• Journal of Korean language education
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• v.28 no.3
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• pp.1-24
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• 2017

This article explores the developmental history of TOPIK over the last 20 years and its recent trends. Over the last two decades, TOPIK underwent two major systematic reforms, achieving both quantitative and qualitative growth over the course of its 52 testing sessions. TOPIK has utilized a six-level evaluation system from its inception to the present. The evaluation system was amended from the earlier six-test set - whereby each level corresponded with a separate test (1997~2005: the $1^{st}{\sim}9^{th}$) - to the three-test set (2006~2014: the $10^{th}{\sim}34^{th}$), and finally to the two-test set (2014~present: the $35^{th}{\sim}42^{nd}$). In the earlier exams, abilities in Vocabulary Grammar, Writing, Listening, and Reading were assessed. However, beginning with the $35^{th}$ TOPIK, abilities in Listening, Reading, and Writing (only in TOPIK II) were assessed and the evaluation of the writing section was changed to a task-based process, improving TOPIK into a more qualified analysis of proficiency. Over the last 20 years, the number of countries TOPIK is administered in has greatly increased from 4 to 73 countries, and the annual number of test-takers has also significantly increased from 2,692 to 250,141. The distribution of proficiency levels of the test-takers has shifted over time - initially "Beginner>Intermediate>Advanced" in the earlier exams, to "Intermediate>Advanced>Beginner" after the mid 2000s - as the number of those studying the Korean language for specific purposes and continuing education increased. Test-takers have indicated a shift in their purpose for taking the exam, initially citing "to assess proficiency" and more recently selecting "to study abroad," and this could also correlate with changes in the proportion of test-takers' proficiency level. In general, 85~95% of beginner, 50~65% of intermediate, and 45~60% of advanced test applicants passed the respective proficiency level. To date, no practices have yet been implemented to standardize the difficulty level longitudinally across test sets.

• English Language & Literature Teaching
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• no.1
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.37-45
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• 2020

The purpose of the study is to explore the perceptions or attitudes about utilizing the AWE(Automated Writing Evaluation), Grammarly in English writing. A total of 131 students who are in first grade and in beginner level participate in the study. As a research tool of the study, pre and post-surveys, pre and post-tests, and learning journals were collected and analyzed. The study was conducted for 15 weeks in the 2^nd semester of 2019. According to the results, the findings are as follows. First, the students in the study had difficulty with English grammar and found it useful to get English feedback in English writing. Next, the students showed positive attitudes toward the use of Grammarly. It was helpful for English learning and assignment performance and showed high usefulness. Finally, Grammarly's effect showed a statistically significant result between the pre and post-tests. Based on the results some suggestions are as follows. First, let the students take some time with the program to use to operate. Second, teachers have to make the students understand that AWE's feedback is not always correct. Lastly, it should be provided with teachers' feedback.

• Lingua Humanitatis
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• v.8
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• pp.331-367
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• 2006

In this paper I attempted to investigate the matters related with the clarification of the close relationship between writing system and pronunciation. On the way of pursuing the research on the subject I found the fact that the same topic has been the main academic target in Korea. There have been some remarks about English alphabets and pronunciation. Nevertheless, the relation between alphabet codes and pronunciation tokens wasn't considered as the main key to master the English pronunciation correctly and completely. As the main target of this paper I argue that it is necessary to comprehend the connection. Then, we can recognize the significant role of alphabetic structure for understanding the gist of pronunciation exercise. This paper is classified into four parts. Each part consists of the material to affirm the fact that writing system should be the inevitable equivalent of sound system, and vice versa. In the first section I show that the development of the way of pronouncing English words is closely related with the endeavors of the scholars. While performing the survey of the studies about the alphabetic structure of the age many scholars found that the spelling construction was recorded without any common denominator. Thus, they not only sought to stage the bedrock for the standard written form of words but also to associate the alphabet letters with phonetic features. Secondly I mention the negative aspect of the 'only spelling based English pronunciation education' for the educational goal of 'Phonics methodology.' In this part I suggest the essentiality of phonemic properties with the phonetic prospect: phonemic awareness. Thirdly I refer to the standardization of the spelling system of English. As the realm of application of the language is extended toward the various professional areas such as commercial, scientific, and cultural spheres, it is quite natural to assume that the usage of the language will be transformed according to the areas in the world. Fourthly I introduce the first English-Korean grammar book with the section of 'the introduction to English pronunciation.' At the chapter the author explained the sound features of English based on the regulation of 'Scientific Alphabet' of U.S.A. In the transcribing system all the symbols were postulated on the basis of the English alphabet form instead of the separate phonetic signs of IPA.

