• KIPS Transactions on Software and Data Engineering
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• v.2 no.6
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• pp.433-442
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• 2013

A set of bilingual terms is one of the most important factors in building language-related applications such as a machine translation system and a cross-lingual information system. In this paper, we introduce a new approach that automatically extracts candidates of English-Korean bilingual terms by using a bilingual parallel corpus and a basic English-Korean lexicon. This approach can be useful even though the size of the parallel corpus is small. A sentence alignment is achieved first for the document-level parallel corpus. We can align words between a pair of aligned sentences by referencing a basic bilingual lexicon. For unaligned words between a pair of aligned sentences, several assumptions are applied in order to align bilingual term candidates of two languages. A location of a sentence, a relation between words, and linguistic information between two languages are examples of the assumptions. An experimental result shows approximately 71.7% accuracy for the English-Korean bilingual term candidates which are automatically extracted from 1,000 bilingual parallel corpus.

• Phonetics and Speech Sciences
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• v.9 no.3
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• pp.1-6
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• 2017

This study examined how early bilingual children produce sounds in their two languages articulated with the same manner of articulation but at different places of articulation. English affricates are palato-alveolar and Korean affricates are alveolar. This study analyzed the frequencies of center of gravity (COG), spectral peak (SP), and the second formant (F2) of word-initial affricates in English and Korean produced by twenty-four early Korean-English bilingual children (aged 4 to 7), and compared them with those of monolingual counterparts in the two languages. If early Korean-English bilingual children produce palato-alveolar affricates in English and alveolar affricates in Korean, they may produce Korean affricates with higher COGs, SPs, and F2s than English affricates. The early Korean-English bilingual children at the age of 4 produced English and Korean affricates with similar COGs, SPs, and F2s, and the COGs, SPs, and F2s of their Korean affricates were similar to those of the Korean monolingual counterparts. However, the early bilingual children at the age of 5 to 7 had lower COGs and SPs for English affricates with higher F2s compared to Korean affricates, and the COGs, SPs, and F2s of their English affricates were similar to those of the English monolingual counterparts.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.45-53
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• 2018

Recently, studies about bilingual word embedding have been gaining much attention. However, bilingual word embedding with Korean is not actively pursued due to the difficulty in obtaining a sizable, high quality corpus. Local embeddings that can be applied to specific domains are relatively rare. Additionally, multi-word vocabulary is problematic due to the lack of one-to-one word-level correspondence in translation pairs. In this paper, we crawl 868,163 paragraphs from a Korean-English law corpus and propose three mapping strategies for word embedding. These strategies address the aforementioned issues including multi-word translation and improve translation pair quality on paragraph-aligned data. We demonstrate a twofold increase in translation pair quality compared to the global bilingual word embedding baseline.

• Journal of Korean Theatre Studies Association
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• no.40
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• pp.451-502
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• 2010

The thesis is to look for the method of applying process drama for bilingual education in multicultural society. This purpose can be resolved in three steps: first, to understand the purposes and functions of education changing to multicultural society; second, to survey the need of bilingual education conformed to its purposes and functions; last, to understand the theoretical background of process drama and seek the method of utilizing it to bilingual education. Recently, the Korean society is also changing to multicultural society with international marriages and immigrant workers. But they have difficulties in communicating in Korean, and their children have even the same. Under the basis of multiculturalism wanting peace and mutual respect between cultural groups, they have to be educated in equality. This is why the bilingual education is needed in our society. Process drama, a widely used term for educational drama in Britain, claims its effectiveness for L1, L2 and bilingual education, for the principal medium in drama is language and what drama delivers is related to meaningful human experiences. It is also supported on script theory of linguistic therapy. Kase-Polisini classifies the developmental process of education drama into 1) planning, 2) playing and 3) evaluation. This process can be applied to educational drama for language as well. Rather, educational drama applying to bilingual education has even more availability with the varieties of group organization and subject matter. Conclusively speaking, the group of dual language schools can be organized into 1) mother-tongued group, 2) mother-tongued and L2 group, 3) multilingual group, or 4) L3 group in educational drama activity, as the class generally consist of the mixed multilingual children. And the subject matter can deal with 1) the Korean society and culture, 2) the society and culture of the purposed language country, or 3) the society and culture of the third nations.

