• Journal of English Language & Literature
• /
• v.56 no.6
• /
• pp.1047-1065
• /
• 2010

English inversion constructions are not only hard for non-native speakers to learn but also difficult to teach mainly because of their intriguing grammatical and discourse properties. This paper addresses grammatical issues in learning or teaching the so-called 'predicate inversion (PI)' construction (e.g., Equally important in terms of forest depletion is the continuous logging of the forests). In particular, we chart the grammatical (distributional, syntactic, semantic, pragmatic) properties of the PI construction, and argue for adata-driven teaching for English grammar. To depart from the arm-chaired style of grammar teaching (relying on author-made simple sentences), our teaching method introduces a datadriven teaching. With total 25 university students in a grammar-related class, students together have analyzed the British Component of the International Corpus of English (ICE-GB), containing about one million words distributed across a variety of textual categories. We have identified total 290 PI sentences (206 from spoken and 87 from written texts). The preposed syntactic categories of the PI involve five main types: AdvP, PP, VP(ed/ing), NP, AP, and so, all of which function as the complement of the copula. In terms of discourse, we have observed, supporting Birner and Ward's (1998) observation that these preposed phrases represent more familiar information than the postposed subject. The corpus examples gave us the three possible types: The preposed element is discourse-old whereas the postposed one is discourse-new as in Putting wire mesh over a few bricks is a good idea. Both preposed and postposed elements can also be discourse new as in But a fly in the ointment is inflation. These two elements can also be discourse old as in Racing with him on the near-side is Rinus. The dominant occurrence of the PI in the spoken texts also supports the view that the balance (or scene-setting) in information structure is the main trigger for the use of the PI construction. After being exposed to the real data and in-depth syntactic as well as informationstructure analysis of the PI construction, it is proved that the class students have had a farmore clear understanding of the construction in question and have realized that grammar does not mean to live on by itself but tightly interacts with other important grammatical components such as information structure. The study directs us toward both a datadriven and interactive grammar teaching.

• Journal of KIISE:Computing Practices and Letters
• /
• v.7 no.2
• /
• pp.165-182
• /
• 2001

In this paper, we describe a design and implementation of the Wireless Markup Language(WML) compiler to deploy wireless Internet services effectively. The WML compiler translates textual WML decks into binary ones in order to reduce the traffic on wireless links that have relatively low bandwidth to wireline links and mitigate the processing overhead of WML decks on, wireless terminals that have relatively low processing power to fixed workstations. In addition, it takes over the overhead of eXtensible Markup Language(XML) well-formedness and validation processes. The WML compiler consists of the lexical analyzer and parser modules. The granunar for the WML parser module is LALR(1) context-free grammar that is designed based on XML 1.0 and WML 1.2 DTD(Document Type Definition) with the consideration of the Wireless Application Protocol Binary XML grammar. The grammar description is converted into a C program to parse that grammar by using parser generator. Even though the tags in WML will be extended or WML DTD will be upgraded, this approach has the advantage of flexibility because the program is generated by modifying just the changed parts. We have verified the functionality of the WML compiler by using a WML decompiler in the public domain and by using the Nokia WAP Toolkit as a WAP client. To measurethe compressibility gain of the WML compiler, we have tested a large number of textual WML decks and obtained a maximum 85 %. As the effect of compression is reduced when the portion of general textual strings increases relative to one of the tags and attributes in a WML deck, an extended encoding method might be needed for specific applications such as compiling of the WML decks to which the Hyper Text Markup Language document is translated dynamically.

• Korean Journal of Cognitive Science
• /
• v.12 no.3
• /
• pp.1-18
• /
• 2001

The goal of this paper is the pedagogical application of a Korean Spell/Grammar Checker to the web-based language learning system for Korean writing. To maximize the efficient instruction of our learning system \\`Urimal Baeumteo\\` we have to improve our Korean Spell/Grammar Checker. Today the NLP system\\`s performance defends on its semantic processing capability. In our Korean Spell/Grammar Checker. the tasks accomplished in the semantic level are: the detection and correction of misused derived and compound nouns in a Korean spell-checking device and the detection and correction of syntactic and semantic errors in a Korean grammars-checking device. We describe a common approach to the partial parsing using collocation rules based on the dependency grammar. To provide more detailed semantic rules. we classified nouns according to their concepts. and subcategorized verbs referring to their syntactic and semantic features. Improving a Korean Spell/Gl-Grammar Checker makes our learning system active and intelligent in a web-based environment. We acknowledge the flaws in our system: the classification of nouns based on their meanings and concepts is a time consuming task. the analytic unit of this study is principally limited to the phrases in a sentence therefore the accurate parsing of embedded sentences remains a difficult problem to solve. Concerning the web-based language learning system. it is critically important to consider its interface design and structure of its contents.

