• 한국시뮬레이션학회논문지
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• 제12권2호
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• pp.45-53
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• 2003

This paper presents a retargetable compiled assembly simulation technique for fast ASIP(application specific instruction processor) simulation. Development of ASIP which satisfies design requirements in various fields of applications such as telecommunication, wireless network, etc. needs formal design methodology and high-performance relevant software environments such as compiler and simulator In this paper, we employ the architecture description language(ADL) named ${HiXR}^2$ to automatically synthesize an instruction-level compiled assembly simulator. A compiled simulation has benefit of time efficiency to interpretive one because it performs instruction fetching and decoding at compile time. Especially, in case of assembly simulation, instruction decoding is usually a time-consuming job(string operation), so the compiled simulation of assembly simulation is more efficient than that of binary simulation. Performance improvement of the compiled assembly simulation based on ${HiXR}^2$ is exemplified with an ARM9 architecture and a CalmRISC32 architecture. As a result, the compiled simulation is about 150 times faster than interpretive one.

• 영어어문교육
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• 제13권3호
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• pp.157-176
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• 2007

Based on the consensus that vocabulary plays an essential role in improving reading ability, the present study investigates the effects of two different methods of English vocabulary instruction - the traditional wordlist-based vocabulary instruction (G1) and the collocation-based vocabulary instruction (G2) - on improving English reading ability for high school learners. First, the results of the collocation test revealed that G1 and G2 groups attained similar mean scores on the pretests; however, G2 significantly outperformed G1 on the post-test administered at the end of the learning activity. The results proved that students who learned vocabulary in a collocation-oriented setting had better retention through the lexical-chunking achieved by the collection method. Second, in terms of reading comprehension achieved on nationwide academic trial tests, the result was, after considering more tests, that G2 gained a significantly higher mean score on the third and fourth than G1 did, although the two groups yielded a similar mean score on the first and second test. The implication of these results is that collocation-based vocabulary activities had a more significant influence on reading skills than wordlist-oriented ones.

• 영어어문교육
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• 제11권4호
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• pp.139-166
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• 2005

The aim of this study was to examine the effects of remedial instruction on self-efficacy improvement in elementary school students with low self-efficacy, which may have been formed through negative experience with learning such as poor performance and poor grades. Nine 6th grade students with low self-efficacy were selected for the present study. A remedial class was set up and instruction was given once a week for 14 weeks. The purpose of the remedial class was to give the students a positive experience with English learning and have students reflect on their achievement. The contents and class activities were adjusted to the subjects' English abilities and also closely related to those of the regular classes so that students could have more confidence during regular English classes. The data were collected from a test of self-efficacy in English learning, achievement tests given before and after the experiment, achievement tests after each lesson, a general self-efficacy test, a basic questionnaire, interviews, journals, and students' self-evaluation. The results showed that the remedial instruction was very successful in providing students with a sense of achievement and improving students' self-efficacy in English learning. However, this study failed to find significant improvement in general self-efficacy tests and achievement tests given before and after the experiments. A longer period of remedial instruction may have been necessary to obtain more concrete results from the variety of data collected.

• 영어어문교육
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• 제13권3호
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• pp.1-22
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• 2007

The study examined the effects of explicit derivational morphology instruction (henceforth DMI) on the incidental vocabulary acquisition and reading comprehension of 132 Korean 1st-year high school students who responded to a battery of tests (two vocabulary tests and a reading comprehension test). Multiple statistical tools were used to analyze the data: Analysis of Covariance (ANCOVA), Analysis of Variance (ANOVA), Simple Regression Analysis, Tests of Simple Main Effects, and effect size computation using Cohen's d. The results indicated that (a) DMI enhanced students' ability to infer word meanings in context, (b) DMI promoted high proficiency students' reading comprehension, whereas it impeded intermediate proficiency students' reading comprehension, (c) vocabulary knowledge has a strong positive predictive value for reading comprehension, and (d) the gaps of vocabulary knowledge across proficiency levels were still substantial, despite the observation that DMI promoted students' vocabulary acquisition. These results have a bearing on English as Foreign Language (EFL) reading pedagogy.

• 한국영어학회지:영어학
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• 제2권2호
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• pp.249-277
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• 2002

The purpose of this paper is to show that Web-Based English Instruction (WBEI) focused on writing is effective in learning English in Korea. To investigate the effectiveness of WBEI, a survey was conducted to the experimental group after WBEI and a test was taken to compare the difference of the score of the experimental group and control group. According to the survey, almost all students thought that WBEI was a most effective way to improve communicative competence by exchanging electronic mails with native speakers. The test showed that the experimental group's score was somewhat low in comparison with the control group's in pre-test, but the former groups' was rather higher than the control groups' in post-test. This study also suggests that we should develop more effective Web-based English teaching-learning methods to activate WBEI in our classroom.

