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This paper presents a real-time vehicle detection and tracking system using an unmanned aerial vehicle (UAV) to address challenges in dynamic urban environments. The system combines a convolutional neural network (CNN) for vehicle detection with a deep Q-network (DQN)-based navigation policy for continuous tracking. Input images are enhanced using contrast limited adaptive histogram equalization (CLAHE) and unsharp masking. The CNN jointly predicts vehicle center coordinates and probabilistic heatmaps, while a self-attention module captures long-range spatial dependencies to improve detection under clutter and occlusion. The DQN is trained on multi-step spatiotemporal states to learn optimal UAV movement strategies under diverse weather and structural conditions. Experiments conducted in a three-dimensional (3D) urban simulation environment using Unity’s machine learning agents (ML-Agents) show that the self-attention design reduced pixel-level localization error by about 7%, and the DQN-based tracking policy achieved stable convergence after approximately 2000?3000 episodes. These results demonstrate high tracking accuracy and system stability, highlighting the potential of the proposed approach for real-world UAV-based traffic monitoring applications. 2018 The Korean Institute of Communications and Information Sciences. Publishing Services by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Task–based reading activities are of crucial value today, and consequently learners’ proficiency is more important than their abstract knowledge of language rules. It seems that learners’ familiarity with task-based reading activities may increase learners’ proficiency. Therefore, this study investigated the effect of task-based reading activities such as text completion and pupil generated questions on vocabulary learning and retention of Iranian intermediate EFL learners. To conduct the study, three intact classes of learners who had already finished Top Notch Fundamental A and B (Saslow & Ausher, 2011) in previous semesters in an English language institute were selected as the participants of the study. To ensure the homogeneity of the participants, those who got a score between 30-47 from the total score of 60 in OPT were selected as the intermediate level for main participants of the study (N=47). As the data were normally distributed, one way ANOVA and repeated measure ANOVA were employed for the statistical analyses of the study. The findings indicated that using task-based reading activities such as text completion and pupil-generated questions has significant and meaningful impacts on Iranian EFL learners’ vocabulary learning and retention. The implementations of the study are discussed.

With the emergence of sociolinguistic approach in second language learning, instructors have begun to acknowledge the native language (L1) as a legitimate tool with the potential to facilitate second language (L2) learning mainly in output-based tasks. This study focuses on how the use of L1 by L2 learners affects their task achievement. Two communicative tasks were used, and tasks were carried out by 32 high school students in L2 only, or in L1 and L2 during group test sessions held on different days. Tape-recorded transcripts of learners when performing the tasks, interviews, and questionnaires were collected and analysed to investigate effect on the use of L1. The findings suggest that during performing the tasks, learners used their L1 to complete their tasks for a variety of functions. Through the L1, they explained and negotiated the task each other, or checked their understanding or compared answers to the task against their peers. To allow the learners to use of their L1 was even more effective than to urge them to use L2 only in a foreign language class using task. Further investigation indicates that, if one of goals of output-based introduction is considered as the successful completion of the task, the learners’ use of L1 may be beneficial to attain the goal when performing completely in L2 is impossible or beyond the learners’ linguistic ability.

