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Developing the Korean EFL Readability Formula (KRF)
Seonghee Choi,Kyong-Hahn Kim,Yong-Bae Lee,Ju-Hee Hong,Eunkyung Cho 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.3
It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.
Seong Hee Choi,Miok Yu,Chul-Hee Choi 한국청각언어재활학회 2021 Audiology and Speech Research Vol.17 No.2
Purpose: The GRBAS (grade, roughness, breathiness, asthenia, strain) scale, a 4-point scale, has been most widely used for judging auditory-perceptual severity for dysphonia. However, in current clinical practice, sometimes a more fragmented 0.5 scheme is being used if the original GRBAS scale is ambiguous to assess. Thus, the aim of the present study was to compare the dysphonia severity using the three auditory-perceptual evaluation tools, 4-point, 7-point GRBAS scale, and CAPEV and provide the information regarding differentiation of perceptual severity and acoustic correlations. Methods: Voice samples for sustained vowel and connected speech were obtained from 101 dysphonic patients. Auditory-perceptual assessments of dysphonia severity were performed by two certified experienced speech-language pathologists specializing in voice disorders using the grade of a 4-point and a 7-point GRBAS, OS of CAPE-V and also were compared with cepstral measures [cepstrum peak prominence (CPP), low/high spectral ratio]. Results: OS and G of inter-rater reliability of dysphonia using CAPE-V and 4-point GRBAS scales were good (ICC > 0.800) while G of 7-point GRBAS was less strong (ICC > 0.681) than OS of CAPE-V and G of 4-point GRBAS scale. The highest correlation with CPP was the OS of CAPE-V in both vowel and connected speech, while L/H ratio showed low correlation with dysphonia severity. The OS of CAPE-V in vowel and connected speech differed significantly in G of both GRBAS scales. On the 4-point GRBAS scale, CPP showed only the difference between G1-G2, G2-G3 groups in /a/ vowel, whereas in the connected speech, the difference between G0-G1, G1-G2, and G2-G3 groups was relatively differentiated. Meanwhile, on a 7-point GRBAS scale, CPP showed only differences between G1.5-G2 groups in sustained vowel, while CPP showed no differences between G0-G0.5, G0.5-G1, G1-G1.5, G2-G2.5, and G2.5-G3 groups respectively in connected speech. Conclusion: 7-point GRBAS scale showed a higher correlation with CPP measures than the original GRBAS, but reduced the discrimination of dysphonia severity compared to the 4-point GRBAS scale. Consequently, modified 7-point GRBAS scale could be useful as a clinically-perceptual evaluation tool, along with the original GRBAS scale and CAPE-V.
Seonghee Choi,Jeongsoon Joh,Yoan Lee 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.2
The purpose of this study is to present a model for the teachers to develop English discourse competence needed at English classrooms, and to build a basis on which to offer quality English teaching in the formal education without depending upon native speakers. A total of 30 teachers participated in this study. The participants met in group once a week, and had 10-15 minutes" presentation each. Their presentation was recorded and sent to the researchers for analysis. Three conferences were held to motivate and guide the participants, and the researchers visited each team twice to encourage the participants and check the research procedures. Two surveys were conducted to gather data about the beliefs of the participants while engaged in this project. The findings include the participants" self-perceived improvement, to a varying degree, in speaking, reading, writing, vocabulary and even in structural knowledge as a result of incidental learning. Also the participants showed increased self-confidence in teaching English, as well as more spontaneous and lengthened speech as the project went on. It is hoped that the findings from this project will provide insights on the areas of teacher cooperation, teachers" self-directed development, reflective teaching, using English as the media of instruction, and teacher training programs.