본 사례 연구는 실시간 음성인식을 결합한 설치 작품의 기술, 언어학과 인터랙티브 아트의 융합을 탐구하는 것을 목표로 한다. 따라서 음성인식 기술이 언어라는 축을 통해 ‘Spect’actor’에게 어떻게 전달할 수 있는지에 대한 예술적 관점과 심도 깊은 이해를 도모하고자 한다. 본 연구는 음성인식 기술을 통한 미디어아트 해석 의 가능성을 전반으로 확대하고, 특히 인터랙티브 미디어아트 분야에서 회화적 자동 음성인식을 통한 미디어 아트 해석의 가능성을 넓히고자 합니다.

Kang Hui-suk. 2014. The Intervention of Linguistic Policy in Sound Changes and Novel Language: Focusing on a Sound Change from ‘o to u’ in Words used in the Seoul area. The Sociolinguistic Journal of Korea 22(1). This study looked at the change from o to u appearing in the modern Korean language period and its developmental process in words used in the Seoul area, and how the change has been evaluated in the process of establishing normative linguistic policies such as the <Revised Collection of Standard Korean Language> and the <Standard Language Rules>. As a result of this speculation, the following was discovered: the common change from o to u in sub-dialects of the Korean language has been accepted in the process of revising the standard language to have the status of the standard language. However, the expansion of o to u which has been evaluated to have the typical character of the mid-land dialect including words used in Seoul has been evaluated negatively. As a result, it was discovered that the innovative forms of the change from o to u have the status of non-standard language. Also, this study speculated on the influence negative recognition has on the expansion of the change and the exclusive attitude the evaluation of the standard language has had on novel language by writers who came from Seoul. With the winning novels of the Lee sang Literary Award as the subjects of the study, the expansion of o to u occurred only in grammatical morphemes in the location of non-beginning words in novels published from the 1970s to the 1980s. Recently, such expansion has hardly been seen.

In the early reading stage, readers should be supported both orally and conceptually so that they are equipped with the basic skills and knowledge about word recognition. Thus, a lack of systematic support in the early reading developmental stage impedes the natural growth of reading ability. This article investigated how children were supported in reading from their teachers in the primary English classrooms. To accomplish this purpose, eleven reading-focused classrooms were analysed. Observations, video recordings, and interviews were conducted for data collection. Field notes and checklists were also used during the observations. Qualitative analyses revealed that children were poorly supported in learning to read: teachers used few limited teaching techniques and their uses were not effective on reading. The data from the interviews revealed that teachers were rarely trained for reading instruction, and that they possessed a limited knowledge about the English language system as well as about the reading development of young learners. Hence, the teachers' poor background knowledge and lack of skills led to less effective reading instruction. Based on these findings, it is suggested that teachers require training such as in basic knowledge about the English writing system and reading development in order to deliver effective reading instruction to early readers.