The present study investigates the effects of teaching activity-based integrative reading and writing on the amelioration of written language in the elementary school classroom. This study was conducted during the first semester in 2003. The subjects were 160, 6th year elementary school students. They were divided into two groups, control and experimental. Both the control group and the experimental group were composed of 80 students each. Each group was divided into three levels: high, intermediate, and low, on the basis of a diagnostic evaluation. All the subjects of the experimental group were integratively taught reading and writing of the English alphabet, words, phrases, sentences, and context, according to their level. All the subjects of the control group were discretely taught reading and writing according to their curriculum and level. They were also given a questionnaire of affective and psychomotor domains. Statistical analyses were performed to determine: (a) the difference of the control and experimental groups, (b) the difference between the control and experimental groups, (c) the difference of their level (high, intermediate, and low) of the control and experimental groups on reading and writing in the pre- and post- achievement tests, and (d) the difference of the level of the control and experimental groups on the affective and psychomotor domains such as interest, self-confidence, understanding, participation, and motivation of reading and writing in the pre- and post- achievement tests. The results of this study reveal that significantly higher scores on the written language were obtained in the experimental group. The difference between the control group and the experimental group was not significant at the beginning of the term. However, the difference was significant at the end of the term. It was also found that in the experimental group, interest was improved at the intermediate level. Self-confidence and understanding were improved at the intermediate and low levels, and participation was improved at the low level. It is recommended that researchers and teachers develop integrative materials of reading and writing more widely according to the level.

본 연구는 학습장애 학생의 학교생활 적응을 위하여 로봇 프로그래밍 교육을 실시함으로써 학 습장애학생의 학습된 무기력과 자발적 언어 사용에 미치는 영향을 살펴보고자 하였다. 연구에 참 여한 학생은 실제 특수교육 지원을 받는 초등학교 4학년 학습장애학생이다. 연구 결과 로봇 프로 그래밍 교육은 학습장애학생의 학습된 무기력을 감소시키며 통합학급에서 자발적 발화량을 증가 시켰다. 본 연구 결과를 기반으로 학습장애학생을 위한 강점 기반 교육이나 게이미피케이션을 적 용한 중재가 실제 교육 현장에서 효과적으로 활용될 수 있는 방안을 제안하였다

본 논문은 C 언어를 배우는 초보자를 위한 기능성 게임 프레C맨(freCman)의 개발 사례를 소 개한다. C 언어를 처음 배우는 사람들은 C 언어의 키워드나 문법, 문장 구조에 생소하여 학습 에 어려움을 느낀다. 본 논문은 슈팅스타C, 숨은 오류 찾기, 코드 순서 맞추기 등의 3 가지의 게임을 개발하고, 이를 통해 C 언어에 보다 쉽게 접근할 수 있도록 하였고, CTS(Code to Speech) 기능을 추가하여 C 소스 코드를 읽어 줌으로써 청각적으로 C 언어의 키워드나 문장에 친숙하도록 하였다. C 언어를 처음 배우는 학생들을 대상으로 실험한 결과 프레C맨이 C 프로 그래밍 학습에 도움이 되었다는 결과를 얻었다.

Purpose: The purpose of this study was to examine the effect of different verbal cues during observational learning of a soccer kick. Methods: The to-be-learned task was an inside-of-the-foot soccer accuracy pass. Thirty female participants were randomly assigned to one of three experimental groups according to the type of verbals cues combined with an expert model video; 1) discovery learning, 2) attention-focusing cue, 3) error-correcting cue. All participants practiced 10 trials without any information during a practice phase and 40 trials with treatments during an acquisition phase. A retention test was administered 24 h after acquisition. Results: The effect of observational learning was evaluated by kicking form, absolute error(AE), variable error(VE). The results revealed that two verbal cue groups displayed better kicking form than the discovery learning group during the retention test. The error-correcting cue group revealed better learning effect than attention-focusing cue group. However, for AE and VE the two verbal cue groups did not show a significant difference and the learning benefit relative to the discovery learning group. Conclusion: The results suggest that error-correcting cue is more effective during observational learning than the attention-focusing cue. The error-correcting cue facilitates attentional and retentional subprocesses. In addition, it facilitates the search for a task-appropriate coordination solution.

【벼리】본 연구의 목적은 외국인 학습자의 한국어 의사소통능력 신 장을 위한 말하기, 쓰기와 같은 언어 표현 영역 학습에 따르는 환경적 제약과 심리적 압박 등의 어려움을 극복하고, 보다 경제적이고 효율적 인 자기주도적 학습법을 강구하고자 하는 것이다. 본 연구자는 소리 내어 읽기가 비교적 학습자가 접근하기 쉬운 활 동인 읽기를 하는 동시에 나머지 언어 기능 능력까지 총체적으로 향 상시킬 수 있는 방법으로 보고 연구 대상을 음독으로 설정하였다. 많은 선행 연구에서 소리 내어 읽기가 다른 언어 기능의 연관성을 고려한 통합적 기능 학습임이 논의되고 있다. 그러나 이는 주로 음독 이 언어 이해 영역에 미치는 영향에 대한 것으로, 본 연구에서는 실험 을 통해 음독이 언어 표현 능력에 미치는 영향에 대해 살펴볼 것이다.