연구목적: 본 연구는 플랜트 건설현장에서 유해·위험요인을 체계적으로 식별하고 평가할 수 있는 딥러닝 기 반 작업 위험성평가 모델을 구축하는 데 목적이 있다. 특히, 경험과 지식이 부족한 근로자도 쉽게 활용할 수 있도록 체계적인 시스템을 설계하여, 기존의 경험기반 평가 방식의 문제를 해결하고자 한다. 연구방법: 국내 플랜트 건설사인 A사의 976,140건의 위험성평가 데이터를 기반으로 데이터 정제 및 전처리를 수행하고, LDA 기반 토픽 모델링과 심층 신경망(DNN)을 활용하여 위험성 평가 모델을 구축하였다. 데이터셋 18,000 개를 사용하여 학습 및 테스트를 진행했으며, 최종 검증은 1,026건의 신규 위험성평가 데이터를 활용하였다. 연구결과: 개발된 모델은 작업조건에 따라 유해·위험 요인과 재해 유형 등을 체계적으로 추천하였고, 추천 결 과의 95.6% 이상이 전문가에 의해 적합하다고 평가되었다. 최종검증을 통해 8개 공종의 위험성평가 1,026개 에 대해 추천된 6,380개 전체가 추천 적합도 80 이상으로 모델 설계 기준을 만족하였고, 전 공종에서 일관된 추천 품질과 높은 적합성을 지님을 입증하였다. 결론: 대규모 비정형 안전 데이터를 정형화하여 데이터 기반 의 체계적인 위험성평가 모델을 구축함으로써, 기존의 경험 및 주관적인 평가 방식에 한계를 보완하였다. AI 기술을 활용을 통해 위험 요소 도출의 일관성과 효율성을 제고하고 위험성 평가의 실효성을 높였다.

Purpose: This study aims to develop a deep learning-based task risk assessment model capable of systematically identifying and evaluating hazardous and risk factors at plant construction sites. The model is specifically designed systematically to be easily utilized by workers with limited experience or knowledge, thereby addressing the issues associated with traditional experience-based assessment methods. Method: A total of 976,140 risk assessment records from domestic construction Company A. were cleansed and pre-processed. A risk assessment model was then constructed using LDA-based topic modeling and a deep neural network(DNN). The model was trained and tested using a dataset of 18,000, with final validation conducted on 1,026 new risk assessments. Result: The developed model systematically recommends hazardous and risky factors and types of accidents based on working conditions, with more than 95.6% of the recommendations evaluated as appropriate by experts. In the final validation, the model recommended 6,380 items for 1,026 assessments across eight work types, all achieving suitability score of above 80, thereby meeting the model design criteria and demonstrating consistent recommendation quality and high applicability across all construction domains. Conclusion: By structuring large-scale unstructured safety data into a data-driven risk assessment model, this study overcomes the limitations of traditional subjective evaluation methods. The application of AI enhances consistency and efficiency in hazard identification, improving the effectiveness of risk assessments.

This paper has dual aims. One is to examine the appropriateness of teaching procedures for task-based learning focused on language skills and communicative activities in elementary school English lessons. The other is to discuss some strategies for adapting elementary school English textbooks to do task-based teaching (TBT) for fifth and sixth graders. The results are as follows: (1) Presentation-practice-production (PPP) is useful in a focus on forms lesson, where grammar points are taught particularly to lower-level third and fourth graders. Whereas TBT is useful in a skills lesson for higher-level fifth and sixth graders, where focus on form may occur as a result of something they hear or read. (2) Fifth and sixth graders should be taught based on TBT procedures with an initial focus on meaning which enable them to use the language they have already learned or known as maximally as possible while doing tasks. (3) The current textbook lessons based on PPP for fifth and sixth graders should be adapted to suit TBT procedures by reordering textbook activities, turning the activities into tasks or doing the skills lesson first and the form-focused work last. (4) The sample application of TBT procedures to a textbook lesson for sixth graders will help teachers reconsider the weakness and strength of PPP and TBT called ‘PPP upside down' and adapt textbooks for TBT procedures with focus on meaning first and on form last.

This study aims to see if task-based flipped learning (TBFL) can be effective in developing university students’ self-regulated learning. The specific research question is: Does TBFL have a positive impact on learners’ self-regulated learning attitude in cognitive, motivational, and behavioral domains? The research took place at a university English class where a total of 12 students participated for 15 weeks in the fall semester of the year 2023. In order to answer the research question, the self-regulated learning attitude inventory was used along with focus-group interviews and class observation. Due to the limited number of participants, frequency analysis was made for the quantitative data. Major findings were revealed as follows: Firstly, a high level of self-regulated learning attitude was found in all factors in the cognitive domain except for ‘Planning and Monitoring.’ Secondly, positive responses shown in the entire factors in the motivational domain led to greater interest and self-efficacy. Lastly, in the behavioral domain, positive responses were revealed except for ‘Time Management & Environment Setting,’ which seems to be related to the problems found in the cognitive domain’s ‘Planning and Monitoring.’

