• Phonetics and Speech Sciences
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• v.5 no.4
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• pp.121-128
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• 2013

In Korean, wh-question and indefinite yes-no questions have the same morphemic and syntactic structure. In speech, however, these two types of questions are distinguished by a prosodic difference. In this study, we examined if Chinese Korean leaners can distinguish between these two types of questions in production and if they can correctly perceive the different meaning of a question based on the prosodic information. For this purpose, we analysed two types of interrogative sentences produced by 5 native speakers and 15 Chinese Korean language leaners. The results show that the 5 Korean native speakers produce two types of questions by a salient prosodic difference, i.e., difference of prosodic structure, different pitch range of wh-phrase and indefinite phrase, and different boundary tone. However, for the 15 Chinese speakers, the two types of questions were not distinguished by the same prosodic features but in the perception analysis they were able to distinguish between the two types of questions easily.

• International Journal of Contents
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• v.2 no.1
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• pp.17-21
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• 2006

In this paper, we describe a concept-based question-answering system in which concept rather than keyword itself makes an important role on both question analysis and answer extraction. Our idea is that concepts occurred in same type of questions are similar, and if a question is analyzed according to those concepts then we can extract more accurate answer because we know the semantic role of each word or phrase in question. Concept frame is defined for each type of question, and it is composed of important concepts in that question type. Currently the number of question type is 79 including 34 types for person, 14 types for location, and so on. We experiment this concept-based approach about questions which require person s name as their answer. Experimental results show that our system has high accuracy in answer extraction. Also, this concept-based approach can be used in combination with conventional approaches.

• Speech Sciences
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• v.4 no.1
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• pp.35-46
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• 1998

In this paper production and perception data were examined to discover what acoustic features are used in distinguishing wh-questions and yes/no-questions. Production data show that the two question types are distinguished by different accentual phrasing, pitch ranges in wh-phrases, and initial lenis stop voicing of the first syllable in verb phrases. Perception data by synthetic intonation show that the two question types are distinguished by the width of pitch ranges between the first and the second syllable in wh-phrases. Initial lenis stop voicing of the first syllable in verb phrases produces a strong effect on the perceptual discrimination of the two question types.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.64-74
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• 2014

The purpose of this study was to analyze the types of questions of energy field in the elementary science textbooks and to know the preference types of questions of students by grade. To accomplish this study, the analyzing framework on the types of questions was made and ensured the validity. To know students' preference types of questions, a questionnaire was made and the survey was conducted to the students of D elementary school in B city. The results can be summarized as follows: First, of the questions in the elementary science textbooks, the types of limited question were the most frequent(56%) and the next was the type of relevant question(41.82%). In the type of limited question, the element of propositional type was the most frequent and in the type of relevant question, the element of applicable type was the most frequent. Second, from the result of analyzing students' preference types of questions by grade using questionnaire, we could find as follows. Most of the graders chose retrospective type of question as the easy types of questions. And 3, 4, 6th graders chose justificative type and 5th graders chose applicable type as the difficult ones. Third, as interesting type and want-to-select type, 3th graders students chose propositional type and 4, 5th graders chose retrospective type and 6th graders chose inferring type.

• Journal of the Korean Society for information Management
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• v.21 no.4 s.54
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• pp.251-263
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• 2004

For question-answering system, question analysis module finds the question points from user's natural language questions, classifies the question types, and extracts some useful information for answer. This paper proposes a question type classifying technique based on focus words extracted from questions and word semantic information, instead of complicated rules or huge knowledge resources. It also shows how to find the question type without focus words, and how useful the synonym or postfix information to enhance the performance of classifying module.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.57-70
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• 2012

We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.37-45
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• 2014

Korean wh-questions and yes-no questions have morphologically the same structure. In speech, however, two types of questions are distinguished by prosodic difference. In this study, we examined if Korean native speakers can distinguish wh-question and yes-no questions produced by Chinese Korean leaners based on the prosodic information contained in the sentences. For this purpose, we performed perception analysis, and 15 Korean native speakers participated in the perception test. The results show that two types of interrogative sentences produced by Chinese Korean leaners were not distinguished by constant pitch contours. These results reveal that Chinese Korean leaners cannot match prosodic meaning and prosodic form. The most saliant prosodic feature used perceptually by native speakers to discriminate two types of interrogative sentences is pitch difference between the F0 pick of wh-word and boundary tone.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1018-1027
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• 2004

The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.4
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• pp.401-417
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• 2015

Question taxonomy is one of main approaches to understand the questioner's information need so that we can assign relevant answerers to the question submitted by the user. The goal of this study is to investigate question taxonomy of question and answering services, which are available online and in libraries and understand the characteristics of question answering services by type. In order to achieve the goal, this study examines the types of questions appeared in literature, specifically focusing on social reference, question answering systems, and reference services, and then provides a summary of question taxonomy found in question answering services.