• Journal of the Korean Chemical Society
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• v.54 no.4
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• pp.471-478
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• 2010

This study analyzed the vocabulary level in the 'Water' unit of chemistry I textbook. It also analyzed its relevance to the 11th graders' vocabulary level. The main tool for analyzing vocabulary level was SWA(Science Word Analysis) program which was referenced the Standard Korean Dictionary and Graduated Vocabulary of Korean Language Education. The results in this study turned out to be as follows: The distribution of scientific vocabulary level increased from Level-1 to Level-3 and showed a tendency to decrease from Level-3 until Level-5. The average percentage of Out of level is the largest as 37%. The highest percentage of non-scientific vocabulary was Level-1. The distribution of non-scientific vocabulary level decreased progressively. The Level-5 and Out of level are used 18% averagely. So, there are 6 vocabularies of Level-5 and 82 vocabularies of extra-level inappropriate in scientific vocabularies. And there are 53 vocabularies of Level-5 and 145 vocabularies of Out of level inappropriate in non-scientific vocabularies. Therefore, the overall state of textbooks for grade 11 students are reasonable. But there are a great many vocabularies inappropriate for them. Those should be used minimum, and to be changed to the 1-4 of level vocabulary as stated in the student's level of understanding of appropriate vocabulary.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.361-375
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• 2022

In this study, the vocabularies in elementary mathematics textbooks for grade 1-2 were analyzed according to 9-degree of semantic system. Also, the types of vocabulary were analyzed using general academic words, mathematics specific concept words, and mathematics general concept words. As a result, percentages of 1-degree and 2-degree vocabulary was the most in both grade 1 and 2 mathematics textbooks. It also shows that some of general academic words were 3-degree vocabulary and some of mathematics specific concept words were either unregistered or 1-degree vocabulary. In particular, general academic words, which are 3-degree vocabulary, may be unfamiliar to 1^st and 2^nd grade students. Therefore, students should be given the opportunity to guess and understand the contextual meaning of general academic words from the given contexts in textbooks. The frequency of use of mathematics general concept words in grade 2 textbook increased significantly compared to grade 1 textbook. Since mathematics general concept words are academic and technical vocabulary they should be taught explicitly. Based on the results of this study, implications for vocabulary instruction in mathematics textbooks were discussed.

• School Mathematics
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• v.18 no.4
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• pp.903-922
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• 2016

This paper examined vocabulary in elementary mathematics textbooks and workbooks for the grade band of 3~4. This study focused on the adequacy of vocabulary using 9-degree of semantic difficulty. The results of this study showed that about three to eight percent of vocabulary with difficulty for students in grades 3~4 was employed. Whereas some difficult vocabularies were used along with the picture that helps students understand their meanings, others were presented without any illustrative tools. The most frequent vocabularies in the main activities of the mathematics textbooks included 'investigate', 'represent', 'number', 'how many', and 'method'. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with vocabulary in instructional materials.

• Annual Conference on Human and Language Technology
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• 1999.10e
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• pp.389-396
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• 1999

본 연구에서는 이미 만들어진 양국어 단일 언어 어휘 분류체계를 이용하여 양국어 어휘 분류등급 간의 개념유사도에 의한 양국어 분류체계간의 연관 관계를 구축하고자 한다. 중국어 유의어사전과 한국어 분류어휘표를 이용하여 양국어 어휘 분류체계에서의 분류등급 간의 개념유사성 및 양국어간의 어휘 유사성에 의하여 어휘분류망을 자동 구축한다. 자동 구축된 어휘분류망을 통하여 한국어 분류어휘표의 어휘 구성 및 분류체계에 대한 분석 평가를 진행할 것이며 나아가 한국어 분류어휘표에 대한 어휘 및 분류체계에 대한 보완을 시도하고자 한다. 본 연구는 한국어 자체 어휘 분류체계의 구축 방법론의 연구에도 어느 정도 도움될 것으로 기대한다.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.329-350
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• 2017

This paper examined vocabulary used in elementary mathematics textbooks and workbooks for the grade band of 5~6. This study focused on the adequacy of vocabulary using 9-degree of semantic difficulty. The results of this study showed that most vocabulary in the textbooks and workbooks was adequate for the target grades. In some cases, however, vocabulary that was supposed to be difficult for the fifth and sixth graders was employed in a way that the meaning of such vocabulary was difficult for students to infer in the given context. The most frequent vocabularies in the main activities of the mathematics textbooks included 'method', 'investigate', 'number', 'communicate', and 'represent'. Based on these results, this study provides 5~6 grade textbook writers with implications on what to further consider in dealing with vocabulary in instructional materials.

