• 한국컴퓨터정보학회논문지
• /
• 제24권11호
• /
• pp.41-49
• /
• 2019

본 연구는 비지도 기계학습 기술과 코퍼스의 각 단어를 이용하여 한국어 단어를 형태소 분석하는 언어 모델을 구축하는데 목적을 둔다. 그리고 이 언어 모델의 단어 형태소 분석의 결과와 언어 심리 실험결과에서 얻은 한국어 언어사용자의 단어 이해/판단 시간이 상관관계을 갖는지를 규명하고자 한다. 논문에서는 한국어 세종코퍼스를 언어 모델로 학습하여 형태소 분리 규칙을 통해 한국어 단어를 자동 분리하는데 발생하는 단어 정보량(즉, surprisal(놀라움) 정도)을 측정하여 실제 단어를 읽는데 걸리는 반응 시간과 상관이 있는지 분석하였다. 이를 위해 코퍼스에서 단어에 대한 형태 구조 정보를 파악하기 위해 Morfessor 알고리즘을 적용하여 단어의 하위 단위 분리와 관련한 문법/패턴을 추출하고 형태소를 분석하는 언어 모델이 예측하는 정보량과 반응 시간 사이의 상관관계를 알아보기 위하여 선형 혼합 회귀(linear mixed regression) 모형을 설계하였다. 제안된 비지도 기계학습의 언어 모델은 파생단어를 d-형태소로 분석해서 파생단어의 음절의 형태로 처리를 하였다. 파생단어를 처리하는 데 필요한 사람의 인지 노력의 양 즉, 판독 시간 효과가 실제로 형태소 분류하는 기계학습 모델에 의한 단어 처리/이해로부터 초래될 수 있는 놀라움과 상관함을 보여 주었다. 본 연구는 놀라움의 가설 즉, 놀라움 효과는 단어 읽기 또는 처리 인지 노력과 관련이 있다는 가설을 뒷받침함을 확인하였다.

• 대한음성학회:학술대회논문집
• /
• 대한음성학회 1996년도 10월 학술대회지
• /
• pp.289-293
• /
• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.

• 음성과학
• /
• 제14권1호
• /
• pp.63-72
• /
• 2007

In this study, the researchers evaluate the hypothesis that the reaction time (RT) in the brain is largely dependent on age and gender. The researchers tested English and Korean words using two types: reading as visual stimuli, and listening as auditory stimuli. The E-Prime program installed in functional magnetic resonance imaging (f-MRI) was used. There are 136 Korean subjects in three groups: 30 children (5th and 6th grade elementary school students), 76 young adults (college students), and 30 adults (35-53 years old). In the listening test, the variation for the two languages was different among the three age groups, regardless of gender, whereas the data did not show meaningful differences in the reading test. The findings will provide some meaningful information regarding perception and acquisition of a foreign language.

• 인지과학
• /
• 제29권4호
• /
• pp.243-263
• /
• 2018

본 연구에서는 단어 사이에 삽입된 공백이 중국어 모국어 화자와 한국인 학습자(초급, 중급, 고급)의 중국어 글 읽기에 어떠한 영향을 미치는지에 대해 안구운동 추적을 통하여 살펴보았다. 참가자들에게 단어 사이에 공백을 삽입한 '공백 삽입' 조건과 그렇지 않은 '공백 무삽입' 조건의 평이한 중국어 문장을 읽도록 요구했다. 실험 결과, 문장 수준 분석에서 공백 삽입 조건이 공백 무삽입 조건에 비해 길이가 더욱 길어졌음에도 불구하고 두 조건의 문장 고정 횟수는 차이를 보이지 않았으며, 문장 독해 시간과 평균 고정 시간은 오히려 공백 삽입 조건이 더욱 짧았다. 단어 수준 분석에서 참가자들의 독해 시간과 고정 횟수가 모두 공백 무삽입 조건에 비해 공백 삽입 조건에서 더욱 적게 나타났다. 또한, 참가자들의 중국어 수준이 낮을수록, 독해 시간과 고정 횟수에서 두 조건의 차이가 더 큰 것으로 나타났다. 본 실험의 결과는 공백이 단어 재인과 문장 처리에 긍정적인 영향을 미치며, 이러한 영향은 중국어 수준이 낮을수록 크게 작용한다는 것을 보여준다.

• 영어어문교육
• /
• 제15권2호
• /
• pp.185-207
• /
• 2009

This study investigated the extent of informational text genre appeared in English textbooks at grades six, seven, and nine. Employing content analysis to analyze the literary forms, the researcher identified genre in each reading selection of each English textbook and classified it into six categories - fiction, information, biography, poetry, play, or fantasy. Especially, informational genre was classified further into two subcategories - non-narrative and narrative - in order to investigate the extent of non-narrative informational text only. The text genre was examined by analyzing (a) the number of reading selections representing each genre and (b) the number of words in reading selections devoted to each genre. The most frequent type of genre at grade 6 and 7 was fiction with 94% and 71% respectively, whereas at grade 9 it was devoted to information (51%), followed by fiction (37%). The largest number of words was devoted to fiction with 96% at the sixth grade and 70% at the seventh grade; on the other hand, for grade 9, it was devoted to information (46%), followed by fiction (39%). Although there was variance across different publishers, the informational text genre gained more significance as the grade level increased. In particular, the percentage of reading selections and words devoted to the non-narrative or expository informational genre was overall 4% at grade 6, 17% at grade 7, and 44% at grade 9. The findings demonstrated the need to pay more attention to informational literacy especially in the early grades for the development of balanced genre knowledge.

