• 영어어문교육
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• 제12권1호
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• pp.221-238
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• 2006

This study investigates the reliability of plagiarism measurement in the ESL essay writing context. The current study aims to address the answers to the following research questions: 1) How does plagiarism measurement affect test reliability in a psychometric view? and 2) how do raters conceive the plagiarism in their analytic scoring? This study uses the mixed-methodology that crosses quantitative-qualitative techniques. Thirty eight international students took an ESL placement writing test offered by the University of Illinois. Two native expert raters rated students' essays in terms of 5 analytic features (organization, content, language use, source use, plagiarism) and made a holistic score using a scoring benchmark. For research question 1, the current study, using G-theory and Multi-facet Rasch model, found that plagiarism measurement threatened test reliability. For research question 2, two native raters and one non-native rater in their email correspondences responded that plagiarism was not a valid analytic area to be measured in a large-scale writing test. They viewed the plagiarism as a difficult measurement are. In conclusion, this study proposes that a systematic training program for avoiding plagiarism should be given to students. In addition, this study suggested that plagiarism is measured reliably in the small-scale classroom test.

• 정보교육학회논문지
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• 제15권1호
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• pp.85-91
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• 2011

정보교육에서 프로그래밍 교육은 프로그래밍 언어를 이용하여 알고리즘 고안과 문제 해결을 수행하는데 그 의미가 있다. 그러나 프로그래밍 언어 도구 자체를 익히고 사용하는 것이 선행되어야 하기에 초등학생들은 프로그래밍 언어 도구를 익히는 과정을 거치면서 그 흥미가 점점 감소되고 있는 실정이다. 이에 본 연구에서는 초등학생들이 프로그래밍을 Drag & Drop 방식으로 쉽게 사용할 수 있고 결과물을 프로그래밍 중에 즉시 확인할 수 있는 교육용 프로그래밍 언어(EPL)를 이용하여 12주 동안 매주 1시간씩 교육하기 위한 학습 내용을 구성하고 이를 적용하였다. 적용 결과, EPL은 초등학생들의 프로그래밍 교육에 대한 흥미를 유발 및 유지할 수 있고, 창의력과 논리력 신장에도 긍정적인 영향을 줄 수 있는 것으로 나타났다.

• ETRI Journal
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• 제35권1호
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• pp.89-99
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• 2013

The problem of the sentence-based pronunciation evaluation task is defined in the context of subjective criteria. Three subjective criteria (that is, the minimum subjective word score, the mean subjective word score, and first impression) are proposed and modeled with the combination of word-based assessment. Then, the subjective criteria are approximated with objective sentence pronunciation scores obtained with the combination of word-based metrics. No a priori studies of common mistakes are required, and class-based language models are used to incorporate incorrect and correct pronunciations. Incorrect pronunciations are automatically incorporated by making use of a competitive lexicon and the phonetic rules of students' mother and target languages. This procedure is applicable to any second language learning context, and subjective-objective sentence score correlations greater than or equal to 0.5 can be achieved when the proposed sentence-based pronunciation criteria are approximated with combinations of word-based scores. Finally, the subjective-objective sentence score correlations reported here are very comparable with those published elsewhere resulting from methods that require a priori studies of pronunciation errors.

• 말소리와 음성과학
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• 제7권4호
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• pp.111-121
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• 2015

The present study examines the auditory boundary between Korean /o/ and /u/ on a synthesized vowel continuum by Chinese learners of Korean language. Preceding researches reported that the Chinese learners have difficulty pronouncing Korean monophthongs /o/ and /u/. In this experiment, a nine-step continuum was resynthesized using Praat from a vowel token from a recording of a male announcer who produced it in isolated form. F1 and F2 were synchronously shifted in equal steps in qtone (quarter tone), while F3 and F4 values were held constant for the entire stimuli. A forced choice identification task was performed by the advanced learners who speak Mandarin Chinese as their native language. Their experiment data were compared to a Korean native group. ROC (Receiver Operating Characteristic) analysis and logistic regression were performed to estimate the perceptual boundary. The result indicated the learner group has a different auditory criterion on the continuum from the Korean native group. This suggests that more importance should be placed on hearing and listening training in order to acquire the phoneme categories of the two vowels.

