• 대한음성학회지:말소리
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• 제54호
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• pp.15-26
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• 2005

The aim of this paper was to analyze the lexical effects on spoken word recognition of Korean monosyllabic word. The lexical factors chosen in this paper was frequency, density and lexical familiarity of words. Result of the analysis was as follows; frequency was the significant factor to predict spoken word recognition score of monosyllabic word. The other factors were not significant. This result suggest that word frequency should be considered in speech perception test.

• 한국전자통신학회논문지
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• 제7권4호
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• pp.783-787
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• 2012

한 어절을 중심으로 검사가 이루어지는 맞춤법 검사는 문맥상 어울리지 않는 단어로 인하여 생기는 오류는 찾기 어렵다. 맞춤법 검사기는 현재 어절 단위로 오류 여부를 판단하는 것이기 때문에 어휘적 중의성을 고려하지 않아도 된다. 그러나 문법 검사기는 문장 분석을 해야 하므로 어휘적 중의성을 제거하지 않고는 정확한 검사가 어렵다. 본 논문에서는 어휘적 중의성을 해결하기 위하여 몇 가지 규칙을 만들고 이를 활용하여 문장에 존재하는 어휘적 중의성을 해결할 수 있는 방법을 보인다. 또한 실험을 통하여 그 결과를 분석하였다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2005년도 춘계 학술대회 발표논문집
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• pp.77-80
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• 2005

The aim of this paper was to analyze the lexical effects on spoken word recognition of Korean monosyllabic word. The lexical factors chosen in this paper was frequency, density and lexical familiarity of words. Result of the analysis was as follows; frequency was the significant factor to predict spoken word recognition score of monosyllabic word. The other factors were not significant. This result suggest that word frequency should be considered in speech perception test.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권2호
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• pp.69-82
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• 2021

The purpose of this study is to explore how mathematics educators understand the terms having lexical ambiguity. Five terms with lexical ambiguity, leave, times, high, continuous, and convergent were selected based on literature review and recommendations of college calculus instructors. The participants consisted of four mathematics educators at a large Midwestern university. The qualitative data were collected from open-ended items in the survey. As a result of analysis, I provided participants' sentences with five terms showing their understanding of each term. The data analysis revealed that mathematics educators were not able to separate the meanings of the words such as leave and high when these words are frequently used in daily life, and the meanings in mathematics context are similar with that in daily context. Lexical ambiguity shown by mathematics educators can help mathematics teachers to understand the terms with lexical ambiguity and improve their instructions when those terms should be found in students' conversations.

• 문화기술의 융합
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• 제8권5호
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• pp.691-696
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• 2022

본 연구는 영어 능력 수준을 구별할 수 있는 어휘적 정교화 특징이 무엇인지를 자동화된 어휘 분석 프로그램인 TAALES를 활용하여 탐색하였다. 300명의 한국 대학생이 쓴 총 600개의 에세이가 ICNALE 코퍼스에서 추출되었고 SPSS 프로그램의 판별 분석이 수행되었다. 판별 분석 결과 한국 대학생을 상. 중. 하의 세 개의 영어 능력 수준으로 유의미하게 구분하는 어휘 특성은 SUBTLEXUS 코퍼스의 내용어 빈도, 내용어의 어휘 습득 연령, 기능어의 어휘 결정 반응 평균 시간, 상위어 동사로 나타났다. 영어 능력 수준이 높은 상 수준 학생은 SUBTLEXUS 코퍼스에 빈번하게 나오는 어휘는 많이 사용하지 않았고, 어휘 습득 연령이 높고 어휘 결정 과업에서 평균 반응시간이 길게 나타난 정교화된 어휘와 구체적인 동사를 많이 사용한 특징이 있다.

