• 한국콘텐츠학회논문지
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• 제14권8호
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• pp.528-541
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• 2014

본 연구는 54년간 영어로 일기를 작성한 윤치호의 영어 일기 중 영어 모국어 환경에서 작성한 초기 13개월과 후기 10개월의 일기를 양적, 질적으로 분석하였다. 그가 초기에 영어로 쓴 일기의 특성을 알아보고자 영어 모국어 환경에서 작성한 일기 중 574편을 코퍼스로 구성하여 전산 언어학적 방법으로 분석하였고, 질적 분석을 위해서 57편의 일기를 선정하여 각 일기에서 발췌한 문장의 내용적 특성을 기술하였다. 양적인 분석의 결과 초기의 일기에 비하여 후기의 일기에서 사용된 단어 수와 평균 문장 길이가 증가하였다. 또한 통사적 복잡도와 참조적 응집성이 증가하였다. 일기 내용을 분석한 결과, 후기의 일기에서 언어 형식상의 개선이 드러났으며, 종교(기독교), 일상생활, 학업에 관련된 내용을 주로 작성한 것이 나타났다. 자신의 영어 학습에 대한 반성적 사고의 내용은 초기의 일기에 많이 드러난 것으로 나타났다. 이러한 분석을 통하여 꾸준한 영어 일기와 편지의 작성이 영어 글쓰기 학습에 긍정적 영향을 줄 수 있다는 결론을 도출하였다.

• 한국음향학회지
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• 제18권5호
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• pp.21-27
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• 1999

본 논문에서는 가변어휘 단어 인식기에 사용하기 위한 개선된 MLP 기반 영어 발음사전 생성기를 제안한다. 가변어휘 단어 인식기는 인식대상 도메인이 수시로 바뀌는 상황에서 현재의 인식 도메인에 의해 결정되는 임의의 한국어 어휘들에 대해 처리 할 수 있다. 이 시스템을 영어 단어에 대해서도 처리할 수 있도록 하기 위해서는 미리 정의된 사전에 포함할 수 없는 영어 고유명사와 같은 단어의 발음열을 구할 수 있는 방법이 필요하다. 영어 발음사전 생성기를 구현하기 위하여 본 연구에서는 각 자소를 음소로 변환해 주는 문맥종속 다층 퍼셉트론 구조를 제안한다. 각 자소별 다층 퍼셉트론을 훈련하기 위해서는 표준 발음사전으로부터 각 자소에 대응하는 음소 학습용 데이터를 준비해야 한다. 이를 위해 본 연구에서는 적절한 거리척도를 사용하는 동적 프로그래밍 알고리즘을 사용한다. 훈련 및 평가를 위한 데이터로는 116,191개 영어 단어의 발음사전을 사용하였다. 평가 결과 각각 30～50개의 히든 노드를 가지는 26개 자소별 MLP와 예외 자소 발음사전을 가지고 표준 발음사전에 대하여 72.8%의 단어 정확도를 얻었으며, 이것은 기존의 규칙 에 기반한 발음사전 생성의 정확도인 24.0% 보다 매우 우수한 결과임을 보여주었다.

• 영어어문교육
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• 제16권3호
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• 대한음성학회지:말소리
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• 제61호
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• pp.101-111
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• 2007

A modified speech recogniser have been proposed for automatic capitalisation generation to improve the readability of English speech recognition output. In this modified speech recogniser, every word in its vocabulary is duplicated: once in a de-caplitalised form and again in the capitalised forms. In addition its language model is re-trained on mixed case texts. In order to evaluate the performance of the proposed system, experiments of automatic capitalisation generation were performed for 3 hours of Broadcast News(BN) test data using the modified HTK BN transcription system. The proposed system produced an F-measure of 0.7317 for automatic capitalisation generation with an SER of 48.55, a precision of 0.7736 and a recall of 0.6942.

• 말소리와 음성과학
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• 제10권4호
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• pp.53-66
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• 2018

This study investigated the development of English phonological awareness in preschool children based on a longitudinal study. It carried out a phonological matching task, mispronunciation task, articulation test, explicit phoneme awareness task, rhyme matching task, and initial-phoneme matching task for three-, four- and five-year-old children. A letter knowledge test was also added to the tests for the 5-year-old children. The results revealed that the development of phonological awareness follows a progression of syllable, then onset and rhyme, then phoneme. It was also revealed that language skills such as vocabulary, detection of mispronunciations, and articulation were partially related to the development of phoneme awareness. Finally, we also found that letter knowledge partially affected the children's development of phonological awareness.

