• Phonetics and Speech Sciences
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• v.10 no.1
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• pp.1-7
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• 2018

Categorical production in language processing helps speakers to produce phonemic contrasts. This categorization and production is utilized for the production-based and imitation-based approach in the present study. Contrastive signals in speakers' speech reflect the shapes of boundaries with categorical characteristics. Signals that provide information about lexical pitch accent contrasts can introduce categorical distinctions for productive and cognitive selection. This experiment was conducted with nine North Kyungsang speakers for a production task and nine North Kyungsang speakers for an imitation task. The first finding of the present study is the rigidity of categorical production, which controls the boundaries of lexical pitch accent contrasts. The categorization of North Kyungsang speakers' production allows them to classify minimal pitch accent contrasts. The categorical production in imitation appeared in two clusters, representing two meaningful contrasts. The second finding of the present study is that there are individual differences in speakers' production and imitation responses. The distinctive performances of individual speakers showed a variety of curves. For the HL-LH patterns, the categorical production tended to be highly distinctive as compared to the other pitch accent patterns (HH-HL and HH-LH), showing that there are more continuous curves than categorical curves. Finally, the present study shows that, for North Kyungsang speakers, imitative production is the core type of categorical production for determining the existence of the lexical pitch accent system. However, several questions remain for defining that categorical production, which leads to ideas for future research.

• Speech Sciences
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• v.11 no.1
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• pp.117-130
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• 2004

This paper investigates the English intonation of Korean speakers of English as a second language and compares it to that of English native speakers. The speech data of ten Korean speakers and three native speaker controls were tape recorded in an oral reading task in which the subjects were asked to read aloud the given text which was used in the study of Wennerstrom (1994). Following Pierrehumbert and Hirschberg (1990) who distinguishes the discrete units of meaning in intonation, pitch accents, phrase accents and boundary tones were measured. It was found that Korean speakers' use of phrase accents and boundary tones were relatively good compared to their use of pitch accents. That is, Korean speakers conform to native speakers' use of phrase or boundary tones for the purpose of marking the relationship between intermediate or intonational phrases. In contrast, the main difference of Korean speakers' use of intonation from that of native speakers was the use of pitch accents. That is, Korean speakers tend to have difficulty in assigning an appropriate pitch accent to signal relationships between new or contrastive information and that which is assumed to be understood or contributes little to the meaning of the utterance.

• Journal of Korean language education
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• v.23 no.1
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• pp.1-23
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• 2012

The development of corpus in recent years has attracted increased research on spoken Korean. Nevertheless, these research outcomes are yet to be meaningfully and adequately reflected in Korean language textbooks. The reported speech marker '-dae' is one of these areas that need more attention. This study investigates whether or not in textbooks '-dae' is clearly explained to English-speaking learners to prevent confusion and misuse. Based on a contrastive analysis of Korean and English, this study argues three points: Firstly, '-dae' should be introduced to Korean learners as an independent sentence ender rather than a contracted form of '-dago hae'. Secondly, it is necessary to teach English-speaking learners that '-dae' is not equivalent to the English report speech form. It functions more or less as a third person marker in Korean. Learners should be informed that '-dae' is used for statements in English, if those statements were hearsay but the source of information does not need to be specified. This is a very distinctive difference between Korean and English and should be emphasized in class when 'dae' is taught. Thirdly, '-dae' should be introduced before indirect speech constructions, because it is mainly used in simple statements and the frequency of '-dae' is very high in spoken Korean.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.378-385
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• 2017

The aim of this study was to analyze cohesion and word information among different types of questions in the English reading section of the College Scholastic Ability Tests (CSAT). The types of questions were divided into three categories: macro reading, micro reading, and indirect writing. Reading texts from 1994 to 2017 CSAT were analyzed by Coh-Metrix, an automated evaluation program of text and discourse. The findings of this study indicated that there were statistical differences among the three categories of questions for noun overlap, stem overlap, adversative and contrastive connective, additive connective, pronoun incidence, age of acquisition, concreteness for content word, imagability, and meaningfulness. The information of the findings bore pedagogic implications for developing textbooks, questions for CSAT, and reading strategies by students.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.199-225
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• 2001