목적 : 본 연구의 목적은 오차배제학습과 시간차회상을 이용한 작업기반 훈련이 경도 혈관성 치매환자의 과제학습과 만족도에 미치는 영향을 알아보기 위함이다. 연구방법 : 치매 진단을 받은 경도 인지 수준의 환자 3명을 대상으로 ABAʹ + follow-up 설계를 사용하였다. 중재기간동안 오차배제학습과 시간차회상을 이용한 작업기반훈련을 적용하였으며, 매회기마다 과제학습 정도를 측정하였고, 중재 전과 후에 만족도의 변화를 알아보았다. 결과분석은 그래프를 통한 시각적 분석과 막대그래프를 통해 제시하였다. 결과 : 오차배제학습과 시간차회상을 이용한 작업기반 훈련 후 모든 대상자의 과제수행 능력이 향상되었으며, 중재 후 만족도 또한 향상되었다. 결론 : 본 연구는 초기 혈관성 치매환자에게 오차배제학습과 시간차회상을 이용한 작업기반 훈련이 과제학습과 만족도를 향상시키는데 효과가 있다는 것을 확인하였고, 임상적 적용을 위한 근거를 제공했다는 것에 의의가 있다.

Objective : This study was to verify the effects of occupation-based training with errorless learning and spaced retrieval on task learning and satisfaction of elderly with mild vascular dementia. Methods : The subjects of this study were 3 geriatric individuals with mild vascular dementia, ABA? + follow-up design was used. Intervention period was provided occupation-based training with errorless learning and spaced retrieval. The dependent variable was converted to ability of task performance every session and satisfaction before and after intervention. Result analysis was suggested through visual analysis and bar graph. Results : After the occupation-based training with errorless learning and spaced retrieval, Ability of task performance and satisfaction improved for all subjects. Conclusions : From this study, occupation-based training with errorless learning and spaced retrieval training was found to be an effective mediation for improving independence of task and satisfaction for people with mild dementia. This study could provide evidence for clinical application for occupation-based training.

The purpose of this study was to assess the effects of problem-based learning (PBL) on task value, learning satisfaction, and academic self-efficacy in nursing students and was a primitive experimental study with a one-group pretest-posttest design. The subjects of this study were 100 grade 1 students taking a physiology course, and the data collection period was from September 2 to October 4, 2024. The general characteristics of the subjects were obtained by frequency, percentage, mean, and standard deviation and the effects of PBL on task value, learning satisfaction and academic self-efficacy were tested using a paired t-test. The results of this study showed that nursing students’ academic self-efficacy (t=-5.35, p<.001), task value (t=-2.46, p=.016), and learning satisfaction (t=-4.14, p<.001) improved after applying PBL compared to before applying it. The positive results suggest the use of problem-based learning as a learning strategy for lower-grade student in nursing education. In the future, follow-up research will be required to develop and apply various problem solving scenarios based on the learning content and verify their effectiveness.

本研究旨在探讨应用问题导向学习的课程对护理大学生学业自我效能感, 任务价值及学习满意 度的影响, 采用单组前后对比实验研究. 方法 : 研究对象为护理学专业一年级在读的100名生 理学课学生, 资料收集时间为2024年9月2日至10月4日. 研究对象的一般特征通过频率, 百分 比, 均值和标准差计算, 问题导向学习对学业自我效能感, 任务价值和学习满意度的影响通过 配对t检验分析. 结果􎩁研究结果表明, 接受问题导向学习后, 护理大学生的学业自我效能感 (t=-5.35, p<.001), 任务价值(t=-2.46, p=.016)和学习满意度(t=-4.14, p<.001)均有所提高. 结 论􎩁因此, 建议在护理教育中, 将问题导向学习应用在低年级学生的学习策略上. 今后需要开 发并适用随着专业基础学习内容而出现的不同的问题解决情境, 并验证其效果的后续研究.