한국어 교육 현장에서 점차 의사소통 능력의 중요성이 강조됨에 따라 ‘유창성(fluency)’을 길러 줄 수 있는 교수학습 방법이 다양하게 연구되어지고 있다. 그렇지만 현 언어교육현장에서는 한국어 학습자에게 의사소통 능력을 키우기 위해서는 교사와 학생간의 교수행위와 학습 행위의 역할 분담을 하여 수업을 진행하고 있기 때문에 한국어 학습자들의 의사소통능력을 키워주는 데는 어느 정도 한계점을 지니고 있다. 이런 교실 수업의 한계점을 보완해 줄 수 있는 하나의 학습 방법이 바로 ‘Tandem 언어 학습법(Tandem Language Learning)’이다. 본고에서는 Tandem 언어 학습법을 바탕으로 실제 한국어 교육 환경에 맞게 적용해 본 후 이 수업을 통해서 의사소통 능력 및 문화 이해 능력 향상, 수업에 관한 전반적인 결과를 분석하고자 한다. 더불어 Tandem 언어 학습법을 한국어 교육에서의 적용 가능성을 검증하여 앞으로 이 연구를 바탕으로 한국어 교육에 맞는 Tandem 언어 학습법의 다양한 유형 및 Tandem 언어 학습법을 기본으로한 교육 자료 개발에 관한 연구가 이루어지는 데 도움이 되길 바란다.

The purpose of the study is to explore whether input enhancement as a subtype of FonF can be proven feasible and productive as part of normal classroom work and whether it can assist in learners` long-term progress in English. 80 freshmen who enrolled general English at a Korean university were divided into an experimental group and a control group and read the text in one of two conditions: no enhancement, relative-clause enhancement. The results demonstrated the translation task scores obviously showed the effect of input enhancement. The enhanced text of relative-clause led to learning relative-clause as a target linguistic structure. Second, the effect of relative-clause enhancement text was significant on reading comprehension test as well as on translation task. The interesting result was that the effects on relative-clause learning and reading comprehension were retained in the follow-up posttest conducted four weeks later. The study proposed that learners` linguistic developmental system have been affected by the enhanced relative-clause text generated by learners` need and that their interlanguage system be reconstructed.

The purpose of the paper is to investigate L2 learners` perception of contextual factors embedded into various situations, and the effect of perception on the use of strategies in the performance of the act of requests. To this end, a study was undertaken in which both Korean students of English and native speakers of English participated as subjects, and data were gathered via two differing methods. In the study, subjects were asked to read the description of each item of discourse completion test, and to write down what they would say in a given item. Right after completing each item, subjects were asked to assess three contextual factors (social power, familiarity, and degree of imposition) embedded into that item by answering three rating questions in terms of a four-point scale. The analysis of data indicated that in some situations two groups showed similarities while in other situations they differed in the perception of contextual factors. Also two groups differed greatly from each other in that learners tended to rely mainly on direct requests in most situations in which English native speakers preferred conventionally indirect requests with appropriate downgrading, which demonstrated that native speakers were far more polite than learners. In addition, EFL learners differed considerably from ESL learners in the use of request strategies and downgrading. The latter was more proficient than the former in employing conventionally indirect requests, and using downgrading for the expression of politeness. Finally, some teaching suggestions were provided for helping learners in an EFL context to promote their socio-pragmatic competence.

Yeo, Kyunghee. 1998. Information Processing of the Cognitive Skill and the Second Language Learning. Studies in Modern Grammatical Theories 12. 241-256. The purpose of this paper is to explain the second language learning from the perspective of the cognitive psychology, which views the second language learning as an information processing. According to the perspective of the information processing, the mastery of complex cognitive tasks, such as learning the second language, requires relatively large amounts of processing capacity and time and another that occurs quickly and takes little processing energy. These two types of operations are referred as "controlled" and "automatic" processing, respectively. Repeated performance of the components of the task through controlled processing leads to the availability of automatized routine, resulting in learning. But there is more involved in learning a complex cognitive skill than automatizing subskills. The learner must also impose organization and structure the information that has been acquired. As more learning occurs, internalized, cognitive representations change and are restructured. This restructuring process involved operations that are different from, but complementary to, those involved in gaining automaticity. Although both processes occur throughout the learning, gains in automaticity are thought to be more characteristic of early stages of learning and restructuring of later stages.