The main goal of this paper is to investigate and compare English, German and Korean non-head-bound-intensifiers such as English ‘x-self’, German ‘selbst’, and Korean ‘susulo, casin’. That is, this paper is mainly concerned with the semantic domain where the respective contributions of the expressions in question overlap. The phenomenon under discussion with the label “intensifiers” is regarded as universal, which provides the ground of the comparative/contrastive or semi-cross-linguistic study of this paper. Not only the semantic concept of intensification by these expressions but also the combination of grammatical features or syntactic behaviours thereof seem to have highly invariant common denominators among the wide varieties of languages, even if they come from apparently different language families. In comparing English, German and Korean intensifiers, this paper is interested in the more general features of the expressions in question rather than some language-specific idiocyncracies. Intensifiers work similarly not only in English and German, but also in Korean. Each of three languages under investigation provides some sort of a safegard against confusing instances and misleading judgements on the issues under discussion. Morphologically, however, English expressions in question agree with their rele-vant NP in number, gender and person. Whereas German and Korean counterparts do not have such specific morphological properties. Intensifiers in their non-head-bound-use are subject-oriented, just as in their head-bound use. Non-head-bound-intensifiers differ from head-bound-intensifiers mostly in their syntactic behaviours or distributional properties, whereas they share the semantic domain “intensification” regarding relevant subject-NP. They introduce an ordering and distinguish center and periphery, and ‘self-involvement (directness of involvement)’seems a additional possible characterisation of the relevant dimension of these intensifiers in common. An assertion of identity also can be reg

• Journal of Information Processing Systems
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• v.14 no.6
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• pp.1464-1479
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• 2018

In face recognition, sometimes the number of available training samples for single category is insufficient. Therefore, the performances of models trained by convolutional neural network are not ideal. The small sample face recognition algorithm based on novel Siamese network is proposed in this paper, which doesn't need rich samples for training. The algorithm designs and realizes a new Siamese network model, SiameseFacel, which uses pairs of face images as inputs and maps them to target space so that the $L_2$ norm distance in target space can represent the semantic distance in input space. The mapping is represented by the neural network in supervised learning. Moreover, a more lightweight Siamese network model, SiameseFace2, is designed to reduce the network parameters without losing accuracy. We also present a new method to generate training data and expand the number of training samples for single category in AR and labeled faces in the wild (LFW) datasets, which improves the recognition accuracy of the models. Four loss functions are adopted to carry out experiments on AR and LFW datasets. The results show that the contrastive loss function combined with new Siamese network model in this paper can effectively improve the accuracy of face recognition.

• Journal of Engineering Education Research
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• v.10 no.3
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• pp.64-78
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• 2007

For Korean researchers, English is essential. In fact, this is the case for any researcher who is a non-native English speaker, as recognition and success is predicated on being published, while publications that reach the broadest audiences are in English. Unfortunately, university science and engineering programs in Korea often do not provide formal coursework to help students attain greater competence in English composition. Aggravating this situation is the general lack of literature covering this specific pedagogical issue. While there is plenty of information to help native speakers with technical writing and much covering general English composition for EFL learners, there is very little information available to help EFL learners become better technical writers. Thus, the purpose of this report is twofold. First, as most Korean educators in science and engineering are not well acquainted with pedagogical issues of EFL writing, this report provides a general introduction to some relevant issues. It reviews the importance of contrastive rhetoric as well as some considerations for choosing the appropriate teaching approach, class arrangement, and use of computer assisted learning tools. Secondly, a course proposal is discussed. Based on a review of student writing samples as well as student responses to a self-assessment questionnaire, the proposed course is intended to balance the needs of Korean EFL learners to develop grammar, process, and genre skills involved in technical writing. Although, the scope of this report is very modest, by sharing the considerations made towards the development of an EFL technical writing course it seeks to provide a small example to a field that is perhaps lacking examples.

