• The Journal of Korean Institute of Communications and Information Sciences
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• v.34 no.9B
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• pp.939-946
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• 2009

In this paper, we propose a new network ASIP(Application Specific Instruction-set Processor) which was designed for simulation models by a machine descriptions language LISA(Language for Instruction Set Architecture). This network ASIP is aimed for an exclusive engine undertaking packet processing in a router. To achieve the purpose, we added a new necessary instruction set for processing a general ASIP based on MIPS(Microprocessor without Interlock Pipeline Stages) architecture in high speed. The new instructions can be divided into two groups: a classification instruction group and a modification instruction group, and each group is to be processed by its own functional unit in an execution stage. The functional unit was optimized for area and speed through Verilog HDL, and the result after synthesis was compared with the area and operation delay time. Moreownr, it was allocated to the Macro function ana low-level standardized programming language C using CKF(Compiler Known Function). Consequently, we verified performance improvement achieved by analysis and comparison of execution cycles of application programs.

• The KIPS Transactions:PartC
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• v.11C no.4
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• pp.471-484
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• 2004

Recently. many projects have been actively implementing IPsec on the various Operating Systems for security of IPv6 network. But there is no existing tool that checks the IPsec-based systems, which provide IPsec services, work Properly and provide their network security services well In the IPv6 network. In this paper, we design SERDL(Security Evaluation Rule Description Language) and rule execution tool for evaluating security of the IPv6 network, and we provide implementation details. The system Is divided into following parts : User Interface part, Rule Execution Module part, DBMS part and agent that gathering information needed for security test.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.203-226
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• 2007

This paper analyzes the in-service training program for the 1st grade English teacher in the following 7 regions: Taejeon, Seoul, Incheon, Kangwon, Kyeonggi, Chungnam and Chungbuk. It also investigates the actual conditions of the program. The analyses are performed on three categories of subjects: Teaching Profession, Refinement and English Education. The English Education category can be divided into the three aspects: language skills, communicative skills and language learning/teaching skills. Among the 7 regions, subjects under Teaching Profession, Refinement and English Education have a significant (2-3 times +/-) variance in terms of the number and credit hours of the courses. While the Refinement Program is above the standard set by Ministry of Education & Human Resources Development(MEHRD) in some regions, the Teaching Profession Program and the English Education Program is below the standard set by MEHRD in other regions. To overcome the weaknesses of the program, this paper suggests the following: 1) prescriptions for the proportion ratio of each category should be suitably modified. 2) MEHRD should observe and supervise the program of each region. 3) being organized, the program must have two parts as follows: the same mandatory subjects for all regions and optional subjects suited to each region.

• Speech Sciences
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• v.11 no.1
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• pp.131-145
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• 2004

The informative or important entities in utterances are focused and the focused items are usually accompanied by changes in phonetic manifestation. Phonetic realizations triggered by focus include changes of tonal contours as well as segmental strengthening. Focus in Korean is characterized by new phrase initiation, dephrasing, and initial tone contour with an enlarged pitch range in addition to segmentally lengthened initial segment. Focusing on the prosodic cues which play an important role in delivering the speakers' intention, this study aims to find out what intonational characteristics of Korean focus are realized by English learners of Korean. The English learners are divided into two groups according to their fluency in Korean, and the differences in focus realization between each group are discussed. Furthermore, the phonological and phonetic realizations of focus by English learners of Korean are compared to those by Korean native speakers. The results of this study yields two suggestions for Korean intonation education of L2 learners. First, the comparison between the two speaker groups can give better understanding in how and why the Korean intonation of English speakers is different from that of Koreans. Second, each phonological and phonetic characteristic of focus realization can weigh differently and its realization provides a criterion for evaluation of L2 Korean proficiency.

• Language and Information
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• v.16 no.1
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• pp.25-43
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• 2012

This study introduces set-denoting time expressions in Korean, which can be divided into simple and complex types. It was found that while the simple type expressions are easily represented within ISO-TimeML, a time-expression markup language, some complex type set-denoting expressions are not. Therefore, this study analyzes the reason for these difficulties in representing complex type expressions, as well as suggests the introduction of @measure and @interpretation attributes in the TIMEX3 tag. The @measure attribute represents the time interval, and the @interpretation attribute is used to distinguish distributive readings from cumulative readings. Additionally this paper suggests that a mapping between these and other attributes are required in TLINK.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.189-211
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• 2012