다중작업학습(Multi-Task Learning, MTL) 기법은 하나의 신경망을 통해 다양한 작업을 동시에 수행하고 각 작업 간에 상호적으로 영향을 미치면서 학습하는 방식을 말한다. 본 연구에서는 전통문화 말뭉치를 직접 구축 및 학습데 이터로 활용하여 다중작업학습 기법을 적용한 개체명 인식 모델에 대해 성능 비교 분석을 진행한다. 학습 과정에서 각각 의 품사 태깅(Part-of-Speech tagging, POS-tagging) 과 개체명 인식(Named Entity Recognition, NER) 학습 파 라미터에 대해 Bi-LSTM 계층을 통과시킨 후 각각의 Bi-LSTM을 계층을 통해 최종적으로 두 loss의 joint loss를 구한 다. 결과적으로, Bi-LSTM 모델을 활용하여 단일 Bi-LSTM 모델보다 MTL 기법을 적용한 모델에서 1.1%~4.6%의 성능 향상이 있음을 보인다.

Multi-Task Learning(MTL) is a training method that trains a single neural network with multiple tasks influences each other. In this paper, we compare performance of MTL Named entity recognition(NER) model trained with Korean traditional culture corpus and other NER model. In training process, each Bi-LSTM layer of Part of speech tagging(POS-tagging) and NER are propagated from a Bi-LSTM layer to obtain the joint loss. As a result, the MTL based Bi-LSTM model shows 1.1%~4.6% performance improvement compared to single Bi-LSTM models.

본 연구의 목적은 에니어그램 학습경험자들이 중년기의 자신의 발달과업을 달성해 가는 과정에서 에니어그램의 학습경험을 어떻게 활용하는지 탐색하고자 하였다. 이를 통해 심리학적 성격특성 도구로서 중년기 발달과업 달성에 도움이 되는 프로그램으로의 실천적 방향을 모색하고, 중년기에 자신의 문제를 지속적 해결해 나가는데 주체성을 확보하고 유지증진 하는데 필요한 학습경험의 활용에 대한 의미를 제시하는 데 있다. 본 연구는 중년기에 해당하는 40~60세로 H연구소에서 에니어그램 전문가과정을 이수한 학습경험자를 중심으로 심층면담을 통해 진행하였다. 수집된 자료는 Strauss & Corbin(2008)의 근거이론 분석 절차에 따라 개방코딩-축코딩-선택코딩 순서에 따라 진행하고 분석 내용을 제시하였다. 본 논문의 연구 결과는 다음과 같다.개방코딩을 실시한 결과 335개의 개념이 도출되었으며, 유사 개념들을 묶어서 54개로 하위 범주화하였고, 공통적인 의미를 드러내거나 방향성이 같은 내용을 상위범주로 하여 25개로 도출하였다. 25개의 상위범주를 패러다임 모형을 통해 재배열하는 과정에서 드러난 중심현상은 ‘자기이해를 도와준 에니어그램’이었다. 이러한 중심현상의 인과적 조건들은 ‘자아정체성 혼란’, ‘새로운 도전 의욕’, ‘가정밖에서도 가치 있고 싶은 나’, ‘에니어그램 학습 동기’로 구성되었다. 이러한 중심현상의 맥락적 조건들은 ‘흔들리는 경제 입지’, ‘한계에 부딪힌 직장생활’로 구성되었다. 또한 중재적 조건들로는 ‘체감되는 노화’, ‘가치관의 변화’, ‘어려워진 가족관계’, ‘부모부양의 어려움’, ‘에니어그램 학습 공유하기’, ‘에니어그램 학습 지속하기’, ‘같이할 때 성장하는 학습’으로 드러났다. 이들에게서 나타난 작용/상호작용 전략들은 ‘객관적으로 시각 갖고자 노력하기’, ‘일상생활에서 에니어그램 활용하기’, ‘진정성 있게 반성하기’, ‘있는 그대로 타인 수용하기’, ‘긍정적으로 소통하기’, ‘에니어그램을 활용하여 문제 해결하기’가 도출되었다. 이러한 과정을 거쳐 나타난 결과들은 ‘긍정적으로 변한 나’, ‘나의 변화에서 시작한 관계의 변화’, ‘에니어그램 활용으로 향상된 직업역량’, ‘학습 즐기기’의 상위범주가 상정되었다. 이를 통해 본 연구의 핵심범주는 “자기이해를 주축으로 중년기 발달과업을 달성하는데 지속적 성장과 변화에 활용되는 에니어그램”으로 나타났다. 이와 같은 핵심범주를 중심으로 에니어그램 학습경험자의 중년기 발달과업 달성과정에 대해 분석한 결과 ‘자아성장형’, ‘관계회복형’, ‘직업활용형’, ‘지속학습형’의 네 가지 유형을 도출하였다.이상에서 얻은 결과를 통해 중년기 발달과업 달성과정에서 에니어그램 활용을 통하여 지속적 문제해결에 주체성을 확보하고 유지 증진하는데 에니어그램 학습경험의 의미를 제시하였다.

