This paper aims to present some arguments for introducing Korean culture in teaching of French at Korean high schools. First, it is compatible with Intercultural Approach, a general trend for foreign culture education. Second, it is helpful to the communicative competence of the Korean students who are supposed to communicate with French interlocutors. In a natural communication situation, a French speaking person is likely to ask a Korean interlocutor questions concerning the Korean culture, which makes it necessary for Korean highschool students to learn how to explain it in French. Third, it can help Korean learners to take up positive attitudes towards French learning with higher motivation for French speaking and stronger confidence in themselves. Finally, it is recommended that the elements of the Korean culture introduced in French lessons should concern everyday lives rather than the sophisticated intellectual culture and that they be introduced through ‘intercultural dialogues’ in French. l’introduction de la culture coréenne dans l’enseignement du français au sein des lycées coréens. Premièrement, son introduction permet aux lycéens coréens, tout en apprenant le français, d’être sensibilisés à l’approche interculturelle, préalable à une éducation des cultures étangères. Deuxièmement, elle peut leur servir à développer leur compétence de communication lors de leurs interactions avec des francophones. Il est en effet naturel que, dans les situations de communication dans lesquelles un lycéen coréen et un francophone dialoguent, le francophone pose des questions sur la culture coréenne et que le coréen y réponde. D’où la nécessité de préparer les lycéens coréens à en parler en français. Troisièmement, cette capacité à parler de culture coréenne en français, avec ses principaux corollaires : une grande confiance en soi et un comportement plus participatif, peut favoriser une acquisition plus aisée de la compétence de communication en français. Enfin, nous recommandons que les éléments de la culture coréenne portent sur le quotidien et que ces éléments prennent la forme de ‘dialogues interculturels’ en français entre un francophone et un coréen.

After the content items of the secondary French curriculum changed to an achievement standards format, the new format appeared to be inconsistent with French education’s current content structure—language skills, language materials, and culture. This study aims to enhance the validity of the creation of the achievement standards by reshaping the curriculum to be more in line with the newly developed standards. This study provides a historical analysis of French curriculum structure and a review of existing literature on the second language education. And it also analyzes the foreign language curriculum structures in several foreign countries. Based on the discussion of preceding chapters, a restructuralization of French curriculum is suggested. The essence of the restructuralization is to divide the achievement standards into language achievement and cultural achievement, as well as to present language skills and materials—subcategories of language achievement in achievement standards formats. Also needed are standards for comprehensive skills including listening, speaking, reading, and writing. To be consistent with the purpose of the achievement standards format, the objectives, teaching and learning methods, and evaluation in French curriculum need to be modified. Finally, I suggest to the entities who are involved in the 2015 curriculum revision the need for scrutiny of the current curriculum format, as well as a change to the format in future development. Après le changement des éléments de contenu faisant partie du curriculum de l’enseignement du français au niveau secondaire pour un nouveau format basé sur les critères d’accomplissement, la structure actuelle de l’enseignement, composée de compétences langagières, de matières langagières et de contenus culturels, n’est plus conforme avec celle modifiée. Par conséquent, cette thèse vise à restucturer le cadre des contenus du curriculum, compte tenu des critères d’accomplissement développés, afin de réhausser la pertinence de l’établissement de ces critères. Cette étude explique l’analyse de la structure des contenus de tous les anciens curriculums et les résultats issus des études et de l’analyse précédentes portant sur les contenus de l’enseignement des langues vivantes. Elle présente ensuite les résultats de l’analyse des contenus des programmes en vigueur à l’étranger, ce qui nous conduit au dernier chapitre qui propose un programme restructuré. Pour résumer ce dernier, les points essentiels consistent à décliner les critères d’accompplissement en deux - critères langagiers et culturels ; proposer les compétences et les matières langagières, sous-catégorie des critères langagiers, sous forme du nouveau format des critères d’accomplissement ; présenter les critères d’accomplissement pour les compétences intégrales comprenant la compréhension et la production orales et écrites ; enfin, faire adapter d’autres points sous ce nouveau format des critères, tels que les objectifs d’enseignement, les méthodes didactiques et celles d’apprentissage, les critères d’évaluation dans le cadre du curriculum de l’enseignement du français. Avec cette proposition, cette thèse invite les chercheurs étudiant le nouveau curriculum 2015 à examiner avec prudence la stucture des contenus actuelle et à réfléchir à la nécessité de la restructuration des contenus à réaliser dans l’avenir.

The dynamic information of radar and automatic identification system (AIS) for targets obtained from the traffic vessels operating in the north outer harbor and surrounding waters of Busan port, Korea. The target information was analyzed to investigate the potential collision risk resulting from the invalid true heading (HDT) information of AIS and the integration ambiguity in the graphic presentation of both tracked data sets for two systems. An integrated display system (IDS) for supporting the navigator of offshore fishing vessels was also developed to find possible maneuvering solutions for collision avoidance by comparing radar data with AIS data in real-time at sea. Consequently, the multiple functions of IDS can provide additional information that is potentially valuable for taking action to avoid the collision in offshore fishing vessels. However, the integration criteria of radar and AIS targets in the IDS must be carefully established to eliminate the fusion ambiguity in the graphic presentation of both AIS and radar symbols such as the one or two physical targets which are very close to each other.

