• Language and Information
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• v.4 no.1
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• pp.97-109
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• 2000

Application systems of natural language processing such as machine translation system must deal with actual texts including the full range of linguistic phenomena. But it seems to be impossible that the existing grammar covers completely such actual texts because they include disruptive factors such as long sentences, unexpected sentence patterns and erroneous input to obstruct well-formed analysis of a sentence. In order to solve analysis failure due to the disruptive factors or incorrect selection of correct parse tree among forest parse trees, this paper proposes two-level computational grammar which consists of a constraint-based grammar and an error-tolerant grammar. The constraint-based computational grammar is the grammar that gives us the well-formed analysis of English texts. The error-tolerant computational grammar is the grammar that reconstructs a comprehensible whole sentence structure with partially successful parse trees within failed parsing results.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.109-132
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• 2003

The purpose of the present study is to explore effective ways of teaching English grammar, which is geared toward improving students' communicative competence. Grammatical competence is essential to communicative competence. Grammatical knowledge cannot be acquired unconsciously in an EFL environment such as in Korea. Therefore learners should be given grammar instruction. More importantly, they should be instructed in grammar so that they can develop their grammatical abilities which are the foundation of communicative competence. The following is proposed for the grammar instruction placing the focus on improving communicative competence. First, it is effective to explain the form, meaning and pragmatics of a grammatical rule to learners in Korean. Second, learners should be given instruction in grammatical patterns that deals with constructions and meanings together, which can enable them to produce sentences by themselves. Third, it should be taught to understand constructions and meanings on the basis of word orders. Then the following steps of grammar instruction are suggested. In the first step of grammatical instruction, students should be provided with the illustrations of grammatical structures which link communicative functions and grammar. In the second step, learners should be gotten to practice grammatical constructions repeatedly enough to use them unconsciously. Lastly, communicative activities such as description and role plays should be included in grammar instruction to integrate grammar practice and communicative language use.

• Journal of KIISE:Software and Applications
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• v.31 no.10
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• pp.1418-1429
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• 2004

This paper presents GrammE, a grammar development environment for feature-based APSG. At the stage of a grammar development, analysis are be done by interpreting the grammar under development, given in a text format, it is relatively easy to diagnose the grammar. Once developed, the grammar is compiled, by using the embedded grammar compiler, into a parser program written in $C^{++}$. The parser program can be used in various types of natural language processing systems requiring syntactic analysis. GrammE is language-independent, and so far has been used for the development of Korean and Chinese grammars.

• Language and Information
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• v.20 no.1
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• pp.25-49
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• 2016

Honorific forms express the speaker's social attitude to others and also indicate the social ranks and level of intimacy of the participants in the discourse. In a cross-linguistic perspective of grammar engineering, modelling honorification has been regarded as a key strategy for improving language processing applications. Using the HPSG and MRS formalism, this article provides a multilingual grammar model of honorification. The present study incorporates the honorific information into the Meaning Representation System (MRS) via Individual Constraints (ICONS), and then conducts an evaluation to see if the model contributes to semantics-based language processing.

• Language and Information
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• v.14 no.1
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• pp.1-24
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• 2010

The complexity of comparative constructions in each language has given challenges to both theoretical and computational analyses. This paper first identifies types of comparative constructions in Korean and discusses their main grammatical properties. It then builds a syntactic parser couched upon the typed feature structure grammar, HPSG and proposes a context-dependent interpretation for the comparison. To check the feasibility of the proposed analysis, we have implemented the grammar into the existing Korean Resource Grammar. The results show us that the grammar we have developed here is feasible enough to parse Korean comparative sentences and yield proper semantic representations though further development is needed for a finer model for contextual information.

• Journal of KIISE:Software and Applications
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• v.30 no.10
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• pp.992-999
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• 2003

The purpose of a grammar checker is to find a grammatical erroneous expression in a sentence, and to provide appropriate suggestions for them. To find those errors, grammar checker should parse the whole input sentence, which is a highly time-consuming job. B7or this reason, most Korean grammar checkers adopt a partial parser that can analyze a fragment of a sentence without an ambiguity. This paper presents a Korean grammar checker using a full parser in order to find grammatical errors. This approach allows the grammar checker to critique the errors between the two words in a long distance relationship within a sentence. As a result, this approach improves the accuracy in correcting errors, but it nay come at the expense of decrease in its performance. The Korean grammar checker described in this paper is implemented with 65 rules for checking and correcting the grammatical errors. The grammar checker shows 96.49% in checking accuracy against the test corpus including 7 million words.

• English Language & Literature Teaching
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• no.5
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• Proceedings of the Korean Society for Language and Information Conference
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• 1994.02a
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• pp.63-72
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• 1994

Dependency Grammar has been used by Iinguists as the basis of the syntactic components of their grammar formalisms. It has also been used in natural langauge parsing. In China, attempts have been made to use this grammar formalism to parse Chinese sentences using corpus based techniques. This paper reviews the properties of Dependency Grammar as embodied in four axioms for the well-formedness conditions for dependency structures. It is shown that allowing mul tiple governors as done by some followers of this formalism is unnecessary. The practice of augmenting Dependency Grammar with functional labels is discussed in the light of building functional structures when the sentence is parsed. This will also facilitate semantic interpretion.retion.

• Korean Journal of English Language and Linguistics
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• v.4 no.1
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• pp.61-81
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• 2004

This paper will look at some grammatical phenomena which will illustrate some of the questions that can be addressed with a corpus-based approach. We will use this approach to investigate the following subjects in English grammar: number ambiguity, subject-verb concord, concord with measure expressions, and (reflexive) pronoun choice in coordinated noun phrases. We will emphasize the distinctive features of the corpus-based approach, particularly its strengths in investigating language use, as opposed to traditional descriptions or prescriptions of structure in English grammar. This paper will show that a corpus-based approach has made it possible to conduct new kinds of investigations into grammar in use and to expand the scope of earlier investigations. Native speakers rarely have accurate information about frequency of use. A large representative corpus (i.e., The British National Corpus) is one of the most reliable sources of frequency information. It is important to base an analysis of language on real data rather than intuition. Any description of grammar is more complete and accurate if it is based on a body of real data.

• Journal of the Korean Institute of Telematics and Electronics
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• v.24 no.5
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• pp.769-776
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• 1987

A method of on-line recognition of Korean characters (Hangeul) by augmented conterxt free grammar is described in this paper. Syntactic analysis with context free grammar oftern has ambiguity. Insufficient description of relations among Hangrul sub-patterns causes this ambiguity can be determined through repetition of experiments. Flexible syntactic analysis is executed by adapting the condition to the (advice)part of augmented context free grammar. The ratio of correct recognition of this method is more than 99%.