• Cross-Cultural Studies
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• v.27
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• pp.7-29
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• 2012

This study was aimed to analyze - focusing on the thesis of Younes - the pronunciation error occuring mostly for Arabian speakers to learn French pronunciation for Arabians and to suggest the effective study plan to improve such errors and provide the effective studying method. The first part is on how the Arabic and French pronunciation system are distinguished, especially by comparing and analyzing the system of graphemes and phonemes, with which we focused on the fact that Arabian is a language centralized on consonants, while French is a verb-centered language. In the second part, we mainly discussed the cause and the types of errors occurring when Arabic speakers study French pronunciation. As of the category of mistakes, we separated them into consonants and verbs. We assumed the possible method which can be used in learning, focusing on /b/, /v/, /p/, /b/ - in case of non-verbs and consonants - and /y/, /ø/, - in case of verbs - which don't exist in Arabic pronunciation system. One of the troubles the professors in Arabian culture have in teaching French to native learners is how to solve the problem on a phonetic basis regarding speaking and reading ability, which belong to verbal skill, among the critical factors of foreign language education, which are listening, speaking, reading, and writing skills. In fact, the problems occuring in learning foreign language are had by not only Arabian learners but also general groups of people who learn the foreign language, the pronunciation system of which is distinctly distinguished from their mother tongue. The important fact professors should recognize regarding study of pronunciation is that they should encourage the learners to reach the acceptable level in proper communication rather than push them to have the same ability as the native speakers, Even though it cannot be said that the methods suggested in this study have absolute influence in reducing errors when learning French pronunciation system, I hope it can be at least a small help.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.393-399
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• 2012

New and creative skills must be developed, and adapted into a lesson, to motivate learners to acquire a second language easily and enjoyment, Multimedia tools which are of interest to learners, such as; smart phones, computers, and notebooks with wireless internet compatability, will provide learners opportunities to study, and do their work practically anywhere and anytime. Recently, podcasts, which are a type of digital media, consisting of a series of audio episodes or video files, subscribed to and downloaded through web syndication, or streamed online to a computer or mobile device, are used to facilitate ESL (English as a Second Language) learning. Development of a variety of teaching methods, using multimedia tools, is needed. There are advantages and disadvantages to using a variety of multimedia tools. The current research aims to study its characteristics and application, in order to maximize their effective use, in English education. The current study suggests a ubiquitous learning environment using multimedia content tools, internet media, video teleconferencing, cyber-learning, and one-to-one videos used in conjunction with, or as a digital textbook for the English lesson. This study also investigates future educational changes, using state-of-the-art equipment for the self-learning experience, and will present a new direction in English education, through a variety of instructional devices and a marginalized class system model.

• Journal of Digital Contents Society
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• v.15 no.2
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• pp.173-179
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• 2014

Useful It is very crucial to establish the learning environment with a creative technology for those who are going to learn English in terms of multimedia presentation. This kind of technologies make it possible for students to practice English suitable with their level and compatible with lesson plan. English grammar plays a leading role to study English as a second language for the language is required to master the structure, part of speech, and tense. The purpose of this study is to explore the a innovative English teaching and learning approach based on the multimedia presentation to teach English grammar with an effect for those students are studying English, when they are learning English grammar with power point or complex multimedia presentation.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.191-198
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• 2016

This paper aims to present how to design and implement a multimedia tutorial system for the self-learning French language using Director with additional tools. To implement a multimedia tutorial system we need to design several steps. First, we should choose the level of the users and design tutorial. Second, we should prepare all materials such as sounds, graphics, text and video. Finally, we should implement the selected elements and control the educational software. Due to the nature of the paper, it must emphasize French basic conversation to make environment that be used in each scene and the scene of the context dialog. In view of the fact that the fitness of each content utilization field of multimedia authoring tool is high, it is possible as part of the system sizing process of the manufacturing process, to impart its meaning. This learning-contents are composed of 10 units each situation, and we anticipate there are the several effects of this system on basic French students. This system helps lecturer get French students interested in lessons, and enables learner to learn French of the role of iterative practice by linking image and sound. Also this system helps learners to prepare and review French studying after a lesson and allows leaners to maximize their efficiency. The future of this work is to implement this system on the app.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• 중국학논총
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• no.71
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• pp.83-106
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• 2021

