• International Journal of Contents
• /
• v.1 no.2
• /
• pp.39-43
• /
• 2005

In this paper, we describe a generation mechanism of semantic-based queries for high accuracy information retrieval and question answering. It is difficult to offer the correct retrieval result because general information retrieval systems do not analyze the semantic of user's natural language question. We analyze user's question semantically and extract semantic features, and we .generate semantic-based queries using them. These queries are generated using the se-mantic-based question analysis grammar and the query generation rule. They are represented as semantic features and grammatical morphemes that consider semantic and syntactic structure of user's questions. We evaluated our mechanism using 100 questions whose answer type is a person in the TREC-9 corpus and Web. There was a 0.28 improvement in the precision at 10 documents when semantic-based queries were used for information retrieval.

• Cross-Cultural Studies
• /
• v.35
• /
• pp.339-368
• /
• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Journal of English Language & Literature
• /
• v.64 no.3
• /
• pp.361-381
• /
• 2018

Shakespeare reflects/refracts the controversial spirit of his age in the epistemological and political skepticism of his Roman plays: Titus Andronicus, Julius Caesar, Coriolanus, and Antony and Cleopatra. Skepticism doubts all received truth and suspends judgment, and it often takes the form of mental jousting on both sides of a question. Renaissance skepticism was strengthened by rhetorical education. Arguing on both sides of the question (in utramquem partem) was a practice taught in Shakespeare's grammar school in order to enhance students' mental abilities in logic and dialectic. This rhetorical exercise seldom leads to a third-term resolution: it just reveals all the apparent and hidden aspects of a problem at issue. Shakespeare's Roman plays, especially his Julius Caesar, demonstrate this skeptical attitude, leaving the judgment to the audience.

• Lingua Humanitatis
• /
• v.2 no.2
• /
• pp.267-282
• /
• 2002

For the effective study of Korean modernization from the 18th century to the present, three areas have been investigated in my paper: the age of dawn in recognizing the necessity of modernism, the era of experimentation from recognition to practice, and the development of modernism in literature: from the 1930s to the present. Through whole process of discussing those matters, Koreanity- identifying itself to be Korean - has been emphasized. While the so-called traditional values confronted with the whole turmoil of socio-political demolitions in the name of modernization, westernization, and culturalization, Korean intellectuals tried to emphasize how important it was to keep Korean identities, namely the Koreanity. Such examples can be seen in the activities of Northern School and Moderate School. Though Koreans had to have a short hair cut in contradiction with their traditional morality to be modernized/westernized/cultivated, it was a turning point for them to take a step toward the international world. During the period of Korean modernization through the impact of Western world, Korean language-hangul- has been cultivated to the highest level in comparison with two foreign languages: Japanese and English. Those Korean linguists who were familiar with these two languages made Korean grammar systematic and they understood the importance of preserving Koreanity in the course of pursuing modem western society. In this sense, Korean modernism is related to the cultural glocalism(globalism+ localism), not to the cultural globalism. Through the help of socio-political modernization, Korean literature in modernism has been full bloomed in the early years of 1930s. One of the leading poets was Sang Lee whose poetic heritage is inherited by those groups of 1950s and I 960s. Among many others, Chunsu Kim and Sunghun Lee were the main figures in realizing the fact the poetry is written in Korean which they considered the body, the soul, and the mother land.

• The Journal of Society for e-Business Studies
• /
• v.12 no.1
• /
• pp.123-133
• /
• 2007

With the emergence of Semantic Web and Web 2.0, the paradigm shift of the Web is on resource-centered services. That is, the focus now moves from having just rich resources to the meta-information of describing the resources. The relevant standards, RDF(Resource Description Language) and Topic Maps, of describing the meta-information are defined and adopted by W3C and ISO respectively. Describing meta-information in such a XML form could be burdensome to participants. Semantic Wiki extended from 1)WikiWikiWeb is proposed to deal with the problem. It enables users to generate RDF meta-information about Wiki pages with simple usages of the grammar. We discuss the way of improving interoperability between Topic Maps-based semantic Wiki papges and RDF-based ones. The method proposed by RDFTM task force is present with the usage of high-level Wiki grammar for facilitating low-level transformation.

• Iberoamérica
• /
• v.23 no.1
• /
• pp.1-31
• /
• 2021

The main purpose of this study is to examine the use of 'a gente' in Portuguese, and to discuss what to consider educationally. We examined the origin and style of 'a gente', grammaticalization process phase, personalization level, and variations in use in terms of linguistic and social aspects, and confirmed that 'a gente' is showing an increasingly high frequency of use in Brazil. And in order to find educational considerations, we observed how 'a gente' was handled in Portuguese textbooks for foreigners, and analyzed data obtained through interviews with three Korean students studying Portuguese in Brazil. Considering the importance and frequency of use of 'a gente', which is used in the third-person singular form, the section about 'a gente' in grammar and textbooks seems to be very insufficient. Therefore, the contents of textbooks that do not correspond to the actual use of language should be actively revised according to changes in the reality of language use. In addition, the instructor should not be bound by traditional use, but must include 'a gente' in the personal pronoun section of the textbook for efficient education, and actively reflect the more practical usage to educate.

