• 말소리와 음성과학
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• 제6권1호
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• pp.39-45
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• 2014

This study investigates twenty four Korean females' production of English front vowels focusing on the distinction in /i/ vs /ɪ/ and /ɛ/ vs /${\ae}$/ and formant values of stressed and unstressed vowels compared with those of native English speakers. The Korean learners were asked to read a textbook passage which includes ten sentences including target vowels. The major results indicate that: (1) Korean learners have trouble producing a distinct version (tense and lax) of front vowels in the paragraph reading; (2) The vowel space of the stressed vowels in a paragraph is smaller than that of embedded sentences; and (3) The vowel quality of the unstressed vowels produced by the Korean learners is similar to that of the native English speakers. The findings from this study can be applied to the pronunciation teaching for the Korean learners of English vowels and realization of English stress.

• 영어어문교육
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• 제18권2호
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• pp.67-84
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• 2012

The present study investigated the effect of sentence translation as a production task on short-term and long-term retention of foreign vocabulary. 87 EFL university students at a beginning level, enrolled in reading class participated in the study. The study compared the performance of three groups on vocabulary recall: (1) Control group, (2) Translation group, and (3) Copy group. During the treatment sessions, translation group translated L1 sentences into English, while copy group simply copied given English sentences with each target word. Results of the immediate test were collected each week from week 2 to week 5 and analyzed by one-way ANOVA. Results revealed that regarding short-term vocabulary retention, participants in rote-copy condition outperformed those in translation group. Four weeks later a delayed test was administered to measure long-term vocabulary retention. In contrast, the results of two-way repeated measures ANOVA showed that long-term vocabulary retention of translation group was significantly greater than copy group. The findings suggest that although sentence translation is rather challenging to low-level learners, it may facilitate long-term retention of new vocabulary given the more elaborate and deeper processing the task entails.

• 영어어문교육
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• 제3호
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• pp.95-122
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• 1997

The purpose of this research was to investigate the effects of content and formal schema on reading comprehension. Five hundred fiftynine subjects from high school were assigned to one of the following levels and treatment conditions : (1) Higher level & Schema Activation, (2) Higher level & Non-schema Activation, (3) Lower level & Schema Activation, and (4) Lower level & Non-schema Activation. To evaluate the effects of schema activation. two experiments were conducted : one was related to the content schema and the other to the formal schema. To evaluate the effects of content schema, three different types of tests were conducted : (1) cloze test, (2) guessing the meanings of nonsense words, and (3) immediate recall test. To evaluate the effects of formal schema instruction, four kinds of tests were conducted : (1) sorting the sentences according to the importance, (2) identifying the signal words, (3) immediate recall test, and (4) identifying the specific information. For content schema condition, results indicated that the subjects given the titles or pictures before reading in "Content Schema Activation" treatment had better grades than those of the other treatment in all types of tests. regardless of their levels. Schema activation helped the subjects to increase the cognitive predictability of missing words and to participate in the tasks more actively with risk-taking. And it was also shown that good readers tend to process the words meaningfully, while poor readers tend to process the words phonetically or morphologically. Formal schema activation through teaching the text organization also had a significant influence on three types of tests: sorting the sentences according to the importance, identifying the signal words, and immediate recall test, but not on identifying the specific information. The implications from this study can be briefly noted as follows : (l) In teaching reading, the student's background knowledge should be activated as a pre-reading activity. (2) In reading, it is more important to emphasize the student's schema than the features of the text. (3) Various educational interventions should be introduced, especially for the lower level students. (4) Teaching text structures can be a powerful method for the top-down processing strategy.

