• English Language & Literature Teaching
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• v.11 no.3
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• pp.71-87
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• 2005

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.

• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.39-58
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• 2020

Objective: The purpose of this study is to investigate the effects of parents' perception of infant's use of digital devices on language development. Methods: For this study, a survey was conducted on 285 parents of 1-2year old infants attending childcare centers in Jeollanam-do. Results: First, the digital devices that infants were exposed to the most was the television, and their first exposure to digital devices was at 13~17 months. The most time spent using digital devices was 30 minutes and they most frequently used them at home. Second, parents perceived the educational value of digital devices as low. Third, language development was high when the initial use of digital devices for infants was late, when the daily use time of digital devices was less than 30 minutes, when digital devices were used with parents, and when parents always managed digital devices and usage time. Fourth, Parents' perception of the use of digital devices has a significant influence on their infants' language development. Conclusion/Implications: Language development due to the use of digital devices and parents' perception of the use of digital devices has a significant impact on infants language development.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.166-177
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• 2018

The purpose of this study is to suggest a direction for developing the Korean language textbooks for the purpose of mission. For this, three kinds of Korean language textbooks published were analyzed and evaluated. Based on the results of the analysis, this study showed to which direction the Korean language textbooks for mission should be developed. They were as follows. Frist, the balance of everyday language and bible language is important. Second, the differentiated textbooks should be published according to the different patterns of learners. Third, professionals in Korean language education and in Christian education should cooperate in the textbook development. Fourth, the professionalism for textbook development should be enhanced. Fifth, textbook development should be closely connected with teacher education.

• Speech Sciences
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• v.10 no.4
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• pp.241-254
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• 2003

The purpose of the present study was to investigate the sentence comprehension strategies used by Korean/English bilingual children when they listened to sentences of their first language, i.e., Korean. The framework of competition model was employed to analyze the influence of the second language, i.e., English, during comprehension of Korean sentences. The participants included 10 bilingual children (ages 7;4-13;0) and 20 Korean-speaking monolingual children(ages 5;7-6;10) with similar levels of development in Korean language as bilingual children. In an act-out procedure, the children were asked to determine the agent in sentences composed of two nouns and a verb with varying conditions of three cues (case-marker, animacy, and word-order). The results revealed that both groups of children used the case marker cues as the strongest cue among the three. The bilingual children relied on case-marker cues even more than the monolingual children. However, the bilingual children used animacy cues significantly less than the monolingual children. There were no significant differences between the groups in the use of word-order cues. The bilingual children appeared less effective in utilizing animacy cues in Korean sentence comprehension due to the backward transfer from English where the cue strength of animacy is very weak. The influence of the second language on the development of the first language in bilingual children was discussed.

• The Journal of Korean Philosophical History
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• no.29
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• pp.351-373
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• 2010

The study aimed to identify the differences in language development according to childcare type and child age. Specifically, the study aimed to confirm the difference in the language development between children whose language interactions with their parents are made normally and children whose language interactions with their parents are blocked. With this aim, the study conducted a language development test aimed at a total of 248 children consisting of 146 children raised by their parents and 102 children raised by their grandparents from among children at the age of 3 and of 4. The results obtained from the study include the following. First, the receptive language of children raised by their parents was found to be higher than that of children raised by their grandparents. Second, the expressive language of children raised by their parents was discovered to be higher than the expressive language of children raised by their grandparents. Third, the language development of children raised by their parents was shown to be higher than that of children raised by their grandparents.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.411-420
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• 2002

The left-associative grammar model (LAG) has been applied successfully to the morphologic and syntactic analysis of various european and asian languages. The algebraic definition of the LAG is very well suited for the application to natural language processing as it inherently obeys de Saussure's second law (de Saussure, 1913, p. 103) on the linear nature of language, which phrase-structure grammar (PSG) and categorial grammar (CG) do not. This paper describes the so-called Loom-LAGs (LLAG) -a specialization of LAGs for the analysis of natural language. Whereas the only means of language-independent abstraction in ordinary LAG is the principle of possible continuations, LLAGs introduce a set of more detailed language-independent generalizations that form the so-called loom of a Loom-LAG. Every LLAG uses the very smut loom and adds the language-specific information in the form of a declarative description of the language -much like an ancient mechanised Jacquard-loom would take a program-card providing the specific pattern for the cloth to be woven. The linguistic information is formulated declaratively in so-called syntax plans that describe the sequential structure of clauses and phrases. This approach introduces the explicit notion of phrases and sentence structure to LAG without violating de Saussure's second law iud without leaving the ground of the original algebraic definition of LAG, LLAGS can in fact be shown to be just a notational variant of LAG -but one that is much better suited for the manual development of syntax grammars for the robust analysis of free texts.

• CELLMED
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• v.13 no.10
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• pp.9.1-9.6
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• 2023

This study aims to explore the potential of Korean language learning as a means of psychological healing and improving the quality of life for Japanese middle-aged and older learners. Results showed that Korean language learning could help alleviate various psychological issues experienced by middle-aged learners and contribute to enhancing their quality of life. Learning a foreign language is not just about acquiring information but also about meeting people who use the language and understanding and experiencing their culture. In particular, for Japanese middle-aged learners, Korean language learning can be advantageous as it can lead to the discovery or development of new hobbies or interests. Results also showed that Korean language learning increased learners' opportunities for interaction with others and enjoyment of learning new cultural customs. These positive outcomes suggest the need for discussion of teaching strategies that focus on psychological healing in foreign language education. Further clinical trials with participants who learn foreign languages for healing purposes may provide more conclusive evidence on the diverse effects of language learning on stress, anxiety, depression, self-development, social connections, and cognitive ability.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.

• Journal of Digital Convergence
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• v.11 no.3
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• pp.363-369
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• 2013

In this paper, the modeling of phenomena that occurs in the brain related language was designed and developed the second language proficiency method. This method based on cognitive ability test in cognitive psychology that is the lexical decision task, the priming task and the verbal span task. The lexical decision task involves measuring how quickly decide stimuli as words or nonwords. This task is divided reading and listening according to stimulus type to the details. The priming task finds the output of the language. This task is divided the translation-priming and the semantic-priming according to stimulus type. The verbal span task finds the short term memory. In this paper, we propose the second language proficiency measurement method using the linguistics cognitive ability of the learner about the second language.

• Human Ecology Research
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• v.58 no.1
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• pp.13-29
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• 2020

This study investigated the relationship between preschoolers' smart media usage in regards to cognitive and language development, especially the mediating effect of preschoolers' smart media addiction tendency and the moderated mediating effect of maternal guidance on smart media usage. The study surveyed 273 preschoolers' mothers who lived in Daegu City and Kyungpook Province. The findings of this study were as follows. First, preschoolers' smart media addiction tendency mediated the relationship between smart media usage time in regards to cognitive and language development. Second, maternal active mediation and monitoring moderated the relationship between preschoolers' smart media usage time and smart media addiction tendency. Third, there was a maternal co-use moderated the mediating effect of preschoolers' smart media addiction tendency on language development. In conclusion, preschoolers' smart media addition tendency mediated the effect of smart media usage time on cognitive and language development. Among the mediation pathways, the influence of preschoolers' smart media addiction tendency on language development was moderated by maternal co-use. The findings of this study suggest that maternal guidance should be applied differently depending on preschoolers' smart media addiction tendency. This study examined preschoolers' and maternal smart media-related variables on preschoolers' cognitive and language development in order to provide preliminary data that can be used to explore the maternal guidance on how to use smart media for their preschool children.