• Speech Sciences
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• v.9 no.2
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• pp.157-165
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• 2002

The purpose of this study was to determine the effects of associative drawing task in a Korean bilingual aphasic. The subject is a 41-year old male and lived and was educated in the United States for over 25 years(from the age of 14 through 39). His former occupation was a psychiatrist. He has had a massive lesion in the occipital lobe. This study focused on improving his spontaneous language performances by associative drawing task. The associative drawing task along with spontaneous speech is to help the subject's cognition. The ten target words in this treatment were familiar words and could be drawn easily. The results were that the associative drawing task was effective on improving the patient's drawing ability-writing ability in English only-and naming performance both in English and Korean. However, the patient's writing ability in Korean did not show any improvement.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.22 no.3
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• pp.410-422
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• 1997

In this paper, we descried a bottom-up document structure analysis method in bilingual Korean-English document. We proposed a character segmentation method based on the layout information of connected component of each character. In many researches, a document has been analyzed into text blocks and graphics. We analyzed a document into four parts: text, table, graphic, and separator. A text is recursively subdivided into text blocks, text lines, words, and characters. To extract the character in bilingual text, we proposed a new method of word of word separation of Korean or English. Futhermore, we used a character merging and segmentation method in accordance with the properties of Hangul on the Korean word blocks. Experimental results on the various documents show that the proposed method is very effectively operated on the document structure analysis and the character segmentation.

• Proceedings of the Korea Information Processing Society Conference
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• 2013.05a
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• pp.307-310
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• 2013

본 논문은 한국어-스페인어와 한국어-불어 간의 양방향 이국어 사전(Bi-directional bilingual lexicon)을 자동으로 구축하기 위한 새로운 방법을 제안한다. 일반적으로 한국어와 스페인어/불어 간의 병렬 말뭉치를 직접적으로 구축하기에는 어려움에 따르기 때문에, 영어를 중심언어로 하는 영어(EN)-한국어(KR)/스페인어(ES)/불어(FR) 병렬 말뭉치를 이용하여 문맥 벡터를 만들고 그들 간의 유사도를 계산하는 변형된 문맥 벡터 방법을 제안한다. 영어는 다른 언어와의 이국어 병렬 말뭉치가 비교적 많이 공개되어 있기 때문에 이 방법을 이용하면 비교적 쉽게 KR-ES와 KR-FR 양방향 이국어 사전을 구축할 수 있다. 본 논문에서 제안한 방법으로 실험해본 결과 최고 85%(ES${\rightarrow}$KR)의 정확도를 얻을 수 있었다.

• Cross-Cultural Studies
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• v.32
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• pp.167-179
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• 2013

This paper focuses on a sociologic approach, the theory of planned behavior (Ajzen 1991) and a sociolinguistic field, the language shift (Fishman 1991, Crystal 2000). It describes the theoretical background of language shift and briefly mentions the history of Hungarian language and Romanian language contacts. After presenting language use of the Hungarian minority students and explaining the theory of planned behavior, it turns to apply the theory of planned behavior to the language shift from the view of bilingual speaker(s). This paper wants to propose the application of the theory of planned behavior in language shift and open new perspective in bilingual research.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.31 no.1D
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• pp.17-24
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• 2011

In recent, the enhancement of guide signs system for expressway were studied. And newly suggested signs in that research show left-right bilingual (Korean/English) configuration of 2 destinations whereas existing signs showed top-bottom configuration. However the new configuration have not been evaluated with discreet examination. In this study, several bilingual configuration designs are developed and evaluated with human factors experiment. Therefore the design with the shortest legibility time were chosen as a best design. As a result, the fact that the change of Korean/English configuration shows different results of the legibility time was confirmed. The guide sign with left-right bilingual (Korean/English) configuration of 2 destinations showed less legibility time than that of the existing signs with top-bottom configuration.

• Korean Journal of Cognitive Science
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• v.14 no.2
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• pp.1-13
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• 2003

We introduce a way to generate morphologically and syntactically well-formed English sentences when building Korean to English bilingual dictionary for Machine Translation Systems. It has been proved that basic inflectional or structural descriptions for English sentences are by no means enough to generate proper English sentences because of traditional dictionary structures. Furthermore, much research has been focused only on how to disambiguate semantic ambiguities of words in a bilingual dictionary To take advantage of existing paperback Korean to English bilingual dictionary, its automatic conversion to an electronic version and methodologies to assign proper features to the descriptions for well-formed English sentences with minimum human effort have been proposed on the basis of the dictionary-specific structures. This approach was originally motivated for a glossary-based machine translation system, but it can be also applied to large scale dictionary work.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.61-82
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• 2015

This study investigated the learning process of Chines international student within a technology environment, who was studying in Korea to be well equipped as a math teacher in future. Her activities were observed and guided in a class for pre-service teachers in one university, Kyunggido, in the second semester of 2014. She experienced obstacles such as the lacks of comprehending Korean sentences, Korean math terminologies, mathematical concepts, and fidelities of technology in her learning. She was recovered by bilingual effect, visualization activities, repetition activities, and group activities. There was a learning helper who made her learning possible in a bilingual way. Thus, the bilingual education is crucial for students with multi-cultural background.

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.699-710
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• 2007

The study purposes to explore the effects of individual characteristics and home environments of children on their bilingual language aquisition, that is, to examine whether their English language competency is different from their Korean language competency depending on those variables. Thus English or Korean language competency of children who had had early exposure in English learning were studied in terms of child's individual characteristics such as age, gender, exposure period to English, intelligence, and experiences of visiting English-speaking countries, and home environments such as parental age, educational level, income level, their perceived English competency, their perceived significance of English and Korean language, and the frequency of using English at home. 72 children who went to English kindergarten were tested with Peabody Pictures Vocabulary Test-Revised (PPVT-R) in Korean version and in English version respectively. The results show that child's intelligence and experiences of visiting English-speaking countries influence their Korean language competency. Also child's age, exposure period to English and experiences of visiting English-speaking countries influence their English language competency. Moreover their mother's educational background, father's English fluency, mothers' English fluency, and the frequency of using English at home influence child's English language competency, whereas any variables did not influence child's Korean language competency. Accordingly, child's English and Korean language competencies are related to each other.

• Language and Information
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• v.18 no.1
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• pp.1-32
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• 2014

This paper provides a corpus study on subjunctives in Korean in a way of comparative semantics. The whole arguments of this paper are bolstered by distributional evidence taken from naturally occurring bitexts (i.e. a bilingual corpus), in which one sentence in a language is aligned with one translation in the other language. Since previous studies regard past tense morphology as the main component to express irrealis and uncertainty, this paper accordingly checks out whether the past tense morpheme (e/a)ss in Korean is also responsible for conveying the meaning of subjunctives. My finding is that the past tense morpheme (e/a)ss is a sufficient condition for forming subjunctives in Korean. The current corpus study verifies that the past tense morpheme is not obligatorily used in present conditional counterfactuals in Korean, unlike English. Yet, if (e/a)ss is used and the antecedent denotes a present situation, the conditional sentence can only be interpreted as conveying counterfactuality. On the other hand, wish constructions in Korean, irrespective of the semantic tense, often contain the past tense morpheme. Hence, this work substantiates Iatridou (2000)'s theory of 'fake past tense' is applicable to Korean subjunctives. The present corpus study, additionally, reveals that a conditional marker telamyen is a component of expressing past counterfactuals in Korean.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.