• 근관절건강학회지
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• 제20권1호
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• pp.10-21
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• 2013

Purpose: This study was conducted to describe the meaning units of the teaching experience of Tai Chi instructor with nursing background, consequently to expand areas where nurses can work. Methods: Participants were four nurses who have worked as Tai Chi instructors for 5 to 8 years. An in-depth interview was conducted from June, 2010 to February, 2011. Each interview took 40 min to 4 hours. The data were analyzed with qualitative content analysis, by repeatedly listening to the tapes and reading the transcription to find the emerged meaningful words, phrases, and sentences. Results: Through the content analysis, 19 theme clusters were emerged and grouped together into seven categories: 'establishing my identity as an instructor', 'enjoying myself practicing Tai Chi', 'being confident about teaching Tai Chi with nursing background', 'exploring better ways to teach and motivate the class', 'feeling good about helping people to be healthy', 'accepting teaching Tai Chi as a lifetime job', 'contributing to health promotion with Tai Chi." Conclusion: Teaching and helping others to promote health were parts of nursing. Tai Chi can be used to promote health in the low-income population with limited access to health care system.

• 한국철학논집
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• 제28호
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• pp.417-445
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• 2010

왕수인이 말년에 제출한 사구교는 왕문의 일대 공안이었을 뿐만 아니라, 왕학 분파의 주요 원인이기도 하다. 왕수인 사후에 왕학은 사구교의 해석을 둘러싸고 분화한다. 그 중 왕기를 중심으로 본체에 대한 깨달음을 중시하는 일련의 학자들이 나타나게 되니, 이들은 본체에 대한 깨달음을 중시하여 상대적으로 공부에 대해서는 등한시하게 되는 결과를 초래한다. 이러한 명말 학술계의 병폐에 대하여 일련의 학자들은 왕학말류가 주장하는 '무선무악'에서 그 단서를 찾고 있었으니, 이는 자연스럽게 왕수인의 사구교에 대한 평가와 더불어 왕수인의 사구교를 계승 발전시킨 왕기의 사무설을 둘러싸고 이를 지지하는 학자와 이를 비판하는 학자 간의 논쟁을 예고하는 것이었다. 이러한 과정을 거쳐 마침내 심체의 '무선무악'에 관한 문제는 명말 사상계에 있어서 핵심논제로 자리잡게 된다. 당시 왕학말류의 폐단이 극심했던 시기에 허부원과 고헌성은 성선설의 입장에서 심체의 무선무악 문제에 대해 격렬하게 반론을 펼쳐 왕학후학의 폐단을 극복하려 하였다. 이후 유종주는 사구교 자체가 양명의 사상이 아니고 왕기의 사상이라고까지 하였다. 유종주의 제자인 황종희는 명유학안을 통해 비록 사구교가 왕수인의 견해라고 인정하면서도 이에 대해 분명하게 설명하고 있지 않다. 그리고 왕기의 사무설에 대해서는 항상 불만을 토로하고 있다. 그들은 한 걸음 더 나아가서 이러한 폐단의 원인을 직접 양명사상 자체에서 찾으려고 하였다.

• 영어어문교육
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• 제15권3호
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• pp.83-104
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• 2009

This study examined whether self-correction or metalinguistic explanation might make a difference in the ability to accurately write two English grammatical structures when learners received indirect teacher feedback in the form of underlining target errors in a Korean EFL college classroom. With the goal of helping low-proficiency students improve their ability to accurately write sentences including nonfinite present participial relative clauses and present participial constructions, four groups were formed: a group which received indirect feedback, a group which received indirect feedback and metalinguistic explanation, a group which received indirect feedback and self-corrected errors, and a group which received indirect feedback and self-corrected errors after receiving metalinguistic explanation. The results showed that the effects of either metalinguistic explanation or self-correction integrated with indirect feedback on learners' ability to accurately write the target structures were not meaningful, while the combined effects of metalinguistic explanation and self-correction were statistically significant.

