• Annual Conference of KIPS
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• 2019.05a
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• pp.533-534
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• 2019

This paper is to summarize the academic status of deep learning in Chinese scientific institutions and universities based on the literatures from CNKI. We analyzed the various development of deep learning in China based on the application of computer vision, voice recognition and natural language processing.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.16 no.6
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• pp.1833-1848
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• 2022

Named entity recognition (NER) is an important basic task in the field of Natural Language Processing (NLP). Recently deep learning approaches by extracting word segmentation or character features have been proved to be effective for Chinese Named Entity Recognition (CNER). However, since this method of extracting features only focuses on extracting some of the features, it lacks textual information mining from multiple perspectives and dimensions, resulting in the model not being able to fully capture semantic features. To tackle this problem, we propose a novel Multi-view Semantic Feature Fusion Model (MSFM). The proposed model mainly consists of two core components, that is, Multi-view Semantic Feature Fusion Embedding Module (MFEM) and Multi-head Self-Attention Mechanism Module (MSAM). Specifically, the MFEM extracts character features, word boundary features, radical features, and pinyin features of Chinese characters. The acquired font shape, font sound, and font meaning features are fused to enhance the semantic information of Chinese characters with different granularities. Moreover, the MSAM is used to capture the dependencies between characters in a multi-dimensional subspace to better understand the semantic features of the context. Extensive experimental results on four benchmark datasets show that our method improves the overall performance of the CNER model.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.178-185
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• 2022

This study compared and analyzed the characteristics of new words by classifying 197 newly coined Korean and Chinese characters in 2017 and 2018 into single, compound, derivative, abbreviated, and hybrid words according to the coined method. In the case of a single language, Korean is all words borrowed from Chinese and English. However, no monolingual language appeared in Chinese. In the case of compound words, the format of the Chinese synthesis method was much more diverse and the generative power was stronger than that of Korea. In the case of derivatives, there are not many prefixes in both countries, and Korean suffixes have the strongest productivity of Chinese suffixes and weak productivity of foreign and native suffixes. Korean foreign language suffixes were characterized by relatively more appearance than Chinese. In the case of abbreviations, it can be seen that the productivity of dark syllables is stronger for Korean abbreviations, and the productivity of empty syllables is stronger for Chinese abbreviations. In the case of mixed languages, the hybrid form of Korean was much more diverse than that of Chinese. Through this study, it will be possible to help Chinese Korean learners understand the process of forming a new language, and to develop their ability to guess the meaning of Korean words while learning a new language.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.5
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• pp.273-280
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• 2019

The main purpose of this study is to reveal the educational value of the Chinese drama and present a concrete and feasible Chinese speaking teaching-learning programme targeted at intermediate level Chinese learners through storytelling and role-play. There is some advice for Chinese speaking teaching-learning by using Chinese dramas. Firstly, applying various techniques actively such as storytelling and role play, not only could it help to correct Chinese speaking pronunciation, but it could also help students to make up and express their ideas as free as possible. Secondly, it's necessary to accord with the teaching objectives of Chinese speaking, students' actual level and requirements to select Chinese dramas as Chinese speaking teaching-learning materials. Thirdly, it's noteworthy that teachers should select Chinese dramas with various genres or theme according to social development to promote the fun of class and maximize the educational value of Chinese dramas as teaching-learning materials.

• 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.

• Phonetics and Speech Sciences
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• v.3 no.1
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• pp.77-83
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• 2011

The present study reports the results of an acoustic study of nasal assimilation at word boundaries in Chinese-Korean interlanguage. Twelve Chinese learners of Korean and four Korean native speakers recorded obstruent#nasal sequences in noun compounds and verb phrases, and their different production patterns were examined in detail. While nasalization of the word-final obstruents occurred only in 11.7% of the obstruent#nasal sequences for the Chinese learners, the Korean native speakers showed complete nasalization of those sequences. However, there was small, but consistent effect of learning on the production of external sandhi in L2, because there were shown to be differences in the rate of nasalization between the two proficiency groups of Chinese participants. On average, the intermediate level learners nasalized the target stops at the rate of 16%, and the beginning level learners showed the 7% nasalization rate. In addition, it was found that the context difference such as noun compounds versus verb phrases does not influence the nasalization pattern across word boundaries.

• 중국학논총
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• no.63
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• pp.121-136
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• 2019

Graded reading is to match reading competency of readers with difficulty levels of text, based on the study of readability. This article discusses how to apply new media to develop Chinese graded reading materials which are more interesting, scientific and practical than traditional paper materials. The graded materials on the new media platform can be used for Chinese second language learners to self-study, and also for instructors to support reading and writing instruction in class or after class.

• Korean Journal of Cognitive Science
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• v.35 no.3
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• pp.205-224
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• 2024

The reading processes of Chinese-Korean bilinguals, who have learned Korean as a foreign language, are expected to show different eye movement patterns compared to native Korean speakers. Moreover, these bilinguals may utilize knowledge similar to Chinese in processing Korean word meanings, especially for Sino-Korean words that share semantic relationships with Chinese, potentially processing them faster than native Korean words. This study observed whether Chinese-Korean bilinguals show the word frequency effect typically observed in Korean native speaker reading during Korean sentence reading. Additionally, eye-tracking experiments were conducted under conditions distinguishing between native Korean words and Sino-Korean words to investigate whether there is an advantage in processing Sino-Korean words. The results of the experiments showed that Chinese-Korean bilinguals did not show the same frequency effects as native Korean speakers, and they showed shorter response times in the Sino-Korean condition compared to the native Korean condition. Based on these findings, it is suggested that Chinese-Korean bilinguals, when learning Korean as a foreign language, employ strategies focused on meaning similarity akin to their native language vocabulary acquisition strategies, and they process Sino-Korean words faster than native Korean words, suggesting a potential advantage in learning and processing Sino-Korean vocabulary.

• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.312-326
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• 2021

Building on the framework of language socialization [10] in language learning and use, the present study examines the environmental factors involved in four college students' English learning in the situated place of the home during the COVID-19 pandemic. Using narrative inquiry, this study implements a time-series analysis to investigate undergraduates' online English learning in a rural area of northwest China. The data were collected via oral and written narration, semi-structured interviews, and class documents. Leveraging the field-habitus theories, the findings reveal that each of the students had a different habitus in the family field that influenced their English learning at home between March to July of 2020. Ultimately, all four students felt that their habitus made their online English learning ineffective and expressed that they did not wish to continue learning at home. The findings imply that it is important for rural parents to pay more attention to building college students' learning environments and helping students cultivate a strong learning habitus in the family field in northwest China.

• Journal of Information Processing Systems
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• v.17 no.1
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• pp.203-212
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• 2021

To eliminate ambiguities in the existing methods to simplify Chinese pronunciation learning, we propose a model that can predict the pronunciation of Chinese characters automatically. The proposed model relies on a statistical machine translation (SMT) framework. In particular, we consider the components of Chinese characters as the basic unit and consider the pronunciation prediction as a machine translation procedure (the component sequence as a source sentence, the pronunciation, pinyin, as a target sentence). In addition to traditional features such as the bidirectional word translation and the n-gram language model, we also implement a component similarity feature to overcome some typos during practical use. We incorporate these features into a log-linear model. The experimental results show that our approach significantly outperforms other baseline models.