• Korean Business Review
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• v.5
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• pp.241-274
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• 1992

General American English(=A.E.) has conservative elements as well as progressive elements. A.E. and B.E. are languages which have more similarities than differances. In this paper. I studied the process of English progress before the A.E. had come into being, and the historical background and the cahristics of A.E. coming into being. Considering the differences between A.E. and B.E. from spelling, pronunciation, vocabulary and grammar, I can give the outline as follows. A spelling 1. B.E. : au, ou $${\rightarrow}$$A.E. : a, o 2. B.E. : e $${\rightarrow}$$A.E. : i 3. B.E. : $${\ae}$$ oe $${\rightarrow}$$A.E. : e 4. B.E. : our $${\rightarrow}$$A.E. : or 5. B.E. : re $${\rightarrow}$$A.E. : er B. pronunciation 1. B.E. : [e] $${\rightarrow}$$A.E. : [i], [e], $$[\partial]$$ 2. B.E. : [a] $${\rightarrow}$$A.E. : 3. B.E. : [i(:)] $${\rightarrow}$$A.E. : [ai], $$[\partial]$$, $$[{\varepsilon}]$$ 4. B.E. : $$[{\ae}]$$ $${\rightarrow}$$A.E. : [e], [c] 5. B.E. : [ai] $${\rightarrow}$$A.E. : $$[{\ae}]$$, [e] 6. B.E. : [c] $${\rightarrow}$$A.E. : [e], [a], [o] 7. In case of "Vowel+[t]+Vowel", [t] is pronounced into [d] or [r] 8. In case of "-nt", [t] becomes a mute. 9. [t]+[j, l, m, n, r, u, or, w] $${\rightarrow}$$A.E. : [?] (=glottal stop) 10. B.E. : [w] $${\rightarrow}$$A.E. : [hw] 11. B.E. : [Voiceless consonants], [Voiced consonants] $${\leftarrow}$$A.E. : [Voiced consonants], [Voiceless consonants] C. Vocabulary The historical background and geographical conditions of those days caused lots of new compounds and neologies. D. Grammar Though we use "of" to indicate the possessive case of inanimate object, -s genitive is used in A.E. In the perfect tense, "have" is often omitted and also auxiliary verb "will" is used in any case

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.5
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• pp.3172-3179
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• 2015

This study suggests one of English teaching methods to improve English speaking proficiency for adult English learners. Contrary to the traditional English conversation teaching trends such as memorization of specific patterns or grammar-focused practices, the study introduces a storytelling based teaching of English speaking. To theoretically support the storytelling based English speaking teaching, the study investigates the possibility of the teaching method in three ways. First, the 12 speaking strategies focusing on contents of a story are introduced in the way of securing speech amounts as much as possible. Next, the five rhetoric components by Aristotle are introduced to relate to the storytelling teaching for the purpose of achieving the goal of speaking, which is to deliver what a speaker want to say more persuasively. Finally, through the investigation of the learner strategy uses, the possibility of storytelling English speaking teaching can be expected regardless of learners' low level of English proficiency.

• Language and Information
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• v.15 no.1
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• pp.13-29
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• 2011

Conditional sentences also can be formed by inversion of subject and auxiliary, but it happens only in a limited environment. This paper addresses grammatical constraints in conditional inversion and how they behave differently from the regular conditional clauses based on corpus investigations. Our corpus search reveals many different types of conditional inversion constructions, indicating the difficulties of deriving inverted conditionals from movement operations. In this paper, we provide a construction-based approach to the inverted conditional construction. The paper shows that the most optimal way of describing the general as well as idiosyncratic properties of the inverted conditional constructions is an account in the spirit of construction grammar in which a grammar is a repertory of constructions forming a network connected by links of inheritance.

• Journal of KIISE:Computing Practices and Letters
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• v.15 no.12
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• pp.993-997
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• 2009

Clustering is well known method and that can be used in statistical machine translation. In this paper we propose a corpus clustering method using syntactic structure and POS information of dependency grammar. And using this cluster language model as additional feature to phrased-based statistical machine translation system to improve translation Quality.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.198-200
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• 1998

