• English Language & Literature Teaching
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• 제9권2호
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• Korean Linguistics
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• 제76권
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• pp.187-211
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• 2017

The purpose of this study is to investigate the speech act realization of speculative expressions and to present their teaching-learning contents. It is hard for Korean learners to use speculative expressions appropriately because there are various similar expressions and their meaning is distinctive in detail. This study describes speech act realizations of '-는 것 같다, -을까, -나 보다, -을걸'. All these forms have the meaning of speculations, so they are mainly used to present uncertain information or thoughts of speaker. But they show distinctive aspects. '-는 것 같다' is mainly used to present contents contrary to their counterparts' opinions or irritating for their counterparts. It is used as polite forms because it conveys meanings of uncertainty. Especially in these contexts, it performs the refusal speech acts. '-을까' has the characteristic feature in the complex forms such as '뭐랄까', '뭐라고 할까' and it performs request speech acts more frequently than '-는 것 같다'. Also it is used to express the speakers' opinions contrary to their counterparts'. '-나 보다' expresses speaker's speculations based on hearer's conditions or his speech, so it is used to respond to hearer actively and express interests unlike other speculative expressions. '-을걸' isn't used to perform request, to express interests to hearer. However, it is mainly used when speaker has the contrary assumptions or expectations to hearer's. Based on the analyze, this study presents and grades teaching-learning contents of speculative expressions.

• International Journal of Advanced Culture Technology
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• 제1권2호
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• Journal of the Korea Convergence Society
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• 제13권3호
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• pp.55-65
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• 2022

As Internet and mobile technology is developing, the educational environment is changing from the traditional passive way into an active one driven by learners. It is important to construct the proper learner's profile for personalized education where learners are able to study according to their learning levels. The existing studies on ICT-based personalized education have mostly focused on vocabulary and learning contents. In this paper, learning profile is constructed with not only vocabulary but grammar to define a learner's learning status in more detailed way. A proficiency metric is defined which shows how a learner is accustomed to the learning contents. The simulational results present the suggested approach is effective to the evaluation essay data with each learner's proficiency that is determined after pre-learning process. Additionally, the proposed analysis technique enables to provide statistics or graphs of the learner's status and necessary data for the learner's learning contents.

• English Language & Literature Teaching
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Journal of Digital Convergence
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• 제7권3호
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• pp.113-122
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• 2009

The majority of programming education in the learning place attaches importance more to grammar, memorization of the imperative sentence and explanation of the program language itself than the specific way to use the target language. In addition, it is mainly used to teach theoretical knowledge based on the text. Consequently, current programming education has not interested learners in the programming learning and has not improved their ability in programming problems of the real world. We therefore developed a learning tool of C-language, which is based on the Console Wrapper. The purpose of proposing the learning tool was to make the programming education break from the typical theoretical learning and to let learners be interested in the programming education. By using the dynamic screen instead of the static console screen, the learners could enjoy learning the program. As a result of this study, we could know that the programming education using our learning tool is more effective than the typical C language programming education.

• The KIPS Transactions:PartA
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• 제10A권4호
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• pp.375-380
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• 2003

Although vocabulary is one of the most important aspects in learning English, it is not dealt with as extensively as the grammar and reading comprehension in the classes due to time limitation. Furthermore, it is also dealt with in only a limited way at most of the English learning web sites compared to the other aspects such as grammar and reading comprehension. In this study. a web-based learning system for English vocabulary which allows a student to study the vocabulary before or after the classes by herself in order to supplement the English classes provided at school. Especially, it allows the students to learn the vocabulary within the context of sentences. It also provides an efficient structure for a repeated study of vocabulary that is new or difficult to the student.

• Journal of the Korea Society of Computer and Information
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• 제23권5호
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.175-180
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• 2022

To develop computational thinking skills, university students are learning how to solve problems with algorithms, program commands and grammar, and program writing. Because non-computer majors have difficulty with computer programming-related content, they need a learning method to acquire coding knowledge from the process of understanding, interpreting, changing, and improving source codes by themselves. This study explored clone coding, refactoring coding, and coding methods using reconstruction tools, which are practical and effective learning methods for improving coding skills for students who are accustomed to coding. A coding learning process with the code reconstruction principle was designed to help non-computer majors use it to understand coding technology and develop their problem-solving ability and applied the coding technology learning method used in programmer education.

• Journal of Gifted/Talented Education
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• 제7권2호
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• pp.47-67
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• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.