• Proceedings of the Korean Society for Language and Information Conference
• /
• 1991.02a
• /
• pp.26-34
• /
• 1991

• Lingua Humanitatis
• /
• v.1 no.2
• /
• pp.123-139
• /
• 2001

In the history of linguistics in the world the scholars in India could be regarded as the representative linguists, who had provided the cornerstone of the academic development at linguistics. Without looking into the contents of Indian linguistic theories devised and developed in the past it would be almost impossible to account for the origin of descriptive linguistics and historical linguistics. These linguistics trends became full-fledged in 19 and 20 century and are still accepted by a lot of researchers in order to analyze newly revealed languages and train students only coming up the toddling level of linguistic studies. In this paper I will show how far the influence of Indian linguistics has colored the flow of linguistic growth historically. Especially through the analysis of Panini grammar I will prove the intimate relationship between the Indian linguistic theory and the generative grammar - it is the most active theory at present. The methods that Panini applied to constitute the rules like sutra include lots of information, that also could be discovered at the rules postulated in the generative grammar. One of the common features found at both linguistic theories is the simplicity of rule representation. At the generative grammar a rule has to be established without any redundancy. When certain number of sounds like p, b, m show the same phonological. change relevant to lips (labial in linguistic term) different rules need not to be given for each sound separately. It is better to find a way of putting the sounds together in a rule with grouping the 3 sounds with the shared phonetic feature 'labial'. In Panini grammar the form of a rule was decided based on the simplicity, too. For example, sutra 6.1.77 shows the phonological connection between the vowels i, u r 1 and the semi-vowels y, v, r, 1. However, it does not require to postulate 4 individual rules respectively. Instead a rule in which the vowels and the semi-vowels are involved is suggested, and linguistically the rule make it clear that the more simpler the rules will be the better they can reflect the efficiency of human language acquisition. Although the systems introduced at Panini grammar have some sense of distance from the language education itself we cannot deny the fact that the grammar formulates the a turning point of linguistic development. It is essential for us to think over the grammar from the view point of the modem linguistic theories to understand their root and trunk more thoroughly. It will also help us to predict in which way linguistic tendency will proceed to in future.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.9 no.4
• /
• pp.958-963
• /
• 2008

Korean language has different structural properties which are controlled by semantic constraints of verbs. Also, most of Korean sentences are complex sentences which consisted of main clause and embedded clause. Therefore it is difficult to describe appropriate syntactic grammar or constraint for the Korean language and the Korean parsing causes various syntactic ambiguities. In this paper, we suggest how to describe CFG-based grammar using sentence patterns as syntactic constraint and solve syntactic ambiguities. To solve this, we classified 44 sentence patterns including complex sentences which have subordinate clause in Korean sentences and used it to reduce syntactic ambiguity. However, it is difficult to solve every syntactic ambiguity using the information of sentence patterns. So, we used semantic markers with semantic constraint. Semantic markers can be used to solve ambiguity by auxiliary particle or comitative case particle.

• Journal of Korean language education
• /
• v.28 no.2
• /
• pp.209-233
• /
• 2017

The purpose of this study is to analyze the pragmatic functions of '-ketun(yo)' expressed in the discourse associating with the context of communication based on the actual conversations of Korean native speakers. As discourse is closely related to the context, contextual factors surrounding the discourse should be actively considered in order to reveal the function of grammar expressed in the discourse. Also, there is need to consider the grammatical functions in terms of the linguistic user which is the subject of interaction in the discourse. Based on this necessity, in this study, we analyzed the pragmatic functions of '-ketun(yo).' As a result, '-ketun(yo)-' had a great influence on the formation and expansion of the shared context in communication contexts. The shared context is expanded through generative mutual knowledge and priori mutual knowledge. As a result of the conversation analysis, '-ketun(yo)-' was used at a high frequency in the expansion of generative mutual knowledge formation. In addition, '-ketun(yo)-' appeared to have a discourse cohesion function that binds topics with other topics. In the case that '-ketun(yo)-' is formed through priori mutual knowledge, '-ketun(yo)-' could be used as a sign to lead the union of the speaker and the listener. This study has significance in that it examines the pragmatic functions of '-ketun(yo)-' in relation to the context of communication based on actual utterance.

