• International Journal of Internet, Broadcasting and Communication
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• 제13권4호
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• pp.22-29
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• 2021

This study evaluates the accuracy of corrective feedback from Grammarly, an online grammar checker, on essays written by cyber university learners in terms of detected errors, suggested replacement forms, and false alarms.The results indicate that Grammarly has a high overall error detection rate of over 65%, being particularly strong at catching errors related to articles and prepositions. In addition, on the detected errors, Grammarly mostly provide accurate replacement forms and very rarely make false alarms. These findings suggest that Grammarly has high potential as a useful educational tool to complement the drawbacks of teacher feedback and to help learnersimprove grammatical accuracy in their written work. However, it is still premature to conclude that Grammarly can completely replace teacher feedback because it has the possibility (approximately 35%) of failing to detect errors and the limitationsin detecting errors in certain categories. Since the feedback from Grammarly is not entirely reliable, caution should be taken for successful integration of Grammarly in English writing classes. Teachers should make judicious decisions on when and how to use Grammarly, based on a keen awareness of Grammarly's strengths and limitations.

• 영어어문교육
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• 제8권1호
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• pp.223-239
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• 2002

This paper aims to describe the theme of English clause in terms of systemic grammar. For this I analyze the three subaereas of subject theme and the four subareas of nonsubject theme in the form of features. Each of the seven feature sets of the seven thematic subareas is described in the systemic model. Finally All of the subsystems are described in the framework of the system network in order to show the potential of options of thematic English clause available in a certain situation.

• 영어어문교육
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• 제6호
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• pp.219-239
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• 2000

There has been a growing enthusiasm in Korea for the early education of English as a foreign language (EFL). The present study examined the validity of the Critical Period Hypothesis in terms of the Universal Grammar (UG), in three different types of learning contexts - first language (L1), second language (SL), and foreign language (FL) learning contexts. While previous research findings in L1 and SL learning contexts suggest that UG principles and parameters are accessible to language learners only for the early years of lifetime, this article argues that their results - and even the methods - cannot be applied to EFL settings and that independent studies on the EFL context are, required. It also proposes the recent UG notion of functional categories as the most appropriate subject in the discussion of Korean EFL learners' access to UG. Findings on foreign language contexts, including the author's own, strongly indicate that UG is not sensitive to learners' starting ages in FL settings. If young children in FL contexts cannot develop their interlanguage grammar based on UG, the existing teaching methods for young children should be revised.

• ETRI Journal
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• 제25권4호
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• pp.219-230
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• 2003

This paper describes a rule-based approach for syntactic disambiguation used by the English sentence parser in E-TRAN 2001, an English-Korean machine translation system. We propose Parser's Ambiguity Type Information (PATI) to automatically identify the types of ambiguities observed in competing candidate trees produced by the parser and synthesize the types into a formal representation. PATI provides an efficient way of encoding knowledge into grammar rules and calculating rule preference scores from a relatively small training corpus. In the overall scoring scheme for sorting the candidate trees, the rule preference scores are combined with other preference functions that are based on statistical information. We compare the enhanced grammar with the initial one in terms of the amount of ambiguity. The experimental results show that the rule preference scores could significantly increase the accuracy of ambiguity resolution.

• 한국언어정보학회지:언어와정보
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• 제20권1호
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• pp.93-110
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• 2016

VP-ellipsis constructions in English can be schematized as S + [NP finite-AUX __ ] where the underlined part is understood to be a VP. Similarly, the pattern S + NP[-to] can be observed in Korean colloquial contexts. Though the English VP-ellipsis sentence pattern and the Korean pattern superficially seem to be similar, the Korean pattern exhibits peculiar properties: Syntactically, the NP of the pattern should have the delimiter -to. Semantically, it may convey ambiguous readings: VP-ellipsis-like and/or Stripping-like interpretation. To account for the pattern at issue, we propose a base-generated analysis driven by the delimiter -to within a construction grammar. We claim that the mother of the NP[-to] in this pattern is an S whose meaning is ambiguous between a VP-ellipsis-like and a Stripping-like reading. Consequently, the code of the VP-ellipsis in English is finite auxiliary verbs while that of the pattern S + NP[-to] in Korean is the delimiter -to.

• 영어영문학
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• 제55권1호
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• 영어영문학
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• 제57권6호
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• pp.959-976
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• 2011

The expression no matter, combining with an interrogative clause X, expresses 'it doesn't matter what the value is of X' and displays many syntactic and semantic peculiarities. To better understand the grammatical properties of the construction in question, we investigate English corpora available online and suggest that some of the irreducible properties the construction displays can be best captured by the inheritance mechanism which plays a central role in the HPSG and Construction Grammar. We show that the construction in question has its own constructional properties, but also inherits properties from related major head constructions.

• 한국콘텐츠학회논문지
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• 제12권4호
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• pp.510-519
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• 2012

본 연구는 온라인 대학영문법 강의에서 의사소통을 통한 상호작용과 정의적 요소가 어떤 영향을 주고 있는지 알아보고자 하였다. 연구를 위하여 다음 두 가지 연구 질문을 갖는데 첫째, 온라인 영문법 강의에서는 상호작용이 어떻게 진행되고 있는가? 둘째, 정의적 요소가 온라인 영문법 강의의 교육효과에 영향을 주고 있는가? 이다. 이 문제를 알아보기 위해서 K 대학교 영문법 온라인 강의 수강생 170명에게 설문조사를 실시하였고, 300명 수강생의 강의에 대한 평가 답변을 분석하였다. 그 결과 긍정적인 면과 부정적인 부분을 발견할 수 있었다. 부정적인 답변이 17%이고 반면에 긍정적인 견해는 49.3%, 중간입장은 33.3% 였다. 면대면 수업이 아니기 때문에 발생하는 온라인 강의의 한계점을 극복하기 위해서는 즉각적인 피드백과 Q&A 게시판을 통하여 상호작용을 활성화시킬 수 있고 정의적 거리감도 해결할 수 있다는 가능성을 알 수 있었다. 온라인 강의로 인한 부정적인 문제는 단지 혼합교육(blended learning)이라는 새로운 방법으로 대치하기보다는 이론적인 기반과 잘 계획된 프로그램의 온라인 강의가 최대의 효과를 얻을 수 있다고 예상할 수 있었다.

• 영어어문교육
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• 한국컴퓨터정보학회논문지
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• 제5권4호
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• pp.48-54
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• 2000

본 논문에서는 한ㆍ영 기계번역을 위한 한국어의 품사를 분류하였고 각 품사의 형태론적 특징을 고찰하였다. 한국어 표준문법에서 제시되는 품사 분류 기준은 의미, 기능, 형태의 세 가지 기준을 적용하고 있으며, 자연언어처리에서도 같은 분류 기준을 바탕으로 하고 있다. 품사 분류에 여러 가지 기준을 적용하는 것은 문법구조 이해 및 품사 분류를 어렵게 한다. 또한 한 영 기계번역시 품사의 불일치로 전처리가 필요하다. 이러한 문제를 해결하기 위하여 본 논문에서는 하나의 기준을 적용하여 품사를 분류하였다. 방법으로 한국어 표준문법에 의하여 말뭉치에 태깅하고 문제점을 찾아내며, 새로운 기준에 의하여 품사를 분류하였다. 본 논문에서 분류된 품사는 한국어 문장에서 통사적 역할이 동일하고, 영어에서의 사전 품사와 동일하며, 품사 분류의 모호성을 제거하고, 한국어의 문장 구조를 명확히 표현한다. 또한 한ㆍ영 기계번역시 패턴 매칭에 의한 목적언어 생성이 가능하게 한다.