• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.295-299
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• 2022

자원이 부족한 언어 환경에서 사전학습 언어모델 학습을 위한 대용량의 코퍼스를 구축하는데는 한계가 존재한다. 본 논문은 이러한 한계를 극복할 수 있는 Cross-lingual Post-Training (XPT) 방법론을 적용하여 비교적 자원이 부족한 한국어에서 해당 방법론의 효율성을 분석한다. 적은 양의 한국어 코퍼스인 400K와 4M만을 사용하여 다양한 한국어 사전학습 모델 (KLUE-BERT, KLUE-RoBERTa, Albert-kor)과 mBERT와 전반적인 성능 비교 및 분석 연구를 진행한다. 한국어의 대표적인 벤치마크 데이터셋인 KLUE 벤치마크를 사용하여 한국어 하위태스크에 대한 성능평가를 진행하며, 총 7가지의 태스크 중에서 5가지의 태스크에서 XPT-4M 모델이 기존 한국어 언어모델과의 비교에서 가장 우수한 혹은 두번째로 우수한 성능을 보인다. 이를 통해 XPT가 훨씬 더 많은 데이터로 훈련된 한국어 언어모델과 유사한 성능을 보일 뿐 아니라 학습과정이 매우 효율적임을 보인다.

• Journal of Distribution Science
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• v.3 no.2
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• pp.121-142
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• 2005

We're living in a world of one global village. The globalization of business is acceleration as more companies cross national borders to find customers, materials and money. Many foreign companies and organizations are doing their business aggressively in Korea and many Korean companies and rushing into foreign market. When people communicate for business with someone from another culture, there could be difficult communication barriers to overcome resulting from differences in their values, beliefs, norms for behavior, expectations, attitudes and so on. To do successfully business, we need to understand culture background and communication style that is different from nation, race, language. Communication barriers stemming from cultural differences may vary. Largely, they can be divided into value system, non-verbal communication, and perception process. Value system can be divided into individualism versus group orientation, avoidance of uncertainty degree, power distance, and high- context culture versus low-context culture. Also non-verbal communication method and perception process may play decisive roles in communication effectiveness. Especially nonverbal communication barriers which sometimes play more important roles than the verbal parts are composed of eye contact, gesture, kinesics, proxemics, chronemics, paralanguage and language of color Cross-cultural communication affect business situation. I expect that if we understand cultural background, and then we overcome cross-cultural communication barriers. To overcome and to adapt inter-cultural business, we need to develope curriculum on the cross-cultural education which I will study in the next paper.

• Cross-Cultural Studies
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• v.51
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• pp.213-233
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• 2018

Representing the future of language is a very difficult but important issue, because it signifies a world of language different from the present; at the same time it secures the identity of the present language between the future changed language and the present one. This paper examines the linguistic world of dystopia, focusing on the "Fuji-no-shima" and "Gentoshi" of Yoko Tawada. First of all, "Fuji-no-shima" shows that, for Yoko Tawada, who was crossing the border between German and Japanese as a bilingual writer, the accidental Fukushima nuclear power generation in 2011 was accepted as the destruction of verbal order between signifiant and $signifi{\acute{e}}$, due to physical changes caused by radiation leaks. "Gentoshi" tells that human ties can be maintained through language activities that can capture multiple meanings, even in a world where traditional language order is destroyed through a policy of seclusion. From the above discussion, the novel Distopia, can actually be called Utopia as long as humans rely on the power of various languages to sustain it.

• Cross-Cultural Studies
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• v.38
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• pp.7-28
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• 2015

This article considers Chunhyanjeon written in Japanese by Jang Hyukju in 1938. His Chunhyangjeon was presented from among the collusion and crack of 'things Japanese' and 'things Chosun' discussed in Japanese literary world in the 1930's. This article analyzed the writing method and the meaning of the text. Jang Hyukju(張赫宙, 1905~1997) became known to Japanese literary world by the second grade nomination of the prize contest of the magazine Kaizo in 1932. Since then, he worked actively in the Japanese literary world by writing novels in Japanese and introducing the literature of Chosun. Thanks to his activity, the literature of Chosun drew attraction from the Japanese, which can be called 'boom'. Jang Hyukju was in the middle of this boom. So, his text presented the collusion and crack of empire and colony. We can make sure this issue from his play Chunhyangjeon. When he presented Chunhyangjeon, Jang Hyukju mentioned his purpose of writing. He intended to write modern play in new literary style. Chunhyangjeon was surely the material of things traditional Chosun, which was corresponded to the demand of Japanese literary world. Through the story of Chunhyangjeon, however, he formed the modern text style. He wrote in standard Japanese language, and described things from the perspective style which is often used in modern novel. And he renewed the character characteristically and arranged the structure of the play. His writing style showed clear distinction in the comparison to Chunhyangjeon written by You Chijin which was presented in Korean language 2 years earlier than Jang Hyukuju's. The text Chunhyangjeon written in Japanese by Jang Hyukju reflected specificity as a district of Japan. But on the other hand, a new literary method of modern realism was tried. Chunhyangjeon written by Jang Hyukju shows the cross penetration of empire and colony. And in his Japanese-language literature, the literature of Chosun is coexisting and playing variation.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.177-194
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• 2011

