross-cultural gestures affect learners from across cultures online and in the field teaching sessions for improving the service when to build an e-Learning system. The study extends to survey the way learners feel about cultural differences during a presentation from the research based on sociolinguistics research. Before starting a full-scale research, a preliminary study has been conducted to base the initial experiment, and analysis these result for main research.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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• pp.457-466
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• 2007

This study is to analyze literacy textbooks for adult learners developed by adult literacy education institutes. In the study, six different kinds of literacy textbooks are collected and analyzed on the basis of five evaluation criteria.: unit organization, presentation way of Hangeul, type of content, level of content, and degree of subject integration. The results of literacy textbook analysis are as follows. First, literacy textbooks carry different forms of unit organization in different textbooks. Most textbooks are composed of lessons, without a hierarchical organization of lessons, whereas some textbooks carry a hierarchical structure of 'unit + lessons'. Second, Hangeul is mostly presented in the form of reading and writing and literacy textbooks tend to present Hangeul as constructing letter through combining vowels and consonants rather than as whole language. Third, literacy textbooks contain life-adjustment situations which would help adult learners to lead everyday lives more efficiently. Fourth, literacy textbooks carry different levels of educational content, ranging from 'basic Hangeul' through 'expanded content' to high level of Hangeul writing. Fifth, literacy textbooks appear to integrate educational content from different subjects in order to provide more relevant content for adult learners.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.88-95
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• 2000

This paper attempts to investigate characteristic features of Japanese EFL learners' English intonation and how their Japanese accents are affecting their English intonation, focusing on a comparison between the accent patterns of Japanese compounds and the stress patterns of English compounds. It is based on research dedicated to helping to improve the teaching and learning of English intonation (prosody) for Japanese EFL learners. It examines the Fundamental Frequency (henceforth Fx) contours of two EFL college students, one specializing in English and the other in Japanese. Both of them may be considered upper intermediate EFL students with their TOEFL (Test of English as a Foreign Language) scores ranging between 500 and 550.