• Korean Journal of Logic
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• v.15 no.1
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• pp.155-190
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• 2012

As far as Hilbert's Program is concerned, there seems to be important differences in the development of Wittgenstein's thoughts. Wittgenstein's main claims on this theme in his middle period writings, such as Wittgenstein and the Vienna Circle, Philosophical Remarks and Philosophical Grammar seem to be different from the later writings such as Wittgenstein's Lectures on the Foundations of Mathematics (Cambridge 1939) and Remarks on the Foundations of Mathematics. To show that differences, I will first briefly survey Hilbert's program and his philosophy of mathematics, that is to say, formalism. Next, I will illuminate in what respects Wittgenstein was influenced by and criticized Hilbert's formalism. Surprisingly enough, Wittgenstein claims in his middle period that there is neither metamathematics nor proof of consistency. But later, he withdraws his such radical claims. Furthermore, we cannot find out any evidences, I think, that he maintained his formerly claims. I will illuminate why Wittgenstein does not raise such claims any more.

• Journal of the Korea Convergence Society
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• v.8 no.11
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• pp.1-6
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• 2017

This paper focuses on the development of a system that improves the convenience of foreign language learning and enhaces the learning ability of the target language through the use of IT devices. In addition to the basic grammar, the importance of pronunciation and intonation have somewhat crucial effect in everyday communication. Pronunciation and intonation of English are different according to the basic characteristics of a native language and these differences often cause problems in communication. The proposed system distinguishes acceptability in English communication process and requests the correction in realtime. The proposed system minimizes system intervention by collecting various voice signals of foreign language learners and setting that can be considered as acceptable threshold points. As a result, the learner can increase the learning efficiency with minimal interruption of the utterance caused by unnecessary system intervention.

• Korean Journal of Logic
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• v.21 no.1
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• pp.1-37
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• 2018

As is well known, Wittgenstein criticizes Russell's theory of types explicitly in the Tractatus. What, then, is the point of Wittgenstein's criticism of Russell's theory of types? In order to answer this question I will consider the theory of types on its philosophical aspect and its logical aspect. Roughly speaking, in the Tractatus Wittgenstein's logical syntax is the alternative of Russell's theory of types. Logical syntax is the sign rules, in particular, formation rules of notation of the Tractatus. Wittgenstein's distinction of saying-showing is the most fundamental ground of logical syntax. Wittgenstein makes a step forward with his criticism of Russell's theory of types to the view that logical grammar is arbitrary and a priori. His criticism of Russell's theory of types is after all the challenge against Frege-Russell's conception of logic. Logic is not concerned with general truth or features of the world. Tautologies which consist of logic say nothing.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1655-1662
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• 2021

The purpose of this study is to draw implications through a case study on the curriculum operation of a professor who operated a programming subject as a PBL(project-based learning) method in an untact situation due to COVID-19. A survey was conducted for first-year freshmen students to determine their learning condition before project implementation. Based on the results of the questionnaire, individual interviews were conducted to identify the needs for education, and then, basic grammar for project completion and lectures that segmenting each stage of the project were composed. Repeated learning was induced through weekly quizzes, and feedback was given by giving time in advance until the project deadline. 23 students (40 students in total) completed the project. The remaining 17 students took the exam but did not complete the project. The purpose of this study is significant in that it investigated whether a project can be carried out through instructional design, execution, and interaction while operating a programming subject through PBL in the COVID-19 environment.

• Journal of Korean Academy of Nursing
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• v.26 no.1
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• pp.73-93
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• 1996

