• Cross-Cultural Studies
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• v.28
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• pp.141-161
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• 2012

Abusive language used by college students reflects current social attitudes and values. Adopting a comparative and cross-cultural perspective, this study examines the frequency and perceived severity of abusive language in English and Mandarin Chinese. Because abusive language often includes sexual connotations, this paper employs a particular concentration on sexism. Gender differences in the use of abusive language illustrate a male bias across cultures.

• Cross-Cultural Studies
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• v.32
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• pp.167-179
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• 2013

This paper focuses on a sociologic approach, the theory of planned behavior (Ajzen 1991) and a sociolinguistic field, the language shift (Fishman 1991, Crystal 2000). It describes the theoretical background of language shift and briefly mentions the history of Hungarian language and Romanian language contacts. After presenting language use of the Hungarian minority students and explaining the theory of planned behavior, it turns to apply the theory of planned behavior to the language shift from the view of bilingual speaker(s). This paper wants to propose the application of the theory of planned behavior in language shift and open new perspective in bilingual research.

• Cross-Cultural Studies
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• v.24
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• pp.62-83
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• 2011

The totality of language learning comprises three integrated components: linguistic, cultural, and attitudinal (Wilkes, 1983).Positively sensitizing students to cultural phenomena is urgent and crucial. A positive attitude toward L2 culture is a factor in language learning that leads to cross cultural understanding. This research examined, through a survey analysis, how three groups of students (one high school group and two university student groups) viewed the role of their foreign culture (i.e., American and British cultures) in achieving cultural understanding. The focus was upon how EFL learners approach the target language culture as well as their own culture.

• Cross-Cultural Studies
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• v.24
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• pp.170-183
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• 2011

This study explored how a Chinese college student who previously had not reached a threshold level of Korean proficiency used L1 (Chinese) and L2 (English) as a tool to socialize into Korean (L3) culture of learning over the course of study. From a perspective of language socialization, this study examined the cross-linguistic influence of L1 and L2 on the L3 acquisition process by tracing an approach to language learning and practices taken by the Chinese student as a case study. Data were collected through three methods; interview protocols, various types of written texts, and observations. The results showed that the student used English as a means to negotiate difficulties and expertise by empowering her L2 exposure during the classroom practices. Her ways of using L2 in oral practices could be characterized as the 'Inverse U-shape' pattern, under which she increased L2 exposure at the early stage of the study and shifted the intermediate language to L3 at the later stage of the study. When it comes to the language use in written practices, the sequence of "L2-L1-L3" use gradually changed to the "L2-L3" sequence over time, signifying the importance of interaction between L2 and L3. However, the use of her native language (L1) in a Korean-speaking classroom was limited to a certain aspect of literacy practices (i.e., vocabulary learning or translation). This study argues for L2 communication channel in cross-cultural classrooms as a key factor to determine sustainable learning growth.

• Cross-Cultural Studies
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• v.20
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• pp.183-201
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• 2010

Based on case studies from Japan and South Korea, this review paper explores the hidden costs of English language learning (ELL). In a context where English has become a commodity and ELL a form of consumption, we focus on the personal and social costs of (a) studying abroad as a much-touted path to "native-like" proficiency and (b) sexualization of language teaching materials in order to reach new niche markets. The hidden costs of ELL are embedded in language ideologies which set English up as a magical means of self-transformation and, at the same time, an unattainable goal for most Japanese and Koreans. We end with the call to expose debilitating language ideologies in order to shed light on the hidden costs of ELL.

• Cross-Cultural Studies
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• v.20
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• pp.29-66
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• 2010

This paper is a qualitative study of the experiences of Korean heritage language learners (KHLLs) with literacy (reading and writing), particularly before they enter the college-level heritage language classroom. Previous research, both qualitative and quantitative, has addressed the overall language background of KHLLs, including oral and aural proficiency and writing and reading ability, as well as demographic information (such as when the student immigrated to the United States) in relation to language test scores. This study addresses KHLL experiences in the following six areas as they relate to student perceptions and attitudes toward their own heritage language literacy: language proficiency, motivation for learning, academic preparedness, cultural connectedness, emotional factors, and social factors. Fourteen undergraduate students at a university in the western United States participated in a convenience sample by responding to a 10-question survey. Trends in responses indicated that KHLLs entered the classroom with high integrational motivation and experienced great satisfaction with perceived progress in literacy, but students also expressed regret for having missed childhood learning experiences that would likely have resulted in higher proficiency. These experiences include informal and formal instruction in the home and formal instruction outside of the home.

• The Journal of the Acoustical Society of Korea
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• v.32 no.5
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• pp.438-445
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• 2013

In this paper, we propose an enhancement of Japanese acoustic model which is trained with Korean speech database by using several combination strategies. We describe the strategies for training more than two language combination, which are Cross-Language Transfer, Cross-Language Adaptation, and Data Pooling Approach. We simulated those strategies and found a proper method for our current Japanese database. Existing combination strategies are generally verified for under-resourced Language environments, but when the speech database is not fully under-resourced, those strategies have been confirmed inappropriate. We made tyied-list with only object-language on Data Pooling Approach training process. As the result, we found the ERR of the acoustic model to be 12.8 %.

• Journal of Software Assessment and Valuation
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• v.14 no.2
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• pp.35-44
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• 2018

Tools for detecting cross-language clones usually compare abstract-syntax-tree representations of source code, which lacks scalability. In order to compare large source code to a practical level, we need a similarity checking technique that works on a token level basis. In this paper, we define common tokens that represent all tokens commonly used in programming languages of different paradigms. Each source code of different language is then transformed into the list of common tokens that are compared. Experimental results using exEyes show that our proposed method using common tokens is effective in detecting cross-language clones.

• Journal of Information Processing Systems
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• v.18 no.4
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• pp.535-548
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• 2022

Using a rich resource language to classify sentiments in a language with few resources is a popular subject of research in natural language processing. Burmese is a low-resource language. In light of the scarcity of labeled training data for sentiment classification in Burmese, in this study, we propose a method of transfer learning for sentiment analysis of a language that uses the feature transfer technique on sentiments in English. This method generates a cross-language word-embedding representation of Burmese vocabulary to map Burmese text to the semantic space of English text. A model to classify sentiments in English is then pre-trained using a convolutional neural network and an attention mechanism, where the network shares the model for sentiment analysis of English. The parameters of the network layer are used to learn the cross-language features of the sentiments, which are then transferred to the model to classify sentiments in Burmese. Finally, the model was tuned using the labeled Burmese data. The results of the experiments show that the proposed method can significantly improve the classification of sentiments in Burmese compared to a model trained using only a Burmese corpus.

• Journal of the Korea Convergence Society
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• v.13 no.3
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• pp.77-89
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• 2022

It has been proven through many previous researches that the pretrained language model with a large corpus helps improve performance in various natural language processing tasks. However, there is a limit to building a large-capacity corpus for training in a language environment where resources are scarce. Using the Cross-lingual Post-Training (XPT) method, we analyze the method's efficiency in Korean, which is a low resource language. XPT selectively reuses the English pretrained language model parameters, which is a high resource and uses an adaptation layer to learn the relationship between the two languages. This confirmed that only a small amount of the target language dataset in the relationship extraction shows better performance than the target pretrained language model. In addition, we analyze the characteristics of each model on the Korean language model and the Korean multilingual model disclosed by domestic and foreign researchers and companies.