• English Language & Literature Teaching
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• no.1
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.313-326
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• 2020

Deep Learning is the most important key to the development of Artificial Intelligence (AI). There are several distinguishable architectures of neural networks such as MLP, CNN, and RNN. Among them, we try to understand one of the main architectures called Recurrent Neural Network (RNN) that differs from other networks in handling sequential data, including time series and texts. As one of the main tasks recently in Natural Language Processing (NLP), we consider Neural Machine Translation (NMT) using RNNs. We also summarize fundamental structures of the recurrent networks, and some topics of representing natural words to reasonable numeric vectors. We organize topics to understand estimation procedures from representing input source sequences to predict target translated sequences. In addition, we apply multiple translation models with Gated Recurrent Unites (GRUs) in Keras on English-Korean sentences that contain about 26,000 pairwise sequences in total from two different corpora, colloquialism and news. We verified some crucial factors that influence the quality of training. We found that loss decreases with more recurrent dimensions and using bidirectional RNN in the encoder when dealing with short sequences. We also computed BLEU scores which are the main measures of the translation performance, and compared them with the score from Google Translate using the same test sentences. We sum up some difficulties when training a proper translation model as well as dealing with Korean language. The use of Keras in Python for overall tasks from processing raw texts to evaluating the translation model also allows us to include some useful functions and vocabulary libraries as well.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.2
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• pp.123-137
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• 2013

Individuals rely on Theory of Mind (ToM) to represent themselves, others, and socio-cultural norms. Distinctive Western and Eastern developmental patterns of ToM have been reported in monocultural children. Relatively little is known about bicultural children, especially those children who grow up in two conflicting and unbalanced cultures. We hypothesized that the development of ToM in these bicultural preschoolers would follow the pattern of the dominant culture. To examine this hypothesis, we recruited English-speaking Chinese Singaporean preschoolers. In Study 1, we tested 3- to 5-year-olds (N = 120) with 5 ToM tasks, including diverse desires, diverse beliefs, knowledge access, and false belief, as well as a vocabulary task. In Study 2, we tested 5-year-olds (N = 30) with a picture-choice version of these ToM tasks. Both studies supported our hypothesis by revealing that the development of ToM in these bicultural children followed the pattern of the dominant culture. Additionally, we found that 5-year-old bicultural children are still developing false belief, and their verbal ability correlated with their ToM.

• Cross-Cultural Studies
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• v.24
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• pp.170-183
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• 2011

This study explored how a Chinese college student who previously had not reached a threshold level of Korean proficiency used L1 (Chinese) and L2 (English) as a tool to socialize into Korean (L3) culture of learning over the course of study. From a perspective of language socialization, this study examined the cross-linguistic influence of L1 and L2 on the L3 acquisition process by tracing an approach to language learning and practices taken by the Chinese student as a case study. Data were collected through three methods; interview protocols, various types of written texts, and observations. The results showed that the student used English as a means to negotiate difficulties and expertise by empowering her L2 exposure during the classroom practices. Her ways of using L2 in oral practices could be characterized as the 'Inverse U-shape' pattern, under which she increased L2 exposure at the early stage of the study and shifted the intermediate language to L3 at the later stage of the study. When it comes to the language use in written practices, the sequence of "L2-L1-L3" use gradually changed to the "L2-L3" sequence over time, signifying the importance of interaction between L2 and L3. However, the use of her native language (L1) in a Korean-speaking classroom was limited to a certain aspect of literacy practices (i.e., vocabulary learning or translation). This study argues for L2 communication channel in cross-cultural classrooms as a key factor to determine sustainable learning growth.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.21-32
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• 2014

Recently, the number of Koreans who use smartphones has increased drastically; many use smartphones to learn English. In this study, one hundred Korean adult ELT (English language teaching) learners were surveyed to investigate their use of smartphones and factors influencing such use. For comparison, sixty-two students of a Korean cyber university were surveyed; these students were able to study using their smartphones in a smart campus environment. The research results showed that both groups positively used smartphones frequently, and that many intended to continue using them. With regard to ELT, both groups intended to learn English using their smartphones. Furthermore, they preferred certain types of ELT content: thirty-minute or less learning sessions, receptive English skills that focused on listening and reading, and short units of framed language items such as pronunciation and vocabulary. However, few of the respondents in both groups installed ELT apps on their smartphones, and few of the ELT apps satisfied them. The cyber university students responded similarly about smartphone use, although their responses regarding smartphone use for ELT purposes were less positive. These results indicate that the goal of cyber universities in achieving optimum learning outcomes through smart learning and the smart campus has not yet been realized.