• 영어어문교육
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• 제3호
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• pp.231-248
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• 1997

With the trend of globalization more people are absorbing in the English learning programs. Not a few attend even the English-Korean translation training course to be semi-professional translators, but we English teachers have already experienced that it is not so easy to translate any language into another, and that it is far more difficult to translate poetry. Much time has been devoted to investigating the problems of translating poetry than any other mode. Poetry translation theory is concerned with the problem of faithfulness to the original poetry. To be a good translator we must fully understand the sound and sense of the original work. But when in translating English poetry into Korean we feel keenly our limits of understanding the sound and style of English poetry, and of expressing them into Korean. Even our sense-oriented translation is far from satisfactory. We often make quite a few mistranslation. Another immediate problem is that of alternation between word-for-word translation and free translation method, but first of all, we should have a perfect knowledge and understanding in English, and a good command of our mother tongue. We should also have a sound interpretation ability because poetry translation is based on the interpretation of the original, and on the shaping of that interpretation. Some doubts have been raised over the feasibility of poetry translation. They say it is not possible to combine in another language the emotion, the form, the style, the musical devices of English poetry. Yet the art of translation has been practiced everywhere in the world. Through this art we can share our experience and culture with foreigners and theirs with us.

• 인터넷정보학회논문지
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• 제5권6호
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• pp.121-128
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• 2004

본 논문에서는 전자 펜을 사용하여 필기한 문자열의 품질을 평가할 수 있는 시스템을 제안한다. 이 시스템의 구현을 위하여, 본 논문에서는 참조자료를 획득하는 방법, 전역특징과 지역특징을 통하여 필기 문자열의 품질을 평가하는 방법에 관하여 기술한다. 또한, 전역특징을 사용함에 있어서의 선택적 인식 방법과 지역특징을 사용함에 있어서는 획순을 진단하는 방법에 관해서도 설명한다. 제안하는 시스템은 입력어와 참조어가 다른 경우도 필기문자열의 품질을 평가할 수 있는 특성도 있다. 따라서 제안하는 시스템은 글체교정 뿐 아니라 어휘력 및 문장력을 향상할 수 있는 언어훈련을 동시에 수행할 수 있어 그 기대효과가 매우 클 것으로 고려된다.

• 지능정보연구
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• 제28권3호
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• pp.45-55
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• 2022

최근 자연어 처리 분야에서 대규모 사전학습 언어모델(Large-scale pretrained language model, LPLM)이 발전함에 따라 이를 미세조정(Fine-tuning)한 의도 분류 모델의 성능도 개선되었다. 하지만 실시간 응답을 요하는 대화 시스템에서 대규모 모델을 미세조정하는 방법은 많은 운영 비용을 필요로 한다. 이를 해결하기 위해 본 연구는 저성능 자원에서도 멀티에이전트 운영이 가능한 의도 분류 모델 경량화 방법을 제안한다. 제안 방법은 경량화된 문장 인코더를 학습하는 과제 독립적(Task-agnostic) 단계와 경량화된 문장 인코더에 어답터(Adapter)를 부착하여 의도 분류 모델을 학습하는 과제 특화적(Task-specific) 단계로 구성된다. 다양한 도메인의 의도 분류 데이터셋으로 진행한 실험을 통해 제안 방법의 효과성을 입증하였다.

• Journal of Information Processing Systems
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• 제18권5호
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• pp.650-664
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• 2022

Mobile applications can be easily downloaded and installed via markets. However, malware and malicious applications containing unwanted advertisements exist in these application markets. Therefore, smartphone users install applications with reference to the application review to avoid such malicious applications. An application review typically comprises contents for evaluation; however, a false review with a specific purpose can be included. Such false reviews are known as fake reviews, and they can be generated using artificial intelligence (AI)-based text-generating models. Recently, AI-based text-generating models have been developed rapidly and demonstrate high-quality generated texts. Herein, we analyze the features of fake reviews generated from Generative Pre-Training-2 (GPT-2), an AI-based text-generating model and create a model to detect those fake reviews. First, we collect a real human-written application review from Kaggle. Subsequently, we identify features of the fake review using natural language processing and statistical analysis. Next, we generate fake review detection models using five types of machine-learning models trained using identified features. In terms of the performances of the fake review detection models, we achieved average F1-scores of 0.738, 0.723, and 0.730 for the fake review, real review, and overall classifications, respectively.

• ETRI Journal
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• 제45권1호
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• pp.18-27
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• 2023

We present an English-Korean speech translation corpus, named EnKoST-C. End-to-end model training for speech translation tasks often suffers from a lack of parallel data, such as speech data in the source language and equivalent text data in the target language. Most available public speech translation corpora were developed for European languages, and there is currently no public corpus for English-Korean end-to-end speech translation. Thus, we created an EnKoST-C centered on TED Talks. In this process, we enhance the sentence alignment approach using the subtitle time information and bilingual sentence embedding information. As a result, we built a 559-h English-Korean speech translation corpus. The proposed sentence alignment approach showed excellent performance of 0.96 f-measure score. We also show the baseline performance of an English-Korean speech translation model trained with EnKoST-C. The EnKoST-C is freely available on a Korean government open data hub site.

• International Journal of Computer Science & Network Security
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• 제23권6호
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• pp.162-168
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• 2023

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.