• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.43-48
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• 2019

This study examines the problem of incorrect usage of grammatical terms that are quite common in English grammar teaching process and suggests ways to revise and improve the errors. Parts of speech and sentence elements are indispensable for any grammatical explanation. These grammatical terms are a core part of the grammar, but they are frequently used without being verified correctly and interchangeably with no distinction. These terms refer to different things, and when they are used interchangeably, they cause confusion in the establishment of grammar cognition. In result, there is a crucial need to discuss and improve the definitions of the grammatical terms defined in the English teaching process for proper improvement in effective English education.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.115-121
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• 2020

The primary aim of this paper is to discuss the historical development or grammaticalization of English adverbial -ly suffix and provide a diachronic analysis of manner adverbs and sentence adverbs from the perspective of secondary grammaticalization. The grammaticalization includes both the primary grammaticalization from a lexical to a grammatical and the secondary grammaticalization from a less grammatical to a more grammatical status. The emergence of the manner adverbs is due to the primary grammaticalization from OE adjectival suffix -lic to ME adverbial suffix -ly. In contrast, the emergence of sentence adverbs is due to the secondary grammaticalization from manner adverbs in VP domain to sentence adverbs in TP domain with grammatical features of tense and modality. This paper concludes that the secondary grammaticalization of the English adverbial -ly suffix includes the change from manner adverbs to sentence adverbs which obtain a new grammatical function of tense and modality.

• The Journal of the Convergence on Culture Technology
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• v.6 no.3
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• pp.245-251
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• 2020

From the perspectives of grammaticalization and corpus, the purpose of this study is to examine the motivation of the emergence of the split infinitives in American English and to discuss the justification of the split infinitives based on the corpus empirical data such as COHA and COCA. The formerly ungrammatical split infinitives in the form of [to + adverb + verb] are now definitely grammatical forms in Present Day English (PDE). The corpus-based data confirms the legitimacy of the split infinitives with the empirical reasons like clarifying sentences (i.e., disambiguation) or strongly focused readings. In addition, the split infinitives are natural consequences caused by the grammaticalization of an infinitival particle to and most crucially by the loss of verb movement. When verb movement to T position does not occur in infinitival clauses, the word order results in [to + AdvP + V], thus forming the split infinitives. The split infinitives are no longer a matter of discussion and will continue to increase in both formal and informal contexts as being definitely grammatical forms.

• Journal of Digital Contents Society
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• v.15 no.2
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• pp.173-179
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• 2014

Useful It is very crucial to establish the learning environment with a creative technology for those who are going to learn English in terms of multimedia presentation. This kind of technologies make it possible for students to practice English suitable with their level and compatible with lesson plan. English grammar plays a leading role to study English as a second language for the language is required to master the structure, part of speech, and tense. The purpose of this study is to explore the a innovative English teaching and learning approach based on the multimedia presentation to teach English grammar with an effect for those students are studying English, when they are learning English grammar with power point or complex multimedia presentation.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.51-58
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• 2021

The purpose of the study is to examine online grammar checkers and suggest when they could be used in English writing classes. The study was conducted in the second semester of 2019 at D University in Chungcheong-do, with a total of 35 first-year students participating in the study. For data collection, pre and post grammar tests, questionnaires, and learning journals were collected and analyzed. The results of this study are as follows. First, based on the results of the English grammar test, the online grammar checker was found to be effective in English writing class. Second, students judged whether accepting or not rather than accepting feedback provided by online grammar checker. Third, among the feedback provided by the online grammar checker, the order of (in)definite article, preposition, punctuation, verb number, and noun number were found. The several implications and limitations of this study are discussed.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.127-129
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• 2012

본고에서는 시제의 일반적 정의와 상에 관한 개념들을 정리하였다. 시제는 시간을 나타내는 동사의 굴절형'이고 따라서 시제는 문법범주의 하나로서 영어의 경우 현재시제와 과거시제를 인정하고 있다. 시제처럼 상을 문법범주로 인정한다면 그 기술 대상은 당연히 문법적 표현에 국한될 것이고 반대로 문법범주가 아닌 의미범주로 간주하면 문법적 표현은 물론이고 어휘적 표현까지 기술대상이 될 것이다. 따라서 상은 문법범주로서 명시되어 있고 특히 영어의 상은 진행형과 완료형의 두 형태로 국한하고 있다. 이 경우에 진행상(the progressive aspect)은 진행형, 완료상(the perfect aspect)은 완료형을 가리킨다. 이렇듯 시제와 상의 밀접한 관계가 있다 하겠다. 더하여 다양한 영역에서 상에 관한 개념정의가 필요하고 더 많은 연구가 있어야 할 것으로 여겨진다.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.37-46
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• 2019

The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.198-200
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• 1998

영-한 기계번역에 있어서 변환(Transfer)은 상이한 두 언어의 어순을 생성될 언어의 어순으로 결정하기 위한 변환 규칙에 의해서 영어의 구문 분석된 트리를 생성될 한국어의 구조에 맞게 재구성한다. 이러한 변환은 개발 단계 중 또는 그 후에 언어의 다양한 차이를 수용하기 위해 프로그램 수준에서 잦은 수정을 하게 된다. 이를 극복하기 위해서, 본 논문에서는 변환 문법을 이용하여 좀더 체계적이고 확장이 쉬운 문법을 이용하여 변환을 수행하고자 한다. 이를 위해 영어의 구구조 자질들을 쉽게 검사 및 탐색하면서 조건에 맞는 자질들을 나누어주는 기능을 하는 조건 단일화 연산자를 기반으로 일반적인 문맥자유문법(Context Free Grammar)을 이용한 변환 문법을 제안한다. 또한 변환 문법은 변환 문법 해석기에 의해 변환 프로그램으로 컴파일 됨을 보인다. 이러한 변환 방법은 영-한 변환에 있어서 문법 수준에서 변환 처리를 할 수 있어 변환 프로그램의 개발 및 유지보수에 많은 도움을 준다.

• Annual Conference on Human and Language Technology
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• 2011.10a
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• pp.136-139
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• 2011

외국어 교육의 필요성이 강조되고 그에 대한 요구가 늘어남에 따라 언어 교육의 기회를 늘리고 비용을 줄이기 위해 컴퓨터 기반의 다양한 기술들의 요구 역시 증가하고 개발되고 있다. 언어 능력 개발의 중요한 요소로서 문법 교육에 대한 컴퓨터 지원 기술 연구가 활발히 진행되고 있다. 본 연구에서는 문법 오류 시뮬레이션을 통해 문법 오류 패턴 데이터베이스를 구축하고 이들 패턴과 사용자 입력의 패턴 매칭으로 생성된 자질 벡터로 기계 학습을 하여 문법성 확인을 했다. 문법성 확인 결과에 따라 오류 종류에 따른 상대 빈도를 고려하여 오류 종류를 분류했다. 또 말하기와 쓰기 작업의 서로 다른 특성을 반영하기 위해 말하기 작업과 쓰기 작업에 대한 두 개의 다른 말뭉치가 학습에 이용 되었다.