• MALSORI
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• no.51
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• pp.151-165
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• 2004

For educational and research purposes, a Korean speech recognition platform is designed. It is based on an object-oriented architecture and can be easily modified so that researchers can readily evaluate the performance of a recognition algorithm of interest. This platform will save development time for many who are interested in speech recognition. The platform includes the following modules: Noise reduction, end-point detection, met-frequency cepstral coefficient (MFCC) and perceptually linear prediction (PLP)-based feature extraction, hidden Markov model (HMM)-based acoustic modeling, n-gram language modeling, n-best search, and Korean language processing. The decoder of the platform can handle both lexical search trees for large vocabulary speech recognition and finite-state networks for small-to-medium vocabulary speech recognition. It performs word-dependent n-best search algorithm with a bigram language model in the first forward search stage and then extracts a word lattice and restores each lattice path with a trigram language model in the second stage.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.1-21
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• 2003

Learner-centered approach has been a recent research focus in the second language acquisition, but few studies have dealt with how to develop learner autonomy, particularly in a computer-assisted language learning environment. The paper first illustrates the importance of promoting learner autonomy in the EFL context and elaborates the three main factors contributing to its development. Then it focuses on how the CALL research project promotes autonomous learning through a small-scale study in Gyeongju University. Both quantitative and qualitative methods have been employed to examine whether in the CALL project learners exercise control over their own learning and evaluate the outcome. The results indicate that due to a flexible syllabus, highly motivating research topics and the network-assisted environment, learners do take responsibility for most aspects of learning and thus the CALL project proves to be a promising approach for autonomous learning.

• Cross-Cultural Studies
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• v.31
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• pp.415-438
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• 2013

This paper explores how to teach Chinese, using multi-media resources such as Chinese dramas and focusing on one of Jin Yong's dramas, The Return of the Condor Heroes. The purpose of this study is to develop teaching methodologies for university students learning Chinese through drama to integrate language skills: enhancing communicative competence and understanding Chinese cultures. First, the overview of previous studies provides several cases of foreign language education using drama. Teaching Chinese through drama can be an integrative education because students can develop their communicative competence as well as understand the cultures of the target language. In other words, the contexts of drama may offer rich sources of the history of China, Han Chinese ethnocentrism, and knowledge of Chinese literature as well as geography. Second, this study applies the principles of Tomlinson (2010) for materials development in language teaching into the case of Chinese drama. It concentrates on Jin Yong's The Return of the Condor Heroes that the author has used in the Chinese language courses for three years. It examines the characteristics of the drama for developing effective ways of teaching and learning Chinese language and culture. Furthermore, it discusses the impact of using drama on changes in students' pervasive perceptions about unnecessity of Chinese classical literature. Third, this paper presents some sample lessons which may help teachers to develop understanding of how to organize lessons through drama. Finally, it illustrates university students' opinions about using drama to learn Chinese.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.9
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• pp.77-88
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• 2019

This study started with the aim of creating a parenting environment for raising children as a solution to the problem of low fertility. Communal housing is a type of housing where professional childcare environment and lives of family with children can be achieved in community space. It is an environment that supports the development of the child and life of family. However, there is no guidance system for planning such an environment. Therefore, this study aims to develop a pattern language for communal housing of families with children. The research method comes in two steps. First, the documents that provided pattern language and design guidelines about the environment of child and families with children were analyzed. Second, experts specialized in child education, women and family, environmental design were interviewed. As a result of analysis of characteristics of derived pattern language, convenience, safe feeling, comfortability in residential unit, movement, safe feeling, convenience in intermediate space convenience, safe feeling, control in community space were high. The pattern language of this study grafted the items that have proven to be important over a long period of time and the environmental design concepts for families with children in the community space. So it enabled differentiation from existing pattern language or design guidelines.

• Human Ecology Research
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• v.57 no.3
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• pp.407-417
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• 2019

This study examined the longitudinal effects of appearance satisfaction and Korean language skills on the self-esteem and school adjustment of multicultural adolescents. The study used data from 1,151 multicultural adolescents from the $3^{rd}$, $4^{th}$, and $5^{th}$ waves of the Multicultural Adolescents Panel Study (MAPS). Data were analyzed by means of descriptive statistics, Cronbach's alpha, correlation, and structural equation modeling. The results are as follows. First, appearance satisfaction and Korean language skills at grade 6 significantly predicted higher self-esteem at grade 7. Second, there was a significant influence of high levels of self-esteem at grade 7 on positive school adjustment of grade 8. Last, the self-esteem at grade 7 had a significant mediating effect in the relationship between appearance satisfaction and Korean language skills at grade 6 and school adjustment at grade 8. The results of this study highlighted the importance of self-esteem as a mediating factor in the connection between appearance satisfaction and Korean language skills as well as the level of school adjustment. This provides supporting evidence to many educators and parents for the implementation of effective support practices for multicultural adolescents to enhance their school adjustment. Other related implications of these findings and suggestions for future research are also discussed.