영-한 기계번역에 있어서 변환(Transfer)은 상이한 두 언어의 어순을 생성될 언어의 어순으로 결정하기 위한 변환 규칙에 의해서 영어의 구문 분석된 트리를 생성될 한국어의 구조에 맞게 재구성한다. 이러한 변환은 개발 단계 중 또는 그 후에 언어의 다양한 차이를 수용하기 위해 프로그램 수준에서 잦은 수정을 하게 된다. 이를 극복하기 위해서, 본 논문에서는 변환 문법을 이용하여 좀더 체계적이고 확장이 쉬운 문법을 이용하여 변환을 수행하고자 한다. 이를 위해 영어의 구구조 자질들을 쉽게 검사 및 탐색하면서 조건에 맞는 자질들을 나누어주는 기능을 하는 조건 단일화 연산자를 기반으로 일반적인 문맥자유문법(Context Free Grammar)을 이용한 변환 문법을 제안한다. 또한 변환 문법은 변환 문법 해석기에 의해 변환 프로그램으로 컴파일 됨을 보인다. 이러한 변환 방법은 영-한 변환에 있어서 문법 수준에서 변환 처리를 할 수 있어 변환 프로그램의 개발 및 유지보수에 많은 도움을 준다.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.275-284
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• 2007

Among the languages that allow long-distance reflexives, some languages have blocking effects, whereas others don't. The goal of this paper is to provide computational algorithms that can handle presence and absence of blocking effects of long-distance reflexives. We will examine the blocking effects in Chinese and Korea and develop computational algorithms for handling blocking effects in those two languages. The algorithms will be developed by incorporating Chierchia's Binding Theory into Steedman's Combinatory Categorial Grammar (CCG). Through the analyses and implementations, this paper illustrates how blocking effects can be implemented computationally.

• Annual Conference on Human and Language Technology
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• 2008.10a
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• pp.48-52
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• 2008

The expression KES, one of the most commonly used words in the Korean language, has various usages. This expression is also used to express English-like cleft constructions. It appears to provide at two different types of cleft constructions: predicational and identificational. The paper tries to provide a constraint-based analysis of these two types of Korean cleft constructions and tries to implement the analysis in the LKB system to check its feasibility. In particular, the paper shows how a typed feature structure grammar, couched upon HPSG, can provide a robust basis for parsing Korean cleft constructions.

• Korean Journal of Child Studies
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• v.13 no.1
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• pp.125-138
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• 1992

The purpose of the present study was to examine the development of embedding through relative clause formation in the first language acquisition of Korean. Results are reported from the study of the spantaneous natural speech of 36 young Korean children ranging from 16 months to 45 months in age acquiring Korean as their first language in Chinju, Korea. The results revealed a developmental order in the first language acquisition of Korean relative clause structures. Namely, a free or headless relative clause appears to be acquired first, before lexically headed restrictive relative construction. This order is consistent with one evidenced in English (and also Chinese) first language acquisition, 'free' relatives appear to provide a developmentally early stage in the acquisition of restrictive relative clauses. The Korean data provided additional evidence for an intermediary stage with an overt complementizer as well as an overt lexical head. Implications for the results are disscused with regard to a continuous theory of universal grammar in the first language acquisition.

• English Language & Literature Teaching
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• no.1
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• Lingua Humanitatis
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• v.8
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• pp.331-367
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• 2006

In this paper I attempted to investigate the matters related with the clarification of the close relationship between writing system and pronunciation. On the way of pursuing the research on the subject I found the fact that the same topic has been the main academic target in Korea. There have been some remarks about English alphabets and pronunciation. Nevertheless, the relation between alphabet codes and pronunciation tokens wasn't considered as the main key to master the English pronunciation correctly and completely. As the main target of this paper I argue that it is necessary to comprehend the connection. Then, we can recognize the significant role of alphabetic structure for understanding the gist of pronunciation exercise. This paper is classified into four parts. Each part consists of the material to affirm the fact that writing system should be the inevitable equivalent of sound system, and vice versa. In the first section I show that the development of the way of pronouncing English words is closely related with the endeavors of the scholars. While performing the survey of the studies about the alphabetic structure of the age many scholars found that the spelling construction was recorded without any common denominator. Thus, they not only sought to stage the bedrock for the standard written form of words but also to associate the alphabet letters with phonetic features. Secondly I mention the negative aspect of the 'only spelling based English pronunciation education' for the educational goal of 'Phonics methodology.' In this part I suggest the essentiality of phonemic properties with the phonetic prospect: phonemic awareness. Thirdly I refer to the standardization of the spelling system of English. As the realm of application of the language is extended toward the various professional areas such as commercial, scientific, and cultural spheres, it is quite natural to assume that the usage of the language will be transformed according to the areas in the world. Fourthly I introduce the first English-Korean grammar book with the section of 'the introduction to English pronunciation.' At the chapter the author explained the sound features of English based on the regulation of 'Scientific Alphabet' of U.S.A. In the transcribing system all the symbols were postulated on the basis of the English alphabet form instead of the separate phonetic signs of IPA.