• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• KSBB Journal
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• v.32 no.1
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• pp.29-34
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• 2017

The completion of the Human Genome Project that identified all 3 billion base pairs in the human genome can be seen as a step towards understanding the relay of information and intention within an organism, or in other words, the language of life. The faculty of human language, key to differentiating humans from other animate species, works for conveying information to others by mapping meaning to sound based on syntactic structures. This resemblance between life and language has not gone unnoticed; the literature on RNA transcription and translation research regularly uses linguistic metaphors and the biolinguistic perspective of language has also been studied. By examining the biological characteristics of language and the linguistic characteristics of life, this study aims to identify key mechanisms shared between the two systems in order to promote a stronger connection between them. It furthers this goal by pointing out two general messages to which these mechanisms aim, productivity and accuracy, and discovers what lesson these messages give to a human society geared for sustainability.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.177-186
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• 2002

Korean predicative verb forms obligatorily denote the three categories speech level, mood and sentence type which are not handled by most of the automatic word form recognition systems for this language. These categories are marked by special endings. This paper examines predicative verb forms concentrating on the lexical description of these endings in the framework of Left-Associative Grammar (LAG). Additionally this paper suggests a system to analyse verb forms in these aspects. The results of this study have been implemented using Malaga$^2$ and integrated into an automatic word form recognition system for Korerin called KMM (Korean Malaya Morphology).

• Proceedings of the Korea Information Processing Society Conference
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• 2007.05a
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• pp.409-410
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• 2007

조각문이란 문장 성분을 온전히 갖추지 못한 문장으로 일반적인 문장과 달리 종결 어미로 문장을 끝맺지 못하는 문장을 말한다. 실험실 환경에서와 달리 실제 음성 인식 환경에서는 이러한 조각문이 비교적 빈번히 나타나므로 연속 음성 인식 시스템의 성능 향상을 위해서는 이러한 조각문에 대한 고려가 필수적이다. 본 연구에서는 음성 인식 문법 기술에 있어서 조각문을 반영한 경우와 그렇지 않은 경우의 커버리지를 비교해 봄으로써 조각문에 대한 고려가 음성 인식 성능 향상에 기여할 수 있음을 알아 보았다.

• English Language & Literature Teaching
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• no.4
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• pp.207-228
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• 1998

This study investigated how Korean learners of English acquired the English reflexives. There is emphasis on the effects of the GCP and PAP(Wexler and Manzini, 1987). The purpose is to examine the major hypothesis that L2 learners are still constrained by Universal Grammar (UG), despite the influence of the parameter setting of their native language as well as the non-operation of the Subset Principle. The experimental group consisted of 30 middle school students (age 14-15), 30 high school students (age 16-17), and 30 university students (age 18-19) as well as 20 ESL students (age 16) studying English in the USA. Twenty native speakers of English served as a control group. The subjects responded to a test on reflexives that used a multiple-choice grammaticality judgement task. Findings show that L2 learners transfer their L1 parameter setting and, as a result, make errors in the choice of antecedents for reflexives. Therefore, I argue that the L2 learner is still constrained by UG.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.327-329
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• 2007

This paper presents a FSN-based LVCSR system and it's application to the speech TV program guide. Unlike the most popular statistical language model-based system, we used FSN grammar based on the graph theory-based FSN optimization algorithm and knowledge-based advanced word boundary modeling. For the memory and latency efficiency, we implemented the dynamic pruning scheduling based on the histogram of active words and their likelihood distribution. We achieved a 10.7% word accuracy improvement with 57.3% speedup.

• English Language & Literature Teaching
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• no.3
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• pp.55-70
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• 1997

This paper aims at showing firstly, that the parameterized Universal Grammar is also accessible in second language acquisition based on the data found in the English Agreement acquisition by Korean speakers and secondly, that the theoretical claim that the acquisition of Agreement is related to the Subject Drop phenomenon can be supported by the second language acquisition data. The functional category AGRP which is crucial here can be parameterized according to its features with Korean of - Agr and English of + Agr. Two groups of 40 each were tested and the result shows that the parameter resetting is possible in terms of the Agreement feature. In addition to Agreement test, three more tests for the distribution of Subject Drop, Subject Raising and NPI (Negative Polarity Items) were conducted in order to find the correlation among those grammatical phenomena. The result is that the acquisition of Agreement and the Subject Drop possibility are correlated but that they are not related to the obligatory Subject Raising process. Finally, NPI distribution test which is supposedly related to the Subject Raising turned out to carry little information since the average grades from both groups were very low.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.19-40
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• 2006

This paper deals with a part-specific analysis of grammatical errors in the production of the English passive in writing. The purpose of the study is dual: to explore common error types in forming the passive; and to provide plausible sources of the errors, with special attention to the role of the native language. To this end, this study obtained a large amount of data from Korean EFL university students using an essay writing task. The results show that in forming the passive sentence, errors were made in various ways and that the most common problem was the formation of the be-auxiliary, in particular, the proper use of tense and S-V agreement. Another important finding was that the global errors found in this study were not necessarily those with the greatest frequency. Also corroborated was the general claim that many factors work together to account for errors. In many cases, interlingual and intralingual factors were shown to interact with each other to explain the passive errors made by Korean students. On the basis of the results, suggestions are made for effective and well-formed use of the passive sentence.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.109-126
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• 2007

English article has been considered as one of the most difficult areas to learn among ESL/EFL students. The current paper reviews English learners' article error patterns as well as pedagogy in order to teach English articles and to minimize learning difficulties on English articles. Different pedagogy for English articles on the basis of learners' proficiency levels are suggested as each proficiency level student shows a different error tendency; beginning level language learners used the zero article with the most facility while intermediate level language learners used the definite article the most accurately. However, studies about high advanced level learners' error patterns present that these high accuracy rates among beginning level students might be a result of students' plain guessing. Considering these error patterns, pedagogy for advanced level is also suggested.