• Title/Summary/Keyword: Reading Instruction Policy

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A Critical Study on School Reading Instruction Policy (학교 독서교육 정책에 대한 비판적 고찰)

  • Lee Yeon-Ok
    • Journal of Korean Library and Information Science Society
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    • v.37 no.3
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    • pp.209-234
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    • 2006
  • In this study, I examined the current situation of the reading instruction policy and the entity of the arguments and criticism surrounding the reading instruction policy. In addition, on the basis of this research I analyzed the problems of the reading instruction policy. Moreover, I suggested for the desirable direction and alternative of the reading instruction policy and the reading instruction.

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A Study on Young Adults' Reading Programs in Public Libraries (공공도서관 청소년 독서프로그램의 현황과 과제)

  • Han, Yoon-Ok;Lee, Yeon-Ok
    • Journal of the Korean Society for Library and Information Science
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    • v.42 no.1
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    • pp.127-154
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    • 2008
  • The purpose of this study was to survey the current situation of young adults' reading programs in public library. For this purpose, this study conducted a questionnaire survey to the young adults' program librarians on the current state of the young adults' reading programs. Based on the survey results, this study suggested directions of reading education. reading policy and reading programs operation in public library.

인터넷을 이용한 교수 - 학습 모형에 관한 연구

  • Kim, Chang-Su;Kim, Eun-Suk;Byeon, Yeong-Gye
    • 한국디지털정책학회:학술대회논문집
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    • 2004.05a
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    • pp.675-690
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    • 2004
  • A new way of teaching on the Internet can be called Web Based Instruction (WBI). WBI goes far above and beyond teaching in the school. It will have an impact on overall educational activity that will dramatically change many existing educational processes and persuade most teachers to change their conventional teaching methods. The main purposes of this research were to make a comparative study of academic achievement between expository lecture and web-based instruction, and to identify the difference in academic achievement of learning tasks in pre- and post- experiments of WBI. The conclusions of this study were as follows. First. there are no differences in academic achievement between expository lecture and teacher- directed web based instruction. Second, there are no differences in academic achievement between expository lecture and teacher-assisted web based instruction. Third, there is difference in academic achievement between teacher-assisted web based instruction and teacher-directed web based instruction. Fourth, there are no differences in academic achievement of reading tasks in pre- or post- experiments of teacher-directed web based instruction. On the basis of the research results and discussion, we finally present a Web-Application-Model (WAM) to encourage the usage of Internet as a useful teaching channel.

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A Study on the Korean EFL Learners' Grammatical Knowledge Development under Input-enhanced FFI and Output-enhanced FFI Conditions (입력강화와 출력강화 형태초점교수 상황에서의 한국 EFL 학습자들의 언어형태 지식개발에 관한 연구)

  • Hwang, Hee-Jeong
    • Journal of Digital Convergence
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    • v.16 no.5
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    • pp.435-443
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    • 2018
  • This study explores the effects of different Focus-on-Form Instruction (FFI) on improving learners' grammatical knowledge development and observes how the learners apply the knowledge to their output. A total of 112 college students were placed into three groups: 35 input-enhanced group students, who received visually enhanced input reading materials, 41 output-enhanced group students, performing dictogloss tasks, and 46 control group students given traditional grammar instruction. All the participant students took pre/post grammatical tests and completed pre/post writing tasks, which aimed to look into how the target grammatical structures were used in writing. The research findings indicated that both input-enhanced and output-enhanced FFI were effective on learners' language form learning and made contribution to their writing. Based on the findings, this study suggests that the elaborate design of combination of both FFI can maximize learners' language form learning.

Variable Input Gshare Predictor based on Interrelationship Analysis of Instructions (명령어 연관성 분석을 통한 가변 입력 gshare 예측기)

  • Kwak, Jong-Wook
    • Journal of the Korea Society of Computer and Information
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    • v.13 no.4
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    • pp.19-30
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    • 2008
  • Branch history is one of major input vectors in branch prediction. Therefore, the Proper use of branch history plays a critical role of improving branch prediction accuracy. To improve branch prediction accuracy, this paper proposes a new branch history management policy, based on interrelationship analysis of instructions. First of all, we propose three different algorithms to analyze the relationship: register-writhing method, branch-reading method, and merged method. Then we additionally propose variable input gshare predictor as an implementation of these algorithms. In simulation part, we provide performance differences among the algorithms and analyze their characteristics. In addition, we compare branch prediction accuracy between our proposals and conventional fixed input predictors. The performance comparison for optimal input branch predictor is also provided.

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