• 중국학논총
• /
• 제70호
• /
• pp.1-18
• /
• 2021

Writing is an indispensable skill among the four language skills, but in actual teaching, it is also a difficult part to master for students. To improve students' writing ability, it is very important to understand their cognition and attitude towards writing. Because students are the main body of learning, learning and teaching are complementary to each other. Comprehending students' opinions is very significant for improving teaching. For this, the purpose of this paper is to investigate the perception and attitudes of Korean college students towards Chinese writing de ply, and based on the results of the survey, this study also suggested several proposals. As one of the basic researches of writing teaching design, this paper provides a certain reference basis of future instructional curriculum designs.

• Journal of the Korean association of regional geographers
• /
• 제23권2호
• /
• pp.354-365
• /
• 2017

This study is to analyze the dual language and hybrid identity of the students of Daegu Chinese Middle.High School. Such a phenomenon is being produced and changed at the site or zone of meeting different or conflict factors such as Chinese and Korean. The Chinese Korean students had learned Korean from their mother and her relative at a young age, and their dual and complex language habit was produced due to the learning of Chinese from father and his relative. A large number of the students were educated at a Korean kindergarten, but they were formally learned Chinese and China's society and culture at a Korean Chinese school after primary school. The Chinese Korean students talk with parents, brother and sister, teacher, friend and neighbor at home, school and local by Chinese and/or Korean. They use a dual language of Chinese and Korean based on various situations, but they do not particularly distinguished both language in cognition. The students have a hybrid identity of simultaneously recognizing Chinese and Korean. But some of them think Chinese or Korean. It is necessary for the results of this study to be objectified from the following research on the students of Chinese Middle･High School in Seoul, Incheon and Busan.

• Cross-Cultural Studies
• /
• 제40권
• /
• pp.133-158
• /
• 2015

This study aims to analyse the conversation structure on Talking Culture("說漢語 淡文化") that is one of the conversation textbooks about Chinese culture and investigate Chinese textbooks published in Korea and Japan from a integration point of view among language, literature and culture for improving upon the problems on Talking Culture. For this purpose, this study, before analysing and investigating, considered the concept of language socialization on learning Chinese as a foreign language, and on the basis of it, analysed the conversation structure of Talking Culture. And then this study examined how we should organize the structures and contents when making conversations in Chinese textbook related with culture in compared with the Chinese textbooks published in Korea and Japan. In conclusion, this study argues that when composing a conversation textbook with culture, we not only need to pay attention not to have an inclination for conversation structure, but need to make use of the contents in Chinese literary and culture works for organizing conversations from the perspective of integration among language, literature and culture.

• 중국학논총
• /
• 제69호
• /
• pp.91-120
• /
• 2021

This study began with the lack of use of native Chinese professors in universities despite the fact that native Chinese professors are present and can provide a high-quality language environment to improve foreign language skills. In the literature, most team teaching studies were limited to speaking or cultural classes, and to apply a new teaching method called team teaching to Chinese grammar classes, they designed a class model and presented class guidance with an example of research 'le' In order to satisfy learners'desire for knowledge and to develop the Chinese teaching field, it is necessary to develop various teaching methods, and there should be various meaningful attempts.

• ETRI Journal
• /
• 제43권2호
• /
• pp.299-312
• /
• 2021

It is necessary to achieve high performance in the task of zero anaphora resolution (ZAR) for completely understanding the texts in Korean, Japanese, Chinese, and various other languages. Deep-learning-based models are being employed for building ZAR systems, owing to the success of deep learning in the recent years. However, the objective of building a high-quality ZAR system is far from being achieved even using these models. To enhance the current ZAR techniques, we fine-tuned a pretrained bidirectional encoder representations from transformers (BERT). Notably, BERT is a general language representation model that enables systems to utilize deep bidirectional contextual information in a natural language text. It extensively exploits the attention mechanism based upon the sequence-transduction model Transformer. In our model, classification is simultaneously performed for all the words in the input word sequence to decide whether each word can be an antecedent. We seek end-to-end learning by disallowing any use of hand-crafted or dependency-parsing features. Experimental results show that compared with other models, our approach can significantly improve the performance of ZAR.

