• 대한수학교육학회지:수학교육학연구
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• 제13권3호
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• pp.227-246
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• 2003

이 논문에서는 고등학교 수학에서 사용되는 몇 몇 한자 용어에 대해 의미론적 탐색을 시도하고 있다. 한자 용어 중에는 일상어에서 차용한 것도 있고, 새롭게 만들어진 것도 있다. 일상어에서 차용한 용어의 의미성과 규약성의 정도는 상대적이다. 일상어에서 차용한 용어 중에는 그 수학적 의미가 일상적 의미와 다른 것이 있다. 일상적 의미를 알게 해주는 용례가 별로 없다면, 수학적 의미를 유추하는 것이 어렵다. 일상적 의미가 지나치게 우세하면 잘못된 이미지를 환기시켜줄 수 있다. 한편, 수학적 의미만을 가진 용어에 학생들이 친숙할 것으로 기대할 수는 없다. 한자 용어를 한글로 음독한 용어의 문제점을 해결하는 한 방법으로 제안된 것이 용어를 의미론적으로 탐색하는 것이다. 이 과정을 통해 한자 용어가 환기시켜주는 이미지를 한글 용어에 이식하고자 하는 것이다. 대부분의 한자 용어는 규약성이 강하다고 할 수 있기에 그 작업이 필요하다.

• 한국음향학회지
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• 제18권3호
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• pp.17-26
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• 1999

We present the first speech coarticulation database of Korean, English and Konglish/sup 3)/ named "SORIDA"/sup 4)/, which is designed to cover the maximum number of representations of coarticulation in these languages [1]. SORIDA features a compact database which is designed to contain a maximum number of triphones in a minimum number of prompts. SORIDA contains all consonantal triphones and vowel allophones in 682 Korean prompts of word length and in 717 English prompt words, spoken five times by speakers of balanced genders, dialects and ages. Korean prompts are synthesized lexicons which maximize their coarticulation variation disregarding any stress phenomena, while English prompts are natural words that fully reflect their stress effects with respect to the coarticulation variation. The prompts are designed differently because English phonology has stress while Korean does not. An intermediate language, Konglish has also been modeled by two Korean speakers reading 717 English prompt words. Recording was done in a controlled laboratory environment with an AKG Model C-100 microphone and a Fostex D-5 digital-audio-tape (DAT) recorder. The total recording time lasted four hours. SORIDA CD-ROM is available in one disk of 22.05 kHz sampling rate with a 16 bit sample size. SORIDA digital audio-tapes are available in four 124-minute-tapes of 48 kHz sampling rate. SORIDA′s list of phonetically-rich-words is also available in English and Korean.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.47-58
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• 2000

For the learners of English as a foreign language, oral repetition of model sentences is an e essential practice to improve their listening and speaking abilities of English. Skill training of both speech perception and production is involved in this practice. This paper reports on an observation of production e$\pi$ors in such practice made by Japanese college students in my class. The teaching material used is intended for acquainting the learners with basic English rhythm and intonation p patterns. The students were required to repeat each sentence in a series of conversations after a model reading. Although the vocabulary and expressions were rather limited, I monitored different kinds of errors in their repetition. Putting aside intonation, their difficulties are classified into five types; 1. Omission of words or morphemes, 2. Addition of unnecessary words or morphemes, 3. Replacement of words, 4. Japanization of English sounds, 5. Wrong rhythm caused by improper stress assignment. Accurate listening, especially to weakly stressed syllables and to assimilated sounds, as has often been pointed out, is the most difficult part in perception for them. Japanese sound system interferes in production of English sounds. More often than not their knowledge of grammar or the context does not work at all to guess the words they are hearing

• 한국안광학회지
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• 제19권2호
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• pp.279-284
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• 2014

목적: 모니터 글자 색상에 따른 가독성을 측정하여, 모니터와 전자미디어 사용에서 안정피로를 감소시킬 수 있는 데이터를 제공하기 위한 기초 연구이다. 방법: 색각이상이 없으며 최대교정시력 1.0 이상의 피검자 50명(평균연령 $22.93{\pm}1.68$)을 대상으로 읽기속도 검사를 163개 단어 중 123개 이상의 단어를 읽은 피검자를 선정하였다. 모니터는 배경색을 white로 통일하였으며, 글자 색상은 black, blue, red, yellow 4가지 색상으로 가독성을 측정하였다. 결과: 글자 색상 Black, Blue, Red, Yellow인 경우 평균가독시간은 각각 41.89초, 42.89초, 45.32초, 56.28초로 측정되었다. 독서오류에서는 Black 1.94개, Blue 2.74개, Red 3.36개, Yellow 5.14개로 측정되었다. 평균고정시간에서는 Black 0.25초, Blue 0.26초, Red 0.27초, Yellow 0.32초로 측정되었다. 결론: 본 연구에서 가독성을 평가하는 항목인 가독시간, 독서오류, 평균고정시간에서 모두 Black, Blue, Red, Yellow순으로 가독성이 감소하는 경향을 보였다.

