• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.284-290
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• 2021

This study aimed to identify the efficiency of online non-face-to-face English classes to propose possibilities for expanding these types of classes in a sustainable way even in the post-COVID era. Moreover, the study suggests pedagogical implications for the directions that should be further explored for online non-face-to-face English classes. To this end, the study employed an online non-face-to-face English reading class using Zoom and investigated the effects of online teaching on college students' reading comprehension via two achievement tests. The study also analyzed learners' satisfaction or dissatisfaction with this online non-face-to-face English reading class (and their reasons) through a questionnaire. Ultimately, the study found that online non-face-to-face English reading classes have a positive effect on learners' reading comprehension learning. In addition, the reasons for learners' satisfaction with online non-face-to-face classes include systematic class progress, class quality, and efficiency of learning. Instructors must be aware of the need to expand online non-face-to-face classes, for which they will have to be thoroughly prepared in advance. Instructors will also need to implement efficient online class activities, organize classes systematically with detailed explanations, and provide quick and useful feedback.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.235-242
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• 2022

The purpose of this study is to propose an effective class of College English, one of the essential liberal arts subjects of S University, and to analyze the learning effect. This subject targets students with different majors in the first grade, and the learning goal is to improve their reading skills by analyzing students' English skills, especially sentences, as grammatical elements in everyday situations. This thesis examines how College English classes can be conducted in the form of convergence class in the COVID-19 era to induce students' learning motivation and create learning effects. The form of this convergence class is as follows. First, lecture videos, second, Webex real-time non-face-to-face classes, and third, face-to-face classes. In this study, the class procedure of the first class among the classes that were actually conducted during the semester was presented as an example. The researcher specifically surveyed the pre-class questionnaire and conducted the class by grasping the students' English skills and characteristics of the learners through the results. And after taking the course, the questionnaire was surveyed into 30 items and the results were analyzed. Specifically, the results of satisfaction with the composition of the lecture, satisfaction with the lecture video, satisfaction with the face-to-face class, interaction with students, and learning effects were analyzed. This class proposal is a learner-centered model in the form of convergence.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.53-59
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• 2023

We aim to investigate whether the activities in the 2015 revised elementary English textbooks are reflected in terms of Multiple Intelligences. Specifically, we analyze three types of activities including project, game, and cultural activities in three types of the 5^th grade English textbooks. Additionally, we compare the differences in the Multiple Intelligences according to three different publishers. The data includes three different sorts of fifth-grade English textbook activities. We found that verbal-linguistic intelligence, interpersonal intelligence, and visual-spatial intelligence are heavily involved in project activities. Verbal-linguistic intelligence, interpersonal intelligence, visual-spatial intelligence, and kinesthetic intelligence are all utilized in game activities. Lastly, cultural activities demonstrate verbal-linguistic and visual-spatial intelligence. In consideration of the diversity of students, we suggest that English textbooks need to consider diverse and well balanced approach to incorporating Multiple Intelligences in order to make the textbooks to meet the needs of the diversity of learners.

• The Research Journal of the Costume Culture
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• v.19 no.6
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• pp.1205-1220
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• 2011

The purpose of this study is to verify the change of body posture by putting on the late $19^{th}$ century English women's bodice or waistcoat. This study analyzed the female somatotype which puts on upper garments of Victorian era with using 3D body scan technology. Two sets of $19^{th}$ century women's bodice and waistcoat patterns were developed with the $19^{th}$ century model size and those patterns were used for making the experimental garments. The fit of experimental garments was evaluated by the degree of change with posture and waist measurements. Three women with the same waist girth measurements with the model size were participated to the fitting test. The postural change was measured from cross-sectional body diagrams. The result of this study showed that the waist measurement of the late $19^{th}$ century English women's bodice and waistcoat pattern was smaller than the waist girth measurement. These garments compressed the midriff of the body and it made women's distinct body silhouette. The waist girth measurement of 1876 bodice pattern was 9.2cm smaller than presented model size. The subjects' waist girth measurements were shortened by 5.0~6.1cm after wearing the 1876 bodice garment. The waist girth measurement of 1880 waistcoat pattern was 7.1cm smaller than presented model size. The subjects' waist girth measurements were shortened by 2.7~3.7cm after wearing the 1880 waistcoat garment. The back side parts of their waist were compressed and their postures were changed. The neck and shoulders were moved forward after wearing the experimental garments. These results showed that body posture could be changed to "S" shape silhouette as wearing the late $19^{th}$ century English women's bodice or waistcoat.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.115-121
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• 2020

The primary aim of this paper is to discuss the historical development or grammaticalization of English adverbial -ly suffix and provide a diachronic analysis of manner adverbs and sentence adverbs from the perspective of secondary grammaticalization. The grammaticalization includes both the primary grammaticalization from a lexical to a grammatical and the secondary grammaticalization from a less grammatical to a more grammatical status. The emergence of the manner adverbs is due to the primary grammaticalization from OE adjectival suffix -lic to ME adverbial suffix -ly. In contrast, the emergence of sentence adverbs is due to the secondary grammaticalization from manner adverbs in VP domain to sentence adverbs in TP domain with grammatical features of tense and modality. This paper concludes that the secondary grammaticalization of the English adverbial -ly suffix includes the change from manner adverbs to sentence adverbs which obtain a new grammatical function of tense and modality.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.279-285
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• 2024