• Journal of Christian Education in Korea
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• v.61
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• pp.165-201
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• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1083-1095
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• 2007

This study had been done to investigate that early childhood teacher's recognition and demand on children's language education and 20 early childhood teachers were interviewed individually who work at state-owned/ public-owned/ private-owned kindergardens residing G, I, and K cities in Jeollabuk-do. First, the purpose of language education was recognized on the formations of essence, concept, expertise, technique and attitude toward language. Second, the contents of language education must be selected by children's experience that they encounter in ordinary life based on oral language and written language. Besides, early childhood teachers strongly felt the necessity of new contents of language education, although they thought of insufficiency of their knowledge on the issue. Third, the method of language education was mainly accomplished by teaching material and objects. Besides, they were aware of looking for new organized teaching methods and also concerned of the importances of teacher's attitude and group formation method. Fourth, the evaluation of language education must be acquired by desirable evaluation method that was based on the recognition of children's unrealistic language capabilities, even though they had recognized the difficulty to do because of knowledge insufficiency. They also showed the tendency of negligence on the evaluation of language education. Fifth, the required facts for early childhood teachers on language education were development and supply of teaching materials, demand on teacher's education and appropriate evaluation method, and cognitive changes on language education by public toward the written language.

• Journal of Biomedical Engineering Research
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• v.29 no.4
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• pp.272-277
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• 2008

Functional MRI technique was used in this study for examining the language switching mechanisms between the first language (L1) and the second language (L2). Language switching mechanism is regarded as a complex task that involves an interaction between L1 and L2. The aim of study is to find out the brain activation patterns during the phonological process of reading real English words and English words written in Korean characters in a bilingual person. Korean-English bilingual subjects were examined while they covertly read four types of words native Korean words, Korean words of a foreign origin, English words written in Korean characters, and English words. The fMRI results reveal that the left hemispheric language-related regions at the brain, such as the left inferior frontal, superior temporal, and parietal cortices, have a greater response to the presentation of English words written in Korean characters than for the other types of words, in addition, a slight difference was observed in the occipital-temporal lobe. These results suggest that a change in the brain circuitry underlying the relational processes of language switching is mainly associated with general executive processing system in the left prefrontal cortex rather than with a similarity-based processing system in the occipital-temporal lobes.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.17-36
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• 2005

The purpose of this study is to examine the ways in which CALL apply to enhance the motivational aspects of second language learning. Theories relevant to social, cognitive, and affective foundations of motivation are first reviewed to demonstrate the important role of motivational influences in improving learners' affect and achievements. Then, implications arising from such theories in strengthening the motivational aspects of CALL are explicated in the second part. With the spread of computer technology in language classrooms, the innovative role of CALL in the development and maintenance of intrinsic motivation can be illustrated. Specifically, CALL may provide cognitively supportive instruction geared towards improving students' performance. Also, it has been reported from the affective perspective that CALL can captivate learners' attention, promote their feelings and expectations of success, improve perceptions of control, and increase positive attributions to effort and ability. Finally, from a social learning perspective, CALL may enhance learners' self-efficacy and foster their achievement and positive affect through social interactions, proximal goal-setting, and attributional feedback. In the framework of CALL, students seem to be benefited by the immediacy and authenticity of contact with target languages and cultures made at their choices and decisions.

• International Journal of Contents
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• v.17 no.4
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• pp.62-78
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• 2021

This ethnographic multiple case study, based on Zappa-Hollman and Duff's construct of individual networks of practice (INoPs), explored English as a second language (L2) competence development and socialization process of a group of English-major undergraduates through their social connections and interactions at a public university located in an underdeveloped city in Northwest China. The study lasted for one academic semester and three students were selected as primary participants. Semi-structured interviews, student observations in English-related micro-settings, and associated texts were used to collect data. These data were coded to identify the thematic categories, and then data triangulation and member checking were conducted to select the most representative evidence to provide an in-depth description of students' perspective about mediating their English L2 socialization by their INoPs. Findings showed that factors in the formation of students' INoPs, including intensity, density, and nature, played significant roles in their academic or affective returns from their English learning, both of which had a substantial influence on the students' English L2 socialization. Considering that the macro-setting was a non-English, underdeveloped monolingual society, both educational institutions and individual students need to seek and create more English-mediated interactional opportunities to develop their English proficiency and adapt to local English learning communities.