• Proceedings of the Korean Information Science Society Conference
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• 2012.06b
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• pp.297-299
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• 2012

When writing English essays, non-English-speaking people will often encounter the problems such as lack of vocabulary, difficulties of expressing their ideas. To solve such problems, we designed an aiding system for English essay writing. While users are writing essays using this system, system will automatically offer words and phrases prompts according to what the users have typed in. For users in different research areas, we designed 71 different prompt knowledge bases. The evaluation result shows that the system effectively helps non-English-speaking authors express their ideas more spontaneously.

• Speech Sciences
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• v.10 no.3
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• pp.47-64
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• 2003

In the present study, the production of grammatical morphemes of Korean-speaking children with and without developmental language impairments was investigated. Ten children with language impairments (LI) (CA: 4; 4-6; 11, LA: 3; .6-5; 10) and 10 normal children (CA: 3;1-6;3, LA: 3;5-5;11) with matched language abilities participated in the study. Sixty pairs of pictures were used to elicit 12 types of predetermined grammatical morphemes. The two pictures of a pair were designed to elicit two sentences of the same sentence structure. After the investigator described one picture of a pair, the children were asked to describe the other picture. The LI children made more errors than the normal children in the production of 6 types of grammatical morphemes including: locative case marker, dative case marker, two connective endings of predicates representing cause and goal, and suffixes for passive and causative verbs. However, the LI children produced some grammatical morphemes as accurately as. the normal children. The two groups were similar in their error patterns. Some explanations for Korean-speaking LI children's use of grammatical morphemes were suggested.

• Phonetics and Speech Sciences
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• v.3 no.3
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• pp.181-189
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• 2011

The present study aimed to determine the phonological errors of children in Korean-Vietnamese speaking multicultural families through comparison analyses with those of Korean monolingual peers with phonological disorders. The subjects were 38 children aged about 4-6 years. To examine phonological errors, the Urimal Test of Articulation and Phonation (words) was used. Performances were analyzed by frequency. The results showed some differences between the two groups. There was a tendency for children in Korean-Vietnamese speaking multicultural families to show a higher frequency of phonological errors than Korean monolingual children with phonological disorders. However, the former showed lower error percentages in a few error patterns than the latter such as syllable final consonant deletion, showing similar patterns to those of the normal children. They also showed very unique error patterns such as the highest error percentage in palatal affricates. It remains to be seen if these error patterns are just delay in acquisition or phonological disorders.

• The Mathematical Education
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• v.40 no.1
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• pp.1-14
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• 2001

The main purpose of this study is to find out how each students' different cognitive styles and cognitive developmental stages influence their mathematical communication capabilities. Our results are as follows: First, there was an interaction effect between cognitive styles and cognitive developmental stages. Students in the independent-formal group get good marks in written ability. Students' cognitive developmental stages influence their writing abilities. Second, There is a little difference in oral communication ability depending on cognitive styles. Students in the field-independent group participated in more actively and creatively, and showed competency in expressions and speaking skills and students' cognitives styles inflence their speaking abilities.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.139-152
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• 2002

The test for the identification of verbally gifted children was administered to 323 gifted and average primary school children. Listening, reading, writing were analyzed by statistical methods, and speaking was videotaped for analysis of the interview and discussion process. Cronbach's ${\alpha}$ confirmed reliability of the test. There were significant correlations between item scores and total scores. Concurrent validity was indicated by correlations between total scores and language arts scores. The test showed differences between the gifted and average children in reading and writing scores for the 2nd and the 3rd graders, and in listening and reading scores for the 4th, 5th, and 6th graders. Analysis of speaking ability showed that the gifted children expressed their ideas more logically and creatively than the average children.

• Speech Sciences
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• v.8 no.4
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• pp.185-191
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• 2001

This study was designed to determine what components of spoken language have been relatively neglected in the teaching of listening comprehension in Korea and to suggest a model of listening process. Two types of tests were undertaken using spoken and written forms of English with secondary school teachers of English and college students. Findings: Hearing power has been generally neglected in the teaching of listening comprehension. Hearing power which can be thought as an active process is defined as an ability to transfer the sequence of discrete phonetic segments without word boundary into the sequence of words in phonemic representations by using both nonlinguistic factors and linguistic factors including perception rules based on phonetics and phonology. Vocabularies, hearing-speaking power, syntactic structures and idiomatic expressions are to be taught for spoken English. A model of listening process was suggested and discussed.

• Speech Sciences
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• v.10 no.4
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• pp.125-136
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• 2003

Speech coding techniques have been studied to reduce the complexity and bit rate but also to improve the sound quality. CELP type vocoder, has used as a one of standard, supports the great sound quality even low bit rate. In this paper, the preprocessing of input speech to reduce the bit rate is the different with the conventional vocoder. The different kinds of parameter are used for the preprocessing so this paper is compared with theses parameters for finding the more appropriate parameter for the vocoder. The parameters are used to synthesize the speech not to encode or decode for coding technique so we proposed the simple algorithm not to have the influence on the processing time or the computation time. The parameters in used the preprocessing step are speaking rate, duration and PSOLA technique.

• Phonetics and Speech Sciences
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• v.6 no.2
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• pp.81-88
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• 2014

The normal aging process on speech production and these changes are perceived by listeners. This study examined whether age perception changed under various conditions of prosodic manipulations in normal listeners, comparing the prosodic changes according to age and sex in adulthood. The older and younger voices were resynthesized by manipulation of the speaking rate and pitch to shift the perceived age of the groups toward each other. Two-way repeated ANOVA were conducted to determine if the prosodic type of resynthesized cue resulted in a significant shift in perceived age of young and old voices. The manipulation of the speaking rate resulted in a significant shift in perceived age for the older and younger groups. A significant shift in age estimates was not observed for the younger male group when pitch was manipulated. There were significant gender-by-age group interactions for prosodic manipulation type. Age-related changes in the prosodic properties of speech may ultimately influence speech perception.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.187-210
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• 2002

The goal of this study is to investigate the course development for the Korean students in the immersion English program. This study describes the detailed curriculum and makes some suggestions to improve the courses for regular, extracurricular, and special activities in the five-week immersion English program managed by KAIST in summer 2001. This immersion English program was designed to develop the students' communicative competence in speaking English with native speakers in the age of globalization, by providing students with the English-speaking immersion setting. The results of the students' tests and the data concerning the program revealed that the program was very significant in improving students' communicative competence focused on communication and presentation and in attaining the high motivation for the natural English communication by performing the student-centered and task-based extracurricular activities and special events.

• Speech Sciences
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• v.8 no.3
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• pp.225-234
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• 2001

The Korean Metaphonological Assessment, adapted from the Metaphonological Abilities Battery (MAB; Hesketh, 2000b) was administered to examine the development of metaphonological skills of 60 normally developing Korean pre-school children aged from 3 to 6. The tasks were specifically designed to evaluate their skills to detect rhymes, onsets, and segments. A gradual improvement of total scores was observed in children from 3 to 5, with evidence for developmental refinements of metaphonological abilities in the ages of 5 and 6. Subjects were found to develop segmenting skills at a relatively early age and gradually progressed toward detecting onsets and then rhymes. The differences in the order of development from the previous studies with English-speaking children were discussed. This preliminary study also aimed to provide foundational information for investigating the link between expressive phonological impairments, metaphonolgocial skills, and literacy in Korean-speaking children.