• English Language & Literature Teaching
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• v.16 no.1
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• pp.101-122
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• 2009

This study was purposed to discuss an educational concept of listening potential in ESL/EFL contexts as a counterpart of the reading potential concept in L1 contexts. As a preliminary condition for the concept of listening potential, this study investigated a relationship between reading and listening proficiency of ESL/EFL learners, focusing on roles of grammar knowledge in reading and listening comprehension. Reading and listening comprehension and grammar knowledge test scores of 231 Korean college students studying at a university in the U.S. were analyzed for this study. This study found that there was a positive correlation between reading proficiency and listening proficiency of Korean ESL college students. Grammar knowledge played significant roles accounting for reading and listening comprehension. Furthermore, this study found a difference between the reading proficiency and the listening proficiency across the stages of language development. However, results of this study did not empirically verify the concept of listening potential.

• Annual Conference on Human and Language Technology
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• 2018.10a
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• pp.270-272
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• 2018

본 연구에서는 질의-본문 간 문장 비교 정보가 reading comprehension task 의 성능 향상에 도움이 되는지를 확인해 보았다. 기존의 reading comprehension 방법론이 질의-본문 간 의미 비교정보를 활용하지만, 본문 전체를 대상으로 한 비교이기 때문에 문장 단위의 정보가 활용되지 못하는 단점이 있었다. 실험에 사용한 데이터는 대표적인 RC 데이터 중 하나인 NewsQA[5] 를 이용하였으며, 질의-본문 문장 간 비교를 통한 성능 향상의 잠재력을 확인하였다.

• English Language & Literature Teaching
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• no.1
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.529-535
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• 2021

The purpose of this study is to reveal the causal relationship between the demographic characteristics of international students living in Korea and the effect of Korean language level on safety awareness. It was confirmed that there was a significant difference in all areas such as life safety awareness, fire safety awareness, and disaster safety awareness depending on the area of residence. The results to analyze the effect of Korean language expression and comprehension ability on safety consciousness are as follows. First, it was found that Korean expression ability had a positive (+) effect on life safety awareness but did not have a significant effect. Comprehension ability had a negative (-) effect on life safety awareness but did not have a significant effect. Second, it was found that Korean expression ability had a significant effect on fire safety awareness and had a positive (+) influence relationship. Finally, it was found that the Korean language expression ability had a significant effect on disaster safety awareness and had a positive (+) influence relationship. It is necessary to strengthen the awareness of safety for international students while staying and living in Korea, and when teaching Korean, Korean language comprehension education on safety-related topics as well as daily Korean must be strengthened.

• MALSORI
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• no.60
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• pp.85-96
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• 2006

The aim of the present study was to investigate a simile comprehension of children with and without mental retardation. Thirteen children with mental retardation and ten normal children with matched receptive vocabulary ability participated in the study. They were between five and eight years old in the age of receptive vocabulary. Fourteen picture plates were used and each plate consisted of three pictures. The findings were as fellows. First, children with mental retardation made significantly more errors than normal children in the comprehension of simile. Second, mental retarded children and normal children did not have a significant correlation between receptive vocabulary development and comprehension of simile. Finally, on simile interpretation type, children with mental retardation were likely to think a tenor into a vehicle because they failed to recognize the syntactic structure of simile, 'A is like B'. Thus, It is important to teach mental retarded children the syntactic structures of simile and to provide them with a variety of experience as well as to let them know an exact meaning of words.

• Journal of the Korea Convergence Society
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• v.11 no.12
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• pp.383-390
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• 2020

The present study was conducted to examine the differences and correlations between verbal fluency and story comprehension according to the working memory(WM) capacity, and to find out what WM factors influence the linguistic competence in Alzheimer's disease(AD) and vascular dementia(VaD) groups each consisting of 15 patients. The results of their performance produced firstly significant differences in phonemic fluency, story comprehension, delayed recall and recognition task between the two groups. Further analysis shows that VaD group had significant correlations between the scores of story comprehension and the recognition test scores additionally. These findings suggest that it is possible to differentiate the two groups even by story comprehension tasks and WM. In conclusion, the clinical application of the results is likely to contribute to appropriate treatment plans and effective interventions for elderly with AD and VaD as well as to improve the classification criteria for both types of dementia.

• Journal of Korean language education
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• v.29 no.4
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• pp.113-135
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• 2018

This study is designed to find out how the recognition of the listener's role affects listening in Korean language learning. We assumed that recognizing the role of the listener can focus on important information. To confirm our assumption, we conducted an experiment on 37 Koreans and 32 KSLs. Koreans and KSLs were divided into two groups depending on whether or not they recognize the role of the listener. The results showed that Koreans and KSLs who recognized the role of the listener were better at listening to important information, and Koreans who recognized the role of the listener were better at judging important information. This study suggests that the role of listeners as context apply to Korean listening education.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.19-34
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• 2010

This study investigates how EFL learners' chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required 'English Reading' course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners' comprehension not only in reading but also in listening.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.345-364
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• 2009

This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.58-67
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• 2016

Pragmatic language impairment is closely related to the executive function difficulties in patients with acquired brain injury(ABI). This study was designed to explore the correlation between two domains following ABI. Thirty-five participants with ABI were grouped into 21 aphasics due to stroke and 14 TBIs. All subjects were over 55 years old. Measures of two domains were administered to all participants. As a result, figurative language comprehension and functional/symbolic language were significantly correlated with the activating task in aphasic group. All tasks were significantly correlated in TBI group. Aphasic patients' figurative language comprehension significantly predicted the activating task. In TBI group, figurative language expression and functional/symbolic language were the predictable tasks of planning and activating, respectively. Current study demonstrates the evidence of a significant association between pragmatic language and executive function, and provides appropriate tasks used for cognitive-linguistic intervention of individuals with ABI.