• 한국정보처리학회:학술대회논문집
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• 한국정보처리학회 2014년도 추계학술발표대회
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• pp.53-56
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• 2014

Application specific instruction-set processor (ASIP) is a suitable design choice for system designers who seek both flexibility to handle various applications in the domain together with the performance. Successful development of an ASIP, however, requires a software development kit (SDK) to be provided along with the processor. Synopsys Processor Designer is an ASIP development tool, which takes as input a set of files written in a high-level architecture description language called LISA (Language for Instruction Set Architecture), and generates SDK as well as RTL. Recently, they have added support for the generation of LLVM compiler backend, though some manual work is required. In this paper, we introduce some details in porting LLVM compiler to a custom processor architecture in Synopsys Processor Designer.

• 아시아태평양코퍼스연구
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• 제2권1호
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• pp.1-11
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• 2021

Recently, corpus assisted vocabulary instruction has been attracting a lot of interest. Most studies have focused on understanding language learners' receptive vocabulary knowledge. Limited attention has been paid to learners' productive competence. To fill this gap, this study attended to learners' productive lexical development in terms of form, meaning and use respectively. This study introduced EFL learners to the corpus-based language pedagogy to learn COVID-19 theme-based vocabulary. To investigate the gains and views of 33 EFL first-year college students, a sentence completion task and a questionnaire were developed. Learners' productive performances in the three lexical knowledge aspects (i.e., form, meaning and use) were particularly targeted. The results revealed that the students achieved significant gains in all aspects regardless of their proficiency level. In particular, the less proficient students achieved greater knowledge retention compared with their highly proficient counterparts. Meanwhile, students showed positive attitudes towards the corpus-based approach to vocabulary learning.

• 한국정보처리학회:학술대회논문집
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• 한국정보처리학회 2023년도 춘계학술발표대회
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• pp.684-686
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• 2023

최근 대규모 언어모델 (large language models) 을 활용하여 다양한 자연어처리 문제를 추가학습 없이 풀어내기 위한 zero-shot 학습에 대한 연구가 활발히 수행되고 있다. 특히 프롬프트 튜닝(prompt tuning)을 활용하여 적은 학습만으로도 효과적으로 다양한 태스크에 적응하도록 돕는 방법이 최근 대규모 언어모델의 성능을 향상시키고 있다. 본 논문은 명령어 튜닝 (instruction tuning) 이 언어모델에 끼치는 영향을 분석하였다. 명령어 튜닝된 모델이 기존 언어모델과 비교하여 변화된 문장 생성 특징, 생성된 문장의 품질 등에 대한 분석을 수행하고 결과를 제시한다.

• 정보과학회지
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• 제1권1호
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• pp.23-35
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• 1983

In its global meaning language translation refers to the process whereby a program which is executable in one computer can be executed in another computer directly to obtain the same result. There are four different ways of approaching translation. The first way is translation by a Translator or a Compier, the second way is Interpretation, the third way is Simulation, the last way is Emulation. This paper introduces the M-C Translator which was designed as the first way of translation. The MUSS 80 language (the subsystem of the UNIVAC Solid State 80 S-4 assembly language system) was chosen as the source language which includes forty-three instructions, using the CYBER COMPASS as the object language. The M-C translator is a two pass translator and is a two pas translator and es written in Fortran Extended language. For this M-C Translation, seven COMPASS subroutines and a set of thirty-five macros were prepared. Each executable source instruction corresponds to a macro, so it will be a macro instruction within the object profram. Subroutines are used to retain and handle the source data representation the same way in the object program as in the source system, and are used to convert the decimal source data into the equivalent binary result into the equivalent USS-80digits before and after arithmetic operations. The source instructions can be classified into three categories. First, therd are some instructions which are meaningless in the object system and are therefore unnecessary to translate, and the remaining instructions should be translated. Second, There are some instructions are required to indicate dual address portions. Third, there are Three instructions which have overflow conditions, which are lacking in the remaining instructions. The construction and functions of the M-C Translator, are explained including some of the subroutines, and macros. The problems, difficulties and the method of solving them, and easier features on this translation are analysed. The study of how to save memory and time will be continued.

• 영어어문교육
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• 제11권1호
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• pp.17-36
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• 2005

The purpose of this study is to examine the ways in which CALL apply to enhance the motivational aspects of second language learning. Theories relevant to social, cognitive, and affective foundations of motivation are first reviewed to demonstrate the important role of motivational influences in improving learners' affect and achievements. Then, implications arising from such theories in strengthening the motivational aspects of CALL are explicated in the second part. With the spread of computer technology in language classrooms, the innovative role of CALL in the development and maintenance of intrinsic motivation can be illustrated. Specifically, CALL may provide cognitively supportive instruction geared towards improving students' performance. Also, it has been reported from the affective perspective that CALL can captivate learners' attention, promote their feelings and expectations of success, improve perceptions of control, and increase positive attributions to effort and ability. Finally, from a social learning perspective, CALL may enhance learners' self-efficacy and foster their achievement and positive affect through social interactions, proximal goal-setting, and attributional feedback. In the framework of CALL, students seem to be benefited by the immediacy and authenticity of contact with target languages and cultures made at their choices and decisions.