• Korean Linguistics
• /
• v.71
• /
• pp.1-22
• /
• 2016

The early 20th century is a period of time when Korea confronted with the surging waves of modernization, and made a variety of internal reactions. The Korean language, not immune to the upheaval, also experienced new changes and gradually gained characteristics of today's Korean. Although scholars have not yet fully agreed upon the time division of Korean, Gabo reformation (1896) is usually considered to be the beginning of modern Korean. Thus, the early 20th century was also the beginning of modern Korean. Phonological, lexical, and grammatical characteristics of modern day Korean began to appear during this period of time. Phonologically, the 10 vowel system was established, glottal sounds and aspirated sounds increased, vowel harmony declined. Phenomena such as vowel raising, front-vowelization, monophthongization, and the word-initial rule appeared. Meanwhile, hangul-Chinese mix writing became common practice, and hangul-only writing also started to take place in narrative writing, and elements of spoken language began to reflect in written language. All those pointed to the unification of written and spoken language. Under the influence of modernization, a great amount of new words appeared. Especially, Japanese and other foreign words flooded in in great quantities. Grammatically, '-eos-(-엇-), -neun-(-는-), -ges-(-겟-)' trichotomy system of tenses was established, and hearer-oriented honorific system also formed a binary system of 'hasoseo(하소서), hasibsio(하십시오), hao(하오), hage(하게), haera(해라)' and 'hae (해), haeyo(해요)'. In word formation and sentence construction, the use of '-gi(-기)' became more frequent than '-eum(-음)', while '~geot(~것)' also significantly increased. In negative, causative and passive expressions, the use of long form, which has fewer restrictions than the short form, became more frequent. A tendency towards simplicity appeared. In the same vain, long and complex sentences with several clauses tend to be avoided. Instead, short simple sentences became more favorable. Korean linguistics scholars should pay closer attention to the modernization period, which includes the early 20th century. In order to fully understand today's Korean language, more thorough research on this immediately preceding period is necessary.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.18 no.6
• /
• pp.1692-1705
• /
• 2024

In this paper, we present a method that integrates a Grammar Transducer as an external language model to enhance the accuracy of the pre-trained Korean End-to-end (E2E) Automatic Speech Recognition (ASR) model. The E2E ASR model utilizes the Connectionist Temporal Classification (CTC) loss function to derive hypothesis sentences from input audio. However, this method reveals a limitation inherent in the CTC approach, as it fails to capture language information from transcript data directly. To overcome this limitation, we propose a fusion approach that combines a clause-level n-gram language model, transformed into a Weighted Finite-State Transducer (WFST), with the E2E ASR model. This approach enhances the model's accuracy and allows for domain adaptation using just additional text data, avoiding the need for further intensive training of the extensive pre-trained ASR model. This is particularly advantageous for Korean, characterized as a low-resource language, which confronts a significant challenge due to limited resources of speech data and available ASR models. Initially, we validate the efficacy of training the n-gram model at the clause-level by contrasting its inference accuracy with that of the E2E ASR model when merged with language models trained on smaller lexical units. We then demonstrate that our approach achieves enhanced domain adaptation accuracy compared to Shallow Fusion, a previously devised method for merging an external language model with an E2E ASR model without necessitating additional training.

• English Language & Literature Teaching
• /
• v.13 no.3
• /
• pp.133-156
• /
• 2007

Although the understanding of English tense system is a crucial factor for communicative English learning and teaching for EFL students, it has been neglected over the years. As with other areas of the grammar, difficulties may arise from the nature of the system itself or from differences between time, tense and aspect. Consequently, many learners face a considerable difficulty with the English tense system as they are more often unable to grasp the basic conceptual differences of present/present continuous, past/present perfect, will/be going to along with many others. More concerning fact is that lots of instructors or so-called native English teachers seem not to be aware of the importance of teaching English tense system. The purpose of this study is to review and examine various theories and practical usages of tense in order to establish and/or present better methods for teaching tenses. This paper is focused on comparatively exact distinction of time, physical notion from tense, grammatical category as well as sequences of tenses in view of school grammar and communicative function. At the end or middle of each chapter, efficient teaching and learning techniques or strategies on tenses are suggested to help instructors or learners who relentlessly face confusions in understanding tense and its usage for communicative English learning and teaching. This study attempts to influence learners' ability to recognize and write tense in authentic contexts not to mention spoken English.

• English Language & Literature Teaching
• /
• no.1
• /
• pp.69-108
• /
• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.