• Korean Journal of Logic
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• v.21 no.1
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• pp.39-57
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• 2018

This paper deals with non-algebraic Kripke-style semantics, i.e, set-theoretical Kripke-style semantics, for weakening-free non-commutative fuzzy logics. We first recall an extension of the pseudo-uninorm based fuzzy logic HpsUL, $CnHpsUL^*$. We next introduce set-theoretical Kripke-style semantics for it.

• Korean Journal of Logic
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• v.17 no.3
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• pp.441-461
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• 2014

This paper deals with one sort of Kripke-style semantics for three-valued paraconsistent logic: algebraic Kripke-style semantics. We first introduce two three-valued systems, define their corresponding algebraic structures, and give algebraic completeness results for them. Next, we introduce algebraic Kripke-style semantics for them, and then connect them with algebraic semantics.

• Korean Journal of Logic
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• v.21 no.2
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• pp.155-174
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• 2018

This paper deals with Kripke-style semantics, which will be called algebraic Kripke-style semantics, for weakly associative fuzzy logics. First, we recall algebraic semantics for weakly associative logics. W next introduce algebraic Kripke-style semantics, and also connect them with algebraic semantics.

• Korean Journal of Logic
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• v.22 no.2
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• pp.291-307
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• 2019

This paper deals with set-theoretic Kripke-style semantics for FR, a fuzzy version of R of Relevance. For this, first, we introduce the system FR and its corresponding Kripke-style semantics. Next, we provide set-theoretic completeness results for it.

• Korean Journal of Logic
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• v.22 no.1
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• pp.25-42
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• 2019

This paper deals with Kripke-style semantics, which will be called set-theoretic Kripke-style semantics, for weakly associative substructural fuzzy logics. We first recall three weakly associative substructural fuzzy logic systems and then introduce their corresponding Kripke-style semantics. Next, we provide set-theoretic completeness results for them.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.528-537
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• 2021

This thesis aims to analyze the possibility of the self-representation style of Korean post-documentaries in the 2000s and analyze the possibilities of the visual writing. First of all, this study examined the theoretical background of the documentary, and derived the theoretical concepts from the poetic style and the performance style presented by Bill Nichols, and divided the strategies of self-representation in the post documentary into three categories. The three strategies of self-representation were to discuss the possibility of self-representation through the analysis of works through self-representation as self-emotion, self-representation as body, and self-visual representation. In the process of this discussion, I will examine how self-representation style deconstructs the existing visual system consisting of the system of the power and functions as a alternative visual writing that can appear various women and minorities.

• Proceedings of the Korean Society for Information Management Conference
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• 2001.08a
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• pp.189-192
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• 2001

모아쓰기식 어휘사전은 풀어쓰기에 비해 용언어간의 크기가 늘어나고 용언어미도 많이 증대된다. 본 논문에서는 초등학생을 위한 홈페이지에서 사용되는 어휘가 상대적으로 적기 때문에 용언어간과 어미, 명사와 조사를 조화시켜 간단한 모아쓰기식 기계사전을 제시하였다.

• Journal of Korea Multimedia Society
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• v.23 no.5
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• pp.700-709
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• 2020

With the development of virtual reality (VR)-related technology and the advent of the 5G era, VR-based streaming games or content have been developed and transmitted at high speed. Although VR technology is also being applied in education, health care, manufacturing, and production fields, its main application is for entertainment. VR technology has been developed based on hardware and various contents have been developed accordingly; however, the number of VR content with high entertainment value is insufficient, and there are primarily hands-on contents. In this paper, we propose a method for developing an writing tool that can enhance the productivity in the development and editing of VR content and create VR contents based on a timeline by reflecting the storytelling rather than by a simple empirical type to solve the bias in content style. The proposed VR content writing tool is expected to increase the productivity in VR content development and contribute to the creation of various styles of content. Its implementation can enable developers to create specific stories in a timeline and support several animation effects.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.271-285
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• 2005

An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.61-85
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• 2006

The purpose of the present study is to compare Korean EFL learners' speech corpus (i.e. oral productions) with their composition corpus (i.e. written productions). Four college students participated in the study. The composition corpus was collected through a writing assignment, and the speech corpus was gathered by audio-taping their oral presentations. The results of the data analysis indicate that (i) As for error frequency, young adult low-intermediate Korean EFL learners showed high frequency in determiners (mostly, indefinite articles), vocabulary (mostly, semantic errors), and prepositions. The frequency order did not show much difference between the speech corpus and the composition corpus; and (ii) When comparing the oral productions with the written productions, there were not many differences between them in terms of the contents, a style (i.e., colloquial vs. literary), vocabulary selection, and error types and frequency. Therefore, it is assumed that the proficiency in oral presentation of EFL learners at this learning stage heavily depends on how much/how well they are able to write. In other words, EFL learners' writing and speaking skills are closely co-related. It implies that the teacher does not need to separate teaching how to speak from teaching how to write. The teacher may use the same methods or strategies to help the learners improve their English speaking and writing skills. Furthermore, it will be more effective to teach writing before speaking since they have more opportunities to write than speak in the EFL contexts.