L'hypermédia offre aux enseignants une formidable opportunité pour augmenter les stratégies pédagogiques existantes ainsi que pour en développer de nouvelles. Les apprenants peuvent consulter une base de données en tant que novice ou expert. Les enseignants doivent faire de l'environnement hypermédia qui permettra aux apprenants de structurer le savoir afin de mieux refléter leurs propres idées, leurs intérêts et leurs besoins. Les enseignants peuvent avoir à consacrer du temps en classe pour gérer les problèmes découlant du système hypermédia plutôt que le contenu lui-même. L'utilisation de l'hypermédia dans la salle de classe peut conduire à des discussions en classe uniques comme à leur apprendre à explorer les chemins insolites à travers une base de données. Le système hypermédia représente un environnement d'apprentissage potentiellement riche, à la fois pour l'individu en tant qu'apprenant et pour les utilisateurs travaillant sous un accord de collaboration. Il semble être trop tôt pour dire ce que va devenir l'importance de ce nouvel environnement d'apprentissage du français.

IWRAP 프로그램은 수로에서의 위험성을 평가하는데 유용한 프로그램이다. 그러나 이 프로그램의 기본 버전의 경우 AIS 데이터를 수집하는 기능이 포함되지 않아서, 더구나 베트남과 같은 개발도상국에서는 해상교통량 통계 데이터가 없는 실정이다. 사용자들은 수동으로 준비하여 입력하여야 한다. 이 연구는 IWRAP Mk2 프로그램 기본 버전을 사용하는데 있어 AIS 데이터를 전처리(pre-process) 할 수 있는 프로그램을 개발하고자 하였으며, 선박 형태, 선박 크기, 통과 시간 등으로 분류한 통항로에서의 선박 통항 척수 및 항로 배치와 같이 해역 내 해상교통에 관한 정보들을 사용자에게 제공하도록 고안되었다. 이렇게 개발된 통합 AIS 프로그램(Total AIS, TOAIS)은 베트남 Vung Tau 해역의 AIS 수집 데이터를 전처리할 수 있는지에 대하여 검증하였다. 그 결과, 통합 AIS 프로그램에서 전처리한 데이터를 이용한 IWRAP 프로그램은 베트남 해역의 위험성을 효율적으로 평가할 수 있었다.

The ship's heading information of hybrid GPS/EM compass were applied to the AIS of fishing vessel and examined the possibility of accuracy improvement. It is observed 453 each in AIS receiver of land among 3,982 each in AIS Rx/Tx transponder of the test ship at sea, and transmission interval according to the speed of ship is determined the 11.4% good transmitting data of the all information. In results, maximum compass error for the ship's heading of an EM compass was 19.1˚. The variance of ship's heading owing to the speed of ship is surveyed. The COG (Course Over Ground) was changed extremely in 180˚W-179˚E range under 4.9knots, and in 24˚W-23˚E range over 4.9knots. Finally, using the ship's heading of EM compass and the COG from GPS for the autopilot system of a small fishing boat and the ship's heading information of AIS results in danger on the own ship's navigation safety and leads to make confusion both the others and VTS (Vessel Traffic Service) center. Therefore, the hybrid GPS/EM compass is identified as the best system for a small fishing boat and is allowed to offer continuously a ship's heading information with high accuracy and stability.

L’imparfait de l’indicatif, dans l’enseignement/apprentissage du français, est très certainement l’une des étapes les plus difficiles dans la maitrise de ce tiroir verbal chez l’apprenant, certes mais aussi chez l’enseignant. En effet, ce dernier ne se borne souvent qu’à enseigner son versant temporel au détriment de son versant modal. C’est un choix malheureusement guidé par un bon nombre d’ouvrages FLE qui ne présentent que peu de ses valeurs modales voire parfois pas du tout. L’apprenant, l’autodidacte surtout, s’en trouve grandement influencé dans son apprentissage croyant reconnaître l’imparfait et l’une de ses valeurs alors qu’en fait le sens est tout autre (nous pensons par exemple à l’imparfait de l’imaginaire: Encore un peu et je tombais!). Partant de ces constats, il est dès lors urgent de revoir la manière d’enseigner cette partie de la langue française, aidé cette fois de manuels qui osent s’attarder sur toutes les valeurs modales de ce «temps», qui n’est pas, à vrai dire, que temporel.

