• MALSORI
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• no.49
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• pp.95-105
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• 2004

An automatic pronunciation correction system provides learners with correction guidelines for each mispronunciation. For this purpose we develope a speech recognizer which automatically classifies pronunciation errors when Koreans speak a foreign language. In order to develope the methods for automatic assessment of pronunciation quality, we propose a language model based score as a machine score in the speech recognizer. Experimental results show that the language model based score had higher correlation with human scores than that obtained using the conventional log-likelihood based score.

• Proceedings of the Korean Society for Language and Information Conference
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• 1994.02a
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• pp.133-142
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• 1994

• Journal of Information Technology Services
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• v.10 no.4
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• pp.205-218
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• 2011

Unit testing which is the first task to perform software testing has a major impact on reducing s/w development cost and improving s/w quality. In order to make unit testing become the formal procedure rather than ad-hoc tasks performed by developer, the language-neutral measures are necessary in the programming which is able to specify the test cases. This paper presents a test assertion language for the language-neutral specification of the test cases. The suggested language is based on the ISO/IEC 24709-1, but it supports object oriented features and can describe test cases for unit testing. The test cases that are specified by the language can be used for generating test oracle source codes by test oracle generation tools.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)

• The Journal of Society for e-Business Studies
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• v.6 no.3
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• pp.63-80
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• 2001

The construction of the students knowledge in e-Learning systems, namely the student modeling, is a core component used to develop e-Learning systems. However, existing e-Learning systems have many problems to share the knowledge in a heterogeneous student model and a distributed knowledge base. Because the methods of the knowledge representation are different in each e-Learning systems, the accumulated knowledge cannot be used or shared without a great deal of difficulty. In order to share this knowledge, existing systems must reconstruct the knowledge bases. Consequently, we propose a new a Case Markup Language based on XML in order to overcome these problems. A distributed e-Learning systems fan have the advantage of easily sharing and managing the heterogeneous knowledge base proposed by CaseML. Moreover students can generate and share a case knowledge to use the communication protocol of agents. In this paper, we have designed and developed a CaseML by using a knowledge markup language. Furthermore, in order to construct an intelligent e-Learning systems, we have done our research based on the design and development of the intelligent agent system by using CaseML.

• Lingua Humanitatis
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• v.6
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• pp.169-183
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• 2004

So far I have reviewed the two controversial opinions of the North Korean and the South Korean linguists concerning the position of the Koguryeo language in the formation of Korean. Many South Korean scholars in favor of the Altaic Language Family Hypothesis argue that the ancient Korean language consisted of two different languages, one of which was the northern dialect including four languages such as the Koguryeo language (the largest one within the area), the Puyo language, the Okche language, the Yemaek language, and the other was the southern dialect, the largest language of which is the Shinla language. On the other hand, the linguists of North Korea claim that in Koguryeo and Shinla the same language was spoken and that modern Korean is formed based on the Koguryeo language. Before evaluating which of these claims is correct I would like to turn to the scarcity of the linguistic data of the Koguryeo language. Compared with the pragmatic methodology of the South Korean linguists in the studies on the Altaic affinity of Korean, the North Korean scholars need to present still more evidences in order to support their argument. In Chung (1993) I argued that studies on the genealogy of the Korean language or history had to be performed regardless of tile political purpose or for the purposes. We should admit the historical fact that there had been many tribal states in the Korean peninsula before the ancient Korean stage, those of which had been emerged to become three kingdoms. Those kingdoms were unified by Shinla, which was connected to Koryeo Dynasty. We cannot disregard the fact that the Korean language has been developed hand in hand with these historical process with those steps related with each age. The first thing we should do right now is to collect the remaining data of the Koguryeo language recorded in the old written materials, which have been found in North Korea as many as possible. Also, 1 hope that the linguists of South Korea achieve more academic success in the comparative studies of the Paekjae language, the Shinla language, and other adjacent Altaic languages.

• Journal of the Korean Society of Costume
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• v.58 no.7
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• pp.13-30
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• 2008

Visual language is 'a form of communication without text'. Visual language is one of the strongest methods to spread knowledge. Uniforms could be interpreted as a symbolic language that establishes order in this complicated modern society by placing identity and responsibility on each members of various different organizations. In light of the above, the purpose of this research paper will be to analyze police uniforms of U.S.A, Great Britain, Italy, France and Korea as a form of visual language and interpreting them in terms of visual design in order to understand the fundamental ideas behind the designs and the effective applications thereof. Upon analysis of traffic police uniforms of each individual county mentioned above by separating each uniform's distinctive design, pattern, color, material and decoration based on visual factor, three characteristics of authority, dynamic functionality and friendliness were derived from comparing and analyzing each country's distinctive uniform design. The traditional unique role of police in our society was to maintain social order as their nature inherently possesses characteristic of authority and preservation, but has since undergone transition in many countries to appeal to the broader public by incorporating friendliness and dynamic functionality. Analyzing police uniforms in terms of visual linguistic sense requires a much more profound process of understanding beyond simple interpretation of configurative shapes. In conclusion, the true purpose of uniforms is to include and portray images of mankind's desire toward expressing ideas like 'mankind's bias toward existence beyond theirselves and the exercise of force through authority' and materializing such ideas into a physical form.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.511-521
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• 2013

The purpose of this study is to review the perspective on early childhood language education by analyzing language activities specified in the Teacher's guide to Nuri Curriculum for Children between Age 3 to 5. In the pursuit of this purpose, 966 language educational activities suggested in 32 guidebooks(10 for age 3, 11 for age 4, 11 for age 5 - divided by life themes) have been chosen as the analysis object and analyzed based on the following category; subordinate scope, and activity type. This analysis showed that children aged 3~5 start their language activities in the order of talking, listening, reading and writing (under the subordinate scope category), and favors activities in the order of 'fairy tale/poem', 'story telling' and 'verbal section'. In conclusion, it has been proven that each category is concentrating on 1~2 activities and the proportion varies depending on the age. Based on the above result, we intend to examine the current situation of language education and use this study as the preliminary data to provide a proper direction for early childhood language education.

• 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.

• English Language & Literature Teaching
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• no.6
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• pp.113-142
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• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.