• Journal of Digital Convergence
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• v.18 no.6
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• pp.81-91
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• 2020

The purpose of this study is to analyze the effect of group co-learning on English reading ability and motivation and the change in group co-learning perception after planning and applying a group co-study class program that can be applied in university liberal arts English class. In order to achieve this goal, the experiment team (34 students) conducted the class from September 2 to December 13, 2019 for 62 freshmen who participated in the compulsory liberal arts English class at the four-year university in North Chungcheong Province, and the control team (28 students) conducted the class as a typical lecture class based on the basis of cooperative learning. The English proficiency of the learners was approached by dividing the area of academic proficiency into English reading skills and the area of justice into English reading motivations. The pre-experimental learners' English reading skills were measured by excerpting the national level educational achievement assessment (high 2). The research results are as follows. First, it was shown that the English reading ability score of a group that applied group cooperative learning and the English reading ability score of a group that did not apply group cooperative learning were statistically significant differences. Second, there was a difference between the English reading motivation score of the group applying the convocation group cooperative learning and the English reading motivation score of the group not applied. Third, the change in the perception of groups applying the convocation group cooperative learning occurred before and after the experiment. This study found that the awareness of English reading, English reading motivation, and cooperative learning increased through cooperative learning among university students during liberal arts English classes, which has a positive effect on self-identity and so on.

• MALSORI
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• v.68
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• pp.95-114
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• 2008

The recent growing popularity of statistical methods in machine translation requires much more large parallel corpora. A Korean-English parallel corpus, however, is not yet enoughly available, little research on this subject is being conducted. In this paper we present a hybrid method of aligning sentences for Korean-English parallel corpora. We use bilingual news wire web pages, reading comprehension materials for English learners, computer-related technical documents and help files of localized software for building a Korean-English parallel corpus. Our hybrid method combines sentence-length based and word-correspondence based methods. We show the results of experimentation and evaluate them. Alignment results from using a full translation model are very encouraging, especially when we apply alignment results to an SMT system: 0.66% for BLEU score and 9.94% for NIST score improvement compared to the previous method.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.225-230
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• 2020

This paper highlights the influence and the importance of the syntactic-grammatical knowledge on "the reading machine", appeared in Jackendoff (1999). Due to the lack of the detailed testing and implementation in his research, this paper tests an extensive data array using a component of Google Translate, currently available freely and most widely on the internet. Although outdated, Jackendoff's paper, "Why can't Computers use English?", argues that syntactic-grammatical knowledge plays a key role in the outputs of computers and computer-based reading machines. The current research has implemented some testings of his thought-provoking examples, in order to find out whether Google Translate can handle the same problems after two decades or so. As a result, it is argued that in the field of NLP, I-language in the sense of Chomsky (1986, 1995 etc) is real and the syntactic, grammatical, and categorial knowledge is essential in the faculty of language. Therefore, it is reassured in this paper that when it comes to human language, even the most advanced "machine" is still no match for human faculty of language, the syntactic-grammatical knowledge.