• Annual Conference on Human and Language Technology
• /
• 2004.10d
• /
• pp.240-247
• /
• 2004

The purpose of this study was to investigate the role of phonology in lexical access of bilingual processing for Korean-English bilinguals. Four experiments have been conducted in order to adjudicate the nonselective lexical access hypothesis, which argues simultaneous phonological activation of two bilingual languages, and the selective lexical access hypothesis, which argues phonological activation of only one bilingual language. The results showed that the Korean target word processing was significantly affected by the phonological manipulation of the English prime word(Exp. 2). Similarly, the English target word processing showed the tendencies that it is affected by the phonological manipulation of the Korean prime word(Exp. 2). This results indicates that the phonological information of another bilingual language is automatically activated when we process one of bilingual languages, and the process of English, which is the second language for most Korean, is phonologically activated.

• MALSORI
• /
• no.4
• /
• pp.20-30
• /
• 1982

The aim of this paper is to analyse difficulties of the pronunciation in swedish vowels encountered by Koreans learners and to seek solutions in order to correct the possible errors. In the course of the analysis the swedish and Korean vowels in question are compared with the purpose of describing differences aha similarities between these two systems. This contrastive description is largely based on the students' articulatory speech level ana the writer's auditory , judgement . The following points are discussed : 1 ) Vowel length as a distinctive feature in Swedish compared with that of Korean. 2) A special attention is paid on the Swedish vowel [w:] that is characterized by its peculiar type of lip rounding. 3) The six pairs of Swedish vowels that are phonologically contrastive but difficult for Koreans to distinguish one from the other: [y:] ~ [w:], [i:] ~ [y:], [e:] ~ [${\phi}$:], [w;] ~ [u:] [w:] ~ [$\theta$], [$\theta$] ~ [u] 4) The r-colored vowel in the case of the postvocalic /r/ that is very common in American English is not allowed in English sound sequences. The r-colored vowel in the American English pattern has to be broken up and replaced hi-segmental vowel-consonant sequences . Korean accustomed to the American pronunciation are warned in this respect. For a more distinct articulation of the postvocalic /r/ trill [r] is preferred to fricative [z]. 5) The front vowels [e, $\varepsilon, {\;}{\phi}$) become opener variants (${\ae}, {\;}:{\ae}$] before / r / or supradentals. The results of the analysis show that difficulties of the pronunciation of the target language (Swedish) are mostly due to the interference from the Learner's source language (Korean). However, the Learner sometimes tends to get interference also from the other foreign language with which he or she is already familiar when he or she finds in that language more similarity to the target language than in his or her own mother tongue. Hence this foreign language (American English) in this case functions as a second language for Koreans in Learning Swedish.

• Journal of Korean Theatre Studies Association
• /
• no.40
• /
• pp.451-502
• /
• 2010

The thesis is to look for the method of applying process drama for bilingual education in multicultural society. This purpose can be resolved in three steps: first, to understand the purposes and functions of education changing to multicultural society; second, to survey the need of bilingual education conformed to its purposes and functions; last, to understand the theoretical background of process drama and seek the method of utilizing it to bilingual education. Recently, the Korean society is also changing to multicultural society with international marriages and immigrant workers. But they have difficulties in communicating in Korean, and their children have even the same. Under the basis of multiculturalism wanting peace and mutual respect between cultural groups, they have to be educated in equality. This is why the bilingual education is needed in our society. Process drama, a widely used term for educational drama in Britain, claims its effectiveness for L1, L2 and bilingual education, for the principal medium in drama is language and what drama delivers is related to meaningful human experiences. It is also supported on script theory of linguistic therapy. Kase-Polisini classifies the developmental process of education drama into 1) planning, 2) playing and 3) evaluation. This process can be applied to educational drama for language as well. Rather, educational drama applying to bilingual education has even more availability with the varieties of group organization and subject matter. Conclusively speaking, the group of dual language schools can be organized into 1) mother-tongued group, 2) mother-tongued and L2 group, 3) multilingual group, or 4) L3 group in educational drama activity, as the class generally consist of the mixed multilingual children. And the subject matter can deal with 1) the Korean society and culture, 2) the society and culture of the purposed language country, or 3) the society and culture of the third nations.

• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.335-353
• /
• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• English Language & Literature Teaching
• /
• v.11 no.1
• /
• pp.155-177
• /
• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.5
• /
• pp.1395-1403
• /
• 2015

The purpose of this research is to investigate the difference across children's grades in the ambiguous idiom comprehension, the relation with the ambiguous idiom comprehension and language, perspective-taking ability, and what the factors which can influence to comprehend the ambiguous idioms is. 70 elementary school students from 1st grade to 6th grade participated in this study. They were classified with 3 groups, A(1st-2nd grade), B(3rd-4th), C(5th-6th) group and tested in the ambiguous idiom comprehension, receptive vocabulary, problem-solving and perspective-taking. Results of this study are followed. First, there was a significant difference in three groups in the ambiguous idiom comprehension task. And there was significant difference between A group and B, C but not between B and C. Second, in relation with the ambiguous idiom and language ability, perspective-taking ability, there was positive relation with the ambiguous idiom comprehension and them. Finally, the factors which can influence to comprehend the ambiguous idioms is the receptive vocabulary ability, cue-assumption and resolution-inference ability in problem-solving. And the 3 factors explain 65.3% of ambiguous idiom comprehension ability.

• Journal of the Korea Convergence Society
• /
• v.7 no.4
• /
• pp.173-180
• /
• 2016

OpenCV is a programming language used in digital image processing and computer vision. In this study, look at media arts made using OpenCV programming language and find out about the utilization possibilities. To this end, the first, look at OpenCV functions that are frequently used in media art, the examples of utilizing the functions. The second, discuss media arts using OpenCV. focused on the OpenCV functions, programming language for an production of media art. The third, analyze features of media arts using OpenCV, mainly focused on the functions and programming languages. The study may provide guidance to the artists to produce a media art using the OpenCV or programming language.

• Korean Institute of Interior Design Journal
• /
• v.16 no.1 s.60
• /
• pp.21-30
• /
• 2007

Frank O. Gehry is known to be an architect whose work ranges over different realms, especially between fine arts and architecture. He himself mentioned about this interdisciplinary aspect of his own work: he was inspired by, worked together with, and sometimes directly influenced by contemporary artists. Among the artists, the most influential ones are the sculptors, especially Richard Serra of Post-Minimalism and Claes Oldenburg of Pop Art. Based on this historically known fact, although very brief, this study explores how the features of Post-Minimal sculpture were transferred into Gerhy's architecture, and how Gehry has developed them into his own language. In Post-Minimal sculpture, the main concept 'Anti-Form' was realized by emphasis on materiality, process and intuitiveness of work of in. Those features appeared vividly in Gehry's works especially in his second stage of his life, but seemed to have disappeared in the third stage. However, in the fourth stage, Gehry went beyond the influence of Post-Minimalism, and he created very unique formal language dialectically formed between Post-Minimal sculptural language and his architectural language.

• Journal of Computing Science and Engineering
• /
• v.7 no.4
• /
• pp.251-262
• /
• 2013

Bad smells are usually related to program source code, arising from bad design and programming practices. Refactoring activities are often motivated by the detection of bad smells. With the increasing adoption of Design-by-Contract (DBC) methodologies in formal software development, evidence of bad design practices can similarly be found in programs that combine actual production code with interface contracts. These contracts can be written in languages, such as the Java Modeling Language (JML), an extension to the Java syntax. This paper presents a catalog of bad smells that appear during DBC practice, considering JML as the language for specifying contracts. These smells are described over JML constructs, although several can appear in other DBC languages. The catalog contains 6 DBC smells. We evaluate the recurrence of DBC smells in two ways: first by describing a small study with graduate student projects, and second by counting occurrences of smells in contracts from the JML models application programming interface (API). This API contains classes with more than 1,600 lines in contracts. Along with the documented smells, suggestions are provided for minimizing the impact or even removing a bad smell. It is believed that initiatives towards the cataloging of bad smells are useful for establishing good design practices in DBC.

• English Language & Literature Teaching
• /
• no.4
• /
• pp.85-116
• /
• 1998

Since the 1980's language teachers have been urged to take more communicatively oriented practice instead of traditional audio-lingual and grammar-translation instruction. However, there are many reasons why communication-centered teaching approaches haven't been easily adopted in Korea. First of all many English teachers haven't been prepared for communicative language teaching. And class size is very large. Another reason is that students' reading and writing skills are more important than their speaking and listening skills to enter colleges. But the world has been changing rapidly. We have many chances to meet foreigners and to talk to them. So many students want to improve their communicative proficiency. The purpose of this study is how to improve their communicative proficiency by performing games in English classes. There are many advantages of using games and songs in the classroom. First, games are motivating and challenging. Second, students can improve their four skills(speaking, writing, listening and reading skills) by using games and songs. Thirdly, games and songs help students to study English without their conscious efforts and to practice English repeatedly because they are interested in them. Fourthly, games and songs create a meaningful context for language use. Lastly, students can learn English with less tension and anxiety. Therefore, English games and songs are worthy of using in classes. To use English games and song more effectively, more various and useful materials have to be developed for English teachers and have to be introduced pertinently into classes.