• 영어어문교육
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• 제18권3호
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• pp.1-24
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• 2012

It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.

• 영어어문교육
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• 제13권1호
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• pp.181-210
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• 2007

This study is to suggest systematic and effective reading comprehension techniques or strategies to be used in EFL reading classes. According to the definition of reading and reading process, six essential elements of reading comprehension are categorized: 1) reading speed; 2) skimming and scanning; 3) logical organization; 4) pleasure reading; 5) vocabulary; 6) cultural background and world knowledge. To present a more effective teaching and learning approach to EFL reading comprehension than ever, an experiment was performed. The hypothesis of the experimental study was that there would be a difference in students' reading speed as well as reading comprehension and vocabulary between an experimental group and a control group depending upon the teaching approaches (experimental vs. traditional). The result of the study indicates that the experimental teaching approach which intensifies speed reading and pleasure reading techniques as well as 4 other essential techniques of reading comprehension is more effective than the traditional one in teaching and learning reading comprehension.

• 한국컴퓨터정보학회논문지
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• 제11권2호
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• pp.7-13
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• 2006

시멘틱 웹의 대두로 인해 웹 상에서 데이터를 접근 할 수 있는 방법도 다양화 되었다. 이에 현재 진행되고 있는 웹 온톨로지 뿐만 아니라 기존에 구축된 지식베이스 시스템에 접근하여 데이터를 핸들링 할 수 있는 모델이 필요하다. 웹 온톨로지를 표현하기 위한 언어로 RDF(Resource Description Framework), DAML-OIL, OWL(Web Ontology Language)등이 사용되고 있다. 본 논문은 웹 온톨로지와 기존의 구축된 지식 베이스의 데이터를 접근, 표현 및 처리할 수 있는 온톨로지 객체 모델의 생성과 그 방법에 관한 것이다. 웹 온톨로지에 대한 접근 방법으로 각각의 언어에 맞는 파서(Parser)를 이용하여 메모리 상에 모델을 생성하여 접근하게 되어 있는 기존의 방법과는 다르게 본 논문에서는 웹 온톨로지를 표현하기 위한 모델을 계층별로 구별하여 프레임 기반의 상위 온톨로지(frame-based ontology layer), 다른 도메인에서도 사용이 가능한 공통된 어휘(vocabulary)를 표현한 핵심 온톨로지(generic ontology layer)와 각각의 온톨로지 언어에 의존적인 어휘를 표현한 기능 온톨로지(functional ontology layer)로 구성한다. 이는 표현의 중복을 없애고 재 사용성을 높이기 위한 모델을 제공함으로써, 외부 어플리케이션(온톨로지 추론, 온톨로지 병합, 온톨로지 저작 도구 등)에서의 온톨로지에 대한 쉬운 지식 표현과 접근 및 핸들링을 제공할 수 있다.

• International Journal of Computer Science & Network Security
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• 제21권12호
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• pp.29-34
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• 2021

The Qur'an is regarded as the holy book by Islam followers; they assert that God wants humankind to understand its meanings and implement best practices. Numerous individuals have attempted to understand the meaning of its verses and explore its Extraordinary Vocabulary; however, few people successfully studied and researched the different meanings of that holy text. Only a limited segment of the society comprising scholars, students, and intellectuals have grasped the teachings of the Qur'an. A majority of the general population, specifically youngsters, spend ample time using mobile phones. In this context, many innovative educational platforms have recently been launched to attract the general public to learn and use knowledge. Research has provided the positive impact of such smart platforms. This concept is about an innovative smartphone platform to help users understand and reason the Qur'an by helping with the book vocabulary explained by expert scholars. This work proposes creating an engaging digital format using innovative technologies. This idea is inspired by youngsters who demonstrate an immense interest in online learning. Qur'an vocabulary is the prerequisite to building a better understanding that allows users to get precise meaning.

• 한국멀티미디어학회논문지
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• 제4권2호
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• pp.171-181
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• 2001

기존의 베이지만 문서 분류를 위한 단어 군집 방법은 많은 시간과 노력을 요구하며, 단어 간의 의미 관계를 정확하게 반영하지 못하는 문제점이 있다. 본 논문에서는 마이닝 기법으로 구축된 연관 단어 지식 베이스를 기반으로 하는 베이지안 문서 분류 방법을 제안한다. 제안된 베이지안 문서 분류 방법은 문서를 분류하기 전에 훈련 문서를 사용하여 가중치가 부여된 연관 단어 지 식 베이스를 구축한다. 그 다음으로, 베이지안 확률을 이용하는 분류자는 구축된 연관 단어 지식 베이스를 기반으로 문서를 클래스별로 분류한다. 제안된 방법의 성능을 평가하기 위해, 상호 정보 계산에 의한 단어 사전을 이유한 가중치가 부여된 베이지안 문서 분류 방법, 가중치가 부여된 베이지안 분류 방법, 기존의 단순 베이지안 분류 방법과 비교하였다. 그 결과, 연관 단어 지식 베이스에 기반한 가중치가 부여된 베이지안 분류 방법이 상호 정보에 의한 단어 사진을 이용하는 가중치가 부여된 베이지안 분류 방법보다는 0.87%, 가중치가 부여된 베이지안 분류 방법보다는 2.77%, 단순 베이지안 방법보다는 5.97% 높은 성능 차이를 보였다.

