• Journal of Korea Multimedia Society
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• v.25 no.1
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• pp.135-143
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• 2022

In order to convert Korean folk paintings called Minhwa, a part of traditional Korean heritage, into DBs, it is necessary to design a classification system suitable for the characteristics of folk paintings. A classification system and the generating of unique codes are required to classify and save them. To realize this, a basic classification system was created by listing objects depicted in folk paintings, and keywords were extracted by reclassifying them for each object. In order to assign a unique code to each piece, we organize the English names of each Minhwa since the English names of the folk painting contain the names of objects. The code name is extracted by applying the order of nouns and consonant priority rules in English names and attaching five Arabic numerals. These codes are later assigned to each image file stored in the database and are input together with the keyword. The Minhwa DB constructed in this way enables storage and search centered on objects and keywords and the intuitive inferring of the type of object from the code name.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.57-75
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• 2007

This small-scale research project attempts to describe and explore the Korean students' perspectives on oral classroom interaction in a second language classroom in a graduate course in America. Based on the interpretist paradigm, this study employed the qualitative research methodology, triangulating the following methods: class observation, interviews, and document analysis. The findings are that the Korean participants perceived the importance of oral classroom interaction in an American classroom, and that there were shared several factors which influence their participation such as socio-cultural differences, course content, English skills, course requirement, and classroom activity types. Based upon the findings, pedagogical implications are provided for the teachers to help Korean students achieve academic success in American universities.

• Mycobiology
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• v.29 no.2
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• pp.107-109
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• 2001

Anthracnose symptoms severely occurred up to 50% on leaves of English ivy growing in greenhouses in Cheongwon area of Korea during disease survey in April, 2000. The symptoms developed as concentric spots with dot-like acervuli on leaves of the plant. A total of 24 isolates of Colletotrichum sp. were obtained from the spotted lesions and identified as Colletotrichum trichellum based on the morphological and cultural characteristics. Leaf spots similar to the original anthracnose symptoms were induced on the host leaves by artificial inoculation with the isolates of the fungus. This is the first record of C. trichellum causing anthracnose of English ivy in Korea.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.105-116
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• 2000

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.55-75
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• 2002

The present study examined whether Kang's (1999) model of the relationships among language learning strategy use and language proficiency for the Asian students could be applied to a more heterogeneous group. In Kang's study, he collected information of language learning strategies of 957 foreign students learning English as a second language in American colleges through a questionnaire. He also measured the subjects' language proficiency with the Institutional Testing Program TOEFL (Test of English as a Foreign Language). This study analyzed the same data without the limitation of cultural identity. Structural equation modeling was used to model the relationships among strategy use and language proficiency. Then, the model of the present study was descriptively compared with Kang's (1999) model for the Asian students. The overall flow of the relationship paths appeared to vary very little across the two models, which would have indicated that the generalizability of Kang's (1999) model could be extended more than originally examined. (156)

• Journal of English Language & Literature
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• v.58 no.1
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• pp.143-161
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• 2012

The primary purpose of the present essay is to survey the relationship between Chaucer's fatherhood and English nationalism. Chaucer as a nationalist poet with essential Englishness is a product of the pre-modern nationalist project initiated between the late thirteenth century and early fourteenth century. In this period, as Turville-Petre regards, the English nationalist identity started to rise in language and literature. Thus this essay surveys the pre-modern nationalist discourse before Chaucer and how it influenced Chaucer to spawn his own nationalist discourse. The latter half of this project, as a reception study, surveys the nationalist receptions of Chaucer in the nineteenth century, when the connection between Chaucer studies and jingoistic nationalism was highly circumstantial. In terms of Chaucer's reception, the nineteenth-century was a crucial period: during this period the nationalist discourse and Chaucer studies firmly combined and Chaucer was envisaged as a boastful nationalist poet. The essay's discussion generally revolves around Chaucer's fatherhood and his exclusive Englishness; "Chaucer the father" is nationalist rhetoric which mediates thirteenth century post-colonialism and nineteenth-century colonialism.

• Cross-Cultural Studies
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• v.53
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• pp.251-277
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• 2018

The purpose of this study was to investigate ways to improve the effect of English-medium instruction (EMI) in Korean universities by comparing EMI lectures in two Korean universities with those in a Japanese university. Some universities run all courses in English while others do so for only part of them. This study comparatively investigated how EMI courses were run by these two groups of universities. For the purpose of this study, in-depth interviews were conducted with EMI instructors and students to find out what merits and problems that such EMI programs had in EFL environment of Korea and Japan. Another important goal was to correct problems and improve the Korean programs. The result showed that the most important issue of EMI programs in Korean universities was students' low English proficiency. It also demonstrated that English for Academic Purposes (EAP) was necessary to overcome this problem. It is a key to the success of MI programs. Hopefully, this study will stimulate continuous discussions on limitations and ways to improve EMI in Korean universities in various aspects.

• English Language & Literature Teaching
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• v.13 no.1
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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.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.155-176
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• 2007

An attempt to investigate the effect of gender differences on Korean students' EFL learning orientation was made. To explain a Korean EFL learning context, three criteria (cultural distance between the target country and the host country, communicative needs of the TL, the status of the TL in the host country) are adopted. Moreover, as a contrastive FL learning context from the Imposed FL learning context, a FL learning context where there is a substantial cultural distance from the TL community, communication needs of the TL do not exist, and the TL enjoys a special educational and socioeconomic status in the host country, a concept of an Integrative FL learning context is newly brought up in this paper. As the result of a questionnaire conducted in four different high schools, female learners can be claimed to be more internalized about academic and socioeconomic benefits the TL entails for their social advancement and overcoming inequality between men and women in society, albeit insignificant numerical data.