• Journal of the Korean Society for Library and Information Science
• /
• 제48권2호
• /
• pp.65-88
• /
• 2014

This study analyzed cases of collaborative classes between a teacher librarian and Chinese language teacher by applying problem-based learning (PBL) and intended to propose a desirable direction for class in operating collaborative classes of PBL. In order to achieve this purpose, methods to raise problems by BPL at the library of S High School, class content by each round of class, and cases of students' achievements were presented. In addition, statistical analysis of interest in subjects on 101 students in their sophomore year who had participated in PBL class was conducted. According to the study result, students' learning-related desire to accomplish, executive ability of learning, and interest were significantly improved.

• Phonetics and Speech Sciences
• /
• 제12권1호
• /
• pp.11-17
• /
• 2020

Non-tonal language speakers may have difficulty learning second language lexical tones. In the present study, we explored this issue with Korean-speaking learners of Mandarin Chinese (i.e., non-tonal first language speakers) by examining their perception and production of Mandarin lexical tones. In the perception experiment, the Korean learners were asked to listen to the tone of each stimulus and assign it to one of four Mandarin lexical tones using the response keys; in the production experiment, the learners provided speech production data for the lexical tones and then their productions were identified by native listeners of Mandarin Chinese. Our results showed that the Korean learners of Mandarin Chinese had difficulty in perceptually distinguishing Tone 2 and Tone 3, with the most frequent production error being the mispronunciation of Tone 3 as Tone 2. We also investigated whether unfamiliar non-native phonemes (i.e., Chinese phonemes) that do not exist in the native language phonemic inventory (i.e., Korean) may hinder the processing of the non-native lexical tones. We found no evidence for such effects, neither for the perception nor for the production of the tones.

• Phonetics and Speech Sciences
• /
• 제1권1호
• /
• pp.77-86
• /
• 2009

This study observes how the combined intervention program effects on the acquisition reading pronunciation of Korean phonological process words and the acquisition aspects of each phonological process rules to four Korean learners whose first language is Chinese. The training program is the combination of multisensory Auditory, Visual and Kinethetic (AVK) approach, wholistic approach, and metalinguistic approach. The training purpose is to evaluate how accurately they read the words of the phonological process which have fortisization, nasalization, lateralization, intermediate sound /ㅅ/ (/${\int}iot"$/). We access how they read the untrained words which include the four factors above. The intervention effects are analyzed by the multiple probe across subjects design. The results indicate that the combined phonological process rule explanation and the words activity intervention affects the four Chinese subjects in every type of word. The implications of the study are these: First, it suggests the effect of Korean pronunciation intervention in a concrete way. Second, it offers how to evaluate the phonological process and how to train people who are learning Korean language.

• Journal of information and communication convergence engineering
• /
• 제21권1호
• /
• pp.9-16
• /
• 2023

The natural language on social network platforms has a certain front-to-back dependency in structure, and the direct conversion of Chinese text into a vector makes the dimensionality very high, thereby resulting in the low accuracy of existing text classification methods. To this end, this study establishes a deep learning model that combines a big data ultra-deep convolutional neural network (UDCNN) and long short-term memory network (LSTM). The deep structure of UDCNN is used to extract the features of text vector classification. The LSTM stores historical information to extract the context dependency of long texts, and word embedding is introduced to convert the text into low-dimensional vectors. Experiments are conducted on the social network platforms Sogou corpus and the University HowNet Chinese corpus. The research results show that compared with CNN + rand, LSTM, and other models, the neural network deep learning hybrid model can effectively improve the accuracy of text classification.

• The Journal of the Korea Contents Association
• /
• 제8권1호
• /
• pp.128-136
• /
• 2008

As Chinese characters occupies more than 70% of words we currently use, the education of Chinese characters is becoming important day by day to accurately deliver the meaning of words in our language life. In recent, there are increasing concerns on writing Chinese characters correctly, especially the order of stroke, as well as memorizing the meaning and the sound of a character. Books and Internet contents on Chinese character writing is emerging. However, currently available Internet media on the Chinese characters education only illuminates recitation and interpretation. Even though some books contain the chapter concerning the order of stroke of a character, those only force simple repetitions. In this paper, we propose a design and implementation of teaming system for writing of Chinese character based on web which enables the user-directed teaming. Using the system, a user can manage the status of learning by oneself. Additionally, we can enhance the efficiency of learning by making users understood the correct reading and writing in Chinese character education.