• Language and Information
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• v.5 no.2
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• pp.1-8
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• 2001

Natural language string sets are known to require a grammar with a generative capacity slightly beyond that of Context Free Grammars. Proofs regarding complexity of natural language have involved particular properties of languages like English, Swiss German and Bambara. While it is not very difficult to prove that Korean is more complex than the simplest of the many infinite sets, no proof has been given of this in the literature. I identify two types of center embedding in Korean and use them in proving that Korean is not a regular set, i.e. that no FSA's can recognize its string set. The regular language i salam i (i salam ul$)^j$ michi (key ha)^k$ essta is intersected with Korean, to give {i salam i (i salam ul$)^j$ michi (key ha$)^k$ essta i $$\mid$$ j, k $\geq$ 0 and j $\leq$ k}. This latter language is proved to be nonregular. As the class of regular sets is closed under intersection, Korean cannot be regular.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)

• English Language & Literature Teaching
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• v.9 no.1
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• pp.49-66
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• 2003

This paper explores the language acquisition mechanism within a recent theoretical nativist framework that assumes some computational principles. We will review previous accounts of the logical problem of language acquisition, arguing that language acquisition is part of general cognitive mechanism or at least associated with maturation of cognitive skills. For a theoretical framework, we will adopt the minimalist program and its principles. To support our theoretical argument, we will introduce empirical evidence from ESL (English as a Second Language) and SLI (Specific Language Impairment) data. The two types of data will illustrate that there might be some relationship between the development of language skills and that of the cognitive skills.

• Journal of the Korean Society for information Management
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• v.40 no.2
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• pp.115-135
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• 2023

The purpose of this study is to assess the effectiveness of using deep learning language models to extract references automatically and create a reference database for research reports in an efficient manner. Unlike academic journals, research reports present difficulties in automatically extracting references due to variations in formatting across institutions. In this study, we addressed this issue by introducing the task of separating references from non-reference phrases, in addition to the commonly used metadata extraction task for reference extraction. The study employed datasets that included various types of references, such as those from research reports of a particular institution, academic journals, and a combination of academic journal references and non-reference texts. Two deep learning language models, namely RoBERTa+CRF and ChatGPT, were compared to evaluate their performance in automatic extraction. They were used to extract metadata, categorize data types, and separate original text. The research findings showed that the deep learning language models were highly effective, achieving maximum F1-scores of 95.41% for metadata extraction and 98.91% for categorization of data types and separation of the original text. These results provide valuable insights into the use of deep learning language models and different types of datasets for constructing reference databases for research reports including both reference and non-reference texts.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.1-16
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• 2007

The purpose of this study was to analyze the effects of storytelling and discussion types on the language development of young children. 32 treatment sessions were applied to the two experimental groups and the control group(N=151) during 16 weeks. One experimental group children discussed among themselves while the other experimental group children did with teacher. The control group children listened to storytelling by their teacher. Findings are as followings. Children of two experimental groups discussing on storytelling gained higher scores in vocabulary test and reading test than those of control group. The first experimental group discussing about storytelling with teacher gained higher scores in comprehension test than the second experimental group debating among themselves. But, there was no statistically significant difference on vocabulary and reading tests between two experimental groups. It was statistically significant difference on meaning test between two experimental groups.

• Annual Conference on Human and Language Technology
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• 2008.10a
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• pp.48-52
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• 2008

The expression KES, one of the most commonly used words in the Korean language, has various usages. This expression is also used to express English-like cleft constructions. It appears to provide at two different types of cleft constructions: predicational and identificational. The paper tries to provide a constraint-based analysis of these two types of Korean cleft constructions and tries to implement the analysis in the LKB system to check its feasibility. In particular, the paper shows how a typed feature structure grammar, couched upon HPSG, can provide a robust basis for parsing Korean cleft constructions.