This study aimed to analyse the test contents of the national examination for the registered nurses (NERN) over 3 years from 1991 to 1993 in Korea. In recent years in Korea, the MCQ(multiple choice question) has been showing to be a highly recognized method for assessing the qualification of registered nurses. Unfortunately, nursing faculties have found NERN had some bad MCQs through having evaluation workshop for Some MCQs often provide so many unwriting clues which become a bias of the results, and some items fell into the category of the lower level of educational taxonomy such as isolated recall a fact or data. Frequently the stems of the questions are ambigous, unclear, disputable, esoterical or trivial. Considering those fallacies of the national examination, it is very critical to review the test items to see whether it is of high quality, is more fair, reliable and objective in depth. Therefore, this study was done to provide data for the improvement of the test contents as well as the teachers's assessment skill. For this study, the ad hoc committee was composed of 16 members, including 5 education board members of Korean Academic Nurses Association and 11 nursing faculty members. This committee had one day panel discussion and filled the checklist for this study. The process of analysing data was held over 10 times during 1992-1994. The analysis focussed on educational taxonomy such as cognitive domain(knowledge), psychmotor domain (skill), affective domain(attitude) and the level of learning such as recall, understanding, problems solving, and learning area of theory and practice, and the learning content categorised by nursing process and disease process. The test analysed using difficulty index and the structure of the test items was analysed. The conclusions and suggestion as follows : 1. In learning area, the average ratio of the theory and practice was 1 : 1.1 which was less than 1 : 2 suggested by Korean National Health Institute, and the ratio was different by the 8 leaning subjects of nursing. 2. In category of the educational taxonomy, the knowledge domain was emphasized mostly（79. 7％）, the skill domain was 14.9％, and the attitude domain was 5.4％ only. 3. In the level of learning, generally, the test items of the level of recall（45.5％） and the understanding（46.3％） were covered almost and the problem solving was 8.1％. 4. In the learning contents, generally, the test items related to nursing process was 67.2％ and that of disease process was 32.8％. However, this proportion was different by the 8 leaning subjects. Even though the nursing diagnosis has been emphasized in nursing curricula recently, the test items of this was identified very few. 5. In the structure of the test item, some were not clear, incorrect grammar, unclear description and some have clues to answer. 6. In the item analysis, the non-acceptable level of the difficulty index (means too easy) was 65.7％, and the acceptable level was 33.9％. Considering the results we would like to suggest the followings, 1. Since the test items of knowledge domain was dominant, the test items of the practice domain and attitude domain should be emphasized more. 2. The regular review and analysis of NERN should be arranged in order to improve the quality of the test items which will give influence to the nursing education positively.

• Journal of Korean Classical Literature and Education
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• no.15
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• pp.355-387
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• 2008

The purpose of the study was to decide Korean translation and the copying period of "Korean Translation of " and to look all around their characteristics in different versions carefully until now. The "Korean Translation" is a collection of Korean-translated romance and love stories excavated by a professor Kim,Il Geun, and there is not a little meaning in the context of novel history in the point of view of 'Korean translation of a court possession'. Arranging conclusion of the study generally, it is as follows. (1) Considering phonological phenomena, grammar and vocabulary in the study of Korean language, it is presumed that they would be translated into Korean and copied between the regime period of the King Sukjong and the regime period of the King Yungjo in the Joseon Dynasty. For, they were composed of a middle declaration of copied 'Myeoknambon "Korean Translation of Taepyeonggwanggi(태평광기)"' and 'NakseonJaebon(낙선재본)' between the middle of the 17th century and the middle of the 18th century and the regime period of the King Jeongjo in the Joseon Dynasty appointed as the background period of the novels should be excepted. Consequently, through the Korean Translation, we can confirm that the novel scope between the 17th century and the 18th century in Korean novel history was widened until 'The Royal Court' and 'Women'. (2) In the side of vocabulary, the "Korean Translation" also has not a little meaning in the side of a collection translated in the Royal Court. It doesn't have new vocabularies, but partial vocabularies as '(Traces:痕)' '(Clean eyes:明眸)', ' (Sail:帆)', '(Get up:起)', '글이플(Weak grass:弱草)', '쇼록(Owl:? 梟 or 鴉?)', '이 사라심(This life:此生)', and '노혀오매(Look for:訪)' are good data in the study of Korean language. (3) The "Korean Translation" is a valuable data about translation and copying of a court novel and we can discover intentionally changed parts and partially omitted sentences rather in the than in the . There are differences between a translation book and a copying book and we can catch sight of intention of translation and unsettledness of copying in the second work. Therefore, we can know that the "Korean Translation" has a double context which one work is translated and a work in different version is derived, compared to a simple copy. (4) The "Korean Translation" has a close relation with "Hangoldong(閒汨董)", but it doesn't regard the same copy as a foundation. The basic copy of translation of the "Korean Translation" is a different version of the same line as "Hangoldong" and "Jeochobon(저초본:정명기 소장본)" and is more similar line to "Hangoldong", but it is also not the same basic copy. (5) Considering that the "Korean Translation" doesn't has a distinct relation with the "Hangoldong", there is no correlation between the "Korean Translation" and and the "Hangoldong" and . In addition, we could not discover a writer's identity between the two.