• 한국컴퓨터정보학회논문지
• /
• 제27권3호
• /
• pp.13-23
• /
• 2022

Prasad et al.는 사전학습(pre-trained)한 신경망 L1 글로다바(Gulordava) 언어모델을 여러 유형의 영어 관계절과 등위절 문장들로 적응 학습(adaptation learning)시켜 문장 간 유사성(sentence similarity)을 평가할 수 있는 통사 프라이밍(syntactic priming)-기반 프로빙 방법((probing method)을 제안했다. 본 논문에서는 한국인 영어학습자가 배우는 영어 자료를 바탕으로 훈련된 L2 LSTM 신경망 언어 모델의 영어 관계절 혹은 등위절 구조의 문장들에 대한 임베딩 표현 방식을 평가하기 위하여 프로빙 방법을 적용한다. 프로빙 실험은 사전 학습한 LSTM 언어 모델을 기반으로 추가로 적응 학습을 시킨 LSTM 언어 모델을 사용하여 문장 임베딩 벡터 표현의 통사적 속성을 추적한다. 이 프로빙 실험을 위한 데이터셋은 문장의 통사 구조를 생성하는 템플릿을 사용하여 자동으로 구축했다. 특히, 프로빙 과제별 문장의 통사적 속성을 분류하기 위해 통사 프라이밍을 이용한 언어 모델의 적응 효과(adaptation effect)를 측정했다. 영어 문장에 대한 언어 모델의 적응 효과와 통사적 속성 관계를 복합적으로 통계분석하기 위해 선형 혼합효과 모형(linear mixed-effects model) 분석을 수행했다. 제안한 L2 LSTM 언어 모델이 베이스라인 L1 글로다바 언어 모델과 비교했을 때, 프로빙 과제별 동일한 양상을 공유함을 확인했다. 또한 L2 LSTM 언어 모델은 다양한 관계절 혹은 등위절이 있는 문장들을 임베딩 표현할 때 관계절 혹은 등위절 세부 유형별로 통사적 속성에 따라 계층 구조로 구분하고 있음을 확인했다.

• 한국어교육
• /
• 제29권1호
• /
• pp.1-23
• /
• 2018

This paper investigates how adult Mandarin- and English- speaking learners of Korean perceive Korean vowels, with focus on the effect of the first language (L1) and the second language (L2) acoustic relationship, as well as the influence of Korean language experience. For this study, native Mandarin and Canadian English speakers who have learned Korean as a foreign language, as well as a control group of native Korean speakers, participated in two experiments. Experiment 1 was designed to examine acoustic similarities between Korean and English vowels, as well as Korean and Mandarin vowels to predict which Korean vowels are relatively easy, or difficult for L2 learners to perceive. The linear discriminant analysis (Klecka, 1980) based on their L1-L2 acoustic similarity predicted that L2 Mandarin learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e/ >> /ɨ, ʌ, o, u/ (most difficult), whereas L2 English learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e, ɨ, ʌ/ >> /o, u/ (most difficult). The goal of Experiment 2 was to test how accurately L2 Mandarin and English learners perceive Korean vowels /ɨ, ʌ, o, u/ which are considered to be difficult for L2 learners. The results of a mixed-effects logistic model revealed that English listeners showed higher identification accuracy for Korean vowels than Mandarin listeners, indicating that having a larger L1 vowel inventory than the L2 facilitates L2 vowel perception. However, both groups have the same ranking of Korean vowel perceptual difficulty: ɨ > ʌ > u > o. This finding indicates that adult learners of Korean can perceive the new vowel /ɨ/, which does not exist in their L1, more accurately than the vowel /o/, which is acoustically similar to vowels in their L1, suggesting that L2 learners are more likely to establish additional phonetic categories for new vowels. In terms of the influence of experience with L2, it was found that identification accuracy increases as Korean language experience rises. In other words, the more experienced English and Mandarin learners of Korean are, the more likely they are to have better identification accuracy in Korean vowels than less experienced learners of Korean. Moreover, there is no interaction between L1 background and L2 experience, showing that identification accuracy of Korean vowels is higher as Korean language experience increases regardless of their L1 background. Overall, these findings of the two experiments demonstrated that acoustic similarity between L1 and L2 sounds using the LDA model can partially predict perceptual difficulty in L2 acquisition, indicating that other factors such as perceptual similarity between L1 and L2, the merge of Korean /o/ and /u/ may also influence their Korean vowel perception.