This study aims to explore people’s use of their Enneagram learning experience in the process of achieving their development tasks in their middle age. The study intends to find practical directions by using a program that helps achieve middle-age development tasks as a tool for psychological personality characteristics. It also attempts to put forth the meaning of the use of learning experiences necessary to secure and maintain self-reliance in actively and continuously solving one’s problems in middle age. The participants of this study comprised people aged between 40 and 60 years who completed the Enneagram expert course offered at the H Research Institute. The data collection period was from August to November 2021. Data were collected through in-depth interviews. For the participants, eight categories were derived as developmental tasks to be solved or achieved in middle age, and it was found that the Enneagram learning experience had a significant impact on this. The data collected through in-depth interviews were analyzed in accordance with Strauss and Corbin’s (2008) procedures for analyzing evidence theory. The analysis procedure was conducted in the order of open axial and selective coding, and the analyzed contents were presented. The results of this study are given as follows.As a result of open coding, 335 concepts were derived; similar concepts were grouped and sub-categorized into 54, and 25 concepts were derived “with common meanings or contents with the same direction as the upper category”. The central phenomenon revealed in the process of rearranging the 25 top categories through the paradigm model was “the Enneagram that helped self-understanding”. The causal conditions of this central phenomenon comprised “self-identity confusion”, “motivation for new challenges”, “myself who wants to be valuable outside home” and “the Enneagram learning motivation”. The contextual conditions of this central phenomenon comprised “shaken and unstable financial position” and “work life facing limitations”. Additionally, interventional conditions were “feeling aging”, “value changes”, “difficult family relationships”, “difficulties in supporting parents”, “sharing the Enneagram learning”, “continuing the Enneagram learning” and “learning and growing when together”. Their action/interaction strategies were derived from “effort to view things objectively”. “using the Enneagram in daily life”, “reflecting sincerely”, “accepting others as they are”, “communicating positively” and “solving problems using the Enneagram”. The results that appeared through this process were assumed to be the top categories of “positively changed me”, “changes in relationships that started with changes in me”. “improved job competency through the use of the Enneagram” and “enjoying learning”.Through this, the core category of this study was found to be “the Enneagram used for continuous growth and change in achieving middle-age development tasks centered on self-understanding” Focusing on these core categories, the following four types were derived as a result of the analysis on the process of those who experienced the Enneagram to achieve their middle-age development tasks: “self-growth type”, “relation recovery type”, “work utilization type” and “continuous learning type”.Based on the above results, this study proposed the significance of the Enneagram learning experience. It contributed to securing and maintaining self-reliance in continuous problem-solving through the Enneagram program for completing middle-age development tasks.