• International Journal of Knowledge Content Development & Technology
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• 제4권1호
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• pp.39-51
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• 2014

The paper proposes that the Basic Concepts Classification (BCC) could serve as the controlled vocabulary for the Semantic Web. The BCC uses a synthetic approach among classes of things, relators, and properties. These are precisely the sort of concepts required by RDF triples. The BCC also addresses some of the syntactic needs of the Semantic Web. Others could be added to the BCC in a bottom-up process that carefully evaluates the costs, benefits, and best format for each rule considered.

• 한국문헌정보학회지
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• 제32권4호
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• pp.69-86
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• 1998

본 연구는 2차 법률정보 전문 데이터베이스 구축을 위한 기초연구(권기원, 노정란, 1998, 한국문헌정보학회지, 32(3))에서 밝혀진 법률정보의 특성을 근거로 알고리즘을 개발하고 알고리즘에 의한 모형 통제어 데이터베이스를 구축하여 통제어 색인 시스템과 자연어 색인 시스템의 검색효율을 비교 평가한 것이다. 연구 결과 2차 법률 정보 전문 데이터베이스에서 통제어 색인 시스템은 재현을, 정확률, 자연어 시스템이 검색하지 못한 고유한 적합 문헌을 검색하는 능력에 있어서 자연어 색인시스템보다 높은 효율을 나타내었다. 또한 일반적으로 가중치를 부여하거나 접근점을 추가할 경우 데이터베이스의 정확률이나 재현율의 향상을 가져올 수 있다고 보고 있으나, 2차 법률정보 전문 데이터베이스에서는 법률정보라는 특정 지식 분야의 특성으로 인하여 가중치를 부여하거나 접근점을 추가한 경우에도 재현율과 정확률의 향상을 나타내지 않는다는 사실이 맞혀졌다. 그러므로 정보시스템 설계자는 시스템을 단순히 언어학적, 통계학적 방법으로 접근하기보다는 정보전문가와 주제전문가가 인식하고 있는 각 주제분야의 고유 지식을 시스템에 내장시키는 것이 필요하다고 할 수 있다.

• Human Ecology Research
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• 제58권3호
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• pp.429-445
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• 2020

This study developed and validated a 'Parent-child Lexical Interaction Scale for Preschoolers (PLIS-P)'. First, we developed the preliminary scale with 7 factors after reviewing previous literature related to vocabulary and literacy instruction for young children and reflected on feedback from child studies experts and mothers with young children. Subsequently, to validate the scale, the online survey was conducted on mothers with 5-to 6-year-old children who live in Seoul, Gyeonggi, Incheon, Gyeongsang, Chungcheong, Jeolla, Gangwon, and Jeju. Responses from 309 mothers were used to conduct exploratory and confirmatory factor analysis and correlation analysis. The results were as follows. First, the result of exploratory analysis showed that the model with 7 factors was satisfactory: (1) vocabulary exposure, (2) word elaboration, (3) scaffolding, (4) play activity, (5) conventional instruction, (6) word type awareness instruction, (7) word morphology instruction. Second, confirmatory factor analysis confirmed the good fit of the model. Third, the concurrent validity was confirmed by correlation analysis using EC-HOME. Last, the internal consistency reliability of each factor of PLIS-P was also confirmed. This study developed both a theoretical framework of parent-child lexical interaction and a Parent-child Lexical Interaction Scale for Preschoolers. This scale can be used by parents, practitioners, and researchers to acquire knowledge about interaction related to words between Korean parents and young children.

• Genomics & Informatics
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• 제17권2호
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• pp.20.1-20.5
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• 2019

Entity normalization, or entity linking in the general domain, is an information extraction task that aims to annotate/bind multiple words/expressions in raw text with semantic references, such as concepts of an ontology. An ontology consists minimally of a formally organized vocabulary or hierarchy of terms, which captures knowledge of a domain. Presently, machine-learning methods, often coupled with distributional representations, achieve good performance. However, these require large training datasets, which are not always available, especially for tasks in specialized domains. CONTES (CONcept-TErm System) is a supervised method that addresses entity normalization with ontology concepts using small training datasets. CONTES has some limitations, such as it does not scale well with very large ontologies, it tends to overgeneralize predictions, and it lacks valid representations for the out-of-vocabulary words. Here, we propose to assess different methods to reduce the dimensionality in the representation of the ontology. We also propose to calibrate parameters in order to make the predictions more accurate, and to address the problem of out-of-vocabulary words, with a specific method.

• 영어어문교육
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• 제15권4호
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• pp.1-22
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• 2009

This case study aimed to explore proficient EFL readers' perceptions and experiences about reading tasks and how those perceptions and experiences influence their reading processing behaviors, and to examine how the cultural background of a text affects their reading strategies and comprehension. Three college students who were non-English majors participated in this study. Three data sources were employed: questionnaires, interviews, and think-alouds. The results showed that: (1) the participants emphasized comprehension as the goal of reading and considered themselves good EFL readers; (2) their reading purposes were closely associated with personal pursuits; (3) they preferred to read materials that deal with areas of interest but did not try to take a risk in terms of level of difficulty and/or length; (4) they implemented a multistrategic approach to reading in that the majority of their strategy use was in conjunction with their concern about meaning construction; (5) they were able to develop useful understandings of unknown vocabulary; and (6) their clear awareness of the cultural background presupposed in the text helped them invoke prior knowledge and reduce unknown vocabulary hindrances which contributed to comprehension. Pedagogical implications for EFL reading instruction are provided.