• 대한음성학회:학술대회논문집
• /
• 대한음성학회 2004년도 춘계 학술대회 발표논문집
• /
• pp.245-249
• /
• 2004

The aim of this paper is to show the possibilities of the proficiency -based and integrated teaching of High School English reading and listening based on sense group and utterance restructuring. The proficiency -based and integrated listening and reading activities in stages are as follows. Step1, students fill in the blanks with strong or weak sounding words according to their abilities. Step2, speak along (track) based on restructuring and post-lexical phenomena while listening to the sentence. Step3, read and understand directly the passage, which have been marked the differentiated places where a native speaker of English would beat all likely to pause. Students need to listen to spoken English, so they recognize words in written and spoken form. They must be familiar with suprasegmental features, stress and rhythm, and post-lexical phenomena during reading activities.

• 영어어문교육
• /
• 제17권1호
• /
• pp.17-35
• /
• 2011

The purpose of this study was to explore the effect of an explicit word instruction for EFL beginning readers and their perception on the learning experience. Data were attained from 16 fourth graders who took English class as a development activity. Data include the results of pre- and post-test of high frequency sight word recognition, oral reading ability, students' survey responses, and teacher observation. The descriptive statistics were obtained for the result of the pre- and post-test. The findings from the student survey and teacher observation were also provided and interpreted to better understand the result of project and students' perception on the learning experience. The followings are the results of this study. The word recognition ability of the students was dramatically improved after the project. The students were satisfied with the overall learning experience perceiving it as helpful and fun learning. They expressed that the explicit word instruction helped their word recognition and reading ability. The results also supported that the confidence of students on their reading ability were heightened. Several suggestions are made for teachers and researchers on the word instruction for young EFL learners who are beginning readers.

• 한국조경학회지
• /
• 제27권1호
• /
• pp.54-63
• /
• 1999

The Landscape drawing is used as main media in landscape design process like the language in daily life for human. Designers input many intentions and meaningful words in design process through landscape drawing. The common purpose of landscape drawing is to represent reality effectively, even though it has variable visual forms and materiality. The representation in landscape drawing in metaphorical as well as visual and functional. But current tendency is inclined to use landscape drawing in a functional aspect for visual representation and the landscape drawing is utilized straight-forwardly rather than metaphorically for clear communication. Such recognition on landscape drawing results from the difficulty to accept the symbolic aspect of the drawing. The difficulty makes the utilization and the interpretation of landscape drawing stay at conventional level in following visible factors. For the sake of solving the difficulty this study considers landscape drawing as the text that contains readable objects and symbolic words. This study presents layer-methods for reading a landscape drawing as a text; situational and contextural reading, iconological reading and reading the subject of drawing.

• 한국콘텐츠학회논문지
• /
• 제18권1호
• /
• pp.314-326
• /
• 2018

본 연구의 목적은 14명의 읽기장애아동 부모를 대상으로 하이브리드 모바일 읽기 게임의 사용성에 대하여 평가한 것이다. 읽기 게임은 아동의 읽기 발달 과정에 따라 총 6단계(자모음 익숙해지기, 통글자 익히기, 자모음 결합하기, 단어 읽기, 음운 규칙, 읽기 자동화)로 구성되었다. 본 사용성 검사에서는, 부모들이 1단계부터 3단계의 읽기 게임 앱 내용을 경험해보고, 일반적인 디자인 설계 및 보편적 학습설계를 5점 평정척도로 평가하였다. 일반적인 디자인에 대한 사용성 검사 결과(총 18개 항목)를 살펴보면 상호작용 설계, 교수적 설계, 인터페이스 설계 순으로 높게 평가되었다. 보편적 학습설계 측면(총 9개 항목)의 검사 결과로는 다양한 방식의 표상을 제공, 다양한 방식의 행동과 표현수단을 제공, 다양한 방식의 학습 참여를 제공하는 것 순으로 사용성이 높게 평가되었다. 마지막으로 앱의 개선점, 현장에 제공하는 시사점, 미래연구를 위한 제언들이 논의되었다.

• 영어어문교육
• /
• 제18권2호
• /
• pp.1-20
• /
• 2012

This study aims to propose using English reading strategies to enhance Intercultural Communicative Competence (ICC) for EFL learners. The study recruited college-level participants who were enrolled in a general English reading course (N=30) and administrated the surveys with a Repeated Measures Design (RMD). In the survey, an intercultural sensitivity scale and metacognitive reading strategies inventory were conducted for comparison. During the instruction, participants were asked to use the R.I.D.E.R. (i.e. Read, Image, Describe, Evaluate, and Repeat) strategy for visualization of text, which is aimed at facilitating the use of metacognitive reading strategies. In the results, participants showed a statistically significant increase both in the intercultural sensitivity level and the use of metacognitive reading strategies after the practice of R.I.D.E.R for one semester. Further analysis was appended to the results by the correlation and regression analysis, and proposed that participants benefit their development of intercultural sensitivity from the use of metacognitive reading strategies. Therefore, the study suggests that implementing metacognitive reading strategies facilitates college EFL readers to increase their cultural sensitivity, which empowers ICC through English reading (176words).