The purpose of the study was to explore ways to improve the test items on the Korean scholastic ability test. More specifically, the researchers investigated whether use of the target language in test items would make a difference in total scores, discriminatory power, and item difficulty. A total of 288 high school seniors participated in the study. The subjects were divided into the experimental group (N=145) and the control group (N=143). A 25-item test resembling the Korean scholastic ability test was administered to both groups. The experimental group was given items whose questions and alternatives were all presented in English, whereas the control group was given items whose questions and alternatives were presented in Korean only. Statistical analyses revealed that use of English vs. Korean in the questions and alternatives made a significant difference in total scores, item discrimination, and item difficulty level. The findings strongly suggest that use of English is one way to improve the quality of the Korean scholastic ability test by enhancing item discrimination and face validity. Considering that the test in question is a high-stakes exam in Korea, further research on how to improve the Korean scholastic ability test is urgently called for.

• Proceedings of the KSPS conference
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• 2006.11a
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• pp.127-130
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• 2006

The purpose of this study is to examine the difference in acoustic features between Young Voices and Aged Voices, which are actually come from the same age group. The 12 female subjects in their thirties were participated and recorded their sustained vowel /a/, connected speech, and reading. Their voices were divided into Younger Voices and Aged Voices, which means voices sound like younger person and sound like in their age or more aged ones. Praat 4.4.22 was used to record and analyze their acoustic features like Fo, SFF, Jitter, Shimmer, HNR, Pitch-range. And the six female listeners guessed the subjects' age and judged whether they sound younger or as like their actual age. We used the Independent t-Test to find the significant difference between those two groups' acoustic features. The result shows a significant difference in Fo, SFF. The above and the previous studies tell us the group who sounds like younger or baby like voice has the similar acoustic features of actually young people.

• Journal of Korean language education
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• v.28 no.3
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• pp.127-152
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• 2017

The purpose of this study is to clarify the perception and educational needs of international college students regarding the culture of college life. A questionnaire was given to international college students who are studying at universities in Korea. The results showed that international college students need to study about the culture of college life and had a perception that it is desirable to learn this through general education classes or freshman subjects after entering university. Also, the culture of college life can be divided into nine categories: bachelor's system; career and employment; university support centers and systems; interpersonal relations; departmental events; housing and living expenses; freshmen's events; exchange activities and programs; and cultural experience activities. International college students showed higher learning needs in order of career and employment; cultural experience activity; and bachelor's system. In addition, the characteristics of the learners showed different educational needs according to year of study and Korean language proficiency. The significance of this study is to specify the items of the culture of college life required for international college students, to measure the validity and reliability of these items, and to categorize the elements of the culture of college life.

• Journal of Korean language education
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• v.29 no.3
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• pp.117-144
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• 2018

The purpose of this study is to explore the linguistic elements that can promote academic literacy in terms of content-based instructions for KSL learners. In order to study the characteristics of learning languages for subjects, focus was given to the framework of systematic functional linguistics that has been extensively used in ELL teaching and learning research in the United States and Australia. History, which is taught in all classes and classified as a required course, was the subject of analysis. From the history curriculum, the elementary school level texts "Social Studies 5-2" and "Social Studies 6-1" were chosen for the analysis. Based on the results, we can come to the following conclusions. First, history textbooks are divided into narrative and analytical explanatory sub-genres based on their content, and there are differences in the factors that need to be focused on to find the main information. Second, the vocabulary of history textbooks should focus on the use of verbs which comprehend material processes. Particularly, learners should pay attention to the differences in meaning between low-frequency expressions. We hope that the results of this study will have a positive effect on history subject learning for learners in the "Adaptive Korean Course" and will help establish direction in terms of building curriculum contents for KSL learners.

• Journal of Korean language education
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• v.25 no.1
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• pp.115-144
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• 2014

The purpose of this paper is to compare the two different instruction methods for Korean learners of academic purposes in learning request expression. Participants were divided into two groups, explicit and implicit group. Both groups viewed several scenes from the drama that involved native speakers interacting in different situations. The instructional treatment for the explicit group included metapragmatic information while the treatment for the implicit group did not. On the other hand, the treatment for the implicit group followed implicit techniques, which were repetition of the video presentation and a script reading activity. This study was made up of a pre-test, a post-test, and a delayed-test. The pre-test was conducted prior to the instructional treatment. The post-test was administered a day after the last instruction and the delayed-test was conducted five weeks after the treatments. Two types of tests, speaking and writing, were used in this study to examine subjects' knowledge of Korean request. The result of this research reveals that implicit treatment was more effective than explicit treatment in Korean learners' request acquisition. This results might have been due to the operationalization of the implicit condition in this study. Implicit instruction may help language learners make rules by themselves through tasks.