• 한국융합학회논문지
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• 제11권1호
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• pp.201-209
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• 2020

이 논문의 목적은 외국어 학습자가 대화체와 설명체 텍스트를 읽기를 하는 동안, 텍스트 유형이 쓰기에 있어서 어휘향상에 어떻게 영향을 주는 지를 밝히는데 있다. 실험집단은 3개의 그룹으로 나뉘어졌다. 첫번째 그룹은 대화체 텍스트를 읽었고, 두번째 그룹은 설명체 텍스트를 읽었다. 한편, 세번째 그룹은 대화체와 설명체 글을 번갈아 가며 읽었다. 학습과정이 끝난 후, 어휘 테스트를 통해 집단 간의 비교를 하였고, ETS 에세이 평가에 나타난 평가 결과를 토대로 어휘에 나타난 특징을 분석하여 비교 하였다. 실험 결과는, 학습자의 모르는 어휘에 대한 이해에 있어서, 설명체 텍스트가 대화체 텍스트보다 우수하다는 것을 증명하였다. 더욱이, 대화체와 설명체를 동시에 읽은 집단이 대화체만 읽은 집단이나 설명체만 읽은 집단보다 어휘 향상에 이어서 더 우수함을 보여 주었다. 한편, ETS 에세이 쓰기에 나타난 결과는 상대적으로 설명체 글의 학습자가 틀린 오류가 가장 많았다.

• 인지과학
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• 제17권1호
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• pp.15-27
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• 2006

한국어 단어의 글자 수, 받침의 수와 위치, 합성어 여부가 기억폭에 미치는 효과를 검증하였다. 그 결과, 전반적으로 글자가 많은 단어일수록 기억폭이 작았으며, 두 글자 단어들에서 받침이 많을수록 기억폭이 더 작았고(기억폭에 대한 받침효과), 합성어보다 단일어의 기억폭이 더 컸다. 단어당 읽기 속도를 측정한 결과, 글자가 많은 단어일수록 속도가 느렸지만, 두 글자 단어들에서 뒷받침단어의 읽기 속도가 받침없는 단어, 앞받침단어 및 양받침단어보다 더 빨랐고(읽기 속도에 대한 말미 받침효과), 합성어보다 단일어의 읽기 속도가 더 빨랐다. 기억폭과 읽기 속도간에 관찰된 이러한 관계는 단어길이효과에 대한 음운루프설명과 잘 부합되지 않으며, 기억폭이 음운정보 뿐만 아니라 시각적 캐시에 표상되는 철자 정보의 영향을 받는다는 설명을 지지해준다.

• 영어어문교육
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• 제1호
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• 대한간호학회지
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• 제41권3호
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• pp.333-343
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• 2011

Purpose: The aim of this study was to assess the suitability and readability of printed educational materials for patients with hypertension in Korea. Methods: A total of 33 written educational materials related to hypertension were collected from public health centers, hospitals, and internet web site. Among them, we analyzed 19 materials which fit the inclusion criteria: leaflets (n=9), booklets (n=3), and guide book (n=7). Two trained nurses evaluate the materials using suitability assessment tool (SAM; Doak, Doak, & Root, 1996) and graded lexical items for teaching Korean (Kim, 2003). Results: Overall, 14 (73.7%) of 19 materials scored adequate, and 5 (26.3%) scored inadequate. On the average, the education materials contained 36.1% to 50.5% of 1st grade reading level words and 12.9% to 21.6% of 4th grade level and over. Conclusion: The reading level of the materials was higher than a 6th grade reading level. It is proposed that the written educational materials should be developed by health professionals according to suitability and quality by taking the target group's literacy capacity into consideration.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.123-136
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• 1998

In this study, it was purposed to investigate that the student's understading and usage of weather information for the students of elementary, middle and high school The questionaire of 20 questions of 5 categories which included how to get weather information, the understanding of reason for variation of weather elements, the abilities of reading weather map, understanding of weather forecast and the necessity and usefulness of weather map and clouds pictures of weather satellite were prepared and 2 classes of elementary school 5th grade each one class of 2nd and 3rd grade of middle school and 2 classes of high school were tested. followings were revealed in this study; 1) Students of all school are fond of TV watching to get weather information as they used to. 2) They think air temperatures is the most important weather elements and then rainfall. 5ut they seems to unknown the reason why weather elements are vary. 3) They seems to have poor ability of reading weather symbols in weather map and the distribution of air pressure systems. 4) They can read and understand about the reports of words on weather forecast, but most of them can't make weather forecast by the reading of weather map. 5) More than half of students think that the weather map is helpful and especially the cloud pictures from weather satellite is useful for usage of weather information.

• Journal of information and communication convergence engineering
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• 제7권4호
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• pp.419-430
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• 2009

Reading comprehension (RC) systems are to understand a given text and return answers in response to questions about the text. Many previous studies extract sentences that are the most similar to questions as answers. However, texts for RC tests are generally short and facts about an event or entity are often expressed in multiple sentences. The answers for some questions might be indirectly presented in the sentences having few overlapping words with the questions. This paper proposes a conceptual graph matching method towards RC tests to extract answer strings. The method first represents the text and questions as conceptual graphs, and then extracts subgraphs for every candidate answer concept from the text graph. All candidate answer concepts will be scored and ranked according to the matching similarity between their sub-graphs and question graph. The top one will be returned as answer seed to form a concise answer string. Since the sub-graphs for candidate answer concepts are not restricted to only covering a single sentence, our approach improved the performance of answer extraction on the Remedia test data.