• Journal of Science Education
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• v.32 no.2
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• pp.87-102
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• 2008

The purposes of this study were to analyze vocabularies used the section of 'Living Earth' in 11-grade Earth science textbooks with the Science Word Analysis (SWA) program and to investigate the vocabularies selected by the 11th grade students as difficult ones. For the purpose, we extracted the Earth science vocabularies from six textbooks, and classified into the scientific and non-scientific vocabularies with SWA program based on the standard Korean language dictionary. Also, we investigated the difficulty of each vocabulary by using questionnaire to three hundred sixty students. From the results analyzed with the program, it was found that the frequency of the scientific vocabularies out of the level was the largest any other level in all textbooks. And from the survey, most of the vocabularies selected by students as difficult to understand were classified into out of the level. From these results, it were suggested that the students' cognitive level should be considered in developing science textbooks and difficult vocabularies should be replaced to easy ones within the limits of changeless in the meanings.

• Korean Journal of Cognitive Science
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• v.21 no.4
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• pp.669-696
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• 2010

Assuming that the whole meaning of a document is a composition of the meanings of each part, this paper proposes to study the automatic grading of movie reviews which contain sentimental expressions. This will be accomplished by calculating the values of semantic segments and performing data classification for each review. The ARSSA(The Automatic Rating System for Sentiment analysis using an Appraisal dictionary) system is an effort to model decision making processes in a manner similar to that of the human mind. This aims to resolve the discontinuity between the numerical ranking and textual rationalization present in the binary structure of the current review rating system: {rate: review}. This model can be realized by performing analysis on the abstract menas extracted from each review. The performance of this system was experimentally calculated by performing a 10-fold Cross-Validation test of 1000 reviews obtained from the Naver Movie site. The system achieved an 85% F1 Score when compared to predefined values using a predefined appraisal dictionary.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.75-90
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• 2024

This study analyzed the vocabularies presented in the 1st to 2nd grade elementary school mathematics field review textbook according to the 2022 revised curriculum using a 9th grade vocabulary system and improved them. The result of the analysis shows that the frequency of vocabulary that was not appropriate for the students' level was found to be 6.67% in the first semester of the first year and 12.17% in the second semester of the first year. For the first semester of the second year, it was 11.73%, and for the second semester of the second year, it was 14.19%. This shows that the frequency of vocabulary that may be difficult for students gradually increases. Based on the analysis results, vocabulary that had a high difficulty level but was not essential in the textbook was deleted, and essential vocabulary or vocabulary that was difficult for students was presented with pictures added or revised in more detail. In addition, words that can be modified with similar words with low lexical difficulty were replaced and presented. In this way, research on vocabulary difficulty can identify aspects of vocabulary used in textbooks and can help develop high-quality textbooks by appropriately modifying vocabulary for effective mathematics learning.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.30-35
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• 2008

The purpose of this study is to analyze and define user's emotional satisfaction factors to the PC OS GUI image. The study is to investigate the relationship between PC OS GUI Image and Sensitive Vocabula교 based on user's emotional preference. 47 user preferred sensitive words are collected by the initial survey. Through the similarity test, 47 words are narrowed down to 20 comprehend words. The semantic differential methods is used in the final survey with 5 step questionnaire. From this process, user preferred the GUI design that is vocabularized as Clear, Easy, Safety, Stability. Additionally, the result shows that the image of Clear is related to Safety and the image of Easy is related to Stability. The result of the study could be used in design PC OS GUI as base data.

• Journal of Science Education
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• v.45 no.3
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• pp.317-325
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• 2021

The purpose of this study is to analyze the readability of the 2015 revised elementary science textbooks at the vocabulary and sentence levels, and to provide an opportunity to use vocabulary and sentences with an appropriate level of readability for writing textbooks in the future. To do this, the readability of the 2015 revised elementary science textbook was analyzed and the vocabulary and sentence level the readability of sentences defining scientific terminology were analyzed. The results were then compared to the readability of previous curriculum textbooks. The results are as follows: first, the grade average of vocabulary remained at 1.5-2.1, with vocabulary appropriate to the elementary school level being used on average. However, grades 4 to 5 vocabulary are distributed at a relatively high rate. Second, the sentence-level analysis shows that the sentence lengths for the third and fifth grades were relatively long and the percentage of simple sentences was low. Third, compared to other curriculum textbooks, it was confirmed that the proper level of readability was maintained at the vocabulary level, but that the sentence lengths and the percentage of simple sentences could adversely affect the readability of third-grade science textbooks.