• English Language & Literature Teaching
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• v.18 no.2
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• pp.125-147
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• 2012

The primary goal of the study was to provide some preliminary validity evidence for the Vocabulary Grade Levels Test (Busan Metropolitan City Office of Education, 2009), which is designed to measure the receptive vocabulary knowledge of learners in L2. For the purpose of the current study, 327 participants at the elementary school participated in the study and were asked to take two different vocabulary tests. Namely, a Vocabulary Size Test (Nation, 2001) and a Vocabulary Grade Levels Test. The data were analyzed using correlation in order to discover the relationship between these two types of tests. Following this, the Rasch analysis was conducted to examine the reliability and validity of the measurement in question. The data analysis showed that both grade separation reliability and item separation reliability were high, indicating that the Vocabulary Grade Levels Test well discriminates learners with a wide range of proficiency levels. The findings of the study are discussed, along with further improvements in order to ascertain the validity of this particular vocabulary test.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.239-265
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• 2010

This study investigates the effects of corpus-based vocabulary tasks on the acquisition of English vocabulary in an attempt to explore the influence of corpus use on EFL pedagogy. For this to be realized, a total of 40 Korean high school students participated in the study over a 4-week period. An experimental group used a set of corpus-based tasks for vocabulary learning, whereas a control group carried out a traditional task (i.e., the L1-L2 translation) for vocabulary learning. To assess learning gains, the students were asked to complete the pre- and post-treatment tests measuring the word form, meaning, and use aspects of target lexical items. Results of the study indicate that in the experimental group the corpus-based vocabulary tasks were beneficial for the learning of word forms and use. In particular, corpus-based benefits were greatest in the low-proficiency EFL learners' collocational aspects of vocabulary use. On the other hand, in the control group, the traditional vocabulary tasks benefited the meaning aspects of target vocabulary items the most. In addition, survey results revealed that most students were positive about the corpus-based learning experience although some expressed reservations about the heavy cognitive load and the time-consuming nature of the analysis of corpus data primarily due to learners' lack of language proficiency.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.37-54
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• 2009

This study investigated vocabulary learning strategies used by EFL middle school learners in Korea and examined the relationship between the middle school learners' vocabulary learning strategy (VLS) use and their vocabulary proficiency level. One hundred and forty-one students in a public middle school participated in the study and the data for this study were collected from a vocabulary learning strategy questionnaire and a vocabulary proficiency test. Based on the result of the vocabulary proficiency test, the participants were divided into three proficiency groups: high-, mid- and low- level proficiency groups. The overall findings of the study revealed that the participants used cognitive strategies most frequently and social strategies least frequently. The most frequently used individual strategies were 'using a bilingual dictionary,' 'studying the sound of a word' and 'practicing words through verbal repetition.' The least frequently used ones were 'interacting with native speakers' and 'studying or practicing the meaning of a word in a group.' The research results also showed that the vocabulary proficiency level has a significant influence on the vocabulary strategy use. The more proficient learners used vocabulary learning strategies more actively. More specifically, the high proficiency level group used metacognitive strategies the most. The middle and low proficiency groups used cognitive strategies the most. It is suggested that language teachers should facilitate the vocabulary learning process by helping learners develop appropriate strategies.

• Journal of Korea Multimedia Society
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• v.13 no.10
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• pp.1436-1443
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• 2010

In vocabulary recognition system has it's bad points of processing vocabulary unseen triphone and then no got distribution of confidence measure by cannot normalization. According to this problem to improve suggested VCOR(Version Control for Out-of Rejection) system by out-of vocabulary rejection algorithm use vocabulary management optimization and then phone data search support. In VCOR system to provide vocabulary information efficiently offering for user's vocabulary information using extend facet classification that improved for vocabulary measure management function offering accuracy of recognition for vocabulary. In this paper proposed system performance as a result of represent vocabulary dependence recognition rate of 97.56%, vocabulary independence recognition rate of 96.23%.