This study aims to evaluate the accuracy and completeness of Korean and English closed captions for Netflix's "Squid Game" and to present implications based on the findings. To achieve this, the closed captioning guidelines of the U.S. Federal Communications Commission, DCMP, and the Korea Communications Commission were identified and analyzed. The analysis of the subtitle of the entire "Squid Game" series reveals that, while Korean closed captions accurately present slangs and titles, they present non-existent information in speaker identification. In English closed captions, speaker identification guidelines are well followed, but omissions of slangs and title mistranslations are observed. In terms of completeness, both Korean and English closed captions are found to omit certain audio parts. To address these issues, the study suggests strengthening the QA process, establishing a system to communicate original text problems during translation, and utilizing general English subtitles.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.504-512
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• 2019

This study aims to investigate language society cultural aspects in a community, examining and comparing linguistic errors of English signboards (ES) at home and abroad. The data comprised the ES in 5 cities, Korea and in Paris, France. The findings showed that the errors of the ES in Korea reached to 39.2%, whereas those in Paris contained 24.7%. In Korea, ES and errors were the most in Myeong-dong area. In Paris, the most ES were in the area of Eiffel Tower, but the most linguistic errors appeared at the 3, 4 districts of Marais. Those errors belonged to most in the business of drink, food, and clothes in turn in Korea, while this was the case in the field of clothes, food, and culture in Paris. The frequent errors were classified into semantic, morphologic, and syntactic aspects in turn. The regulations on signboards of foreign languages existed but were not abided by in the both countries. Thus, more practical and reasonable devices and policies are required to establish a more harmonious atmosphere of the ES.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.194-207
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• 2019

This paper is the author's personal experience and interpretation as a student whilst participating in Professor Kyung-Sook Shin's English Literature graduate course, "Literature and Technology II: Feminisms and Digital Humanities," during the 2019 spring semester at Yonsei University, South Korea. Exploring the intersections of literary feminist theory and digital humanities, this paper examines not only the content, but also the methodology and political effects of collaboratively digitally annotating Elizabeth Barrett Browning's epic novel/poem, Aurora Leigh (1856) through the medium, Google Docs. In particular, this paper observes the students' interaction with the digital tools and literature-related pedagogy in two main parts. First, the democratic political nature of classroom culture when creating a new language/code during annotation. Second, the coexistence of cyberspace and the physical classroom space and its effect on time, specifically in the archival of the past, influencing of the future, and the splitting into the present multiverse. From a student's perspective in digital literary annotation, this paper shows that technology could become a way to decolonize and reprogram education to be more inclusive and collaborative.

• Journal of English Language & Literature
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• v.64 no.2
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• pp.203-217
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• 2018

Both in terms of frequency and importance, sympathy is one of the most central themes that Mary Shelley's Frankenstein (1818) delves into. While not a few critics have written on the subject, one crucially important aspect has been overlooked in the previous discussions of sympathy in Frankenstein: Shelley's critical intervention in the term's long lasting association with the notion of one body from a single origin. Focusing on the novel's central theme of sympathy, my paper addresses this oversight in the existing Frankenstein scholarship. I argue that Shelley's main agenda regarding sympathy in the novel is to problematize the logic of self-reproduction implicit in the notion of sympathy as an essentially familial tie. The reading of the novel as a warning against human violation of nature has been prevalent both in academia and popular culture. Nonetheless, in terms of sympathy, this paper offers an alternative reading in which the novel questions, not valorizes, the naturalization of nature. Far from valorizing the inviolable sacredness of nature, I argue, Frankenstein is a literary project attempting to disassociate sympathy from the natural bond that one is born into, and instead, re-associate it with fellowship as a second-nature to be continuously reinvented and reeducated.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.409-417
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• 2019

Recently, English education of educational institutions is gradually invigorated as the importance of English education for preschooler is increasing. Role-play, in particular, is known as an effective way to learn English for children because it promotes children's interest in language and naturally encounters English-speaking culture. Therefore, in this paper, we tried to find out how to effectively use UCC in role-playing for English education for preschoolers. First of all, questionnaires for pre and post-test were conducted for preschoolers. The results are analyzed by SPSS to find out children's understanding of UCC, interest in English, interest in role-playing, and interest in acting. As a result of the analysis, most children knew UCC well and showed strong interest in watching and producing UCC. Also, the more interested in English and role-playing, the more they wanted to show more advanced English and acting through the feedback of the contents they produced. Therefore, even in preschool children's English education, the development of language and acting can be shown by producing UCC through role-playing under the teacher's control and receiving feedback on it. The results of this study are expected to be effectively used when planning English education through role-playing in daycare centers or kindergartens.