Earticle

본 연구는 터키인 한국어 학습자를 위하여 한국어 감정표현 어휘를 두 언어 간 의미관계에 의하여 난이도를 위계화하는 데 목적을 두고 있다. 이를 위하여 선행 연구에서 제시된 감정표현 어휘 목록을 통해 한국어교육에서 사용이 유용한 감정표현 어휘 58개를 선정하였다. 어휘 선정과정이 끝난 후 이들 어휘가 감정의 의미만으로 등장하는 맥락 40~50개를 선별하여 터키어에서 해당되는 단어와 의미를 대조분석하였다. 이어서 분석 결과를 바탕으로 각 한국어 감정표현 어휘에 해당하는 터키어 감정표현 어휘의 의미가 어느 정도 일치하는지 분석한 후 라도(Lado)의 어려움의 단계 중 적합한 단계로 분류하였다. 서로 의미가 비슷하고, 의미를 전달하는 데 문제를 발생시키지 않는 한국어 감정표현 어휘를 ‘대응 범주’에, 터키어에서 단어 하나로 표현이 가능한 반면 한국어에서 여러 단어로 표현이 가능한 어휘를 ‘차별화 범주’에, 터키어에서 대응이 없거나 의미전달이 맥락상 임의적으로 이루어지는 어휘들을 ‘새로운 범주’에 포함하였다. 따라서 ‘대응 범주’는 난이도가 낮고, ‘차별화 범주’는 난이도가 중간이며. ‘새로운 범주’는 난이도가 높은 어휘들로 결정하였다. 결론에서 본 연구의 후속 연구로서의 과제 두 가지를 소개하였다.

This study aims to determine the hierarchy of difficulty level of Korean emotion words in relation to its meaning for Turkish learners. The first step in this study was to select the right words for Turkish learners of Korean. Word selection methods were introduced, and an appropriate method was chosen for the study. After selecting the method, 59 Korean emotion words were chosen and compared with Turkish emotion words which can be minimal equivalents of the Korean emotion words. During the process of comparison, 40 to 50 sentences were used for each Korean emotion word. As a result of the comparison, Korean emotion words were classified into the three dimensions of Lado’s theory of difficulty levels: ‘correspondence’, ‘differentiation’, and ‘new category’; with each category referring to a level of difficulty. There were 37 words in ‘correspondence’ which are level one words that are easy to acquire, 13 words in ‘differentiation’ which are level two words and therefore more difficult to acquire than the words in level one, and 9 words in ‘new category’ which are level three words and considered the most difficult in this classification. In these three dimensions, emotion words equivalent for Korean emotion words were introduced by describing the similarities and differences between the two languages. Finally, some extra tasks were suggested for future studies.

난이도는 학습자가 컨텐츠를 선택하는 중요한 기준 중 하나이다. 하지만, 대부분의 난이도 기준은 컨텐츠 제공자 가 획일적으로 결정한다. 이러한 방식으로는 학습자의 다양한 수준과 환경을 고려한 맞춤형 교육을 지원할 수 없다. 본 연구는 이 문제를 해결하기 위하여 학습자와 컨텐츠의 지식을 정형화하고 일반화한 후, 이를 실험하기 위한 객체 모델과 맞춤형 난이도 척도를 설계하였다. 또한, 이를 검증하기 위한 목적으로 구현한 도구를 이용하여 100개의 음악 교육 컨텐츠와 20명의 학습자를 기반으로 시뮬레이션을 진행했다. 실험 결과는 제안한 방법이 학습 상태와 컨텐츠에서 정의한 지식의 유사도를 이용하여 맞춤형 난이도를 계산할 수 있음을 보여 주었다. 제안한 접근법은 학습 상태와 컨텐츠 에 쉽게 접근할 수 있는 온라인 학습 시스템에 효과적으로 적용할 수 있다.

The ‘level of difficulty’ is one of the major factors for learners when selecting learning contents. However, the criteria for the difficulty level is mostly defined by the contents providers. This approach does not support the personalized education which should consider the abilities and environments of various learners. In this research, the knowledge of the learners and contents were formalized and generalized to resolve the issue, and object models, including a metric for personalized difficulty level, were designed in order to be applied for experiments. And then, based on 100 contents for music education and 20 learners, we performed simulations with an implemented tool to validate our approach. The experimental results showed that our method can calculate the personalized difficulty levels considering the similarities between the knowledges from the learning state and the contents. Our approach can be effectively applied to the on-line learning management system which contains easy access to the learning state and contents data.

