• Korean Journal of Cognitive Science
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• v.18 no.2
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• pp.91-112
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• 2007

Two experiments were conducted to examine psychological reality and incremental nature of thematic processing in Korean sentence comprehension. By using two different types of verbs (i.e., transitive and causative verbs), we manipulated necessity of the thematic reanalysis (i.e., consistent vs. inconsistent condition) in the coordinated sentence structures. In Experiment 1, there was no significant difference in the reading times of the verbs between the consistent and the inconsistent condition. However, there was significant differences in question answering times between the two conditions. In Experiment 2 in which we changed a noun phrase of the test sentences into inanimate one, we found significant thematic reanalysis effects in the reading times of the final verbs. Based on these results we discussed the theoretical importance and universality of the thematic processes.

• The KIPS Transactions:PartB
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• v.13B no.3 s.106
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• pp.345-352
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• 2006

The practical English-Korean machine translation system should be able to translate long sentences quickly and accurately. The intra-sentence segmentation method has been proposed and contributed to speeding up the syntactic analysis. This paper proposes the syntactic category prediction method using decision trees for getting accurate parsing results. In parsing with segmentation, the segment is separately parsed and combined to generate the sentence structure. The syntactic category prediction would facilitate to select more accurate analysis structures after the partial parsing. Thus, we could improve the parsing accuracy by the prediction. We construct features for predicting syntactic categories from the parsed corpus of Wall Street Journal and generate decision trees. In the experiments, we show the performance comparisons with the predictions by human-built rules, trigram probability and neural networks. Also, we present how much the category prediction would contribute to improving the translation quality.

• Speech Sciences
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• v.14 no.1
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• pp.21-35
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• 2007

This paper attempts to investigate phonetic substances of the stress patterns of English compounds and noun phrases, showing that the theoretically derived stress structures are not consistent with the accentual patterns in real utterances. Even though it has been long claimed that compounds have the stress pattern [1 3] and that noun phrases, [2 1] as in Chomsky & Halle (1968), their difference has not been yet explored empirically or phonetically. I present a phonetic experiment conducted to see if there is any difference along the tonal contours, mostly focusing on their pitch accent distribution. 36 different compounds and 36 different noun phrases included in carrier sentences were examined, and they were varied in position within a sentence. Results showed that various accentual patterns were produced, and among them, [H* X] predominantly occurs in all three positions in both compounds and noun phrases, whereas the patterns [X H*] and [X X] appear relatively more frequently in final position than in initial and medial position. Furthermore, the pattern [Ac + No], in which the preceding element is pitch-accented with no accent on the following one, is the major stress pattern in both compounds and noun phrases and in all three sentence positions. This suggests that there seems to be no difference in accentual patterns between compounds and noun phrases, which is not consistent with the hypothesis. The results are interpreted as saying that the preceding element alone tends to be prominent with no accent following it both in compounds and noun phrases, and that therefore, theoretically speculated phonological claims are not always phonetically supported.

• Proceedings of the Korean Society for Language and Information Conference
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• 1994.02a
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• pp.63-72
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• 1994

Dependency Grammar has been used by Iinguists as the basis of the syntactic components of their grammar formalisms. It has also been used in natural langauge parsing. In China, attempts have been made to use this grammar formalism to parse Chinese sentences using corpus based techniques. This paper reviews the properties of Dependency Grammar as embodied in four axioms for the well-formedness conditions for dependency structures. It is shown that allowing mul tiple governors as done by some followers of this formalism is unnecessary. The practice of augmenting Dependency Grammar with functional labels is discussed in the light of building functional structures when the sentence is parsed. This will also facilitate semantic interpretion.retion.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.224-228
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• 1996

This paper is intended as a study on how an utterance is divided into rhythmic units in Standard Korean with respect to its syntactic structure. With respect to the data in this study I used 150 sentences which contained similar number of words and various syntactic structures. Those sentences were read by 7 speakers of Seoul dialect in a conversation style. Each sentence was read twice in a normal speed and twice in a fast speed. As a total, 4200 sentences were recorded. Then listening to them, the author marked the sentences with two kinds of boundaries i.e. strong and weak. To explore the relationship between rhythmic units and syntactic structure I devised a framework of grammatical symbols. Each symbol is designed to have both syntactic and morphological information at the same time. So I assigned those grammatical symbols to the sentences. Having sentences marked with grammatical symbols on the one hand, and with the rhythmic boundaries on the other hand, 1 could show the relationship between rhythmic units and syntactic structure; which syntactic structures are likely to be pronounced as one rhythmic unit, and which are on the rhythmic boundaries.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.635-662
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• 2016