South Korean users of second language have been often heard such assessments as "you don't' have confidence" and "your writing is good, but your speech is poor." Some scholars have pointed out the teaching method as the cause. In other countries, the mainstreamargument is that students can have practical language experience in a more liberal atmosphere through small group-oriented classes rather than through teacher-centered whole-group activities in foreign language curriculums. Many teachers are using various learning tools or a combination of different teaching methods to minimize the shortcomings of the grammar translation method. However, unlike other studies, the present study focuses on improving the grammar translation teaching method itself.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.1-12
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• 2011

Educational Programming Language has been reported to expand thinking ability and to give help in creative problem solving ability by numerous researches. Researchers are verifying the educational effects of EPL by applying it to various area, but researches in effective application of EPL is yet incomplete. Thus, for effective application of EPL, this research has verified the project completing ability depending on studying style targeted to college senior students. As results of verification, first, the results showed significant differences in project completing abilities depending on information processing methods, and learners who preferred self-reflecting introspection showed high scores. Second, in learning style the divergers showed the highest scores. This research suggested the necessity of guidance and detailed planning of self-reflecting introspective activity in ideas that would be realized by learners through searching for factors that could enhance the degree of project completion in programming learning using EPL.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.27-36
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• 2014

This study provided longitudinal examination of the Chinese learners' acquisition of Korean vowels. Specifically, I examined the Chinese learners' Korean monophthongs /i, e, ɨ, ${\Lambda}$, a, u, o/ that were created at the time of 1 month and 12 months, tried to verify empirically how they learn by dealing with their mother tongue, and Korean vowels through dealing with pattern of the Perceptual Assimilation Model (henceforth PAM) of Best (Best, 1993; 1994; Best & Tyler, 2007) and the Speech Learning Model (henceforth SLM) of Flege (Flege, 1987; Bohn & Flege, 1992, Flege, 1995). As a result, most of the present results are shown to be similarly explained by the PAM and SLM, and the only discrepancy between these two models is found in the 'similar' category of sounds between the learners' native language and the target language. Specifically, the acquisition pattern of /u/ and /o/ in Korean is well accounted for the PAM, but not in the SLM. The SLM did not explain why the Chinese learners had difficulty in acquiring the Korean vowel /u/, because according to the SLM, the vowel /u/ in Chinese (the native language) is matched either to the vowel /u/ or /o/ in Korean (the target language). Namely, there is only a one-to-one matching relationship between the native language and the target language. In contrast, the Chinese learners' difficulty for the Korean vowel /u/ is well accounted for in the PAM in that the Chinese vowel /u/ is matched to the vowel pair /o, u/ in Korean, not the single vowel, /o/ or /u/.

• 재활복지
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• v.15 no.4
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• pp.351-375
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• 2011

The purpose of this study is to research the actual condition of on-line and off-line computer education in order to create more opportunities for the possibility of effective learning and u-Learning - based IT vocational education development of persons with hearing impairments. To carry out this study, we had a preliminary education of this study for a sign language interpreters who had working in a association of the deaf in Daegu, and had conducted a survey study participating for 100 persons with hearing impairments living in Daegu-Kyungbook Region. The results of this study were as follows: First, during on-line and offline education environment for persons with hearing impairments, factors such as teaching methods and contents, screen organization, learning effects, offering lecture material and subtitle, subtitle and sign language video of position and size, offering computer instructor who have a sign language interpreter with IT mentoring, on-line educational user environment setting must be considered factors for u-Learning - based IT vocational education development. Second, 74% of the subjects showed their interest in taking a course, after u-Learning contents are developed for persons with hearing impairments. Third, the subjects preferred IT device was a tablet PCs and IT certification related courses as their IT vocational education curriculum. Also, to link between professional training and job opportunity, subjects will need a IT vocational education courses such as computer intermediate and advanced levels.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.