• Annual Conference on Human and Language Technology
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• 2000.10d
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• pp.116-123
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• 2000

한국어 구문 분석은 체언구 부착이나 부사구 부착의 문제를 가진다. 이런 부착의 문제는 많은 구문 모호성을 만들어 내어 올바른 의미를 가지는 파스 트리의 선택을 어렵게 한다. 한국어에서 이런 부착의 문제는 대부분 한국어 문장이 내포문을 포함하는 복문의 형태로 구성되어 있기 때문이다. 단문에서는 부착의 문제가 발생하지 않지만 복문에서는 체언구나 부사구가 어떤 용언에 부착하느냐에 따라 체언구 부착이나 부사구 부착의 문제가 발생한다. 따라서 용언이 가지는 정보를 이용하여 내포문의 범위를 결정해서 하나의 구문범주의 기능을 가지도록 분할한다. 이를 단문 분할이라 하며 문형이 가지는 필수격들을 최대로 부착하여 이루어진다. 단문분할을 하면 복문의 구조가 단문으로 바뀌므로 이런 부착의 문제가 자연스럽게 해결된다. 본 논문에서는 문형과 단문 분할을 이용하여 많은 구문 모호성을 해결할 수 있음을 제안한다.

• Annual Conference on Human and Language Technology
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• 2010.10a
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• pp.68-72
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• 2010

본 논문에서는 그래프 기반의 최대신장트리(Maximum Spanning Tree)를 이용한 한국어 의존구문분석 방법을 제안한다. 우리는 최대신장트리 알고리즘을 한국어의 특성인 지배성분 후위의 원칙과 투사성의 원칙을 적용하여 한국어 의존구문분석에 적합한 알고리즘을 만들었다. 제안한 알고리즘은 기존의 한국어 의존구문분석의 방법들보다 낮은 시간복잡도를 가지며 대용량 말뭉치를 학습하기 위해 증분학습이 가능하고 비교적 학습속도가 빠른 Averaged Perceptron 알고리즘을 사용하였다. 실험결과 제안한 방법은 비교적 열악한 환경인 복문이 포함된 장문의 문장에서도 뛰어난 성능을 보여주었다,

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.247-267
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• 2016

It has been pointed out that the mathematics textbooks according to 2009 revised national curriculum cause difficulty not by mathematical knowledge but concomitantly by words and sentences for the first graders who just started learning Korean alphabets. This study focused on the suitability of words and sentences in mathematics textbooks for elementary first grade. We analyzed the degree of difficulty and familiarity in terms of words and the structure, length, and expression in terms of sentences. The results show some causes that lead the first graders to the difficulty. In more detail, we found 108 difficult words and 6 unfamiliar words for the first graders. And it is noticed that the textbooks contain 37 compound sentences, 727 complex sentences, and 38 compound-complex sentences. They also contain 237 long sentences that are composed of 9 words or more, 168 sentences that assign two activities or more, and 52 sentences that contain three nouns or adjectives or more successively. Based on these results and discussions, we suggested several implications for writing mathematics textbooks for the lower grades in elementary school.

• Korean Journal of Cognitive Science
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• v.12 no.3
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• pp.1-18
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• 2001

The goal of this paper is the pedagogical application of a Korean Spell/Grammar Checker to the web-based language learning system for Korean writing. To maximize the efficient instruction of our learning system \\`Urimal Baeumteo\\` we have to improve our Korean Spell/Grammar Checker. Today the NLP system\\`s performance defends on its semantic processing capability. In our Korean Spell/Grammar Checker. the tasks accomplished in the semantic level are: the detection and correction of misused derived and compound nouns in a Korean spell-checking device and the detection and correction of syntactic and semantic errors in a Korean grammars-checking device. We describe a common approach to the partial parsing using collocation rules based on the dependency grammar. To provide more detailed semantic rules. we classified nouns according to their concepts. and subcategorized verbs referring to their syntactic and semantic features. Improving a Korean Spell/Gl-Grammar Checker makes our learning system active and intelligent in a web-based environment. We acknowledge the flaws in our system: the classification of nouns based on their meanings and concepts is a time consuming task. the analytic unit of this study is principally limited to the phrases in a sentence therefore the accurate parsing of embedded sentences remains a difficult problem to solve. Concerning the web-based language learning system. it is critically important to consider its interface design and structure of its contents.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.63-80
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• 2009

This paper has a purpose to find out the important points about linguistic factors suited to the assessment purpose and mathematics teaching/learning that a word-problem sentence has to possess. We also examine the degree of understanding of sentence and the perceptive/emotional reactions of students toward two different kinds of word-problem sentences that have same mathematical contents, but different linguistic structures. The objects of this thesis are 124 students from the third to sixth grade in an elementary school. We execute assessment of simple-sentence-word-problem and complex-sentence-word-problem that have same mathematical contexts, but different linguistic structures. Then we have compared and examined their own process of solving the two types word-problems and we make up questionnaire and have an interview with them. The conclusions are as followings: First, simple-sentence-word-problem is more successful to suggest an information for solving a problem than complex one. Second, it is hard to find the strategy for solving a problem in complex-sentence-word-problem than simple one. Third, students think that suggested information and mathematical knowledge are different according to the linguistic structure in the process of perceiving the information after reading a word-problem. Fourth, in spite of same sentence type, the negative mental reaction is showed greatly to complex-sentence-word-problem even before solving a problem.

• Phonetics and Speech Sciences
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• v.13 no.1
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• pp.53-64
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• 2021

According to Demand and Capacity Model (DCM), external and internal environments influence the disfluency of children who stutter (CWS). This study investigated the effects of simultaneous changes in motoric and linguistic demands on CWS and children who do not stutter (CWNS). Participants were 4-6 years old CWS and CWNS. A sentence imitation task with changes in speech rate, utterance length, and sentence complexity was used to examine their effects on children's disfluency. When the utterance length changed, CWS showed more disfluency regardless of utterance length and as the speech rate changed, CWS showed more disfluency at fast speech rate than CWNS. When the utterance length and speech rate changed, at fast speech rate, CWS showed more disfluency in both utterances than CWNS. When sentence complexity changed, CWS showed more disfluency than CWNS in complex sentences. Changes in linguistic elements such as speech rate, utterance length, and sentence complexity affect disfluency in CWS, especially when they were exposed to faster, longer, and more complex sentences. This indicates that CWS are vulnerable to fast and complex speech motor control and language processing ability than CWNS. Thus, this study suggests that parents and therapists consider both the speech rate and the utterance length when talking with CWS.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.