• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.249-258
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• 2002

We propose an algorithm for the automatic acquisition of a bilingual lexicon in the legal domain. We make use of a parallel corpus of bilingual court judgments, aligned to the sentence level, and analyse the bilingual context profiles to extract corresponding legal terms in both languages. Our method is different from those in past studies as it does not require any prior knowledge source, and naturally extends to multi-word terms in either language. A pilot test was done with a sample of ten legal terms, each with ten or more occurrences in the data. Encouraging results of about 75% average accuracy were obtained. This figure does not only reflect the effectiveness of the method for bilingual lexicon acquisition, but also its potential for bilingual alignment at the word or expression level.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.145-155
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• 2005

This study was carried out to reveal Hangul acquisition processes in Korean-Chinese children who grow in a horizontal bilingual environment. In this experiment Grapheme substitution/deletion tasks and sensible/non-sensible Kulja reading tasks were administered to 3-, 4-, 5- and 6-year-old Korean-Chinese children growing up in a bilingual environment. Results were that Korean-Chinese children showed similar patterns of Hangul acquisition processes to Korean children but acquired grapheme-phoneme(G-P) correspondence earlier than Korean children. Hangul acquisition rates were 41.7%, 45.7%, 53% and 92.7% at age 3, 4, 5 and 6, respectively. Both Korean-Chinese and Korean children showed higher sensitivity for the final consonant than for the initial and middle consonants. Correlation between phoneme perception and reading was only significant among 6-year-olds in non-sensible Kulja reading tasks. Training in transforming ideographic Chinese to a phonetic system could effect early acquisition of G-P correspondence in Korean-Chinese children.

• Journal of Korean language education
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• v.29 no.3
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• pp.165-196
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• 2018

This study examined the language acquisition of children from Chinese families in Korea under the bilingual background of Korean and Chinese, focusing on pronunciation and vocabulary. First, in the analysis of pronunciation acquisition, children correctly realized the lenition, aspirated sound, glottalization, palatalization, nasalization, and liquidization while the realization of pronunciation rules for unfamiliar words was low. There were also errors caused when the application principles of pronunciation were not accurately understood or they were not partially acquired. Second, in the analysis of vocabulary acquisition, the acquisition of receptive vocabulary was in the order of verb, noun, and adjective while they clearly understood vocabulary used in the actual relationships with school, family, and peers. In the acquisition of productive vocabulary, they showed the 'meaning-centered principle' of learning the meaning of vocabulary first and then learning its form afterwards. The amount of study and exposure to Korean language had effects on the improvement of vocabulary. Even though this study focused on the errors and characteristics in the acquisition process of Korean pronunciation and vocabulary for children from Chinese families in Korea, it could not clearly find out which one would have greater effects on the acquisition of Korean language. However, lots of exchanges and experiences with surrounding environment and peer group had great effects on the language acquisition and language acquisition transfer of children.

• 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.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.1-14
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• 2006

This study examined the spontaneous utterances of 20 1-2 year old Korean-Chinese children in Yanji, China by videotaping their spontaneous natural speech during interaction with his/her caregiver for 30 minutes on 4 separate occasions. Utterances were transcribed and coded by nominative and accusative case markers; then analyzed by grammatical functions. Results showed that the order and pattern of the acquisition of the case marking system of Korean-Chinese bilinguals differed from that of Korean monolinguals. Bilinguals used the accusative marker -lul earlier than the nominative marker-ka and overextended the accusative marker more often than the nominative marker. These results are consistent with those of Gathercole (in press) who found that bilingual children differed from monolinguals in mastering grammar.

• Phonetics and Speech Sciences
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• v.11 no.3
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• pp.1-7
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• 2019

Korean (L1)-English (L2) bilingual adults' and children's production of Korean and English stops was examined to determine the age effects and L2 experience on the development of L1 and L2 stop contrasts. Four groups of Seoul Korean speakers (experienced and inexperienced adult and child groups) and two groups of age-matched native English speakers participated. The overall results of voice onset time (VOT) and fundamental frequency (F0) of phrase-initial stops in Korean and word-intial stops in English showed a delay in the acquisition of L1 due to the dominant exposure to L2. Significantly longer VOT and lower F0 for aspirated stops as well as high temporal variability across repetitions of lenis stops were interpreted to indicate a strong effect of English on Korean stop contrasts for bilingual children. That is, the heavy use of VOT for Korean stop contrasts shows bilingual children's attention to the acoustic cue that are primarily employed in the dominant L2. Furthermore, inexperienced children, but not adults, were shown to create new L2 categories that are distinctive from the L1 within 6 months of L2 experience, suggesting greater independence between the two phonological systems. The implications of bilinguals' age at the time of testing to the degree and direction of L1-L2 interaction are further discussed.