본 연구의 목적은 대학교와 전문대학에서 회계원리를 학습한 학생들 간에 학습과정 상의 난이도 수준 및 결정요인에 어떤 차이가 있는지를 분석하는 것이다. 대학교와 전문대학은 설립목적이나 취지가 다르므로 교수방법도 차별화 될 필요가 있다. 이를 위해서는 사전적으로 대학형태별 학생들의 학습난이도에 대한 정확한 이해가 필요하다. 이와 같은 연구목적을 달성하기 위하여 응답자의 내적일관성을 확인하기 위한 Cronbach’α값, 항목별 난이도 요인의 순위평균의 차이가 유의한 지를 검증하기 위한 Friedman의 Rank 검정, 응답자의 성별 및 나이가 난이도 점수에 어떤 영향을 미쳤는지를 분석하기 위한 다중회귀분석 등의 연구방법을 이용하였다. 연구결과 첫째, 대학별 학생들의 항목별 난이도에 대한 인식에 차이가 있음을 확인하였다. 둘째, 항목별 난이도 점수에 대한 학생들의 일치여부를 확인한 결과 본 측정척도는 신뢰할 수 있었다. 셋째, 여섯 가지 난이도 요인의 순위에는 유의한 차이가 있었으며, 난이도 요인으로 가장 많이 지적된 요인은 ‘모호성’과 ‘계산과정’이었다. 넷째, 응답자의 성별 및 나이가 난이도 점수에 미치는 영향을 분석한 결과 일부 모형에서 유의하게 나타났다. 이와 같은 연구결과는 회계원리의 교수학습방법 개선에 크게 기여할 것으로 기대된다.

The objective of this thesis is to examine the level of difficulty and its determinants of accounting principle. Valid respondents of 86 in university and 90 in college are analyzed. The results are as follows; (1) Average level of the difficulty ranged from 23.37 to 60.11 in university and from 21.02 to 70.53 in college over sixteen different items. (2) The determinants of the level of difficulty are different for each item although some of them are common. As the determinants of difficulty, six variables are specified. These determinants are examined whether or not factors to determine the level of difficulty for each of the sixteen major items of accounting principle. These results provide an evidence of specific difficult areas and the sources of the difficulty of each area. The results will be a helpful guideline to progress the accounting education. Additional regression analysis shows that sex and age of respondents have some effects on the recognition of difficulty in sixteen items. This study is exploratory in nature. Thus more studies which elaborate various aspects of research design are expected.

This study seeks to investigate the relationship between Prator's Hierarchy of L2 learning difficulty and segment-level pronunciation learning difficulties that were observed among Korean adult EFL learners in 2006. A total of 148 student participants at a college-level institute took part in an empirical study on the comparison between the effects of two different EFL pronunciation syllabi. Out of the 148, only 93 students yielded a complete set of pronunciation data, namely the pre- and post- test results of L2 sound identification and L2 word read-aloud tests. Two native English-speaking instructors of English and two non-native instructors of English each taught four 70-minute lectures to the participants. Based on the descriptive analysis, the participants showed identification accuracy results that generally affirmed the predictions suggested by Prator, while they showed somewhat puzzling results concerning their read-aloud accuracy scores. Two additional factors of L2 sound learning difficulty are suggested based on the results of the read-aloud tests: 1) the L1 orthographic system, which is relatively transparent compared to the L2 orthographic system, and 2) the phonological context in which a certain L2 sound occurs.

본 연구의 목적은 지각과 산출 실험을 통해 베트남인 한국어 학습자들 이 느끼는 단모음의 난이도 위계를 설정하는 데 있다. 베트남인 학습 자들은 모국어 단모음과의 대응을 통해 비교적 한국어 단모음을 쉽게 학습한다는 것이 일반적인 견해이다. 그러나 산출 실험 결과 학습자들 은 한국인 모국어 화자보다 단모음을 산출하는 공간이 좁으며, 후설 모음에서는 한국어와 베트남어 대응 모음이 일치하지 않는다. 베트남 어에 대응하는 한국어 대응 모음은 해당 베트남어 모음보다 높은 위치 에서 발음된다. 이러한 차이가 학습자의 후설 모음 지각 오류를 불러 일으키며, 오류가 가장 많은 모음쌍은 /ㅗ/와 /ㅜ/이다. /ㅐ/는 실험 대 상에 포함되어 있지 않으나 /ㅔ/를 /ㅐ/로 지각하는 학습자도 많았다. 실험 결과 베트남 학습자들을 위한 단모음 난이도 위계는 다음과 같 다. 0단계: ㅣ, ㅏ 1단계 : ㅡ, 2단계 : ㅔ / ㅐ, 3단계 : ㅜ, ㅗ, ㅓ

