• Speech Sciences
• /
• v.14 no.4
• /
• pp.7-24
• /
• 2007

This paper discusses some current issues regarding how prosodic structure is manifested in fine-grained phonetic details, how prosodically-conditioned articulatory variation is explained in terms of speech dynamics, and how such phonetic manifestation of prosodic structure may be exploited in spoken word recognition. Prosodic structure is phonetically manifested in prosodically important landmark locations such as prosodic domain-final position, domain-initial position and stressed/accented syllables. It will be discussed how each of the prosodic landmarks engenders particular phonetic patterns, ow articulatory variation in such locations are dynamically accounted for, and how prosodically-driven fine-grained phonetic detail is exploited by listeners in speech comprehension.

• Phonetics and Speech Sciences
• /
• v.4 no.4
• /
• pp.129-138
• /
• 2012

Reading fluency is an important variable in reading comprehension. However, a limited number of studies on reading fluency are available in Korea. The purpose of this study is to review the articles about reading fluency during last 10 years and to present a direction for future research. Forty research papers from the Journal of Learning Disabilities and Language Speech and Hearing Services in Schools were selected from 2002 to 2012. These papers were analyzed in terms of their subjects and research methods. About 64% of the articles focused on typically developing children and children with dyslexia. About 67% of the research consisted of descriptive studies. Based on these results, suggestions were made for future research on reading fluency.

• English Language & Literature Teaching
• /
• v.13 no.2
• /
• pp.1-23
• /
• 2007

The purpose of this research is to explore the effects of systematic teaching English pronunciation and listening in English. Focusing on phonemes and words in pairs and sentences, the sound systems of the English and Korean languages are dealt with in conjunction with the test data. This paper first discusses the systemic, or primary interference and the habitual, or secondary interference that hinder comprehension of certain English sounds. Second, the analysis of input and output test data on the contrasting vowels and consonants shows statistic significance in terms of the probability (p value) of t-test. Third, the comparative data by means of percentile of right answers on contrasting vowel and consonant sounds expound the different sound systems of the English and Korean languages. With this data, problems in pronunciation of and listening to English, and the factors that may cause these problems are analyzed so that they can be used as a guideline for a systematic approach in teaching English learners, thus leading to more satisfactory performance.

• English Language & Literature Teaching
• /
• v.8 no.1
• /
• pp.55-68
• /
• 2002

Since the introduction of literature in reading and writing during the 1970s, considerable research has attempted to determine whether literature has significantly positive effects upon enhancement of reading proficiency. It is said that literature extends our knowledge of the world. Through books, we can experience other people's thoughts, experiences, and ideas (Frye, 1964). This paper explored the role of children's literature for the teaching of reading through the literature-based instruction. It focused on why and how children's literature serves as an important context for enhancing learner's reading proficiency of English. It also discussed the authentic use of literature-based strategies for practical classroom use, and suggested the future directions for research toward the literature-based instruction in the domain of reading comprehension.

• Lingua Humanitatis
• /
• v.1 no.2
• /
• pp.221-228
• /
• 2001

This article criticizes Professor Nam-Sik Park's understanding and proposals on the educational implementation of English Linguistcs in Korea. First of all, this article claims that 'studying English' cannot be the primary goal of 'doing English linguistics', arguing that the curriculum related to the English linguistics should not be altered on the basis of the practical use of English linguistics. The article furthermore criticizes Professor Park's narrow view on the 'practicalism'. Criticism is also addressed to Professor Park's undesirable and unduly clear-cut dichotomy on 'data' versus 'theory', 'subject' versus 'object', 'theoretical linguistics' versus 'applied linguistics', and 'English linguistics' versus 'linguistics', while the author's fundamental emphasis is given to the idea that humanistic understanding of English language is neccessary for proper and extensive comprehension and application of English linguistics in Korea.

