• 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.

• 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.

• Journal of Digital Contents Society
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• v.11 no.2
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• pp.161-168
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• 2010

In the past, Korean English language learners focused on knowledge of grammatical structures. Thus Korean trained instructors, who focused on explaining the grammar structures, were seen as being preferable for teaching in EFL (English as a foreign language) classrooms. However, with the focus changed to speaking capability Koreans now desire 'fluent' English more than 'accuracy' seeing if possible (Mottos, 1997). Current study has been concerned about the issue of how non-native learners of English perceive the difference between native teachers (NTs) and non-native teachers (non-NTs) of English in the context of ELT classroom. The study explores the issues and problems the followed and how non-NTs can enhance teaching practice of speaking and listening lessons through multimedia application.

• Annual Conference on Human and Language Technology
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• 2001.10d
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• pp.365-372
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• 2001

한국어나 일본어는 영어 등 서구의 언어와 비교하여 매우 발달된 경어 체계를 가지고 있다. 그러나 이러한 경어 체계는 이들 언어를 모국어로 사용하지 않는 사람들을 포함하여 모국어로 사용하는 많은 사람들까지도 정확하게 구사하기는 어려워 하는 것이 현실이다. 그럼에도 불구하고 경어 체계의 정확한 구사 능력은 적절한 어휘 선택 능력과 함께 자연스러운 의사 소통을 위한 중요한 언어 능력으로 간주되고 있다. 특히 기계번역기나 문법검사기를 구현하고자 할 때 이러한 경어 체계를 정확하게 이해하는 시스템의 구현은 한 차원 높은 자연스러운 표현을 제공하기 위하여 필수적이라고 할 수 있다. 본 논문에서는 한국어의 경어 체계를 조사하고 결합범주문법을 통하여 이를 검증하는 시스템을 소개한 뒤 사극 대본을 대상으로 하여 이 시스템의 성능을 확인한다.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.109-132
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• 2003

The purpose of the present study is to explore effective ways of teaching English grammar, which is geared toward improving students' communicative competence. Grammatical competence is essential to communicative competence. Grammatical knowledge cannot be acquired unconsciously in an EFL environment such as in Korea. Therefore learners should be given grammar instruction. More importantly, they should be instructed in grammar so that they can develop their grammatical abilities which are the foundation of communicative competence. The following is proposed for the grammar instruction placing the focus on improving communicative competence. First, it is effective to explain the form, meaning and pragmatics of a grammatical rule to learners in Korean. Second, learners should be given instruction in grammatical patterns that deals with constructions and meanings together, which can enable them to produce sentences by themselves. Third, it should be taught to understand constructions and meanings on the basis of word orders. Then the following steps of grammar instruction are suggested. In the first step of grammatical instruction, students should be provided with the illustrations of grammatical structures which link communicative functions and grammar. In the second step, learners should be gotten to practice grammatical constructions repeatedly enough to use them unconsciously. Lastly, communicative activities such as description and role plays should be included in grammar instruction to integrate grammar practice and communicative language use.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.285-290
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• 2020

This study focus on improving the text language proficiency regarding users' written text. In order to tone up accuracy improvement in writing, Computer Assisted Language Learning(CALL) can be primarily used as one of the most efficient tools. This study proposes a English Grammar Checking Application that can improve the accuracy over the current applications. The proposed system is capable of defining the difference between a Noun and a Noun Phrase which is critical in improving grammar accuracy for those who use Englilsh as a foreign language in English writing.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.273-279
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• 2018

This study aimed at providing a comprehensive account of the sources and causes of errors in business emails that Korean college students wrote using a translation machine. Data were collected from 21 emails written by the students who took a business English course. Findings indicated that the students tended to make frequent errors in verb use and verb tense as well as a definite article, countable/noncountable nouns, time adverbs and prepositions. Therefore, the study suggested that the students' common errors imply that they experience some difficulties learning these linguistic features. Given that learners' errors can give us valuable insights into teaching and learning how to write in English, pedagogical suggestions are put forward based on the study results.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.141-160
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• 2010

This study aims to analyze the effects of explicit lexical collocation instruction on grammatical collocation knowledge, by focusing on the preposition collocations. The forty participants consisting of twenty men and twenty women are currently freshmen English majors in college. They responded to the questionnaire on their basic lexical learning strategies in pre-post tests, and carried out a lexical collocation test and a preposition collocation test as pre-post tests. They took the open class on the lexical collocations(LC) 5 times, but they did not concretely study any grammatical collocations(GC). Each test is analyzed and compared with pre-post tests by SPSS 12.0. From all the analyses, it was first revealed that most students who didn't know about the concepts, types and uses of collocations became aware of them after the class. The effects of the lexical collocations on the lexical collocation knowledge were quite revealing. Second, the correlations between the lexical collocations and grammatical collocations were not significant, although relations among the lexical collocations were quite significant. Finally, some suggestions for methods of mixed lexical chunks instruction are made for students' productive skills. Also, it is suggested that more profound attention should be paid to giving direct instructions on the basis of the lexico-grammatical continuum between LC and GC.

• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.477-484
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• 2011

The purpose of this study is to research middle school student's reading problem and to suggest how to improve their reading competence through the use of the NIE. For this research, we proposed three research questions of study as below. First, what difference is there in English reading competence between experimental and control group? Second, what difference is there in the English reading competence according to English proficiency? Third, what are the effects of interest and satisfaction through NIE? The subject of a sample was 34 experimental group and 36 control group, total 70 eighth graders in Kwangju. The experimental group had been taught through NIE for 10 weeks. Grammar Translation Method was applied while teaching English to the control group. The data analyzing method was t-test through the statistics program SPSS12.0. Based on the result of this study, NIE approach was effective in improving the students' reading competence. Most of the students who were taught reading by NIE responded that they had more interest and satisfaction in the reading lesson.

• Annual Conference on Human and Language Technology
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• 2001.10d
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• pp.294-301
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• 2001

기계번역이 인간의 언어 능력을 기계로 구현한다는 점에서 전산학적 성격이 강하다면, 변환 사전은 인간의 어휘부(lexicon) 정보를 그대로 기계에 표상한다는 점에서 언어학적 성격이 강하다. 여기서는 다양한 어휘부 정보 중에서 한영 기계번역에서 필요한 언어학적 정보를 추출하고 이러한 정보를 바탕으로 적절한 동사 대역어 선택을 위한 변환 사전의 모형을 만들어 보고자 하였다. 한영 기계번역에서 적절한 동사 대역어 선택의 어려움은 한국어 동형어 처리 문제와 한국어에서는 포착되지 않지만 영어로 번역하는 과정에서 발생하는 영어 표현의 특수성 때문에 기인한 것으로 볼 수 있다. 이 논문에서는 이러한 문제를 논항과 문법 형태소, 선택제약, 개별 어휘 등의 기초적인 언어학적 개념을 이용한 변환사전을 통해 해결한다. 또한 동사 대역어 선택에 영향을 미치는 이러한 개별적인 요인들은 실제 변환사전의 기술에 있어서는 복합적으로 적용됨을 동사 '먹다'의 기술을 통해 확인할 수 있다.