• Korean Journal of Child Studies
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• v.22 no.1
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• pp.241-249
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• 2001

This study examined the effect of story dictation and dramatization on children's story construction and decontextualized language. For 12 weeks, the 22 five-year-old children in the experimental group participated in story dictation and dramatization activities while another 22 same-age children participated only in story dictation. The instruments were the children's Decontextualized Language Test(Foley, 1992) and children's Story Analysis(Knipping, 1987), revised to fit Korean grammar. Story dictation and dramatization facilitated high level story construction by children: it raised levels of story coherence and narrative form. Story dictation and dramatization also enhanced decontextualized language of children, raising their use of decontextualized language on a picture description task.

• Korean Journal of Child Studies
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• v.11 no.2
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• pp.44-58
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• 1990

Literacy acquisition is a social phenomenon. Children in a literate society grow up with literacy as an integral part of their personal, familial, and social histories. Because it is language, children learn written language in ways similar to oral language. However. because it is written, the ways in which written language differs from oral language in terms of its different functions and forms affect the way in which children learn written language. Written language is likely to be more decontextualized than spoken language. The ability to use decontextualized language seems to be crucial to successful participation and progress in school. Experiences identified as contributing to preschool children's literacy development contribute to their ability to use language in a decontextualized way. Teale and Sulzby's(1986) metaphor of emergent literacy has provided a conceptual scheme for understanding the nature and process of literacy acquisition in early childhood.

• Journal of English Language & Literature
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• v.64 no.3
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• pp.329-345
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• 2018

Sun Yung Shin's poetry collection Skirt Full of Black (2007) brings the author's personal history as a Korean female adoptee to bear upon poetic language in daring formal experiments, instantiating the liminal state of being shuttled across borders to land in an in-between state of marginalization. Other Korean American poets have also drawn on the experience of transnational adoption and racialization explore the literary potential of English to materialize haunting memories or the untranslatable yet persistent echoes of a lost home that gestures across linguistic boundaries, as seen in the case of Lee Herrick or Jennifer Kwon Dobbs. Shin however dismantles the referential foundation of English as a language she was transplanted into through formal transgressions such as frazzled syntax, atypical typography, decontextualized punctuation marks, and phonetic and visual play. The power to signify and thereby differentiate one entity or meaning from another dissipates in the cacophonic feast of signs in Skirt Full of Black; the word fragments of identificatory markers that turn racialized, gendered, and culturally contained subjects into exotic things lose the power to define them as such, and instead become alterities by departing from the conventional meaning-making dynamics of language. Expanding on the avant-garde legacy of Korean American poets Theresa Hak Kyung Cha and Myung Mi Kim to delve further into the liminal space between Korean and American, referential and representational, or spoken and written words, Shin carves out a space for discreteness that does not subscribe to the hierarchical ontology of differential value assignment.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.251-276
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• 2013

This study was performed in order to examine the effects of one to one interactive picture book reading on infants' reading response and teachers' language teaching efficacy. A total of 50 2-year-olds from 8 child care centers in Incheon were divided into an experimental group and a control group. The interactive picture book reading activities were carried out once a week during 12 weeks. The infants in the experimental group read one-to-one with teachers, and their counterparts read the same book in a group. The change in teachers' language teaching efficacy was examined, and their subjective perception was evaluated through in-depth interview. As a result of this research, the infants in the experimental group showed significantly increased verbal response, compared to the control group, both in the total score and most sub-factors such as naming, responding, asking, demanding, spontaneous utterance, and decontextualized utterance. They also represented a significant rise, compared to the control group, in the total score of non-verbal response and factors like finger indicating, imitating, and accepting. Finally, the teachers who led the experimental group showed increased language teaching efficacy, and evaluated the effects of interactive picture book reading with infants very positively.

• Journal of People, Plants, and Environment
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• v.24 no.6
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• pp.685-691
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• 2021

Background and objective: Understanding abstract art as an art form requires depth of thought. Moreover, understanding land art as abstract art is challenging, given its focus on the minimalism and abstract concepts. Much focus, research, and work were actively conducted in the 1970s, as it represented an abstract expression of minimalism. The characteristics of minimalism connote abstract meanings in the use of materials. Nevertheless, the original research of works or artists has often been mentioned, but few studies have analyzed the abstract language of land art materials. The aim of this study is to thus determine the abstract meanings of materials in land art from the 1970s to the 2010s. Methods: Art-based research was employed to address the aim. This study classified the land art materials into intangible and tangible materials, where intangible materials focused on lines, circles, and labyrinths, and tangible materials focused on the earth, stones, wood, and snow. Results: Intangible and tangible materials of land art conveyed various abstract meanings. Intangible materials were reflective of connection and symbiosis with nature, delivering abstract languages of 'take-nothing,' 'reflection' and 'opportunity.' Tangible materials reflected the abstract concepts of 'intervention,' 'resistance,' 'unliving,' and 'change,' and conveyed caveats. In other words, taken together, intangible and tangible materials were presented in symbiosis-and with caveats-and delivered messages for the present and the future. Interestingly, intangible materials inherently reflect symbiosis and communicate caveats in works based on a non-contextualized present and future. Conclusion: Interpretation of the abstract languages derived from intangible and tangible materials could imply a symbiosis between humans and nature, while conveying the message that caveats, to humans, are still ongoing. This relationship plays a significant role in an artist's selection of a medium, which is reflective of abstract beliefs reflected in contemporary, nature-based works created on Earth.