Combinatorics, the basis of probabilistic thinking, is an important area of mathematics and closely linked with other subjects such as informatics and STEAM areas. But combinatorics is one of the most difficult units in school mathematics for leaning and teaching. This study, using the designed combinatorial models and executable expression, aims to analyzes the eye movement of graduate students when they translate the written combinatorial problems to the corresponding executable expression, and examines not only the understanding process of the written combinatorial sentences but also the degree of difficulties depending on the combinatorial semantic structures. The result of the study shows that there are two types of solving process the participants take when they solve the problems : one is to choose the right executable expression by comparing the sentence and the executable expression frequently. The other approach is to find the corresponding executable expression after they derive the suitable mental model by translating the combinatorial sentence. We found the cognitive processing patterns of the participants how they pay attention to words and numbers related to the essential informations hidden in the sentence. Also we found that the student's eyes rest upon the essential combinatorial sentences and executable expressions longer and they perform the complicated cognitive handling process such as comparing the written sentence with executable expressions when they try the problems whose meaning structure is rarely used in the school mathematics. The data of eye movement provide meaningful information for analyzing the cognitive process related to the solving process of the participants.

• Journal of the Korea Society of Computer and Information
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• v.25 no.11
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• pp.27-40
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• 2020

In this paper, we investigate the correlation between the amount of English sentences that Korean English learners (L2ers) are exposed to and their sentence processing patterns by examining what Long Short-Term Memory (LSTM) language models (LMs) can learn about implicit syntactic relationship: that is, the filler-gap dependency. The filler-gap dependency refers to a relationship between a (wh-)filler, which is a wh-phrase like 'what' or 'who' overtly in clause-peripheral position, and its gap in clause-internal position, which is an invisible, empty syntactic position to be filled by the (wh-)filler for proper interpretation. Here to implement L2ers' English learning, we build LSTM LMs that in turn learn a subset of the known restrictions on the filler-gap dependency from English sentences in the L2 corpus that L2ers can potentially encounter in their English learning. Examining LSTM LMs' behaviors on controlled sentences designed with the filler-gap dependency, we show the characteristics of L2ers' sentence processing using the information-theoretic metric of surprisal that quantifies violations of the filler-gap dependency or wh-licensing interaction effects. Furthermore, comparing L2ers' LMs with native speakers' LM in light of processing the filler-gap dependency, we not only note that in their sentence processing both L2ers' LM and native speakers' LM can track abstract syntactic structures involved in the filler-gap dependency, but also show using linear mixed-effects regression models that there exist significant differences between them in processing such a dependency.

• English Language & Literature Teaching
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• no.1
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.21-44
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• 2012

This paper aims to discuss the effects of learning how to write English interrogative sentences. 122 students who participated in the study learned basic structural components of English questions and practiced writing questions by inversing the subject and the verb in a given declarative sentence. The participants were divided into two groups: Group 1 which was given a brief explanation of interrogative structures and practices, and Group 2 which was given the same explanation and practices in addition to an assignment for which they had to make one or two comprehension questions based on reading a passage. For the pre-tests and the post-tests, they took a TOEIC reading test with 40 questions and a structure test with 25 questions. The results of the tests show that both groups improved significantly in the two post-tests, benefiting from this learning method. However, the additional treatment for Group 2 did not seem to be highly effective. In the questionnaire survey, the participants think that the method of learning English questions has helped them better understand English grammar as well as interrogative structures. The participants were also divided into three different levels: high, intermediate, and low. The intermediate level group students benefited most from learning writing questions as the results of the post-test of the 25-questions test and the final exam of the course show.

• Journal of the Institute of Convergence Signal Processing
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• v.3 no.3
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• pp.1-5
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• 2002

In this paper, we present an improved grammatical structure of the finite state network(FSN) for constructing useful recognizer of practical Korean price sentences. The grammar constraints of Korean price sentences in the existing method are necessary to modify grammar constraint and grammatical structure for the recognition of practical Korean price sentences. The grammar constraints are improved in the third and the fourth grammar constraint of Korean price sentences for the practical point. In this paper, we improve the grammar constraints and make up for the weak point in the grammatical structure of the FSN[1]. Three kinds of experiments were performed to evaluate the improved grammatical structures; FSN0, FSN-1, FSN-2. As the recognition results for price sentences, the word recognition rates were 81.37%, 83.92%, and 85.49%, for FSN0, FSN-1, and FSN-2. Also, the sentence recognition rates were 35％, 45%, and 52％, respectively.