• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.39-57
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• 2017

Objective: This study aims to investigate the effects of science activities related to seasonal customs on young children's scientific inquiry abilities and communicative competences. Methods: Participants consisted of twenty-six 5-year-old children who were going to day care center in Gwangju metropolitan city. Half of them belonged to the experimental group and the other half to the comparative group. The experimental group participated in science activities related to seasonal customs, and the comparative group participated in science activities according to the Nuri curriculum. Results: The results of this study showed that scientific inquiry abilities and communicative competences of the young children in the experimental group were meaningfully improved. That is to say, the scores of the five sub factors of scientific inquiry abilities and the two sub factors of communicative competences of the experimental group were meaningfully higher than those of the comparative group. Conclusion/Implications: It is significant that this study provides basic information for future science activities related to seasonal customs that will be conducted in the early childhood field.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.19-38
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• 2010

This study surveyed L2 learners' needs for different components of communicative competence. It aimed to determine what abilities the learners strongly need to achieve communicative competence in different learning contexts. It also examined gender differences in the learners' need for phonological competence. A total of 359 students participated in this study, divided into three learner groups: high school, vocational college, and university students. The data were collected via a questionnaire, which was based on Bachman's (1990) framework of language competence. The study drew some important findings: (a) The vocational trainees expressed a stronger need for illocutionary competence than the high school students and for sociolinguistic competence than the high school and the university groups; (b) The high school and the university groups equated grammatical, textual, illocutionary, and strategic competences in their needs with lesser attention to sociolinguistic competence; (c) To the high school and the university groups, pragmatic competence was assessed higher than organizational competence; (d) Female students showed greater sensitivity to pronunciation ability than did male students. On the basis of these results, pedagogical implications are discussed, along with some helpful suggestions.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.119-139
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• 2010

The purpose of this paper was to examine various aspects of meaning negotiation process in online chatting. Korean college students were asked to engage in chatting on the Internet over the course of a semester-long period, and chatting transcripts were analyzed in terms of sources of communication breakdown, signals to indicate communication breakdown, strategies to overcome communication breakdown, and ways of closing meaning negotiation. According to the findings of the study, lack of background knowledge and incoherent string of sentences in text were two major barriers creating communication problems. Subjects were able to use signals to indicate their communication difficulties, and overcome them by using different strategies. In doing so, however, they were found to suffer a narrow range of signals and strategies, which showed their limited communicative ability in the management of interaction, and indicated a clear, strong need for an extension of discourse and strategic competences of Korean students for more effective and smoother transition of message in everyday interaction.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.328-332
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• 2021

The article considers general tendencies in world and education, and also both principles and methods of forming professional, communicative, intercultural competences and in the process of teaching foreign language for professional purposes in the conditions of engineering, economic and other non-linguistic specialties at technical university. The article views some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical communication and behavior; pedagogical technology, its essence, structural components, understanding of innovative components of professional activity, requirements for the design and engineering of pedagogical technologies.