• 제어로봇시스템학회:학술대회논문집
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• 2004.08a
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• pp.1291-1295
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• 2004

This paper proposed a new approach for endpoint detection of isolated speech, which proves to significantly improve the endpoint detection performance. The proposed algorithm relies on the root mean square energy (rms energy), zero crossing rate and spectral characteristics of the speech signal where the Euclidean distance measure is adopted using cepstral coefficients to accurately detect the endpoint of isolated speech. The algorithm offers better performance than traditional energy-based algorithm. The vocabulary for the experiment includes English digit from one to nine. These experimental results were conducted by 360 utterances from a male speaker. Experimental results show that the accuracy of the algorithm is quite acceptable. Moreover, the computation overload of this algorithm is low since the cepstral coefficients parameters will be used in feature extraction later of speech recognition procedure.

• Proceedings of the Acoustical Society of Korea Conference
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• spring
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• pp.99-102
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• 2000

In the case of making large vocabulary speech recognition system, it is better to use the segment than the syllable or the word as the recognition unit. In this paper, we study on the basis of making biphone for Korean speech recognition. For experiments, we use the speech toolkit of OGI in U.S.A. The result shows that the recognition rate of the case in which the diphthong is established as a single unit is superior to that of the case in which the diphthong Is established as two units, i.e. a glide plus a vowel. And also, the recognition rate of the case in which the biphone is used as the recognition unit is better than that of the case in which the mono-phoneme is used.

• Annual Conference on Human and Language Technology
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• 2009.10a
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• pp.247-250
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• 2009

본 실험에서는 단어회상이 영어어휘 학습에 미치는 영향을 살펴보기 위해 160개 단어 쌍에 대해 어휘학습을 실시하였다. 세 종류의 어휘 학습 방법(교대학습, 반복검사, 반복학습)을 채택하여 학습을 실시하였으며 학습 1주일 후 160개 단어 쌍에 대해 지연회상검사를 실행하였다. 그 결과 세 종류의 어휘 학습 방법 중 단어회상을 강조한 두 개의 어휘 학습 방법에서 그렇지 않은 조건에 비해 유의미하게 좋은 지연회상률을 보였다. 또한 실험 참가자를 대상으로 선호하는 학습 방법에 대해 설문조사를 실시한 결과 63.5%의 설문 응답자가 한 번 학습한 것에 대해 스스로 시행하는 회상 검사를 선호하였다. 그러나 자가검증을 통한 회상 검사 자체가 효과적인 학습 방법이라고는 생각하지 않는 것으로 나타났다.

• Speech Sciences
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• v.10 no.1
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• pp.131-141
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• 2003

Recently, researchers have been debating whether Korean children exhibit a verb bias or not. Since verbs are perceptually and structurally more salient in Korean language, it has been questioned whether these differences in the Korean make a difference in the pattern of noun and verb acquisition of Korean children. Although language structures may vary between Korean and English, universal cognitive constraints play an important role in early vocabulary acquisition. Several recent studies have examined the noun and verb acquisition of Korean children. However, their conclusions regarding the noun versus verb bias have still been inconclusive. In this paper, previous studies investigating Korean children's noun versus verb bias are examined. Methodological issues are mentioned and results were reinterpreted as favoring the noun bias for one-year-old Korean children.

• Proceedings of the Acoustical Society of Korea Conference
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• autumn
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• pp.45-48
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• 2000

In the case of making large vocabulary speech recognition system, it is better to use the segment than the syllable or the word as the recognition unit. In this paper, we study on the basis of making mono-phone for Korean speech recognition. For experiments, we use the speech toolkit of OGI in U.S.A. The result shows that the recognition rate of :he case in which the diphthong is established as a single unit is superior to that of the case in which the diphthong is established as two units, i.e. a glide plus a vowel. And also, the recognition rate by the number of consonants is a little different.