This study examines the use of discourse markers in cross-cultural communication between EFL learners in an e-learning environment. The study analyzes the use of discourse markers in a corpus of an interactive web with a bulletin board system through which college students of English at Japanese and Korean universities interacted with each other discussing the topics of local and global issues. It compares the use of discourse markers in the learners' corpus to that of a native English speakers' corpus. The results indicate that discourse markers are useful interactional devices to structure and organize discourse. EFL learners are found to display more frequent use of referentially and cognitively functional discourse markers and a relatively rare use of other markers. Native speakers are found to use a wider variety of discourse markers for different functions. Suggestions are made for using computer corpora in understanding EFL learners' language difficulties and helping them become more interactionally competent speakers.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.56-59
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• 2017

CNN(Convolutional Neural Network)을 이용하여 발화 주제 다중 분류 task를 multi-labeling 방법과, cluster 방법을 이용하여 수행하고, 각 방법론에 MSE(Mean Square Error), softmax cross-entropy, sigmoid cross-entropy를 적용하여 성능을 평가하였다. Network는 음절 단위로 tokenize하고, 품사정보를 각 token의 추가한 sequence와, Naver DB를 통하여 얻은 named entity 정보를 입력으로 사용한다. 실험결과 cluster 방법으로 문제를 변형하고, sigmoid를 output layer의 activation function으로 사용하고 cross entropy cost function을 이용하여 network를 학습시켰을 때 F1 0.9873으로 가장 좋은 성능을 보였다.

• Annual Conference on Human and Language Technology
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• 2012.10a
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• pp.12-15
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• 2012

본 논문은 한국어 형태소 분할 및 품사 태깅을 위해 조건부 랜덤 필드 (CRF: conditional random field)에 기반한 방식을 제안한다. 제안 방법은 1) 형태소 분할 단계 2) 품사 태깅 단계 3) 복합형태소 분할 및 태깅 단계의 세 단계로 이루어진다. 처음 두 단계는 CRF방법에 기반을 두고, 세 번째 단계에서는 일반화된 HMM (lattice-HMM)을 활용한다. 제안 방법은 세종 말뭉치 코퍼스에서 5-fold cross-validation로 평가한 결과, 약 96%의 품사 태깅 성능을 보여주었다.

• Annual Conference on Human and Language Technology
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• 2005.10a
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• pp.97-104
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• 2005

교차언어 검색 과정에서는 질의나 문서의 언어를 일치시키기 위한 변환 과정이 필수적이며, 이런 변환 과정에서 어휘의 중의성으로 인해 하나의 어휘에 대응하는 다수의 대역어가 생성됨으로써 사용자의 정보 욕구를 왜곡시켜 검색의 성능을 저하시킬 수 있다. 본 논문에서는 어휘 중의성 문제를 해결하기 위해서 질의의 문맥 정보를 이용하여 변환 질의의 확률을 구함으로써 중의성을 해소하는 방식을 제시하고, 질의의 길이, 중의도, 중의성을 가진 어휘의 비율 등에 따라서 성능이 어떻게 변하는지 비교함으로써 이 방법의 장점과 단점을 분석한다. 또한 현재의 단점을 보완하기 위한 차후 연구 방향을 제시한다.

• Cross-Cultural Studies
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• v.35
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• pp.293-314
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• 2014

This paper aims to contrast phonology of Korean and Thai in terms of language universality. Considering consonants, both languages having 21 typologically most plausible consonants display high universality in the number of consonants. However, Thai shows higher universality in regards to their substance, i.e. it differs from Korean when it comes to the structure of plosives and fricatives. Both Korean and Thai show similarities regarding the plosives due to the fact that both languages possess three contrastive consonants. However, the Thai plosives consist of plain voiced, plain voiceless and aspirated voiceless sounds that have higher universality than the Korean plosives which are plain voiced, plain voiceless and aspirated voiceless. In case of vowels, both Korean with its 10 vowels and Thai with its 9 vowels show lower universality when it comes to the total number of vowels. However, all of those vowels belong to the list of most plausible vowels which makes their universality higher in substance. In respect of syllable structure, Korean with its CVC type shows a moderately complex structure while Thai with its CCVC type has a complex structure. The coda may consist of only one consonant in each language but onset is composed of one consonant in Korean, and two consonants in Thai. The contrastive study of similarities and differences between Korean and Thai in terms of phonology will help not only understand the two languages but also provide useful information for increasing the efficacy of Korean language education for Thai learners of Korean whose number is rapidly increasing.

• Cross-Cultural Studies
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• v.32
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• pp.133-166
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• 2013

Using the observation technique and in-depth interview, the current study compared various aspects of multicultural education between Korea and Canada and suggested the direction Korea's multicultural education needs to take. As a part of class curriculum, the researcher interviewed the representative of Ansan Foreign Center (AFC) and the president of the Kosian's House, a NGO for multicultural educations. The observations and experiences of the researcher were also used in this study. The results of the current study are as follows. First, multicultural education is provided for the minority group in Korea, whereas multiculturalism is included and taught for every student in Canada. In addition, the current multicultural education of Korea focuses on language and culture acquisition to help the students to adjust. Canada, on the other hand, focuses on accepting other cultures and ethnic equality, creating both identities as their ethnic origin and as Canadians. Second, in language educations, both countries had students enrolled in lower school years than their age. However, the differences occurred in terms of emotional support and availability of expert teachers. Third, comparing teacher's attitude towards multicultural education, Korean teachers were not free from perceiving the multicultural student as 'different', whereas Canadian teachers have been taught since little to consider multicultural students as Canadians, but accept their ethnic backgrounds. Based on the results, the current study suggested multicultural education program for the majority group, increase in number of expert language teachers and teaching assistants, and an education program to teach multiculturalism as part of an identity of humankind. The limitations and suggestions for future studies were provided afterwards.