차세대 네트워크에서는 제한된 자원을 가진 수많은 장치가 실시간 응용 서비스를 위해 지연에 민감 하고 복잡한 작업을 수행해야 함에 따라 작업 오프로딩과 자원 할당이 점차 중요해지고 있다. 이는 복 잡한 결정 문제로 사전 지식 없이 최적 결정을 선택할 수 있는 강화 학습을 통해 해결할 수 있다. 본 연구는 이를 위한 연합 심층 강화 학습의 연구 동향을 정리하고, 자원 제약과 학습 구조를 중심으로 분석한 후 향후 연구 방향을 제시하고자 한다.

Kim, Changho. “A Study on the Effects of Task-Based Learning in University English Classes.” Studies in English Language & Literature. 39.4 (2013): 199-227. This study aims to investigate the effective English teaching through Task-Basked Learning framework in university English classes. The study was conducted by experimentation with fifty-seven freshmen students. The students participating in this study were divided into two groups, that is, a control group which performed traditional Teacher-leading Teaching and an experimental group which received Task-Based instruction. After 10 week classes, it revealed that the experimental group showed a significant increase in listening, writing and speaking as well as in the affective domains. However, it showed traditional teaching is better than Task-based Learning in reading. Based on the results of this study, we recommend that Task-Based Learning should be used in the study of listening, writing and speaking positively while other additive teaching methods are needed for reading classes in university English classes. (Wonkwang University)

This study reflects the best approach to a short-term English Immersion Program. In order to overcome the restrictions that the Korean English education system has, English camps for students have been proposed by the Korean Education system as a solution for improving Korean students’ English ability. The purpose of this research is to analyze the characteristics of a short-term English Immersion program during a middle school English camp. This study was conducted at an Institute in C province, during a short-term English camp for middle school students, including dormitory residency. This research focused on three different sections: Firstly, the TBL classes that are taught by a native English-speaking teacher. Secondly, the research also looked at EEC activities, which are co-teaching classes that are taught by a Korean teacher and a native English-speaking teacher. Thirdly, the research focus covered communicative activities that are carried out by all students and every teacher during each and every camp. Communicative activities include icebreakers, performances, sporting events, fun farewell and journal writing. However, there were some questions raised regarding this. The specific research questions for this study are as follows: First of all, what do students feel most comfortable with among the three different situations? Secondly, do they experience some changes within themselves? With these questions in mind, this study will progress so as to analyze this program. Over a period of four days, students encounter three different kinds of learning situations as we’ve mentioned. Students who take part in this Immersion program are from different kinds of schools. At first, they feel nervous and embarrassed with many native English-speaking teachers and their challenge of having to speak English. However, at the end of the camp, students are all satisfied with this program. Their anxieties are decreased and their motivation to study English is increased. Contrary to our expectations, when students encounter native English-speaking teachers without a Korean teacher, students feel confident as well. The following are suggestions based on these research findings. This study was conducted on students who are chosen to study English outside their normal school environment. Korean students have little trust in their conventional public school teaching and learning environment and seek alternative methods of learning English. The Korean government should encourage and grow public Institutes and plan more immersion programs in order to save parents money that is currently being spent on private academies. Furthermore, this immersion camp should be strongly recommended as an alternative to EFL English education. This paper would also recommend the introduction of a new curriculum that could be applied to Korean students as well as adult learners.