Journal of the International Network for Korean Language and Culture 15–2, This study determined the difficulty level of simple vowels for Vietnamese students of the Korean language. The prevailing view is that Vietnamese students tend to learn simple Korean vowels by comparing them to simple Vietnamese vowels. However, this study’s results show that Vietnamese students have narrower spaces for pronouncing simple vowels than Korean speakers. Thus, corresponding simple Korean vowels are placed higher than simple Vietnamese vowels. Differences thus occurred because of back–vowel perception errors; most errors occurred between /ㅗ/ and /ㅜ/, while /ㅐ/ was excluded in this experiment. Most students apperceived /ㅔ/ to /ㅐ/. Difficulty levels were thus set to the following: Level 0: ㅣ and ㅏ; Level 1: ㅡ; level 2: ㅔ and ㅐ; Level 3: ㅜ, ㅗ, and ㅓ.(Kyung hee university)

The scope of this study was limited to the first spelling question out of 30 Vietnamese questions of each SAT from 2014 to 2023. To analyze the difficulty of the spelling questions, we analyzed the format of the questions focusing on the questions sentence and examined how many times the vocabulary in the questions was exposed, starting from which page of the EBS CSAT Special Lecture, which is the main exam book in reality. In addition, as another criterion for measuring difficulty, we used the Vietnamese vocabulary classification presented in the standard curriculum developed as part of the Critical foreign Languages Education Promotion to see what level the vocabulary on the question corresponds to. To summarize the characteristics of the four periods divided based on the questions sentence, the difficulty level of the spelling questions was inconsistent over the past 10 years and became difficult in the second period, but through the third and fourth periods, the level of completion increased and the difficulty level found its appropriate level.

Phạm vi nghiên cứu này được giới hạn ở câu hỏi chính tả số 1 trong 30 câu hỏi tiếng Việt trong kỳ thi CSAT(kì thi năng lực vào đại học) từ 2014 đến 2023. Để phân tích độ khó của câu hỏi chính tả, chúng tôi phân tích dạng câu tập trung vào câu hỏi của đề thi, đồng thời xem từ vựng trong câu hỏi được bộc lộ bao nhiêu lần, bắt đầu từ trang nào của Giáo trình Bài giảng đặc biệt CSAT EBS là giáo trình chính trong thực tế. Ngoài ra, như một tiêu chí khác để đo lường độ khó, chúng tôi đã sử dụng cách phân loại từ vựng tiếng Việt được trình bày trong chương trình giảng dạy tiêu chuẩn được phát triển trong khuôn khổ Chương trình Xúc tiến Giáo dục Ngoại ngữ Đặc biệt để xem mức độ từ vựng trong câu hỏi tương ứng với cấp độ nào. Tổng hợp đặc điểm của 4 thời kì được chia theo dạng câu hỏi, độ khó của các câu hỏi chính tả không nhất quán trong 10 năm qua và trở nên khó ở thời kì 2, nhưng qua thời kì 3 và 4, mức độ hoàn thành tăng dần và mức độ khó đã trở thành mức thích hợp.

With the growing popularity of broadway musicals and international shows, spawning a multitude of productions all over the world, the importance of lyric translation continues to increase. Lyric translation is a complex task that involves a deliberate balancing of multiple criteria such as singability, sense, naturalness, rhyme, and rhythm (Low, 2003). Despite such growing demand for song translations and the difficulties inherent in producing them, there has been little attention given to the translation of songs among translation researchers and musical producers alike. This negligence has ultimately led to a market that lacks a systematic framework for pricing translation services based on content difficulty and selecting qualified translators accordingly. In this study, a new tool is proposed to determine the level of difficulty involved in the translation of songs. The “SCRIP Index” is defined as the minimum number of syllables required for literal translation in the target language divided by the number of syllables in the source language. This study assessed the level of difficulty of translating the lines of four musical numbers using the Index. After assessing the level of difficulty of translating each line, this study also investigates the strategic choices made by translators to overcome difficulties by analyzing the translations produced by five professional translators and the actual translations used on stage.