• Journal of Korean Society for Geospatial Information Science
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• v.20 no.2
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• pp.3-13
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• 2012

This study evaluated the feasibility of the location for PM-10 Monitoring Stations utilizing through GIS analysis. In addition, optimal sites were investigated to properly manage PM-10 which are closely related with public health. There are 11 PM-10 monitoring stations in Daegu area and the PM-10 data monitored at these stations are utilized to understand the overall status of PM-10 pollution. However, there are contrastive issues on the locations of current monitoring stations. Thus, this study prepared the map of PM-10 concentrations in Daegu area using IDW and Kriging techniques. Furthermore, average PM-10 concentrations were calculated using zonal statistical methods according to legal divisions and then, the current monitoring stations were evaluated whether their location is appropriate or not for PM-10 pollution distribution. It was found that, on the basis of yearly, seasonal and daily concentration analysis, the location of current PM-10 monitoring stations were not appropriate, particularly as they could not represent regional PM-10 pollution characteristics. In order to supplement this deficiency, seven sites(Namsandong, Namildong, Dongildong, Buksungro 1, Jongro 1, Hyangchondong and Haejeondong) commonly selected from each analytical step are suggested as additional PM-10 monitoring sites. It is further suggested that this kind of scientific evaluation for the location of PM-10 monitoring stations are needed in order to properly manage public heath in other cities as well as Daegu area.

• Journal of KIISE:Information Networking
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• v.32 no.3
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• pp.391-403
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• 2005

Several nv6 mobility support protocols for mobile Internet services are proposed in IETP : Mobile Ipv6, Hierarchical Mobile Ipv6, and Fast Handovers over Mobile Ipv6. Recently, IEEE 802.11 network has also been widely deployed in public areas for mobile Internet services. In the near future, IPv6 mobility support over IEEE 802.11 network is expected to be a key function to actualize the All If-based mobile various services. For appropriate application of these protocols, the IPv6 mobility support protocols should be analyzed according to their characteristics in terms of signaling, handover latency, lost packets, and required buffer sire as well as the impact of lower layer such as IEEE 802.11 network. In this paper, we analyze the performance of the protocols over IEEE 802.11 network. We define a packet-level traffic model, a network system model, and a mobility model. From these models, we construct a framework for the performance analysis. We also make cost functions to formalize each protocol's performance. Lastly, we analyze the effect of varying parameters used to show diverse numerical results, and compare with each other. From the analysis results, it is concluded that each Protocol has contrary or contrastive advantages with other Protocols, so there is no protocol that holds a dominant position.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.228-229
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• 1997

1 Intonation is important. It cannot be ignored. To convince students of the importance of intonation, we can use sentences with two very different interpretations according to intonation. Example: "I thought it would rain" with a fallon "rain" means it did not rain, but with a fall on "thought" and a rise on "rain" it means that it did rain. 2 Although complex, intonation is structured. For both teacher and student, the big job of tackling intonation is made simpler by remembering that intonation can be analysed into systems and units. There are three main systems in English intonation: Tonality (division into phrases) Tonicity (selection of accented syllables) Tone (the choice of pitch movements) Examples: Tonality: My brother who lives in London is a doctor. Tonicity: Hello. How ARE you. Hello. How are YOU. Tone: Ways to say "Thank you" 3 In deciding what to teach, we must distinguish what is universal from what is specifically English. This is where contrastive studies of intonation are very valuable. Usually, for instance, division into phrases (tonality) works in broadly similar ways across languages. Some uses of pitch are also similar across languages - for example, very high pitch may signal excitement or urgency. 4 Although most people think that intonation is mainly about pitch (the tone system), actually accent placement (tonicity) is probably the single most important aspect of English intonation. This is because it is connected with information focus, and the effects on interpretation are very clear-cut. Example: They asked for coffee, so I made them coffee. (The second occurrence of "coffee" must not be accented). 5 Ear-training is the beginning of intonation training in the VeL approach. First, students learn to identify fall vs rise vs fall-rise. To begin with, single words are used, then phrases and sentences. When learning tones, the fIrst words used should have unstressed syllables after the stressed syllable (Saturday) to make the pitch movement clearer. 6 In production drills, the fIrst thing is to establish simple neutral patterns. There should be no drama or really special meanings. Simple drills can be used to teach important patterns: Example: A: Peter likes football B: Yes JOHN likes football TOO A: Mary rides a bike B: Yes JENny rides a bike TOO 7 The teacher must be systematic and let learners KNOW what they are learning. It is no good using new patterns and hoping that students will "pick them up" without noticing. 8 Visual feedback of fundamental frequency with a computer display can help students learn correct patterns. The teacher can use the display to demonstrate patterns, or students can practise by themselves, imitating recorded models.