• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.131-136
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• 2002

한국어 CVC 음절의 하위 단위는 초성자음과 모음을 포함하는 음절체(body)와 종성자음(coda)으로 이루어져 있고, 영어 음절은 초성(onset)과, 모음과 종성자음을 포함하는 각운(rime)으로 이루어져 있다고 한다. 본 연구에서는 한국인이 영어의 음절을 한국어 음절 정보처리 방법으로 정보처리 하는지를 알아보고자 하였다 실험 조건으로는 음절체 일치 조건(예, 각-감, cap-cat), 각운 일치 조건(예, 남감, pat-cat), 그리고 두 자음 일치 통제조건(예, 김-감, cut-cat)과 무관련 통제 조건(예, ***-감, ***-cat)이 사용되었다. 실험 과제로는 점화 어휘판단 과제(primed lexical decision task)를 수행하였다. 만약 음절체 일치 조건에서의 점화효과가 각운 일치 조건에서의 점화효과보다 크다면 한국인의 음절분절 단위가 음절체-종성(body-coda) 구조일 것으로 예상할 수 있고 각운 조건에서의 점화효과가 더 크다면 그 단위가 초성-각운(onset-rime)구조일 것으로 예상할 수 있다. 실험 결과, 한국어 음절의 경우 각운 일치 조건의 점화 효과가 음절체 일치 조건의 점화 효과보다 크게 나타나 음절체-종성 구조로의 하위 단위 분석을 지지했다. 그러나 영어의 경우에는 각운 일치 조건의 점화 효과가 음절체 일치 조건의 점화 효과보다 크게 나타나 초성-각운 구조로의 분석을 지지하였다. 따라서 한국인이 시각 단어를 재인할 때에는 언어 특정적인 분석을 수행한다는 결과를 얻었다.

• Journal of KIISE:Software and Applications
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• v.36 no.1
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• pp.92-108
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• 2009

The Princeton WordNet (PWN), which was developed during last 20 years since the mid 80, aimed at representing a mental lexicon inside the human mind. Its potentiality, applicability and portability were more appreciated in the fields of NLP and KE than in cognitive psychology. The semantic and knowledge processing is indispensable in order to obtain useful information using human languages, in the CMC and HCI environment. The PWN is able to provide such NLP-based systems with 'concrete' semantic units and their network. Referenced to the PWN, about 50 wordnets of different languages were developed during last 10 years and they enable a variety of multilingual processing applications. This paper aims at describing PWN-referenced Korean Wordnet, KorLex 1.5, which was developed from 2004 to 2007, and which contains currently about 130,000 synsets and 150,000 word senses for nouns, verbs, adjectives, adverbs, and classifiers.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.404-411
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• 2008

The purpose of this study is to suggest the effects of schema activation on reading comprehension. The subject of a sample survey was a 36 student experimental group and a 32 student control group, total 68 students at third grade class of C Middle School in Gwangju. Students ability to read English in the two groups were almost the same through, which was shown by pre-test administered before the beginning of the experiment. As a pre-reading activity, the experimental group was showed the pictures and vocabularies related to the text before reading. The other control group did Grammar Translation Method about text. The data needed for this study was obtained by the questionnaires with 25 questions about the English reading. The data analyzing method was t-test through the statistics program SPSS 12.0. The result of this study is as follows : First, the experimental group got a more meaningful score than the control group at the test. Second, pre-reading activities for providing prior knowledge of the text were affected by the student's English proficiency, peculiarly more effective on low level student than advanced level. Studying English reading through schema activation led the students to be present in classes with interests, so the experimental group showed more academic accomplishments than the control group.

• Cross-Cultural Studies
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• v.51
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• pp.329-356
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• 2018

Types of emotional expressions are comprised of vocabulary that describes emotion and composition of sentences to express emotion such as an exclamatory sentence and a rhetorical question, expressions of interjection, adverbs of attitude for an idea, and a style of writing. This study is focused on vocabulary that describes emotion and analyzes the aspect of translation when emotional expression of 'Kyo(驚)' is shown in "Kokoro". As a result, the aspect of translation for expression of 'Kyo(驚)' showed that it was translated to vocabulary as suggested in the dictionary in some cases. However, it was not always translated as suggested in the dictionary. Vocabulary that describes the emotion of 'Kyo(驚)' in Japanese sentences is mostly translated to corresponding parts of speech in Korean. Some adverbs needed to add 'verbs' when they were translated. Different vocabulary was added or used to maximize emotion. However, the corresponding part of speech in English was different from Korean. Examples of Japanese sentences expressing 'Kyo(驚)' by verbs were translated to expression of participles for passive verbs such as 'surprise' 'astonish' 'amaze' 'shock' 'frighten' 'stun' in many cases. Idioms were also translated with focus on the function of sentences rather than the form of sentences. Those expressed in adverbs did not accompany verbs of 'Kyo(驚)'. They were translated to expression of participles for passive verbs and adjectives such as 'surprise' 'astonish' 'amaze' 'shock' 'frighten' 'stun' in many cases. Main agents of emotion were showat the first person and the third person in simple sentences. Translation of emotional expressions when a main agent was the first person showed that the fundamental word order of Japanese was translated as in Korean. However, adverbs of time and adverbs of degree were ended to be added. The first person as the main agent of emotion was positioned at the place of subject when it was translated in English. However, things or causes of events were positioned at the place of subject in some cases to show the degree of 'Kyo(驚)' which the main agent experienced. The expression of conjecture and supposition or a certain visual and auditory basis was added to translate the expression of emotion when the main agent of emotion was the third person. Simple sentences without the main agent of emotion showed that their subjects could be omitted even if they were essential components because they could be known through context in Korean. These omitted subjects were found and translated in English. Those subjects were not necessarily human who was the main agent of emotion. They could be things or causes of events that specified the expression of emotion.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.21-32
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• 2014