• 한국의사학회지
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• 제30권1호
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• pp.33-41
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• 2017

This study utilized Corpus-based Analysis process to compare the Cold Pathogen chapter in the 'English version of "Donguibogam"' to the 'English version of the "Shanghanlun"' translated by 罗希文 (Luo xi wen). Results of the linguistic analysis indicate that TTR, a ratio of number of types to number of tokens in the English version of "Shanghanlun" was 5.92% while TTR in the Cold pathogen chapter of English version of "Donguibogam" was 6.01%. It was also noted that the types of words frequently appearing in the two publications were the scientific name of medicinal herbs; the method of producing the herbal prescription (including terminology representing weights and measures); and Chinese descriptions of concepts considered important in both Korean and Chinese medicinal practices. Finally, it was possible to find points of comparison in naming of symptoms, diagnosis, prescriptions, and respective names of six meridians. Though the language difference is minimal, the vocabulary found in the Cold Pathogen chapter of "Donguibogam" was more diverse than Luo's translation of "Sanghanlun". In general, literal translation in keeping with the sense of original text was better performed in Luo's translation of the "Sanghanlun" whereas the English version of the Cold Pathogen chapter in the "Donguibogam" was more of a "free" translation.

• 영어어문교육
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• 제16권3호
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• pp.161-182
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• 2010

The goals of this study were to identify differences in learners' and teachers' perspectives on EFL learners' language anxiety, to identify the differences among teachers coping with learners' language anxiety, and to find how learners cope with their language anxiety. The research was effectuated by means of a survey questionnaire and interviews. The data were collected from 92 teachers and 230 students in four different school settings. There were the $6^{th}$ grade 50 primary school learners, the $2^{nd}$ grade 60 middle school learners, the $11^{th}$ grade 60 high school learners of, and the $2^{nd}$ and $3^{rd}$ grade 60 university learners. There were also 26 primary school teachers, 22 middle school teachers, 21 high school teachers, and 23 university teachers. The findings reveal that there were differences in responses among the respondents. The findings suggest that teachers need to pay attention to their particular learners' anxiety sources: especially in the case of primary school setting, the activity of answering teachers' questions for teachers was the primary source of learner's anxiety, in the case of middle school settings, translating sentences in English into Korean, in the case of high school setting, checking unknown vocabulary, and in the case of university settings, university learners felt anxious when classmates spoke fluently. The implications of the study indicate that these aspects should be handled carefully to motivate certain group of learners.

• 아시아태평양코퍼스연구
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• 제2권2호
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• pp.17-29
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• 2021

The current study explores small corpora of critiques written by Chinese and non-Chinese university students and how strategies used by these writers compare with high-rated L1 students. Data collection includes three small corpora of student writing; 20 student critiques in 2017, 23 student critiques from 2018, and 23 critiques from the online Michigan MICUSP collection at the University of Michigan. The researchers employ Text Inspector and Lexical Complexity to identify university students' vocabulary knowledge and awareness of syntactic complexity. In addition, WMatrix4® is used to identify and support the comparison of lexical and semantic differences among the three corpora. The findings indicate that gaps between Chinese and non-Chinese writers in the same university classes exist in students' knowledge of grammatical features and interactional metadiscourse. In addition, critiques by Chinese writers are more likely to produce shorter clauses and sentences. In addition, the mean value of complex nominal and coordinate phrases is smaller for Chinese students than for non-Chinese and MICUSP writers. Finally, in terms of lexical bundles, Chinese student writers prefer clausal bundles instead of phrasal bundles, which, according to previous studies, are more often found in texts of skilled writers. The current study's findings suggest incorporating implicit and explicit instruction through the implementation of corpora in language classrooms to advance skills and strategies of all, but particularly of Chinese writers of English.

• 아시아태평양코퍼스연구
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• 제4권2호
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• 정보교육학회논문지
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• 제10권2호
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• pp.209-217
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• 2006

PDA가 교육용 기기로써 학교 현장에서 충분한 효과를 내기 위해서는 PDA의 기기적 특성을 이해하고 이를 교육적으로 활용할 수 있는 기반 연구가 필요하다. 이에 본 연구에서는 과거 대표적 교육용 기기인 PC보다 PDA가 어떠한 측면에서 교육적으로 효과적인지를 알아보기 위해 실험에 사용될 교육용 콘텐츠로 PDA 기반 영어 어휘 학습 게임을 개발 및 적용하였다. 그 결과 PC보다 PDA가 더 높은 접근성을 보였으며, 설문조사에서 학습자들은 PC보다 PDA에 호기심과 기대감을 나타내었다. 또한 학습자의 자율적 사용 조건에서 PDA를 이용한 학습이 PC를 이용한 학습에 비해 학업 성취도 향상에 도움을 주었다.