• International Journal of Advanced Culture Technology
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• v.7 no.2
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• pp.179-187
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• 2019

As the globalization process progresses more rapidly and widely, there has been a ever-growing demand for multilingual learning. Compared with the study of Second Language Acquisition, studies on the Third Language and even Multilingual Acquisition have attracted a relatively poor attention. At the same time, considering current educational environments for ethnic colleges and universities, the effects of college English teaching for minority students can be said to have been 'generally poor.' In this situation, when we try to find ways to improve college English studies for minority students most of whom already can speak two languages or even more, it would not be the best idea to keep following the experiences of traditional Second Language Acquisition. It is necessary first to find out whether there are positive or negative effects in acquiring multiple languages, and then to conduct a profound research on L3 (third language and even multilingual) Acquisition in order to employ more efficient teaching methods for multilingual learners. After conducting a Japanese-teaching experiment on two groups of learners with mono-lingual and bilingual backgrounds, it has been found that there is a positive transfer between different languages. In this paper, following the recent research findings on Language teaching for multilingual learners, I try to show with further supports that when it comes to language education for learners with multilingual backgrounds, we should focus on the advantages they may earn in order to conduct more effective language acquisition.

• International Journal of Control, Automation, and Systems
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• v.5 no.1
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• pp.99-103
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• 2007

Translation equivalence is very important for bilingual lexicography, machine translation system and cross-lingual information retrieval. Extraction of equivalences from bilingual sentence pairs belongs to data mining problem. In this paper, discriminative learning methods are employed to filter translation equivalences. Discriminative features including translation literality, phrase alignment probability, and phrase length ratio are used to evaluate equivalences. 1000 equivalences randomly selected are filtered and then evaluated. Experimental results indicate that its precision is 87.8% and recall is 89.8% for support vector machine.

• Korean Journal of Cognitive Science
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• v.20 no.4
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• pp.383-419
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• 2009

This study investigates the developmental process of Korean postverbal negation in a Korean-English bilingual child. The purposes of this study are firstly to find both common and divergent paths in the development of Korean postverbal negation in terms of both syntactic development and pragmatic uses of postverbal negation; and secondly to investigate explanations for the special pattern of development observed. The data were collected from one bilingual child (R) who is simultaneously acquiring two languages, Korean and English over two years between the ages of 5;00 and 700 (years; months). The data collection was carried out in four periods in two different environments: Periods I and III in Australia, Periods II and IV in Korea. The development of postverbal negation showed that when R was in Australia, she employed both L1 and L2 learning mechanisms, while when she was in Korea, she employed L1 learning mechanisms. The results reveal that L1 and L2 mechanisms are not basically different because R shows both forward and backward developmental features in conjunction with the two different language environments: Korea and Australia.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.11
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• pp.81-90
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• 2016

This research examines mutual culture education in accordance with Germany's immigrant social integration policy by analyzing the National European School in Berlin. In this regard, the curricula of Joan-Miró elementary school and Finow elementary school are analyzed. Germany maintains a multicultural policy which enables immigrants to maintain their native language and identity and simultaneously integrate them into the German society. In short, maintenance of immigrants' mother tongue and immigrant students' acquisition of the German language is the core of Germany's social integration policy. The National European School in Berlin is a public school established for the sake of an educational environment in which students can not only build up language capacity, but also create a culturally mutual environment for multicultural students. The school's educational objective is mutual culture education which can integrate and maintain the cultural identity and language of multicultural students. Joan-Miró elementary school encourages mutual cultural ability and bilingual ability while preparing students for the future intelligent society, leading their independent life and self-initiated learning. Finow elementary school encourages mutual culture ability, language capacity and directional capability apart from the basic capacities that can reinforce students to become citizens in demand of the future intellectual society. Korean foreign language education needs to be practically diversified as in the case of the Germany's National European school. Also, improvement of educational environment such as students' bilingual ability, students' ability development regarding their individual characteristics, and the capability of mutual culture understanding are issues that should be urgently treated.