• Journal of KIISE:Software and Applications
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• v.27 no.6
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• pp.678-689
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• 2000

This paper describes an automatic summarization approach that constructs a summary by extracting sentences that are likely to represent the main theme of a document. As a way of selecting summary sentences, the system uses a model that takes into account lexical and statistical information obtained from a document corpus. As such, the system consists of two parts: the training part and the summarization part. The former processes sentences that have been manually tagged for summary sentences and extracts necessary statistical information of various kinds, and the latter uses the information to calculate the likelihood that a given sentence is to be included in the summary. There are at least three unique aspects of this research. First of all, the system uses a text component identification model to categorize sentences into one of the text components. This allows us to eliminate parts of text that are not likely to contain summary sentences. Second, although our statistically-based model stems from an existing one developed for English texts, it applies the framework to individual features separately and computes the final score for each sentence by combining the pieces of evidence using the Dempster-Shafer combination rule. Third, not only were new features introduced but also all the features were tested for their effectiveness in the summarization framework.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.589-596
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• 2022

This study aims to investigate the effect of an educational gamification-based quiz on the recall of formulaic sequences (FS). The experiment involved 87 freshmen enrolled in general English classes at a university in Seoul. As material, EFL textbooks based on content from popular franchises, such as the Marvel Cinematic Universe, Twilight, and Harry Potter, were used. The experiment was carried out as follows: first, vocabulary learning, second, reading comprehension, and third, writing. The fourth activity proceeded differently in two groups. The experimental group used gamification-based quiz to practice FS, whereas the comparison group summarized the reading. FS was evaluated using meaning recall and form recall. Consequently, no difference was found between the groups on meaning recall tests of FS, but the experimental group had a significantly higher average score than the comparison group on the post-test on the form recall of FS.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.225-230
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• 2020

This paper highlights the influence and the importance of the syntactic-grammatical knowledge on "the reading machine", appeared in Jackendoff (1999). Due to the lack of the detailed testing and implementation in his research, this paper tests an extensive data array using a component of Google Translate, currently available freely and most widely on the internet. Although outdated, Jackendoff's paper, "Why can't Computers use English?", argues that syntactic-grammatical knowledge plays a key role in the outputs of computers and computer-based reading machines. The current research has implemented some testings of his thought-provoking examples, in order to find out whether Google Translate can handle the same problems after two decades or so. As a result, it is argued that in the field of NLP, I-language in the sense of Chomsky (1986, 1995 etc) is real and the syntactic, grammatical, and categorial knowledge is essential in the faculty of language. Therefore, it is reassured in this paper that when it comes to human language, even the most advanced "machine" is still no match for human faculty of language, the syntactic-grammatical knowledge.