• Title/Summary/Keyword: English composition

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Distinction of the Korean and English Character Using the Stroke Density (획 밀도를 이용한 한영 구분)

  • Won, Nam-Sik;Jeon, Il-Soo;Lee, Doo-Han
    • The Transactions of the Korea Information Processing Society
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    • v.4 no.7
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    • pp.1873-1880
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    • 1997
  • It is an important factor to distinguish the kind of the character for increasing recognition rate before the character recognition in the document recognition system composed of the multi-font and multi-letters. All the letters of each country have a various unique characteristic in the each composition. In this paper, we used the stroke density as a method to distinguish the letter, and it has been adopted only Korean and English character. Input data is processed by the normalization to adopt multi-font document. Proposed method has been proved by the results of experiment the fact that the distinction probability of the Korean and English is more than 90%.

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A Model for Teaching Film Literacy through Movie English (영화영어를 통한 영화리터러시 교육방안)

  • Seo, Ji-Young
    • The Journal of the Korea Contents Association
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    • v.21 no.6
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    • pp.779-790
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    • 2021
  • Film literacy comprises the process of producing a new creation through understanding the elements that make up a film, the content of a film, and a critical and creative thinking process. Film literacy is employed in fields such as composition, science, social studies, and geography, and, additionally, it is used to cultivate humanities literacy and critical thinking skills. Yet despite the large proportion of the film script in the movie, it is not easy to find literacy education cases that use film English as a teaching method. Film English is a practical and authentic material, and is suitable as an English learning material in an EFL context like Korea. However, the approach of using films to teach and learn differs according to the content and genre of a film. Thus, the teacher may have a difficult time organizing and preparing for class. This study suggests six class activities that can be commonly applied to English classes using films based on the areas of critical, cultural, and creative (3Cs) activities. Four hundred and five college students taking Movie English classes participated in the present study and frequency analysis was conducted to find out their preferences through a questionnaire survey. The results from conducting class activities in university liberal arts classes suggest that the most preferred activities of students are related to cultural, critical, and creative, in that order. Creative activities that are far beyond English instruction utilizing various digital tools or providing additional reading materials can be a burden on learners.

A Construction of Indexing System for Sentence Retrieval (문장 검색을 위한 색인시스템 구축 : 초 .중등 학생의 한국어 및 영어 문장을 중심으로)

  • 이태영
    • Journal of the Korean Society for information Management
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    • v.20 no.1
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    • pp.145-163
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    • 2003
  • An indexing language were studied to construct the sentences and paragraphs providing system aided to write a Korean or English composition. The indexing language includes the index terms like noun, predicate, and adverb. and also various index symbols. The subject name and the keyword Included the symbols, which Indicate the connectives between clauses in a sentence, is used as the access point. The search results show this system will be effective with large database and developed retrieval methods.

A Study on the Composition of Multi-Media Text Book for Cyber English (가상 영어 교육의 멀티미디어 강의제작 구현 연구)

  • Hong Sung-Ryong
    • Journal of Digital Contents Society
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    • v.5 no.3
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    • pp.225-233
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    • 2004
  • The English education by Cyber have attracted the interest of people due to the change and development of education situation. To enhance the effect of education in foreign language, it is indispensable to work the production of lecture textbook which makes use of multi-media technique. The purpose of this paper is to search the effect of multi-media textbook and to show how well it could be practically used through the production of multi-media textbook.

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Automatic Collection of English Composition Nouns for English-Korean Machine Translation (영한 기계번역을 위한 영어 복합명사 자동 수집)

  • Cho, Jae-Ho;Kim, Sung-Dong
    • Proceedings of the Korea Information Processing Society Conference
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    • 2011.11a
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    • pp.407-410
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    • 2011
  • 영한 기계번역에서 복합명사는 어휘분석, 구문분석을 복잡하게 하고 사전에 의미가 등록되어 있지 않을 경우에는 올바르게 번역하기 어렵다. 또한 복합명사는 계속하여 새로 나타나고 있어, 정확하고 자연스러운 번역을 위해서는 복합명사를 독립적으로 처리하는 모듈이 필요하다. 본 논문에서는 복합명사를 구성하지 못하는 불용어를 파악하고 빈도수를 이용하여 복합명사를 자동으로 수집하는 방법을 제안한다. 문서를 번역하기 전에 복합명사를 파악하면, 복합명사에 대한 정보를 활용하여 어휘분석과 구문분석의 복잡도를 줄이고 복합명사를 포함한 문장을 보다 자연스럽게 번역할 수 있어 영한 기계번역 시스템의 성능 개선에 기여할 것이다.

