• Journal of Broadcast Engineering
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• v.24 no.1
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• pp.48-57
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• 2019

The purpose of this study is to understand the intention of the inquirer from the single text type question in Goal-oriented dialogue. Goal-Oriented Dialogue system means a dialogue system that satisfies the user's specific needs via text or voice. The intention analysis process is a step of analysing the user's intention of inquiry prior to the answer generation, and has a great influence on the performance of the entire Goal-Oriented Dialogue system. The proposed model was used for a daily chemical products domain and Korean text data related to the domain was used. The analysis is divided into a speech-act which means independent on a specific field concept-sequence and which means depend on a specific field. We propose a classification method using the word embedding model and the CNN as a method for analyzing speech-act and concept-sequence. The semantic information of the word is abstracted through the word embedding model, and concept-sequence and speech-act classification are performed through the CNN based on the semantic information of the abstract word.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.