• 영어어문교육
• /
• 제18권1호
• /
• pp.115-132
• /
• 2012

In order to confirm ecological validity of D$\ddot{o}$rnyei's second language motivational self, the present study investigated 495 South Korean secondary school students' L2 learning motivation and motivated behavior by using a questionnaire survey. The participants' ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students' L2 learning motivation. As for instrumentality, promotional aspects demonstrated a significant correlation with both the ideal and ought-to L2 selves, whereas preventional aspects showed a relatively high correlation with the ought-to L2 self. The ideal L2 self had the most impact on the motivated behavior, and the ideal L2 self and ought-to L2 self reflected the students' different motivational characteristics. It is suggested that D$\ddot{o}$rnyei's (2005, 2009) L2 motivational self system can be a better psychological model than Gardner's (1985) socio-educational model for understanding Korean secondary school students' L2 learning motivation.

• 한국영어학회지:영어학
• /
• 제4권1호
• /
• pp.33-60
• /
• 2004

This study was an attempt to present an appropriate way of interpreting L2 learners' linguistic behavior within Universal Grammar (UG) framework. Based on the Korean EFL adult learners' performance on the Subjacency violation sentences, the study suggested that the EFL learners are able to acquire subtle knowledge of target grammar and their linguistic behavior should be interpreted with the most recent version of UG theory, the Minimalist Program (MP) notion. The MP notion seems more plausible to accommodate incomplete L2 grammar while acknowledging UG-constrained interlanguage which the previous version, Principles and Parameters (P&P) approach, could not explain very well. The study observed no age-effects among the Korean EFL learners in their linguistic competence measured by the performance on the UG-constraint violation sentences. Having suggested that the MP notion can be a more reasonable tool to explain the EFL learners' linguistic behavior, the study introduced comprehensive hypotheses such as Constructionist Model (CM) and the Ontogeny Phylogeny Model (OPM).

• 한국어교육
• /
• 제29권3호
• /
• pp.25-53
• /
• 2018

This study examined the influence of lexical factors on verbal Eojeol recognition. To meet the goal, forty-five L2 Korean learners and twenty-two Korean native speakers took Eojeol decision tasks measured with the lexical factors such as 'number of strokes', 'number of consonants and vowels', 'number of syllables', 'number of morphemes', 'whole Eojeol frequency', 'root frequency', 'first-syllable-sharing frequency', and 'number of dictionary meanings.' As a result, 'whole Eojeol frequency' was the most effective factor to predict Eojeol recognition reaction time for native speakers and L2 learners, which supports the full-list model. Other lexical factors influencing Eojeol recognition reaction time in L2 learners were different following their proficiency level.

• 문화기술의 융합
• /
• 제8권5호
• /
• pp.489-495
• /
• 2022

언어모델(Language Model)을 구축하기 위한 딥러닝 기법인 LSTM의 경우 학습에 사용되는 말뭉치의 전처리 방식에 따라 그 결과가 달라진다. 본 연구에서는 유명한 문학작품(기형도의 시집)을 말뭉치로 사용하여 LSTM 모델을 학습시켰다. 원문을 그대로 사용하는 경우와 조사/어미 등을 삭제한 경우에 따라 상이한 단어벡터 세트를 각각 얻을 수 있다. 이러한 전처리 방식에 따른 유사도/유추 연산 결과, 단어벡터의 평면상의 위치 및 언어모델의 텍스트생성 결과를 비교분석했다. 문학작품을 말뭉치로 사용하는 경우, 전처리 방식에 따라 연산된 단어는 달라지지만, 단어들의 유사도가 높고 유추관계의 상관도가 높다는 것을 알 수 있었다. 평면상의 단어 위치 역시 달라지지만 원래의 맥락과 어긋나지 않았고, 생성된 텍스트는 원래의 분위기와 비슷하면서도 이색적인 작품으로 감상할 수 있었다. 이러한 분석을 통해 문학작품을 객관적이고 다채롭게 향유할 수 있는 수단으로 딥러닝 기법의 언어모델을 활용할 수 있다고 판단된다.