• 영어어문교육
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• 제13권4호
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• pp.167-192
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• 2007

This study investigates the effects of written vocabulary exercises on lexical knowledge. Korean university students learning English as a foreign language were randomly assigned to one of four conditions-Condition 1 (having students match word form with word meaning), Condition 2 (having students fill in the blank provided with a list of words), Condition 3 (having students write sentences with the target words), Condition 4 (having students do three practices with the same vocabulary exercise as the condition 1). Each type of exercises in Condition 1, 2, and 3 was designed to classify a different level of mental processing except Condition 4 with multiple encounters of the target words. Learners' vocabulary knowledge of this study was obtained using a format adopted from the Vocabulary Knowledge Scale (VKS) immediately and two weeks later. The findings indicated that: (1) Condition 4 having students do three matching vocabulary exercises was as effective as the condition 3 (one writing exercise) on the immediate learning of word; (2) although there was no significant difference of the effect of vocabulary exercises between Condition 3 and 4, Condition 4 asking students to do three matching vocabulary exercises was the most effective way of vocabulary retention after two weeks.

• 영어어문교육
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• 제18권3호
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• pp.121-134
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• 2012

The purpose of this study is to investigate the optimal conditions for designing tasks appropriate to the elementary classroom based on the correspondence with the national curriculum, integration among four skills (listening, speaking, reading, and writing), authenticity, and interactivity. For this study, two primary English teachers volunteered to participate in the case study conducted in the spring semester of the 2012 school year. Each class observed was composed of 29 and 30 sixth graders (12-year-old learners). Data were collected through classroom observation and lesson plans. Optimality theory was used to analyze data from the lessons. From the findings, the overall ranking of constraints is Curriculum ${\gg}$ Integration ${\gg}$ Authenticity ${\gg}$ Interactivity. It is also shown that for teacher 'L', the tasks such as 'guessing game', 'photo of me', and 'role play' were appropriate to help students ask questions and give reasons for their choices. As for teacher 'C', the tasks such as 'hand spans', 'transport survey', and 'picture telling' needed to be considered in order to help students understand and write comparative sentences.

• 중국학논총
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• 제61호
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• pp.255-277
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• 2019

This paper presented a course plan based on the ideas I gained from conducting a lecture on Chinese language for students in the second semester of the Chinese language department at a four-year university. In the paper, we sought to deviate from the traditional grammar-translation teaching style and find ways for students to enjoy learning without difficulty in all areas by using the 'total language approach' such as writing, speaking, listening and reading through reading skills. Therefore, we discussed the educational significance and expression of the 'Chinese Languages' class, and introduced the class stages and methods of progress. In other words, they suggested introduction of text plots, explanation of vocabulary and grammar, presentation of original text, questions about text, arrangement of words, ordering sentences to fit the plot, and understanding the plot while looking at the picture.

• 한국어교육
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• 제28권4호
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• pp.63-86
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• 2017

This research aims to evaluate the effects and the shortcomings of strategies for teaching paraphrasing to foreign university students. For this study, the effects of teaching paraphrasing skills on student's academic writing was investigated through the assessment of pre- and post-test writing tasks and through a focus group interview. The teaching of paraphrasing was divided into 3 instructional sessions and the focus group interview was conducted at the end of the last session. After each instructional session three trained assessors evaluated the outcomes of pre and post task writings; the in-depth focus group interviews were conducted on seven of the students in order to define better positive effects as well as shortcomings. By comparing the scores of pre- and post-task assignments it is possible to affirm that there is a meaningful difference for overall scores; moreover, in an analysis conducted on each single sub-element of the paraphrasing skill, it emerged that except for "task completion", all other four elements of "structure", "understanding core content", "change of expression" and "academic expressions" showed a statistically significant improvement in performance. On the other hand, as a result of the focus group interview, it was possible to individuate as main shortcomings insufficient vocabulary knowledge, poor overall comprehension of the reference material, lack of practice and difficulty in connect sentences organically. It is possible to consider these elements as limiting factors in understanding the reference material and making correct citations by the students. Therefore, we suggest as supplementary instructional strategies a deeper attention to the difficulty level of the text, the introduction of devices to understand better the content of the reference material and an integrated practice of the paraphrasing skill.