• Research in Mathematical Education
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• v.15 no.2
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.289-294
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• 2023

대형 언어 모델(Large Language Model)은 방대한 데이터와 파라미터를 기반으로 문맥 이해에서 높은 성능을 달성하였지만, Human Alignment를 위한 문장 생성 제어 연구는 아직 활발한 도전 과제로 남아있다. 본 논문에서는 Instruction Tuning을 통한 문장 생성 제어 실험을 진행한다. 자연어 처리 도구를 사용하여 단일 혹은 다중 제약 조건을 포함하는 Instruction 데이터 셋을 자동으로 구축하고 한국어 언어 모델인 Polyglot-Ko 모델에 fine-tuning 하여 모델 생성이 제약 조건을 만족하는지 검증하였다. 실험 결과 4개의 제약 조건에 대해 평균 0.88의 accuracy를 보이며 효과적인 문장 생성 제어가 가능함을 확인하였다.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.196-202
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• 2023

Large Language Models (LLM)의 출현은 자연어 처리 분야의 연구 패러다임을 전환시켰다. LLM의 핵심적인 성능향상은 지시어 튜닝(instruction-tuning) 기법의 결과로 알려져 있다. 그러나, 현재 대부분의 연구가 영어 중심으로 진행되고 있어, 다양한 언어에 대한 접근이 필요하다. 본 연구는 한국어 지시어(instruction-following) 모델의 개발 및 최적화 방법을 제시한다. 본 연구에서는 한국어 지시어 데이터셋을 활용하여 LLM 모델을 튜닝하며, 다양한 데이터셋 조합의 효과에 대한 성능 분석을 수행한다. 최종 결과로 개발된 한국어 지시어 모델을 오픈소스로 제공하여 한국어 LLM 연구의 발전에 기여하고자 한다.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.259-277
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• 2004

The effects of two literacy programs, Balanced Literacy Instruction(BLI) and Phonics Instruction were studied in 40 three- and four-year old children. BLIwas created to compensate for the limits of the Whole Language Approach(WLA) and of Phonics Instruction(PI). The WLA focuses on writing and communication but lacks concrete instruction methods and overlooks technical aspects of reading and writing. On the contrary, PI is logical, stressing phonemic recognition, skill in distinguishing words, and the rules of consonants and vowels. By combining the best of both PI and WLA to create BLI, this study showed that children who received BLI significantly improved their ability of phoneme recognition, reading, writing and understanding of the content of a book, letting us conclude that BLI is the more effective method for teaching literacy.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.34 no.9B
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• pp.939-946
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• 2009

In this paper, we propose a new network ASIP(Application Specific Instruction-set Processor) which was designed for simulation models by a machine descriptions language LISA(Language for Instruction Set Architecture). This network ASIP is aimed for an exclusive engine undertaking packet processing in a router. To achieve the purpose, we added a new necessary instruction set for processing a general ASIP based on MIPS(Microprocessor without Interlock Pipeline Stages) architecture in high speed. The new instructions can be divided into two groups: a classification instruction group and a modification instruction group, and each group is to be processed by its own functional unit in an execution stage. The functional unit was optimized for area and speed through Verilog HDL, and the result after synthesis was compared with the area and operation delay time. Moreownr, it was allocated to the Macro function ana low-level standardized programming language C using CKF(Compiler Known Function). Consequently, we verified performance improvement achieved by analysis and comparison of execution cycles of application programs.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• Asia Pacific Journal of Corpus Research
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• v.4 no.1
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• pp.25-42
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• 2023

The number of studies on data-driven learning (DDL) has increased in recent years, and DDL's overall effectiveness as an L2 (second language) teaching methodology has been reported to be high. However, the degree of its effectiveness in grammar instruction, particularly for the goal of correcting errors in L2 writing, is still unclear. To provide guidelines for focused grammar instruction with DDL in the Japanese classroom setting, we aimed to identify the typical grammatical errors made by Japanese learners in the Cambridge Learner Corpus First Certificate in English (CLC FCE) dataset. The results revealed that three error types (nouns, articles, and prepositions) should be addressed in DDL grammar instruction for Japanese English as a foreign language (EFL) learners. In light of the findings, pedagogical implications and suggestions for future DDL research and practice are discussed.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.91-114
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• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.298-305
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• 2018

The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.

• Journal of Korean language education
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• v.25 no.1
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• pp.115-144
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• 2014

The purpose of this paper is to compare the two different instruction methods for Korean learners of academic purposes in learning request expression. Participants were divided into two groups, explicit and implicit group. Both groups viewed several scenes from the drama that involved native speakers interacting in different situations. The instructional treatment for the explicit group included metapragmatic information while the treatment for the implicit group did not. On the other hand, the treatment for the implicit group followed implicit techniques, which were repetition of the video presentation and a script reading activity. This study was made up of a pre-test, a post-test, and a delayed-test. The pre-test was conducted prior to the instructional treatment. The post-test was administered a day after the last instruction and the delayed-test was conducted five weeks after the treatments. Two types of tests, speaking and writing, were used in this study to examine subjects' knowledge of Korean request. The result of this research reveals that implicit treatment was more effective than explicit treatment in Korean learners' request acquisition. This results might have been due to the operationalization of the implicit condition in this study. Implicit instruction may help language learners make rules by themselves through tasks.