95 research outputs found
Continuity problems of elementary and secondary English education: Sequence analysis of English textbooks
The purpose of this study was to examine the sequence of linguistic features for English textbooks, using Coh-Metrix, an automated web-based tool. To analyze fourth to seventh grade textbooks, a corpus of written text were built from fifteen textbooks. To identify the sequence, textbooks were compared under three different categories: Word, Sentence and Discourse Cohesion. Word category measured basic counts, lexical diversity and word information. Sentence category measured basic counts, syntactic complexity and readability. Discourse cohesion category measured referential cohesion, semantic cohesion and pronoun information. The results are as follows: First, in terms of words, the basic count, lexical diversity and word information were relatively well constructed sequentially. However, the meaning of words did not show the expected sequence well. Second, in terms of sentence, basic counts, syntactic complexity and readability measures were sequentially graded from easy to difficult as the year of school advanced. However, the increase of sentence count and readability measures showed large gap between grades. Finally, all pronoun incidence measure was relatively well established. Referential cohesion, semantic cohesion and personal pronoun did not show significant difference between grades.μ΄λ±νκ΅ μμ΄κ΅μ‘κ³Ό μ€νκ΅ μμ΄κ΅μ‘μ μ°κ³μ±μ λ¬Έμ κ° μλ€λ μ£Όμ₯μ νμ₯ κ΅μ¬λ€κ³Ό μ°κ΅¬μλ€μ μν΄μ μ§μ λμλ€. μ²μμΌλ‘ μ΄λ₯Ό μ’ κ΅¬μ²΄μ μΌλ‘ μ΄λ±νκ΅ μμ΄κ΅μ‘μ ν¨κ³Όμ±μ΄λΌλ μ°¨μμμ λ€μ¬λ€ λ³Έ μ°κ΅¬κ° μ΄μκΈ°, μ΅μ°ν¬, λΆκ²½μ, μ΄μ μ(2001)μ΄μλ€. μ΄λ€μ μ΄λ±νκ΅ μμ΄κ΅μ‘μ λͺ©νμ μ€νκ΅ μμ΄κ΅μ‘ λͺ©νμ μμ΄ν¨μ μ§μ νκ³ λͺ©νμ μ°¨μ΄μμ μ€λ λ΄μ©κ³Ό λ°©λ²μ μμ΄ν¨μ μμΈ‘νμλ€. κ·Έ λ€μ ꡬ체μ μΈ μ°κ³μ±μ μ΄ν΄λ³Έ μ°κ΅¬λ€μ΄ κ·Έλμ λͺ νΈ λμλ€. μ΅μμ£Ό(2003), μ΅μμ (2004) κ·Έλ¦¬κ³ νμ§μ(2010)μ΄ μμκ³ μ΄λ€μ λͺ¨λ λ―ΈμΆκ° μμ¬νμ λ
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Effects of Phonemic Awareness Instruction Using Physical Activities on Elementary School Students Early English Literacy
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Όλ¬Έμ μ¬κ΅¬μ± λ° μμ ν κ²μThe purpose of this study was to examine the effects of physical activity-based phonemic awareness instruction on elementary students English literacy. The experimental group was given phonemic awareness instruction using physical activities whereas the control group was given standard reading instruction. DIBELS(Dynamic Indicators of Basic Early Literacy Skills) was introduced for pre- and post-test, and the teachers teaching log was analyzed. The findings were as follows: Two types of DIBELS(PSF, NWF) test showed a statistically significant improvement between two groups. Phonemic awareness instruction using physical activities turned out to be effective in improving the learners' literacy abilities than the standard phonemic awareness instruction.λ³Έ μ°κ΅¬μ λͺ©μ μ μ 체νλμ κ²°ν©ν μμμΈμ νμ΅μ μ μ©νμ¬ μ΄λ±νμλ€μ μ΄κΈ° λ¬Έμλ₯λ ₯μ λ―ΈμΉλ μν₯μ μ΄ν΄λ³΄λ κ²μ΄λ€. μ΄λ₯Ό μν΄ μ€νμ§λ¨μλ μ 체 νλ κΈ°λ° μμμΈμ μ§λλ₯Ό, ν΅μ μ§λ¨μλ μΌλ°μ μΈ μ½κΈ° μμ
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Clinical study to investigate platelet aggregation after clopidogrel administration according to ADP receptor P2Y12 genotype in healthy volunteer
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The Korean deposit insurance system
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: Workshop for Worldwide Central Banks on Financial Reform in Korea: Experience and Implication
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