본 연구는 마케팅의 효과 및 효율 측면에서 브랜드 확장 평가에 영향을 줄 수 있는 요인들을 다차원적으로 동시에 평가하여 전략적으로 브랜드 확장을 할 수 있는 성공 가능성을 높이고 위험을 줄이는데 기여하고자 실시되었다. 이에 본 연구에서는 모제품과 확장제품간의 유사성(높음/낮음)에 따른 브랜드 확장이 확장제품에 대한 평가에 미치는 영향에 대해 알아보았다. 또한 이러한 모제품과 확장제품간의 유사성에 따른 효과 차이에 조절 역할을 하는 요인으로, 모브랜드의 시장지위(높음/낮음)와 확장제품의 제조 난이도(높음/낮음)라는 변수에 대해서 살펴보았다. 실험결과, 브랜드 확장시 모제품과 확장제품간의 유사성이 낮을 때보다 높을 때 확장제품에 대하여 더욱 더 긍정적인 평가를 하는 것으로 나타났다. 또한 이러한 유사성에 따른 확장제품의 평가는 모브랜드의 시장지위가 높을 때보다 낮을 때, 확장제품의 제조 난이도가 낮을 때보다 높을 때 더욱 두드러지게 나타났다. 따라서 본 연구는 브랜드 확장에 대한 보다 폭넓은 관점을 제공해주었다.

The study was conducted to contribute to heightening the possibility for success and reducing the risk in multi-dimensional and simultaneously strategic brand extension regarding the factors which can influence the evaluation of brand extension in the aspect of marketing effect and efficiency. In the study, the effect of brand extension according to parent-extension similarity on the evaluation of extended product was reviewed. In addition, as factors which have moderating effect on the difference of effect according to such parent-extension similarity, variables of parent brand's market position and extended brand's level of making difficulty were reviewed. The results are as follows. During brand extension, the evaluation of extended product is more positive when the parent-extension similarity is high than it is low. Also regarding evaluation of extended product according to parent-extension similarity, it becomes more conspicuous when parent brand's market position is lower than when it is higher and extended brand's level of making difficulty is higher than when it is lower.

The purpose of this study is to investigate the effect of elementary pre-service teacher’s science concept level on teaching difficulty, teaching satisfaction, and class evaluation. This study was conducted for 117 first grade students who are studying at P National University of Education. For this study, 117 students were divided into two groups according to the science concept level, and teaching difficulty, teaching satisfaction, and class evaluation score of the two groups were analyzed. The conclusion of this study is as follows. First, the elementary pre - service teacher group with a higher level of science concept showed significantly lower teaching difficulties than those with lower levels. This shows us that if primary pre-service teachers who have high science concept level, they can teach primary school science more effectively. Second, the elementary pre - service teacher group with high level of science concept got higher score on teaching satisfaction than the group with lower level of science concept, but it did not show statistically significant. Third, the elementary pre - service teachers with higher science concept level showed significantly higher scores on class evaluation than those with lower concept.

The current study sought to examine the effects of the explicitness of focus-on-form instruction on grammar learning. It also investigated whether the relative difficulty level of target forms and the learners’ prior knowledge of the target forms would mediate the effects of focus-on-form instruction. To this end, 146 college students in three classes at a local university were asked to receive one of the three techniques of focus-on-form instructions differing in the degree of explicitness: explicit rule explanation, consciousness-raising task, and input enhancement. The analyses on the posttests showed that the consciousness-raising tasks were most effective in learning the two target forms. Furthermore, the learners’ prior knowledge and the relative difficulty levels of target forms also mediated the effects of focus-on-form instructions. Pedagogical implications and further research directions are discussed. (Pukyong National University)

수능을 준비하는 대부분의 재학생들은 3학년 1년 동안 두 유형의 모의평가를 통하여 수능을 준비하게 된다. 시・도교육청 주관으로 제작・시행되는 4회의 전국연합학력평가와 한국교육과정평가원에서 주관하는 수능 6월・9월 모의평가를 치르게 된다. 그러나 이 두 유형의 시험은 많은 유사성을 내포하는 동시에 상당히 이질적인 평가이다. 본 연구에서는 서울・인천・경기 교육청에서 발표한 2016학년도 전국연합학력평가 성적 분석 및 통계 자료와 한국교육과정평가원에서 발표한 2017학년도 수능 6월・9월 모의평가 채점 결과 보도자료를 바탕으로 두 유형 간의 이질성을 난이도 중심으로 분석하였다. 이를 바탕으로 서울 소재 2개 고등학교 5학급 161명 학생들이 치룬 4회의 2016학년도 전국연합학력평가와 6월・9월 모의평가 수학 영역 성적을 분석하여 응시집단 변화에 따른 재학생들의 수학 영역 성적 변화를 살펴보았다. 이를 통하여 전국연합학력평가의 개선점과 이와 동반되어야 할 교육정책 관련 시사점을 도출하고자 하였다.

