• KIPS Transactions on Software and Data Engineering
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• v.3 no.10
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• pp.457-464
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• 2014

Foreign language learners want to remember newly learned vocabularies for as long as possible. As demand for learning English as a second language grows, effective ways of memorizing English vocabularies also attract much interest so that various methods and apparatus are developed in order to support effective memorization. In this research, we introduce a new way of memorizing English vocabularies and evaluate the performance compared to an existing qualified method. Our study result shows that learners who memorize English words using our suggested method maintained a higher retention rate than those who studied using the existing method. From this research, we expect to gain new insights of effective way in learning English vocabularies.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• Speech Sciences
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• v.6
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• pp.197-217
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• 1999

In a noisy class, the acoustic-phonetic features of the teacher and the perceptual features of learners are changed comparison with a quiet environment. Acoustical analyses were carried out on a set of French monosyllables consisting of 17 consonants and three vowel /a, e, i/, produced by 1 male speaker talking in quiet and in 50, 60 and 70 dB SPL of masking noise on headphone. The results of the acoustic analyses showed consistent differences in energy and formant center frequency amplitude of consonants and vowels, $F_1$ frequency of vowel and duration of voiceless stops suggesting the increase of vocal effort. The perceptual experiments in which 18 undergraduate female students learning French served as the subjects, were conducted in quiet and in 50, 60 dB of masking noise. The identification scores on consonants were higher in Lombard speech than in normal speech, suggesting that the speaker's vocal effort is useful to overcome the masking effect of noise. And, with increased noise level, the perceptual response to the French consonants given had a tendency to be complex and the subjective reaction score on the noise using the vocabulary representative of 'unpleasant' sensation to be higher. And, in the point of view on the L2(second language) acquisition, the influence of L1 (first language) on L2 examined in the perceptual result supports the interference theory.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.162-168
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• 2023

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.69-75
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• 2022

This study investigated the English learners who are over 40 on their attitudes and perception for lifelong education by dividing them into age groups of middle aged and elderly learners. To this end, from May 20, 2020 to June 30, 2021, 80 participants attending lifelong education centers in North Gyeongsang province were surveyed on the demographic characteristics and interest, necessity, passion, advantage, hindrance, learning motivation, preferred subjects, and learning methods. As a result, it was found that elderly learners showed a more positive English learning attitude than middle-aged learners, and both groups considered the communication area important in their learning motivation and preferred subjects. In regard to hindrance toward English learning, different factors were shown according to the age groups along with lack of confidence in English. Differences were also shown in preferred learning methods. This study suggested the possibility of learning outcomes according to the positive learning attitude of elderly learners along with the need for detailed English program design according to learners' age.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.51-58
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• 2020

This study redesigned the Korean speaking classes to foreign undergraduate students as flipped learning classes and verified their effect on speaking-related emotional variables. In addition, international students' perceptions of what experiences are needed to improve speaking efficacy in Korean were examined. For this purpose, the 'Creative speaking' subject for freshmen was redesigned to flipped learning class and operated for one semester. To analyze the effect of speech-related emotions, a paired t-test was conducted on 26 foreign students' pre-post scores of speech efficacy and anxiety. Also awareness of experiences needed to improve speech efficacy was surveyed and content analysis was conducted. As the result, the speaking efficacy of students after flipped-learning has been significantly improved. This means that flipped learning classes for the Korean speaking are effective for the positive emotions of foreign students speaking Korean. In addition, international students perceived that Korean speaking efficacy can be improved by practicing speaking in Korean, learning with Korean colleagues. Based on these results, several discussions and suggestions were presented.

• Korean Journal of Child Studies
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• v.25 no.1
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• pp.1-12
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• 2004

This study investigated the relations of children's age, intelligence, and the concept of conservation to their learning of English. Ten 4-year-old children from 1 child-care center and 13 7-year-old children from 1 elementary school were tested after completion of 8 sessions of experimental English classes. Children's intelligence was measured by K-WPPSI for 4-year olds and K-WISC for 7-year-olds. Children were tested for number and liquid conservations. A Korean teacher with 11 years of experience of teaching children at American elementary schools taught the 2 groups with the same subjects and methods. Data were analysed by independent samples t-test, Mann-Whitney U test, and Pearson's r. The results showed that children's age and the concept of conservation were related to English learning. No statistically significant relationship with IQ was found.

• PNF and Movement
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• v.9 no.1
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• pp.55-63
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• 2011

Purpose : This study was to investigate the application of Rhythmic Initiation(RI) in the respect of information processing in motor learning. Methods : A computer-aided literature search was performed in PubMed and adapted to the other databases and the others were in published books. The following keywords were used: Rhythmic Initiation, attention, memory, motor accuracy, feedback, motor learning, motor control, PNF, cognition. Results : The characterization of RI is rhythmic motion of limb or body through the desired range, starting with passive motion and progressing to active resisted movement. This study suggested that the relationship between of RI and motor learning through the respect of information processing, memory, attention and motor accuracy. Conclusion : Only Rhythmic Initiation, specifically focused on the effects of information processing approach, suggesting that RI can be positively influeced on sensory-perception, attention, memory, motor accuracy. however, it is unclear whether positive effects in the laboratory and field can be generalized to improve. In addition, sustainability of motor learning with RI remains uncertain.

• Speech Sciences
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• v.6
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• pp.7-24
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• 1999

Eleven Korean learners of English took part in an experiment where the production and perception of English /r/ and /l/ in four different word positions was investigated. Overall the subjects made more errors on /l/ in both production and identification tests. The frequency of the subjects' errors was also sensitive to word positions in which the two English liquids occur. Especially the subjects made noticeably fewer errors in intervocalic medial position. It is suggested that the Korean subjects' acquisitional pattern in this particular case of foreign phone learning can be explained more by language particular 'interference' effects rather than 'universal' acoustic arguments such as those given in Dissosway et a1. (1982) and Sheldon and Strange (1982). The results of the experiment also support the minority position among second language educators that in some cases of non-native phone acquisition, learners' production abilities can be developed earlier than their perceptual abilities.

• Annual Conference on Human and Language Technology
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• 2014.10a
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• pp.247-250
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• 2014

국내에서 거주하는 외국인들을 대상으로 한 여러 정책들이 만들어지고 있다, 그에 따른 한국어 교육의 수요는 증가하고 있지만 그에 적합한 한국어 교육시스템의 자동화 및 발전은 미약하다. 본 논문에서는 사전예문과 획득이 용이한 말뭉치를 가공하여 적절한 수준의 문제를 자동으로 생성하는 방법을 제안한다. 자동문제생성에서는 말뭉치와 사전 예문에서 문제와 보기문항을 생성하고, 보기 리스트를 생성한다. 웹문서 검색빈도를 이용하여 생성된 보기리스트의 적합성을 분석하여 정제된 보기 리스트를 획득한다. 얻어진 보기들을 임의로 선택하여 출력함으로써 사용자들이 다양한 문제를 접할 수 있도록 한다.