• The Journal of the Acoustical Society of Korea
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• v.16 no.1E
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• pp.57-63
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• 1997

In this paper, we investigated performance of a vocabulary-independent speech recognizer with speaker adaptation. The vocabulary-independent speech recognizer does not require task-oriented speech databases to estimate HMM parameters, but adapts the parameters recursively by using input speech and recognition results. The recognizer has the advantage that it relieves efforts to record the speech databases and can be easily adapted to a new task and a new speaker with different recognition vocabulary without losing recognition accuracies. Experimental results showed that the vocabulary-independent speech recognizer with supervised offline speaker adaptation reduced 40% of recognition errors when 80 words from the same vocabulary as test data were used as adaptation data. The recognizer with unsupervised online speaker adaptation reduced abut 43% of recognition errors. This performance is comparable to that of a speaker-independent speech recognizer trained by a task-oriented speech database.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.23-45
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• 2019

Objective: The purpose of this study is to identify the longitudinal reciprocal relationship between young children's vocabulary ability and physical aggression in young children. Methods: Two waves of panel data(2013/2015) from the Panel Study of Korean Children were analyzed in this study by using an adapted version of Autoregressive cross-lagged modeling. A total of 306 five-year-old and seven-year-old preschoolers, and their mothers participated in the study. Autoregressive cross-lagged modeling for multiple groups was conducted by using AMOS 24.0. Results: First, vocabulary ability and physical aggression showed stability over time. Second, young children's vocabulary ability(t) had a statistically significant effect on physical aggression(t+1). Conclusion/Implications: This study confirmed the interrelationships of young children's vocabulary ability and physical aggression by examining longitudinal data using the longitudinal analysis method. This study highlights the importance of developing interventions to support language development with aggressive children. The results of the present study can be used as a source in developing policies for aggressive children and their parents.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.359-363
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• 2012

In the vocabulary recognition model, system has some problems that vocabulary is nor recognize and similar vocabulary recognition is created., because it is caused by system extract vocabulary feature from inaccurate vocabulary. To solve this problems, this paper propose the system modeling and implementation for efficient configuration thread support system, it process the configuration thread information and it apply the facet method in database retrieve for optimization of vocabulary likelihood rate. Proposed system showed 95.31% of vocabulary dependency recognition rate and 97.38% vocabulary independency recognition rate in system performance.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.217-234
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• 2006

This study examined variability of gestures and their correlation with vocabulary acquisition in the communication of infants. Subjects were 96 infants, 7 to 24 months of age, residing in Seoul and its vicinity. Instruments were the Communication and Symbolic Behavior Scales (Iverson, et al., 1999) and the MacAuther Communicative Development Inventory-Korean (Bae and Lim, 2002). Data were analyzed by one-way ANOVA and Pearson's Correlation. Results identified monthly changes in types of communicative gesture used by infants: more deictic at younger and more representational at older ages. Deictic gestures were related to size of the receptive vocabulary and size of the whole vocabulary. Representational gestures were related to acquisition of expressive vocabulary, size of the receptive, and size of the whole vocabulary.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• Journal of the Korean Home Economics Association
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• v.50 no.2
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• pp.75-84
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• 2012

The purpose of this study was to examine the relationship between infants' turn-taking and vocabulary development during a one-year longitudinal study. Participants of this study included 46 infants who participated in both of the 1st and the 2nd tests. The infants' turn-taking frequencies were observed during mother-infant's free play for 10 minutes. The infants' vocabulary was investigated with MCDI-K for the 1st test and PRES for the 2nd test. The collected data were analyzed using both t-test and Pearson's correlation. The research results were as follows: First, the turn-taking frequencies and vocabulary of infants increased with age groups. Second, there was positive relationship between the turn-taking and the receptive vocabulary in group A at T1. Third, there were significant differences in receptive vocabulary at T1 and expressive vocabulary at T2 among group A according to the infants' turn-taking levels.