Most enrolled students arranging for the College Scholastic Ability Test(CSAT) prepare it through two types of mock tests during the year of the third grade. One type is the Nationwide Coalition Scholastic Ability Evaluation(NCSAE) conducted four times by the city and provincial office of education, the other type is the CSAT June and September Mock Test administered by the Korea Institute of Curriculum and Evaluation(KICE). However, these two types of tests are highly heterogeneous evaluations with many similarities. In this study, based on the analysis results of 2016 NCSAE grading statistics published by Seoul, Incheon and Gyeonggi provincial office of education and those of 2017 CSAT June and September Mock Test released by KICE, we analyzed the heterogeneity between two types of mock tests focused on the difficulty level. Based on this analysis, we examined mathematics section scores of 2016 NCSAE(March, April, July, October) and 2017 CSAT June and September Mock Test of 161 students in two high schools in Seoul and investigated the change of enrolled students grades according to the change of the test group. Through this, we sought to draw implications for the educational policy that should be accompanied necessarily in order to improve the item building system of the NCSAE.

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.

We analyzed and compared factors such as changes in the degree of difficulty of concepts presented in Chemistry I textbook, changes in class types (non-face-to-face, face-to-face), etc. on academic achievement by level (upper, middle, and lower). Students from A high school in Gyeongsangnam-do were selected for the subjects of the study. As a result of analyzing the change in the degree of difficulty of concepts, the total score of chemistry I combined by non-face-to-face and face-to-face classes during the second semester was lower than that of the first semester. As a result of analyzing the impact of factors such as changes in conceptual difficulty, changes in class types, etc. on academic achievement by level, students' grades at the ‘lower level’ by non-face-to-face classes were lower than those by face-to-face classes. In particular, at the lower level of the second semester, there was a large difference in grades between non-face-to-face and face-to-face classes. In the results of these studies, it was found that instructors' active feedback is important to identify difficulties in understanding learning contents for students with low levels of academic achievement and improve them at the same time.

한자 급수와 같이 기존 한자 난이도 선정 방식에 문제점이 있다. 실생활에서 쓰이는 한글 단어와 차이가 나며 해당 급수가 실제로 얼마나 많이 쓰이는지 알 수가 없다. 이러한 문제를 해결하기 위해 빈도수를 이용하여 다중 회귀 분석을 이용하여 한자 난이도를 측정한다. 초등 교과서를 기반으로 한자활용빈도수와 한글의미빈도수를 집계한다. 두 빈도수와 획수를 함께 사용하여 설문지를 작성하여 해당 한자의 학습 적정 시기를 답변 받아 이를 회귀에서 사용할 타겟 변수로 이용한다. 단계별 회귀분석을 이용하여 적절한 피처를 선택하고 다중 선형 회귀 분석을 한다. 모델의 R2는 0.1105가 나왔으며 RMSE는 0.1105의 결과가 나왔다.

There is a problem with the existing method of selecting the difficulty levels of Hanja characters. Some Hanja characters selected by the existing methods are different from Sino-Korean words used in real life and it is impossible to know how many times the Hanja characters are used. To solve this problem, we measure the difficulty of Hanja characters using the multiple regression analysis with the frequency as the features. Based on the elementary textbooks, FWS and FHU are counted. A questionnaire is written using the two frequencies and stroke together to answer the appropriate timing of learning the Hanja characters and use them as target variables for regression. Use stepwise regression to select the appropriate features and perform multiple linear regression. The R2 score of the model was 0.1105 and the RMSE was 0.1105.

Many daily activities require people to complete a motor task while walking. Substantial gait decrements during simultaneous attention to a variety of cognitive tasks have been shown by a group of severely injured neurological patients of mixed etiology. And previous studies have shown that the attentional load of a walking-associated task increased with its level of difficulty. The purpose of this study was to analyze subjects’ gait changes are affected by the effects of arithmetic task difficulty and performance level. Participants performed a walking task alone, three different Arithmetic tasks while seated, and among them, two kinds of the simillar Arithmetic tasks in combination with walking. Reaction time and accuracy were recorded for two of the Arithmetic tasks. The mean values of the gait were measured using a Timed Up and Go test among 11 with post-stroke patients while walking with and without forward counting (WFC) and backward counting(WBC).There was significant Arithmetic Task Difficulty level between the 10-forward counting task condition(FC) and the 10-backward counting task condition(BC)(p=0.008). The mean values of T.U.G time were significantly higher under backward counting dual-task condition than during a simple walking task(p=0.009) and WFC(p=0.009). The change in T.U.G time during WFC was higher when compared with the change during a simple walking, but there was no significant difference (p=0.246). This study suggesting that a high interference could be linked with a high level of difficulty, whereas adaptive task enabled participants to perfectly share their attention between two concurrent tasks. Future research should determine whether dual task training can reduce gait decrements in dual task situations in people after stroke. And the dual-task-based exercise program is feasible and beneficial for improving walking ability in subjects with stroke.