• Journal of Navigation and Port Research
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• v.40 no.5
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• pp.299-304
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• 2016

The importance of clear and effective communication at sea has been greatly emphasized due to the increase in multiculturalism on board both ocean-going and coastal vessels, and the necessity of systematic English training based on 'Knowledge, Understanding, and Proficiency' specified in STCW has also been recognized. With these growing needs in mind, the International Maritime Organization (IMO) updated the Maritime English (ME) Model Course 3.17 in 2015 by providing guidelines on language education within two separate categories, General Maritime English (GME) and Specialized Maritime English (SME). The IMO is now attempting to create a new, global framework of ME education and training, and this this new course model must first be thoroughly understood in order to explore the ways to apply the modified version into the context of current ME education in Korea and to design an updated language curriculum. Therefore, the general structural features of the new model course will be explained in this paper, and the course focus set by IMO and to be considered and/or adopted by the Republic of Korea will be closely examined. Finally, suggestions will be made on how to implement this revised model course in practice with the following focus: the development of localized curriculum for GME and SME; the provision of practical teaching guidance through relevant online and offline materials for class and self-study; and the establishment of qualification guidelines and a teaching support system for language teachers in maritime and language education.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.30-35
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• 2010

This paper proposes several methods for effective teaching of programing language(especially C). The programing languages are very important and basic subjects in the Department of Computer Engineering and Science. Many students have some difficulty in learning the programming languages. So, we will suggest several effective methods for effective teaching of programming languages. First, in order to understand the programming language effectively, we need to teach some basic computer architecture and operation principles of computer program to students. Second, it is better to teach many example-based programing skills instead of conventional grammar teaching. Third, if we teach the memory status(memory allocation/release) during the program operation, it will be much better to understand the pointer variables and memory problems. Fourth, let's improve the programming skills through effective homework assignments and experiments. Fifth, let students be guided so that they do programing by themselves. Finally, we can maximize the programming skill through the final termproject.

• Journal of Korean language education
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• v.28 no.2
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• pp.37-60
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• 2017

This research has its basis with focus on the way Korean native speakers recognize Chinese Korean-learners' pronunciation. The objective of the study is to lay the cornerstone for establishing effective teaching-learning strategies for the education of the Korean phonetic system. In this study, the results of the experiment are presented which shows how native speakers of Korean identify Chinese Korean-learners' pronunciation of consonants. In the first place, stimulation tones were created from the original utterances of Chinese Korean-learners and seven scripts were made through the Pratt program. In addition, the subjects were asked to choose what the phonetic materials sounded like. The results of the research are represented as the ratio of frequency of Korean native speakers' response to each utterance to the total frequency. In addition, the paired t-test was taken in order to explore any relatedness to the changes in the level of proficiency of the Korean phonetic system, ranging from beginners to advanced learners. The outcome shows that the mistakes which Chinese Korean-learners make in pronouncing the consonants of Korean are relatively well-reflected in Korean native speakers' auditory cognitive reactions. To put it concretely, there is some difficulty in differentiating lax consonants from aspirates in the cases of plosives and affricates, but relatively little trouble with fortes. However, it is revealed that there is also a slight difference in relation to articulatory positions in detailed aspects. To provide an effective teaching method for the Korean phonetic system, it is essential to comprehend learners' phonetic mistakes through the precise analysis of data in terms of 'production.' Also, a more meticulous observation of 'phenomena' must be made through verification from the view of 'reception,' as attempted in this study. A more thorough diagnosis by applying methodology makes it possible to lay the foundation for developing effective teaching-learning strategies for the instruction of the Korean phonetic system. This study has its significance in making such attempts.

• Cross-Cultural Studies
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• v.19
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• pp.389-409
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• 2010

Chinese is a topic-prominent language, so when we learn Chinese we should know the discourse function of the Chinese language. Most of the Korean student think Chinese sentences should appear in the order of S-V-O and they always make mistakes when they use Chinese. I think Korean is very similar with Chinese in the discourse function. Hence, in this paper, I try to find a method of teaching Chinese topic sentence. It does so by comparing Chinese with Korean in the light of discourse function. I think when Korean student know how to use Korean topic sentence to explain the discourse functions of the Chinese language, they will not make similar mistakes. With this understanding in mind, chapter 2 tries to show various topic sentences to prove that 'topic' is very important in Chinese sentences. This is why we say Chinese is a topic-prominent language. In chapter 3, I analysis the sentences that students made, and highlight the reasons why they made mistake. The result lies in the reason whereby they always think Chinese should appear in the order of S-V-O. They do not understand why some sentences appear in the order of O-(S)V or S-O-V. It show that they do not know what is topic sentence and do not know how to make topic sentences. Sometime I have them translate them into Korean, but they also make Korean sentences like in the order of Chinese S-V-O. Therefore, I think, under this circumstance, to let them to translate and to speak in Korean in topic sentence, get some feelings about Chinese topic sentences, and tell and make Chinese topic sentences are naturally critical in their training.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.685-695
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• 2021