• 말소리와 음성과학
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• 제10권3호
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• pp.9-18
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• 2018

This paper presents an acoustic and phonological study of the alveolar flaps in American English. Based on the Buckeye Corpus, the flapping tokens produced by twenty men are analyzed at both lexical and post-lexical levels. The data, analyzed with Pratt speech analysis, include duration, F2 and F3 in voicing during the flap, as well as duration, F1, F2, F3, and f0 in the adjacent vowels. The results provide evidence on two issues: (1) The different ways in which voiced and voiceless alveolar stops give rise to neutralized flapping stops by following lexical and post-lexical levels, (2) The extent to which the vowel features (height, frontness, and tenseness) affect flapping sounds. The results show that flaps are affected by pre-consonantal vowel features at the lexical as well as post-lexical levels. Unlike previous studies, this study uses the Praat method to distinguish flapped from unflapped tokens in the Buckeye Corpus and examines connections between the lexical and post-lexical levels.

• 한국정보처리학회논문지
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• 제3권6호
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• pp.1588-1597
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• 1996

본 논문은 한국어 어휘 중의성 해소(lexical disambiguation)에서 어휘 확률 (lexical probability) 평가방법에 대해 기술하고 있다. 통계적 접근 방법의 어휘 중 의성 해소에서는 일반적으로 말뭉치(corpus)로부터 추출된 통계 자료에 기초하여 어 휘 확률과 문맥 확률(contextual probability)을 평가한다. 한국어는 어절별로 띄어 쓰기가 이루어지므로 어절 단위로 어휘 확률을 적용하는 것이 바람직하다. 하지만 한 국어는 어절의 다양성이 심하기 때문에 상당히 큰 말뭉치를 사용하더라도 어절 단위 로는 어휘 확률을 직접 평가할 수 없는 경우가 다소 있다. 이러한 문제점을 극복하기 위해 본 연구에서는 어휘 분석 측면에서 어절의 유사성을 정의하고 이에 기반을 둔 한국어 어휘 확률 평가 방법을 제안한다. 이 방법에서는 어떤 어절에 대해 어휘 확률 을 직접 평가할 수 없는 경우 이와 어휘 분석이 유사한 어절들을 통해 간접적으로 평 가한다. 실험결과 제안된 접근방법이 한국어 어휘 중의성 해소에 효과적인 것으로 나 타나고 있다.

• 영어어문교육
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• 제15권3호
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• pp.151-170
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• 2009

Recently speech texts have been increasingly used for English education because of their various advantages as language teaching and learning materials. The purpose of this paper is to analyze speech texts in a corpus-based lexical approach, and suggest some productive methods which utilize English speaking or writing as the main resource for the course, along with introducing the actual classroom adaptations. First, this study shows that a speech corpus has some unique features such as different selections of pronouns, nouns, and lexical chunks in comparison to a general corpus. Next, from a collocational perspective, the study demonstrates that the speech corpus consists of a wide variety of collocations and lexical chunks which a number of linguists describe (Lewis, 1997; McCarthy, 1990; Willis, 1990). In other words, the speech corpus suggests that speech texts not only have considerable lexical potential that could be exploited to facilitate chunk-learning, but also that learners are not very likely to unlock this potential autonomously. Based on this result, teachers can develop a learners' corpus and use it by chunking the speech text. This new approach of adapting speech samples as important materials for college students' speaking or writing ability should be implemented as shown in samplers. Finally, to foster learner's productive skills more communicatively, a few practical suggestions are made such as chunking and windowing chunks of speech and presentation, and the pedagogical implications are discussed.

• 전자공학회논문지B
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• 제28B권7호
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• pp.548-556
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• 1991

In this paper, Korean spoken continuous digits are ercognized using DHMM(Dynamic Hidden Markov Model) and lexical analysis to provide the base of developing voice dialing system. After segmentation by phoneme unit, it is recognized. This system can be divided into the segmentation section, the design of standard speech section, the recognition section, and the lexical analysis section. In the segmentation section, it is segmented using the ZCR, O order LPC cepstrum, and Ai, parameter of voice speech dectaction, which is changed according to time. In the standard speech design section, 19 phonemes or syllables are trained by DHMM and designed as a standard speech. In the recognition section, phomeme stream are recognized by the Viterbi algorithm.In the lexical decoder section, finally recognized continuous digits are outputed. This experiment shiwed the recognition rate of 85.1% using data spoken 7 times of 21 classes of 7 continuous digits which are combinated all of the occurence, spoken by 10 man.

• 영어어문교육
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• 제17권3호
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.