• 한국영어학회지:영어학
• /
• 제3권3호
• /
• pp.375-410
• /
• 2003

As Snow (1989) and Sternberg (1985) have long argued, learning, and adaptation to the learning environment or classroom context (at the levels of instructional treatment, interventionist focus on form technique, or pedagogic task) is a result of the interaction of context at each of these levels of description with learners' patterns of abilities. In this paper I argue that this is an important area of research for SLA pedagogy, as well as SLA theory development, and I review recent developments in the study of L2 learning conditions; of the abilities contributing to L2 aptitude; and of their interaction with the processes involved in successful classroom learning and practice, and propose a model of ‘multiple aptitudes’ for classroom learning based on these findings.

• 한국컴퓨터정보학회논문지
• /
• 제25권11호
• /
• pp.27-40
• /
• 2020

본 논문은 장단기기억신경망(LSTM)이 영어를 배우면서 학습한 암묵적 통사 관계인 필러-갭 의존 관계를 조사하여 영어 문장 학습량과 한국인 영어 학습자(L2ers)의 문장 처리 패턴 간의 상관관계를 규명한다. 이를 위해, 먼저 장단기기억신경망 언어모델(LSTM LM)을 구축하였다. 이 모델은 L2ers가 영어 학습 과정에서 잠재적으로 배울 수 있는 L2 코퍼스의 영어 문장들로 심층학습을 하였다. 다음으로, 이 언어 모델을 이용하여 필러-갭 의존 관계 구조를 위반한 영어 문장을 대상으로 의문사 상호작용 효과(wh-licensing interaction effect) 즉, 정보 이론의 정보량인 놀라움(surprisal)의 정도를 계산하여 문장 처리 양상을 조사하였다. 또한 L2ers 언어모델과 상응하는 원어민 언어모델을 비교 분석함으로써, 두 언어모델이 문장 처리에서 필러-갭 의존 관계에 내재된 추상적 구문 구조를 추적할 수 있음을 보여주었을 뿐만 아니라, 또한 선형 혼합효과 회귀모델을 사용하여 본 논문의 중심 연구 주제인 의존 관계 처리에 있어서 원어민 언어모델과 L2ers 언어모델간 통계적으로 유의미한 차이가 존재함을 규명하였다.

• 영어어문교육
• /
• 제16권4호
• /
• pp.39-69
• /
• 2010

This study aims to identify how participants in online-incorporated English learning perceive interaction between achievement and factors of learning and personality. Using grounded theory analysis, this study attempts to generate a theoretical model depicting how the factors work with the L2 learners situated in the learning setting. A total of 231 college freshmen participated in online and offline EFL learning programs for the duration of one semester. In addition, all respondents completed a survey questionnaire on their learning experiences. In the investigation of the differences between low- and high-proficiency groups, audio-taped interviews with 20 selected students, 10 from each group, have revealed differences not only in the types of personal and instructional factors, but also, more importantly, in the interrelationship between these factors in each group's learning model. These models effectively explained the statistically significant differences in four questionnaire items, such as online learning and contributions of offline class sections to their L2 achievement. These findings entail L2 practitioners' shared understandings of their students' perspectives of learning in the specific L2 learning context.

• 영어어문교육
• /
• 제9권2호
• /
• pp.213-241
• /
• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.