• Journal of the Ergonomics Society of Korea
• /
• v.35 no.4
• /
• pp.293-305
• /
• 2016

Objective: This study aims to measure cognitive load levels by analyzing the EEG of Koreans and foreigners, when they read a Korean text with care selected by level from the grammar and vocabulary aspects, and compare the cognitive load levels through quantitative values. The study results can be utilized as basic data for more scientific approach, when Korean texts or books are developed, and an evaluation method is built, when the foreigners encounter them for learning or an assignment. Background: Based on 2014, the number of the foreign students studying in Korea was 84,801, and they increase annually. Most of them are from Asian region, and they come to Korea to enter a university or a graduate school in Korea. Because those foreign students aim to learn within Universities in Korea, they receive Korean education from their preparation for study in Korea. To enter a university in Korea, they must acquire grade 4 or higher level in the Test of Proficiency in Korean (TOPIK), or they need to complete a certain educational program at each university's affiliated language institution. In such a program, the learners of the Korean language receive Korean education based on texts, except speaking domain, and the comprehension of texts can determine their academic achievements in studying after they enter their desired schools (Jeon, 2004). However, many foreigners, who finish a language course for the short-term, and need to start university study, cannot properly catch up with university classes requiring expertise with the vocabulary and grammar levels learned during the language course. Therefore, reading education, centered on a strategy to understand university textbooks regarded as top level reading texts to the foreigners, is necessary (Kim and Shin, 2015). This study carried out an experiment from a perspective that quantitative data on the readers of the main player of reading education and teaching materials need to be secured to back up the need for reading education for university study learners, and scientifically approach educational design. Namely, this study grasped the difficulty level of reading through the measurement of cognitive loads indicated in the reading activity of each text by dividing the difficulty of a teaching material (book) into eight levels, and the main player of reading into Koreans and foreigners. Method: To identify cognitive loads indicated upon reading Korean texts with care by Koreans and foreigners, this study recruited 16 participants (eight Koreans and eight foreigners). The foreigners were limited to the language course students studying the intermediate level Korean course at university-affiliated language institutions within Seoul Metropolitan Area. To identify cognitive load, as they read a text by level selected from the Korean books (difficulty: eight levels) published by King Sejong Institute (Sejonghakdang.org), the EEG sensor was attached to the frontal love (Fz) and occipital lobe (Oz). After the experiment, this study carried out a questionnaire survey to measure subjective evaluation, and identified the comprehension and difficulty on grammar and words. To find out the effects on schema that may affect text comprehension, this study controlled the Korean texts, and measured EEG and subjective satisfaction. Results: To identify brain's cognitive load, beta band was extracted. As a result, interactions (Fz: p =0.48; Oz: p =0.00) were revealed according to Koreans and foreigners, and difficulty of the text. The cognitive loads of Koreans, the readers whose mother tongue is Korean, were lower in reading Korean texts than those of the foreigners, and the foreigners' cognitive loads became higher gradually according to the difficulty of the texts. From the text four, which is intermediate level in difficulty, remarkable differences started to appear in comparison of the Koreans and foreigners in the beginner's level text. In the subjective evaluation, interactions were revealed according to the Koreans and foreigners and text difficulty (p =0.00), and satisfaction was lower, as the difficulty of the text became higher. Conclusion: When there was background knowledge in reading, namely schema was formed, the comprehension and satisfaction of the texts were higher, although higher levels of vocabulary and grammar were included in the texts than those of the readers. In the case of a text in which the difficulty of grammar was felt high in the subjective evaluation, foreigners' cognitive loads were also high, which shows the result of the loads' going up higher in proportion to the increase of difficulty. This means that the grammar factor functions as a stress factor to the foreigners' reading comprehension. Application: This study quantitatively evaluated the cognitive loads of Koreans and foreigners through EEG, based on readers and the text difficulty, when they read Korean texts. The results of this study can be used for making Korean teaching materials or Korean education content and topic selection for foreigners. If research scope is expanded to reading process using an eye-tracker, the reading education program and evaluation method for foreigners can be developed on the basis of quantitative values.

• Language and Information
• /
• v.13 no.2
• /
• pp.29-45
• /
• 2009

Every language employs its own morphological and syntactic ways of expressing gradable concepts and making comparison between properties of two objects. Korean uses the adverb te 'more' and the post-position pota 'than' to express such relations objects, but displays quite different grammatical properties from a language like English. This paper shows how a constraint-based grammar, HPSG, can provide a robust basis for the grammatical analysis of Korean comparative constructions.

• Journal of English Language & Literature
• /
• v.55 no.1
• /
• pp.107-128
• /
• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.