• Annual Conference of KIPS
• /
• 2019.10a
• /
• pp.922-925
• /
• 2019

기계 독해 기술은 기계가 주어진 비정형 문서 내에서 사용자의 질문을 이해하여 답변을 하는 기술로써, 챗봇이나 스마트 스피커 등, 사용자 질의응답 분야에서 핵심이 되는 기술 중 하나이다. 최근 딥러닝을 이용한 기학습 언어모델과 전이학습을 통해 사람의 기계 독해 능력을 뛰어넘는 방법론들이 제시되었다. 하지만 이러한 방식은 사람이 인식하는 질의응답 방법과 달리, 개체가 가지는 의미론(Semantic) 관점보다는 토큰 단위로 분리된 개체의 형태(Syntactic)와 등장하는 문맥(Context)에 의존해 기계 독해를 수행하였다. 본 논문에서는 기존의 높은 성능을 나타내던 기학습 언어모델에 대규모 지식그래프에 등장하는 개체 정보를 함께 학습함으로써, 의미학적 정보를 반영하는 방법을 제시한다. 본 논문이 제시하는 방법을 통해 기존 방법보다 기계 독해 분야에서 높은 성능향상 결과를 얻을 수 있었다.

• Annual Conference of KIPS
• /
• 2024.05a
• /
• pp.733-736
• /
• 2024

최근 GTP4, LLama와 같은 초거대 언어모델을 활용한 서비스가 공개되어 많은 사람의 주목을 받고 있다. 해당 모델들은 사용자들의 다양한 질문에 대하여 유창한 결과를 생성하고 있지만 한국어 데이터에 대한 학습량이 부족하여 한국어 이해 및 한국 문화 등에 대한 잘못된 정보를 제공하는 문제를 야기할 수 있다. 이에 본 논문에서는 한국어 데이터를 학습한 주요 공개 모델 6개를 선정하고 5개 분야(한국어 이해 및 문화 영역으로 구성)에 대한 평가 데이터셋을 구성하여 한국어 이해 능력에 대한 평가를 진행하였다. 그 결과 한국어 구사 능력은 Bookworm 모델이, 한국어 이해 및 문화와 관련한 부문은 LDCC-SOLAR 모델이 우수한 것으로 확인할 수 있었다.

• Journal of Nutrition and Health
• /
• v.44 no.4
• /
• pp.312-325
• /
• 2011

The purpose of this study was to investigate dietary behaviors and nutritional knowledge among immigrant women in multicultural families. In addition, this study reveals a necessity for nutrition education, which is apparent to both immigrant women living in multicultural families as well as nutrition education experts. The survey was conducted with 30 immigrant women within multicultural families in Seoul. The dietary behaviors of the women were significantly different by their period of residence. The longer they had resided in Korea, the higher their dietary behavior score. However, there was no significant difference in nutrition knowledge by their period of residence. This study also conducted in-depth personal interviews with 8 immigrant women who lived in Seoul, and with 4 nutrition education experts. These interviews were performed to provide profound insights regarding the content and means of nutrition education for immigrant women. Nutrition education for immigrant women living in multicultural families should proceed at a basic level in terms of language and content, using bilingual (Korean and their native language) education materials. Education topics and content need to be developed differently according to the level of Korean comprehension and period of residence in Korea. Also, this multicultural approach should be adapted when planning nutrition education since immigrant women have various acculturation levels, and the content and means of education should be adjusted to these acculturation levels. Management after nutrition education is necessary for immigrant women who do not have sufficient understanding of the Korean language. Practical educational methods such as real cooking practices and food purchasing simulations must be developed. Finally, the results suggest that the government needs to establish a systematic plan for nutrition education among immigrant women living in multicultural families. Policy support such as training nutrition educators on multicultural individuals residing in Korea is necessary for active and effective nutritional education.

• Journal of Convergence for Information Technology
• /
• v.10 no.10
• /
• pp.318-324
• /
• 2020

The present study was conducted to investigate the influences of emotion priming and the number of negation words on the task of sentential predicate reasoning in groups with or without anxiety symptoms. 3 types of primed emotions and 2 types of stimulus and 3 conditions of negation words were used as a within-subject variable. The subjects were instructed to make facial expressions that match the directions, and were asked to choose the correct answer from the given examples. Mixed repeated measured ANOVA analyses on reaction time first showed main effects for the variables of emotion, stimulus, number of negation words and anxiety level, and the interaction effects for the negation words x anxiety combination. These results are presumably suggested to reflect that externally intervening emotion works on language comprehension in a way that anxiety could delay task processing speed regardless of the emotion and stimulus type, meanwhile the number of negation words can slower language processing only in a anxiety group. Implications and limitations were discussed for the future work.

• International Journal of Advanced Culture Technology
• /
• v.1 no.2
• /
• pp.24-32
• /
• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.