This study is describes the development of an adaptive learning system that supports the adaptability of learning content and takes into consideration the learner’s learning style for more effective learning. The purpose of this adaptive learning system is to facilitate university students’ computer science learning. There are many studies on adaptive learning systems, but most of them provide adaptive courseware that considers only the learning style. Therefore, with an understanding that the task affects learning more, the purpose of this study attempts to provide an adaptive instruction model and adaptability according to a learning style concurrently. Applying C. M. Reigeluth’s categorization method, the learning content is classified into conceptual knowledge, principal knowledge, and procedural knowledge; serving the concept-attainment model, the inquiry-based model, and the cognitive-apprenticeship learning model respectively. Applying the A. F. Gregorc learning style, learners’ learning styles are classified into concrete-sequential, concrete-random, abstract-sequential, and abstract-random; this adaptively services the respective content. Reliability was secured by conducting a blind test targeting an expert group with an attempt to prove the validity of the instruction model and the learning style provided by this adaptive learning system.

The difference of this paper is that it analyzes the latest machine learning and deep learning tools for various tasks of program such as program search, understanding, completion, and review. In addition, the purpose of this study is to increase the understanding of various tasks of program by examining specific cases of applying various tasks of program based on tools. Recently, machine learning (ML) and deep learning (DL) technologies have contributed to automation and improvement of efficiency in various software development tasks such as program search, understanding, completion, and review. This study examines the characteristics of the latest ML and DL tools implemented for various tasks of program. Although these tools have many strengths, they still have weaknesses in generalization in various programming languages and program structures, and efficiency of computational resources. In this study, we evaluated the characteristics of these tools in a real environment.

인터넷을 활용한 과제학습은 정보 전달의 양과 속도의 효율성, 그리고 다양한 자료의 제시방법 등의 장점을 가지고 있다. 특히 우리나라와 같은 EFL 환경에서는 인터넷을 적극적으로 활용해야 할 필요가 있다. 인터넷을 가장 효과적으로 활용할 수 있는 분야 중 하나가 바로 듣기과제의 개발이라고 볼 수 있는데, 이는 다양한 인터넷 사이트를 통해 학습자 개개인의 수준과 흥미에 알맞은 자료의 입력이 가능하기 때문이다. 따라서 이에 대한 교사의 연구는 당연하다고 할 수 있으며, 교사연구 분야로써 학습자의 개별 능력 수준에 대한 적절한 과업선택의 신중한 고려가 필요하다. 즉, 교사는 학습의 촉진자(facilitator)로서 학습을 주도할 요건을 갖추고, 학습을 위한 언어의 안내자(language guide)의 역할을 감당해야 함과 동시에 과제 수행의 효율적인 절차를 제시해야 한다. 다시 말해, 교사는 학습 과정의 전반적인 목표와 과제의 구성요소 및 학습 목표를 설명하고, 학습자가 수행해야 할 구체적인 목표를 제시해야 한다. 뿐만 아니라, 학습자들의 다양한 수준과 성향에 따른 차별화 및 세분화 된 인터넷활용 과제의 분류가 요구된다. 또한, 일제식 교육에서 벗어난 개별화 학습(differentiated learning)의 흐름에 발맞추어 학습자의 능력 외에도 학습 스타일, 학습자의 흥미와 관심, 학습 준비도, 학습 자료, 교수와 학습 방법 등의 여러 가지 요소들을 고려해야 한다. 이러한 학습자의 다양성에 초점을 맞추는 교수 방법을 인터넷을 활용한 과제의 개발에서 찾을 수 있으며, 그에 관련된 구체적인 방법제시와 절차에 대한 연구가 앞으로 더욱 활성화 되어야 하겠다.