• ETRI Journal
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• v.30 no.1
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• pp.155-157
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• 2008

This letter introduces a new method to automatically acquire paraphrases using bilingual corpora. It utilizes the bilingual dependency relations obtained by projecting a monolingual dependency parse onto the other language's sentence based on statistical alignment techniques. Since the proposed paraphrasing method can clearly disambiguate the sense of the original phrases using the bilingual context of dependency relations, it would be possible to obtain interchangeable paraphrases under a given context. Through experiments with parallel corpora of Korean and English language pairs, we demonstrate that our method effectively extracts paraphrases with high precision, achieving success rates of 94.3% and 84.6%, respectively, for Korean and English.

• Speech Sciences
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• v.13 no.2
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• pp.35-46
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• 2006

This study investigated whether there are differences between Korean-English bilingual and Korean monolingual children on phonological awareness skills. Participants were 11 Korean-English bilingual children and 12 Korean monolingual children. The children's ages ranged between 6 and 7 years. The results were as follows. First, the bilingual children significantly outperformed monolingual children on overall phonological awareness tasks. The bilinguals performed significantly higher than monolinguals on all three types of phonological awareness tasks (segmentation, deletion, and blending). Second, there was a significant difference between the groups with respect to phonological units of the tasks. The bilinguals performed significantly better than monolinguals on the phonemic unit tasks, but two groups did not differ significantly on syllabic unit tasks. There was an interaction effect between unit size(syllables and phonemes) and group (bilinguals and monolinguals). Third, there were correlations for both bilingual and monolingual children between overall phonological awareness skills and word recognition skills.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.1
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• pp.69-80
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• 2013

The present study examined balanced bilingual children's cognitive and affective perspective-taking and compared them to that of monolingual children. A total of 133 children aged 4 to 5 years and consisting of 73 Korean-English bilinguals and 60 Korean monolinguals were tested with cognitive perspective-taking and affective perspective-taking tasks. Balanced bilinguals were screened through general language ability tests in both English and Korean. Participant backgrounds were collected through a parent questionnaire. Results showed significant differences in affective perspective-taking between bilingual and monolingual children, demonstrating that bilingual children outperformed monolingual children. Although there was no difference in cognitive perspective-taking between bilinguals and monolinguals, the result showed that children's cognitive perspective-taking ability develops with age. This study provides basic information about bilingual children's perspective-taking ability and their bilingual advantage.

• Phonetics and Speech Sciences
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• v.8 no.4
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• pp.15-22
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• 2016

This study aims to examine whether the fundamental frequency (F0) varies depending on languages or distinguishes between L1 (first language) and L2 (second language) speech and whether the type of materials which vary in control of consonant voicing affects the use of F0-especially, mean F0. For this purpose, we compared productions of two languages produced by Korean L2 learners of English to those of Korean-English bilingual speakers. Twelve Korean L2 speakers of English and twelve Korean-English bilingual speakers participated in this study. The subjects read aloud 22 declarative sentences-balanced and unbalanced-once in English and once in Korean. Mean F0 of Korean was higher than that of English for both speaker groups, and the difference in the value of mean F0 between the Korean and English sentences was different depending on the type of materials that the participants read. With regard to F0 range, the L2 speakers had a larger F0 range in English than in Korean; however, the effect of language on F0 range was not statistically significant for the bilingual speakers. These results indicate that language-specific properties may affect the use of F0, in particular, mean F0.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5549-5558
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• 2013

This study is aimed at qualitatively looking into multi-cultual family mothers' experiences in children's bilingual education. The subjects for the study were seven married immigrant Vietnamese women with elementary school children who have recently finished bilingual education. After recording their interviews and then transcribing them, the data was analyzed by utilizing comparative analysis method. The results were divided into three categories of experiences: emotional, identical, and relational aspects. The results of this study will offer information about necessary support for bilingual education to multi-cultural family members.

• Journal of Information Processing Systems
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• v.15 no.6
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• pp.1365-1377
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• 2019

Summarizing the differences in Chinese-Vietnamese bilingual news plays an important supporting role in the comparative analysis of news views between China and Vietnam. Aiming at cross-language problems in the analysis of the differences between Chinese and Vietnamese bilingual news, we propose a new method of summarizing the differences based on an undirected graph model. The method extracts elements to represent the sentences, and builds a bridge between different languages based on Wikipedia's multilingual concept description page. Firstly, we calculate the similarity between Chinese and Vietnamese news sentences, and filter the bilingual sentences accordingly. Then we use the filtered sentences as nodes and the similarity grade as the weight of the edge to construct an undirected graph model. Finally, combining the random walk algorithm, the weight of the node is calculated according to the weight of the edge, and sentences with highest weight can be extracted as the difference summary. The experiment results show that our proposed approach achieved the highest score of 0.1837 on the annotated test set, which outperforms the state-of-the-art summarization models.