• Korean Journal of English Language and Linguistics
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• v.3 no.4
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• pp.499-526
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• 2003

This paper, based on Krifka (2001), is about the interpretation of quantifiers in questions. I have argued that quantification into question acts is possible for universal quantifiers, as these quantifiers are based on conjunction, an operation that is defined for speech acts. This explains the restriction to universal quantifiers, which are generalized conjunctions. I have developed a type system in which quantification into question acts can be described. I have argued that expressions that scope out of speech acts must be topic, which explains a number of additional observations. I have also discussed embedded questions, which, depending on the embedding verb, may allow for quantification into questions.

• Journal of Korean language education
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• v.29 no.2
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• pp.101-123
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• 2018

The purpose of this paper is to develop a training program for overseas Korean language teachers focus on preservice teacher. This thesis based on the 2017 Korean Language (prospective) Teacher Overseas Dispatch and Practical Training Assistance Project (Almaty, Kazakhstan region). The present task established prospective teachers, career teachers, and local teachers as the targets of each assignment. We focused on developing a program that could match each of these characteristics. For prospective teachers, the program was designed and conducted with the goal of "improving real expertise through practical training," whereas for career teachers the program was developed with the goal of "improving leadership" and "retraining teachers" by focusing on their abilities as middle managers to build and maintain foreign and domestic networks. For local teachers, the goal was to provide "retraining as Korean language teacher certification". The limitations of those unable to attend domestic meetings were alleviated through training, workshops, and meetings, and a program was developed for real education practical training. For prospective teachers and career teachers in particular, the program was designed to center on a system of collaboration in which classes based on international Project Based Learning(iPBL) were conducted, and groups prepared practical training and practice modules.

• Language and Information
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• v.2 no.1
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• pp.106-115
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• 1998

It has been suggested in the linguistics literature that quantification and distributivity are closely related phenomena and some linguists claimed that distributivity should be marked on quantifiers(determiners) as well as on predicates. I would challenge the claim that quantificational determiners should be classified in terms of distributivity. I suggest, on the empirical grounds, that distributivity is essentially a phenomenon over(one-place) predicates in a broad sense.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Proceedings of the IEEK Conference
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• 2003.11b
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• pp.129-132
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• 2003

The metathesaurus(UMLS, 2003AA edition) supports multi language and includes 875, 233 concepts, 2, 146, 897 concept names. It is impossible for PubMed or NLM serve searching of the metatheaurus to retrieval using a query that is not to be text, a fault sentence structure or a part of concept name. That means the user notice correctly suitable medical words in order to get correct answer, otherwise she or he can't find information that they want to find I propose that the method of searching unified medical language system using automatic modified a query for problem that I mentioned. This method use dictionary that is standard for automation of modified query gauge similarity between query and dictionary using string comparison algorithm. And then, the tested term converse the form of metathesaurus for optimized result. For the evaluation of method, I select some query and I contrast NLM method that renewed Aug. 2003.

• Nuclear Engineering and Technology
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• v.53 no.3
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• pp.866-878
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• 2021

Procedures play a key role in ensuring safe operation at nuclear power plants (NPPs). Development and maintenance of a large number of procedures reflecting the best knowledge available in all relevant areas is a complex job. This paper introduces a newly developed methodology and the implemented software, called iExtractor, for the extraction of syntactic and semantic information from NPP procedures utilizing natural language processing (NLP)-based technologies. The steps of the iExtractor integrated with sets of rules and an ontology for NPPs are described in detail with examples. Case study results of the iExtractor applied to selected procedures of a U.S. commercial NPP are also introduced. It is shown that the iExtractor can provide overall comprehension of the analyzed procedures and indicate parts of procedures that need improvement. The rich information extracted from procedures could be further utilized as a basis for their enhanced management.

• Lingua Humanitatis
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• v.5
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• pp.75-92
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• 2003

One of the distinctive features of Korean language is that it has a fine hierarchical regimentation of language uses, perhaps finer than English, Chinese or Japanese. If English language uses have a hierarchical structure they are to be thick. You may respond to any of your male colleagues often by saying either "Yes, Sir" or "Yes, John". But Korean speakers attend to the One grades of differences of social positions of a speaker and a hearer and they show the respect of the difference by adding or dropping relevant suffixes of verbs which Korean language has developed. For example, one yew difference would affect how you choose a suffix of verbs you use to speak to your hearer and two year difference often leads to the adoption of still another fitting suffix of the same verb. One year criterion works not only in 3my barracks, school dormitories but also in government offices. business sectors. Korean speaking people have been taught to use this finely regimented hierarchical language. I try, in this paper, to develop the idea that hierarchical regimentation of Korean language uses is not humane. 1 of for the main argument for the thesis as what follows: How could one justify the hierarchical regimentation of a language like Korean\ulcorner Only if there is an essential structure in which the fine grades of differences of social positions of all the people are distinct; The essentialism here involved is not plausible. And I may add that language is to be used fur the purposes of communication, rationalization and expression. If true, language use is a genuine art of liberation or humanization. Any overt hierarchical language tends to damage those purposes and more to enforce those oppressive elements already existing in the community. Then, a hierarchical language is to defeat its own purpose.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• Language and Information
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• v.4 no.1
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• pp.101-109
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• 2000

• Proceedings of the Korean Society for Language and Information Conference
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• 2000.06a
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• pp.101-109
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• 2000