Notre recherche porte sur la mise en valeur des sigles dans l’enseignement du français à destination des lycéens coréens. En effet, le programme officiel actuel vise au développement de la compétence communicative des apprenants, en mettant exceptionnellement l’accent sur l’enseignement de la culture dans l’enseignement des langues étrangères. Nous avons donc essayé de montrer la valeur didactique des sigles, en tenant compte des niveaux linguistique et culturel des apprenants coréens. Étant donné le grand écart linguistique entre le français et le coréen, le niveau du français des lycéens coréens est généralement médiocre. D’ailleurs, les élèves coréens ont peu l’occasion de prendre contact avec la culture française dans la vie quotidienne, de sorte que leurs connaissances sur la France et sa culture sont, dans la plupart des cas, faibles et superficielles. En somme, nous visons à munir les lycéens coréens de la compétence communicative de base, à partir des sigles qui sont doublement utiles à l’entraînement linguistique et à l’équilibre de la représentation de la France chez les élèves centrée sur son apparence médiatisée, riche et luxueuse. Ainsi, ils arriveront à communiquer d’une manière efficace avec les locuteurs français, en ayant un regard pertinent sur la culture française et les Français.

This paper describes on the consolidation of AIS and ARPA radar positions by comparing the AIS and ARPA radar information for the tracked ship targets using a PC-based ECDIS in Busan harbor, Korea. The information of AIS and ARPA radar target was acquired independently, and the tracking parameters such as ship's position, COG, SOG, gyro heading, rate of turn, CPA, TCPA, ship s name and MMSI etc. were displayed automatically on the chart of a PC-based ECDIS with radar overlay and ARPA tracking. The ARPA tracking information obtained from the observed radar images of the target ship was compared with the AIS information received from the same vessel to investigate the difference in the position and movement behavior between AIS and ARPA tracked target ships. For the ARPA radar and AIS targets to be consolidated, the differences in range, speed, course, bearing and distance between their targets were estimated to obtain a clear standards for the consolidation of ARPA radar and AIS targets. The average differences between their ranges, their speeds and their courses were 2.06% of the average range, -0.11 knots with the averaged SOG of 11.62 knots, and 0.02˚ with the averaged COG of 37.2˚, respectively. The average differences between their bearings and between their positions were -1.29˚ and 68.8m, respectively. From these results, we concluded that if the ROT, COG, SOG, and HDG informations are correct, the AIS system can be improved the prediction of a target ship's path and the OOW(Officer of Watch) s ability to anticipate a traffic situation more accurately.

This paper describes on the real-time tracking of ship's dynamic behavior by AIS information in the coastal waters. The AIS data was received at a land station by using the antenna of AIS receiver mounted on the rooftop of the laboratory, Pukyong National University (PKNU), Busan, Korea, and stored as a NMEA format of serial output sentence of VDM(VHF Data-Link Message) and displayed on the ENC(Electronic Navigational Chart) of a PC-based ECDIS. In this study, the AIS receiver was mainly used to obtain the dynamic information that is necessary to evaluate and track the movement situation of training ship "KAYA" of PKNU in the coastal waters. The change of position with time for the ship turning under the rudder angle of port 30˚ was correctly tracked with the turning circle of 940 m in diameter on the ENC of a PC-based ECDIS. Then, the dynamic information of the AIS system was updated every 6.29 seconds under the turning situation for the speed of 10.9 knots and every 21.65 seconds under the situation running at the speed of 11.05 knots on the straight line route of 155˚, respectively. In case of AIS target tracking in the inshore zone behind large topographical obstructions, such as mountain and apartment buildings, the update rate of dynamic information was irregularly changed by the existence of land obstacles. However, the position tracking by AIS information under the situation existing no sea obstructions was achieved in real or near real-time and the instant presentation of course alternations for the ship was correctly monitored by using a PC-based ECDIS. From these results, we concluded that the PC-based ECDIS technology and methodology combined with the AIS information can be easily extended and applied to the surveillance and management for the fishing operation of fishing vessels in the coastal zone and in the EEZ fishing grounds.

In order to efficiently manage the coastal and offshore fishing ground, the applicability of real-time monitering was also investigated through a wide-area network of automatic identification system(AIS). The experiment of efficiently managing coastal and offshore fishing ground with a wide-area network of AIS required, on the headquarter's screen, a synthetic display of vessel information transmitted from three different distant stations. This experiment tested the applicability of real-time monitoring with the shown display. The maximum range of detection of the first station in Busan was 24 nautical miles while those of the second and third stations in Yeosu and Jeju were 26 and 52 nautical miles, respectively.

The purpose of this paper is to suggest a more methodical and efficient means to make Korean high school students understand the usages of two French past tenses, viz passé composé and imparfait. The paper shows that these two tenses are distributed in a complementary way on textual level, and that two conceptual devices developed by Weinrich, foreground and middle ground, can be useful for the teachers' teaching skills. The paper also discusses the anaphoricity, redefined and remodulated by Berthonneau and Kleiber on the semantico-pragmatic basis, for a new means of teaching French past tenses.