• Annual Conference on Human and Language Technology
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• 1993.10a
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• pp.241-247
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• 1993

이 연구에서는 지식 유형, 텍스트 유형 및 언어 산출 양식이 언어 산출 과정에 미치는 효과를 알아보았다. 본 연구에서는 산출할 말글에 대한 1) 사전정보를 대형(거시적) 의미구조, 소형(미시적) 의미구조, 관련 단어들의 모음의 세 지식 유령에 의해 조작하고, 2) 산출할 말글 유형을 이야기 말글과 논술 말글의 두 유형으로 변화하고, 3) 언어 산출 양식을 말하기, 펜으로 쓰기, 컴퓨터로 쓰기의 세 양식으로 변화하였을 때에, 언어 산출 과정에 어떠한 처리 부담이 가하여지는가를 3개의 실험을 통하여 연구하였다.

• Speech Sciences
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• v.7 no.3
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• pp.263-272
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• 2000

The purpose of this study was to compare receptive language performance and expressive language performance in 13 patients with aphasia by using three stimulus presentation modes: Stimulus mode I (picture), Stimulus mode II (written word), Stimulus m (question using verbal explanation). The stimulus consisted of 10 words. They included 5 functional words and 5 non-functional words. The 13 subjects with aphasia were divided into 2 aphasic types: 5 Broca's aphasics and 8 anomie aphasics. The results were as follows: Firstly, the three stimulus modes didn't affect receptive language performance of aphasia subjects. Secondly; the three stimulus modes were effective on expressive language performance of aphasia subjects. Particularly, stimulus mode II (written words) was effective in naming the aphasia subjects. Thirdly, the functional words with high frequency were better than non-functional words with low frequency on expressive language performance, but not on receptive language performance of aphasia subjects. Finally, the interaction between three stimulus modes and the functional (nonfunctional) words affected expressive language performance only, but not receptive language performance. Particularly, presenting stimulus in written words which are functional words produced the best expressive language performance.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.121-143
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• 2017

The objective of this study is to find out the relation between infant teacher attachment or infant gesture and infant language development. The study was conducted with infants aged between 18 and 24 months and their 84 teachers of 63 home day care centers and infant day care centers in J city, Jeollabukdo. The results of the study are as follows. First, there was positive correlation between infant teacher attachment and infant language development. Looking at the types of infant teacher attachment showed that positive emotion, contact-seeking, self-sacrifice genialities, approach-seeking, solidarity, and expectation had positive correlation with receptive and expressive language, protection had positive correlation with receptive language, and only indifference had negative correlation with receptive language. Second, of sub-factors of infant gesture, directive gesture had negative correlation with receptive language, and customary and representational gesture had positive correlation with expressive language. Third, according to the results of the study of the effects of infant teacher attachment and infant gesture on infant language development, contact-seeking had the largest effect. Looking at the types of infant language development showed that contact-seeking had the largest effect on receptive language, and solidarity had the largest effect on expressive language. The results of the study showed that infant teacher attachment had larger effects on infant language development than infant gesture. It is expected to be used as useful materials to improve communicative abilities of infant teachers interacting with infants for infant language development.

• Korean Linguistics
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• v.63
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• pp.103-132
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• 2014

This study compares various speech rates of Korean learners with those of native Korean. Speech data were collected from 34 native Koreans and 33 Korean learners (19 Chinese and 14 Japanese). Each participant recorded a 9 syllabled Korean sentence at three different speech rate types. A total of 603 speech samples were analyzed by speech rate types (normal, slow, and fast), native languages (Korean, Chinese, Japanese), and learners' proficiency levels (beginner, intermediate, and advanced). We found that learners' L1 background plays a role in categorizing different speech rates in the L2 (Korean), and also that the leaners' proficiency correlates with the increase of speaking rate regardless of speech rate categories. More importantly, faster speech rate values found in the advanced level of learners do not necessarily match to the native speakers' speech rate categories. This means that learning speech rate categories can be more complex than we think of proficiency or fluency. That is, speech rate categories may not be acquired automatically during the course of second language learning, and implicit or explicit exposures to various rate types are necessary for second language learners to acquire a high level of communicative skills including speech rate variation. This paper discusses several pedagogical implications in terms of teaching pronunciation to second language learners.