The purpose of this study is to confirm the definition and the scopes of the implementation of Korean education for missionary purposes which is an area of ones for specific purposes and to suggest the teaching methods for each type by examining the subtypes of it. For this, a body of research and the related textbooks were analyzed: as a result, the definition of Korean education for missionary purposes was confirmed by examining the scope of implementation of it. Based on the definition, this study categorized the learners into four patterns such as non-Christian, the learners for listening gospel, the learners for nurturing, overseas Korean children and missionary kids according to the levels of Christianity literacy and briefly proposed the goals and teaching methods for each category. Finally, this study expected the development of the related textbooks and the activation of more segmented research in this area.

• School Mathematics
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• v.9 no.2
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• pp.181-196
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• 2007

It would have a trouble to communicate mathematically without an appropriate use of mathematical language. Therefore it is necessary to form mathematics classroom culture to encourage students to use mathematical language precisely. A four-month teaching experiment in a 4th grade mathematics class was conducted focused the accurate use of mathematical language. In the course of the teaching experiment, children became more careful to use their language precisely. The use of demonstrative pronouns such as this or that as well as the use of inaccurate or wrong expressions was diminished. Children became to use much more mathematical symbols and terms instead of their imprecise expressions. The result of the experiment suggests that the culture that encourage students to use mathematical language precisely can be formed in elementary mathematics classroom.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.43-55
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• 2022

Through literary research, this study aims to study chinese characters in the Chosun Dynasty from the perspective of international exchange. While sorting out the historical materials, it investigates the implementation organ, educational content and main characteristics of Chinese education in the Chosun Dynasty, its influence on the Korean peninsula at that time and Its enlightenment to today's Chinese international education. The results show that the Chinese language education institutions in the Chosun Dynasty mainly played the role of Chinese language education in the Si service academy and the Sheng Wen Academy. The contents of Chinese language education mainly include the development of oral Chinese teaching materials, the publication of rhymes and other reference books, the compilation of dictionaries and the training of Chinese translators. Through the in-depth study of Chinese rhymes, the Korean Peninsula created its own Korean national character in 1443, getting rid of the will of Chinese characters. The invention of Korean language has greatly encouraged the political, economic and cultural development of the Korean peninsula. In addition, the Chinese language education in the Chosun Dynasty provides a good experience for today's Chinese international education in China.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.97-120
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• 2005

Production and perception of second language sounds are typically influenced by second language learners' native language sounds. In this study we investigate how the Korean language influences Korean speakers' production of English alphabets. In the experiment conducted to prepare for this study 16 native speakers of Korean pronounced English alphabets. Then three native speakers of English evaluated the Korean subjects' pronunciation of them. The results show that the Korean subjects' native language (i.e., Korean) influences their production of the English alphabets. When Korean has sounds corresponding to English alphabets, the English subjects rate the Korean subjects' production of them good. For instance, Korean has voiceless stop phonemes, hence their production of English alphabets was rated good by the English subjects. The Korean subjects' production of English alphabets containing the sounds that do not exist in Korean was rated poor by the English subjects. For instance, Korean does not have voiced fricative phonemes, hence their production of English alphabets was rated poor.

• Research in Mathematical Education
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• v.17 no.3
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• pp.169-180
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• 2013

Communicating about mathematics is an essential component in learning mathematics and is a key standard for successful learning in a mathematics classroom using stories and storytelling as a catalyst to mathematics instruction. This, however, can make learning math for students with language deficiencies since they are working toward mastering both basic language proficiency as well as the specialized language needed for mathematics. This is a particular concern because the number of students of multicultural families is rapidly increasing. In this paper, we discuss the challenges and complexities of language-deficient students learning math in a classroom where communication is a key standard for successful learning, and suggest implications for teaching, by presenting an USA elementrny teacher's scaffolding to make reading and solving word problems less intimidating for her language learner students as well as native speaking students.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)