• 아시아태평양코퍼스연구
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• 제4권2호
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.574-575
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• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.

• 정보관리학회지
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• 제4권1호
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• pp.3-23
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• 1987

이 연구에서 구현한 질문응답시스템은 한글 자연어로 된 텍스트와 질문을 자동으로 처리하는 지능형 정보시스템이다. 입력데이타는 스포츠관계 기사로 국한하였으며 프로그래밍 언어로는 코볼을 사용하였다. 이 시스템의 구문분석기는 격문법에 기초한 것으로서 어휘사전, 용언의 격프레임, 언어학적 규칙 등을 사용하여 문장을 분석한다. 본문검색과 사실검색이 모두 가능한 이 시스템에서는 질문에 대한 해답이 문장형태이거나 사실데이타 형태로 출력된다.

• 영어어문교육
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• 제9권2호
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• 영어어문교육
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• 제12권3호
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• pp.79-98
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• 2006

As one way of changing a teacher-fronted, grammar-based reading class into a meaningful, fun-creating one, this paper compared teacher- fronted reading with student-centered reading framed upon cooperative learning. In a study in which each type of reading method was conducted for college students in an EFL reading course for a period of one semester, data were gathered via questionnaires. The results showed that though each type of reading instruction came with its own strengths and weaknesses, student-centered reading instruction was preferred for various reasons. Most important, through an active participation in cooperative work, subjects were motivated and interested in L2 reading much, were exposed to various reading strategies and skills, and practiced them in a friendly, low-anxiety learning climate.

• 영어어문교육
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• 제13권1호
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• pp.1-26
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• 2007

This study aimed to investigate how EFL learners perceived English writing tasks and teachers' written feedback. The subjects were 82 mixed major college EFL students aged 19-24; the majority were freshmen females. Based on the scores estimated from the essay evaluation test, they were placed into two groups (proficienand less-proficient writers) and responded to an in-class questionnaire. The results indicated that: (1) regardless of writing proficiency, a large number of the students felt that they were just fair writers, which could be derived from low confidence and high anxiety; (2) grammar and vocabulary were perceived as the main features that determined good EFL writers and also prevented the students from performing the writing task successfully; (3) they believed that teachers' feedback contributed to the development of their English writing skills because it helped them apprehend what to improve or avoid in the future, acquire better English usage, and correct their errors; and (4) the proficient writers were more willing to correct errors themselves after being provided clues than the less-proficient writers. Implications of the findings for EFL classrooms are discussed.

• 한국멀티미디어학회논문지
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• 제23권9호
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• pp.1191-1200
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• 2020

In this paper, we proposed DEVS based programming education model that based on the cognitive information processing theory, not a grammatical programming education, and studied effectiveness analysis using computer thinking patterns. By creating a small range of patterns in the grammar which underlies the programming language and solving various examples through combinations, this paper shows an education method to develop problem-solving skills based on algorithmic thinking. The purpose of this study is to facilitate non-majors learn programming languages and understand patterned program structures when writing programs by patterning of control statements which the most important in learning programming.

• 아동학회지
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• 제27권2호
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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.

• 영어어문교육
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• 제10권2호
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• pp.1-23
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• 2004

This article reports a bi-directional interlanguage study designed to investigate the initial state of L2 acquisition with regard to English and Korean wh-questions. Based on the UG system in line with the minimalist theory, it was hypothesized that the L2 initial state is characterized by the most economical form of syntax in which no overt wh-movement to Spec-CP is assumed. Results of the early interlanguage study showed that 1) L1 Korean learners of L2 English predominantly produced wh-questions with the fronted wh-word, but without productive wh-movement to the Spec-CP position; and 2) L1 English learners of L2 Korean overwhelmingly produced wh-questions with the wh-word remaining in-situ. These results were interpreted as supporting the minimalist account of the L2 initial grammar in that no overt syntactic wh-movement were adopted in early interlanguages of both English and Korean regardless of the learner's L1.

• 영어어문교육
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• 제4호
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• pp.179-206
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• 1998

Despite the fact that the phenomenal success of the classical model in phonology in terms of a small set of binary atomic primitives has encouraged the use of criterical features in the characterization of syntactic and semantic categories, cognitive linguists have recently found many evidences against it and proposed a valid alternative like prototype approach to classical model of linguistic categorization. In this paper the examples with prototype effects are shown in phonology, morphology, and syntax. In phonology there is no clear-cut borderline in initial sounds such as / r, m, n, v, ${\eth}$, z, w. j, b. d, g / and between vowels and consonants. In morphology family resemblance is shown between strong verbs and past tenses. In syntax there is no borderline among various kinds of sentences such as declarative, command, WH-question, yes-no question, etc.