Why A Multimedia Approach to English Education\ulcorner

  • Keem, Sung-uk
    • Proceedings of the KSPS conference
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    • 1997.07a
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    • pp.176-178
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    • 1997
  • To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

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A Study on the Standardization Scheme for Aids to Navigation & the Related Marine English (항로표지와 관련해사영어의 표준화 방안)

  • Kim, Kuk;Gim, Jin-Goo
    • Journal of Navigation and Port Research
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    • v.35 no.1
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    • pp.31-38
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    • 2011
  • With today's continuous increase of both seaborne trade and foreign crew boarding ships, it is necessary to study the standardization of Marine English with respect to Aids to Navigation(AtoN) for the safety of ships. After reviewing the organization of the standard council of the equipment and article of AtoN, the standardization of various types of AtoN was not capable of meeting by the only existing council's activities. For on-the-job progress, it was necessary for the subcommittee to be composed by types of AtoN. It is thus desirable to the integrated approach to the combination of the civil, the public, academic circles and research institutes, which harmonized the council's flexibility and professionalism in the composition of the members. Subjects, levels and targets in each course were presented from results of the study on the standardization scheme of Marine English related to AtoN. The ET steps were classified by the difficult degree to which the principles of interpretation and communication were applied. This study contributed to the scheme that was firstly established to solve the problem of the audiovisual English ET due to the lack of the professionalism of the existing marine affairs by presenting the standardization scheme of Marine English prior to the institutional reform related to AtoN.

Lesson Recommendations and Learning Effect of College English Class (교양 영어 수업 제안과 학습효과)

  • Park, Joo Eun
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.2
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    • pp.235-242
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    • 2022
  • The purpose of this study is to propose an effective class of College English, one of the essential liberal arts subjects of S University, and to analyze the learning effect. This subject targets students with different majors in the first grade, and the learning goal is to improve their reading skills by analyzing students' English skills, especially sentences, as grammatical elements in everyday situations. This thesis examines how College English classes can be conducted in the form of convergence class in the COVID-19 era to induce students' learning motivation and create learning effects. The form of this convergence class is as follows. First, lecture videos, second, Webex real-time non-face-to-face classes, and third, face-to-face classes. In this study, the class procedure of the first class among the classes that were actually conducted during the semester was presented as an example. The researcher specifically surveyed the pre-class questionnaire and conducted the class by grasping the students' English skills and characteristics of the learners through the results. And after taking the course, the questionnaire was surveyed into 30 items and the results were analyzed. Specifically, the results of satisfaction with the composition of the lecture, satisfaction with the lecture video, satisfaction with the face-to-face class, interaction with students, and learning effects were analyzed. This class proposal is a learner-centered model in the form of convergence.

A Korean Domain Name System for Korean (한국어순을 따르는 인터넷 한글 도메인 네임 시스템)

  • Lee, Jae-Yong;Lee, Kyoon-Ha
    • The Transactions of the Korea Information Processing Society
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    • v.5 no.7
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    • pp.1855-1862
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    • 1998
  • An Internet user obtains an IP address from DNS to access the host. But, Korean users must use English word order Domain that is not convenient for them. All existing systems have the reverse of the Korean word order and that is the obstacle to the spreading of Internet. So, the necessity of a Korean name system that well suited for Korean Internet user is increasing. In order to operate the proposed Korean Domain System with existing Domain Name Systems, we build a Korean to English transformation rule and Korean Domain Name composition rule. Also, we designed a STHOP for Korean word order processing. In a STROP, a SLDF transform a Korean SLD into English SLD, and a NFDNG makes this as an English word order. By using Korean Domain Name System proposed here, users could understand the embedded meaning of Domain Name with ease, and reluctance of Domain registration caused by similarity of organization names would be solved, Consequently. it could devote to the popularization of the Internet.

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The Effects of Overseas Internships on Development of English Competence (해외인턴쉽의 영어능력 발전에 미치는 영향)

  • Cha, Mi-Yang
    • Journal of Convergence for Information Technology
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    • v.9 no.1
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    • pp.99-104
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    • 2019
  • In an attempt to shed light on the effects of overseas internships on foreign language development, this study investigated the differences in English compositions written by 10 Korean university students who joined an overseas internship program for 15 weeks. For data collection, the participants each wrote an English composition before and after the internship. Data collected was analyzed to discern differences in the two writings, and statistical analyses were carried out of the results. Results showed that the participants appeared to have attained lexical fluency, generating longer sentences embedded with multisyllabic, more diverse types, more complex and less redundant words in more complicated structures after the internship. This study revealed that overseas internships facilitated the growth of linguistic abilities. Korean SMEs need to enhance the global capacity of their human resources via overseas internships to strengthen their global competitiveness, apart from improving their industrial competencies such as productivity and product quality.