The internet can be utilized for various English listening activities, such as writing listening journals, listening to news programs, and voice chatting with foreign friends. Such diversity of internet-based English listening tasks creates a content-based, problem-based, and learner-centered environment. It is very practical to use the internet for EFL listening teaching because of the possible value of world-wide communication and the unlimited access to information that the internet provides regardless of time or space. Also, EFL learners can choose appropriate tasks for their own language level and interests. Thus, EFL teachers should provide proper assignments for students and indicate not only specific goals, but also how to complete the task correctly. It is also important to be a facilitator and language guide for successful teaching to EFL listening instructors. The task-based approach encourages students to learn a target language by letting them directly join a problem-solving process. In addition, it keeps learners motivated and interested because they will use their own experience to complete the task. Therefore, the task-based approach is a very effective way of improving learners’ communicative competence by encouraging them to take initiative in the communication process. This paper aims to provide models of tasks for English listening activities, and at the same time, emphasize the need for further studies about English listening tasks using the internet to improve EFL learner’s listening competence. As a result, it is strongly recommended EFL teachers continuously explore better ways of using the internet in their English listening instruction.

지식교육에서 가장 선행되어야 할 것은 교사가 지식의 본질과 특성을 파악하고 그 속성에 맞게 가르칠 준비를 하는 것이다. 폭발적으로 증가하는 지식 중 과연 무엇을 가르쳐야 하는지 재빨리 규정하지 않으면 필요한 정보를 적시에 제공해 주는 인터넷과 스마트기기보다 교사의 존재감이 가벼워질 것이다. 본 연구는 교사가 지식을 이중구조로 이해하고 있다면 기존에 해오던 학습과제분석방법이 달라질 것으로 기대하며 시작하였다. 이를 위해 Bruner의 지식의 구조, Wiggins와 McTighe의 교과내용 우선순위 모형에서 지식의 이중구조에 대한 논의를 도출하고 이를 학습과제분석에 접목해보고자 시도한 것이 이 논문의 의의이다. 이를 위하여 교사가 학습과제를 어떻게 이해하고 조직해야 하는지에 대한 새로운 방안을 제시하였다. 첫째, 학습과제를 심리적 사고방식으로 이해하여야 한다. 지금까지의 학습과제분석이 논리적 방식만을 따랐다면 학습과제의 이중구조는 논리적 방식뿐만 아니라 심리적 방식의 이해가 필요하다. 둘째, 학습과제를 기저지식에서 통합적으로 조직해야 한다. 학습과제는 교과 내에서 논의되지만 지식의 기저는 범교과적으로 연결되어 있기 때문에 이러한 통합적 조직전략은 학습의 전이를 높일 수 있다. 마지막으로 지식의 이중구조 논의는 학습과제분석에서만이 아닌 교수설계의 전 절차에서 고려되어야 한다는 점과 지식의 이중구조를 반영한 학습과제분석기법들이 개발되어야 할 것에 대하여 제언을 하였다.

The priority in knowledge education is to understand the essence and characteristics of knowledge and to prepare how to teach with them. In the digital era, there is a lot of knowledge. Also the knowledge has been increased with an explosive speed. In this regard, there is an urgent necessity to define what a teacher should teach. Otherwise, her or his existence may be considered lighter than that of internet-based mobile devices or smart-phones, which can provide information immediately. In this paper, this author has begun this study, expecting that if a teacher understands twofold structures as knowledge, and her or his analysis of learning task would be different. It may be not a new idea to consider knowledge as twofold structures. Yet, this author attempts to apply the layer structure to a teacher’s analysis of school assignments. In order to achieve this goal, this author suggests three things: how to understand, how to organize, and how to represent school assignments. First of all, a teacher should understand the school assignment psychologically. This author estimates that so far many teachers have conformed to a logical way, when they have analyzed their school assignments. But this author considers that school teachers need to understand the analysis of school assignments on a psychological basis. Secondly, school teachers should organize their school assignments systematically. The school assignments may be discussed within school subjects. However, twofold structure of knowledge may be related to all-subjects. Thus, considering the twofold structure of knowledge would be a good teaching strategy, which makes learning transfer study. Finally, this author advises that discussing twofold structures is supposed to be considered, not just in the analysis of school assignments, but also in every procedure of a teaching design. In addition, this author suggests that methods of school assignments, reflected by the twofold structure of knowledge, should be developed.