Recently, the number of Koreans who use smartphones has increased drastically; many use smartphones to learn English. In this study, one hundred Korean adult ELT (English language teaching) learners were surveyed to investigate their use of smartphones and factors influencing such use. For comparison, sixty-two students of a Korean cyber university were surveyed; these students were able to study using their smartphones in a smart campus environment. The research results showed that both groups positively used smartphones frequently, and that many intended to continue using them. With regard to ELT, both groups intended to learn English using their smartphones. Furthermore, they preferred certain types of ELT content: thirty-minute or less learning sessions, receptive English skills that focused on listening and reading, and short units of framed language items such as pronunciation and vocabulary. However, few of the respondents in both groups installed ELT apps on their smartphones, and few of the ELT apps satisfied them. The cyber university students responded similarly about smartphone use, although their responses regarding smartphone use for ELT purposes were less positive. These results indicate that the goal of cyber universities in achieving optimum learning outcomes through smart learning and the smart campus has not yet been realized.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.492-500
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• 2020

The purpose of this study was to investigate (1) the aspect of the correlation among subcategories in English reading anxiety, (2) the aspect of the cause and effect relation. The reading anxiety was measured by a questionnaire. Then, the results were analyzed by SPSS program. The findings of this study were as follows: First, most of the sub-elements in reading anxiety in both groups correlate with one another even though the overall coefficient of correlation in high achievement group is rather higher. Second, it is also found that the lack of confidence for reading has negative influence on entire reading anxiety in both groups, which is followed by lengthy reading, evaluation and general anxieties in consecutive order. The implication of this study is that the teachers and students should be aware that the constituents of reading anxiety not only correlate with one another, but have great deal of relative influence on reading process. Therefore, teachers should organize a learning environment where learners can minimize the feeling of anxiety.

• Annual Conference on Human and Language Technology
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• 1996.10a
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• pp.21-31
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• 1996

복합명사는 한국어에서 가장 빈번하게 나타나는 색인어의 한 형태로서, 영어권 중심의 정보검색 모델로는 다루기가 어려운 언어 현상의 하나이다. 복합명사는 2개 이상의 단일어들의 조합으로 이루어져 있고, 그 형태 또한 여러 가지로 나타나기 때문에 색인과 검색의 큰 문제로 여겨져 왔다. 본 논문에서는 복합명사의 어휘적 정보를 단위명사들의 통계적 행태(statistical behavior)에 기반 하여 자동 획득하고, 이러한 어휘적 정보를 검색에 적용하는 모텔을 제시하고자 한다. 본 방법은 색인시의 복합명사 인식의 어려움과 검색시의 형태의 다양성을 극복하는 모델로서 한국어를 포함한 동양권의 언어적 특징을 고려한 모델이다.

• Annual Conference on Human and Language Technology
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• 1996.10a
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• pp.32-35
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• 1996

정보 검색 기술은 적용 분야, 질의어, 데이터가 달라질 경우, 결과 또한 달라질 수 있음을 최근의 연구 결과로부터 알 수 있다. 사용되는 언어에 따라서도 고유한 문제가 제기될 수 있는데, 특히 한국어의 경우 복합명사는 명사끼리의 조합이 자유롭고 길이에 제한이 없기 때문에 이를 단위 명사로 분할하는 작업이 어렵다. 또한 영어와는 달리 복합명사가 문서 내에서 많은 부분을 차지하며 문서의 내용을 대표하는 경우가 많이 있기 때문에, 정보 검색 기술을 한국어에 적용하기 위해서는 수정, 보완하는 노력이 필요하다. 본 연구에서는 어휘에 관한 사전 및 코퍼스 정보를 트라이(trie)에 저장한 후 어휘들간의 공통 부분에 더미 노드(dummy node)를 삽입하여 복합명사를 단위 명사로 분할하는 기법을 제시하였다.

• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.106-111
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• 2004

사람의 언어를 이해하는 자연언어처리 시스템을 개발하기 위해서는 의미처리를 위한 지식 베이스(knowledge base)가 필요하다. 지금까지 사람이 가진 지식 베이스를 컴퓨터에 도입하려는 많은 노력을 기울이고 있고 그 결과물로 온톨로지(ontology)와 시소러스(thesaurus)가 만들어지고 있다. 외국에서는 지식 베이스의 중요성을 알고 많은 연구를 수행하고 있으며 그 대표적인 사례들에는 Roget's Thesaurus, WordNet, EDR 개념사전, CYC, Euro WordNet 등이 있다. 이 중에서 가장 대표적이며 많은 활용을 보이는 것이 Princeton 대학의 WordNet이다. WordNet은 인간의 어휘지식에 대한 심리 언어학적인 연구의 결과물로써 심리학자와 언어학자들에 의해 10여 년 동안 구축되고 있는 영어에 대한 어휘데이터베이스이다. 본 논문에서는 WordNet을 기반으로 명사에 대해서 영한사전과 국어사전을 이용하여 구축한 한국어 워드넷을 소개하구 구축시 고려한 기본지침을 소개하도록 하겠다.

• Annual Conference on Human and Language Technology
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• 2000.10d
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• pp.262-268
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• 2000

본 논문에서는 어휘 의미 애매성 해소와 영어 대역어 사전 그리고 외국언어에 존재하는 개념체계를 이용하여 한국어 개념체계를 자동으로 구축하는 방법을 기술한다. 본 논문에서 사용하는 방법은 기존의 개념체계 구축 방법들에 비해 적은 노력과 시간을 필요로 한다. 또한 상기한 자동 구축 방법에서 사용하는 어휘 의미 애매성 해소를 위한 6가지 feature도 함께 설명한다.