• Journal of Digital Contents Society
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• v.13 no.4
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• pp.517-524
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• 2012

This paper deals with the design of teaching learning model for programming language education. Various courses related to programming language education have opened at the university having many academic majors. In the meantime, a variety of programming languages have been developed, many integrated development environments of programming language have also been developed for users to make a program easily. But it is difficult for many novice learners to learn programming language still, likewise it is difficult for many teachers to teach the introduction course of programming language. In this paper, we have designed a teaching learning model based on scholastic achievements and blended learning for programming language education. The teaching learning model designed in this study was applied to a course opened in the second semester of 2011. According to the course evaluation result, the teaching learning model for programming language has shown to be an effective for novice learner.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.345-351
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• 2017

The international status of the Korean language has been elevated as the demand for studying the language among foreign students has grown sharply over the past few years. Unfortunately, foreign students face difficulties in learning the language, conflicts are also deepening between Korean and foreign students. Using Erin Sander's design research spiral, this paper investigates foreigners' Korean language learning experiences, identify the main cognitive and affective factors influencing their learning process. Research findings collected with the design analysis revealed needs and insights that offer opportunities relevant specifically for the conception, design and development of new products and services related to Korean language learning.

• Journal of Korean language education
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• v.29 no.3
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• pp.165-196
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• 2018

This study examined the language acquisition of children from Chinese families in Korea under the bilingual background of Korean and Chinese, focusing on pronunciation and vocabulary. First, in the analysis of pronunciation acquisition, children correctly realized the lenition, aspirated sound, glottalization, palatalization, nasalization, and liquidization while the realization of pronunciation rules for unfamiliar words was low. There were also errors caused when the application principles of pronunciation were not accurately understood or they were not partially acquired. Second, in the analysis of vocabulary acquisition, the acquisition of receptive vocabulary was in the order of verb, noun, and adjective while they clearly understood vocabulary used in the actual relationships with school, family, and peers. In the acquisition of productive vocabulary, they showed the 'meaning-centered principle' of learning the meaning of vocabulary first and then learning its form afterwards. The amount of study and exposure to Korean language had effects on the improvement of vocabulary. Even though this study focused on the errors and characteristics in the acquisition process of Korean pronunciation and vocabulary for children from Chinese families in Korea, it could not clearly find out which one would have greater effects on the acquisition of Korean language. However, lots of exchanges and experiences with surrounding environment and peer group had great effects on the language acquisition and language acquisition transfer of children.

• Journal of English Language & Literature
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• v.54 no.2
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1083-1095
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• 2007

This study had been done to investigate that early childhood teacher's recognition and demand on children's language education and 20 early childhood teachers were interviewed individually who work at state-owned/ public-owned/ private-owned kindergardens residing G, I, and K cities in Jeollabuk-do. First, the purpose of language education was recognized on the formations of essence, concept, expertise, technique and attitude toward language. Second, the contents of language education must be selected by children's experience that they encounter in ordinary life based on oral language and written language. Besides, early childhood teachers strongly felt the necessity of new contents of language education, although they thought of insufficiency of their knowledge on the issue. Third, the method of language education was mainly accomplished by teaching material and objects. Besides, they were aware of looking for new organized teaching methods and also concerned of the importances of teacher's attitude and group formation method. Fourth, the evaluation of language education must be acquired by desirable evaluation method that was based on the recognition of children's unrealistic language capabilities, even though they had recognized the difficulty to do because of knowledge insufficiency. They also showed the tendency of negligence on the evaluation of language education. Fifth, the required facts for early childhood teachers on language education were development and supply of teaching materials, demand on teacher's education and appropriate evaluation method, and cognitive changes on language education by public toward the written language.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.97-121
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• 2018

The numbers of Korean immigrants and students in the United States are steadily increasing, but there have been very few studies of their second language literacy development (Cole, Maddox, Lim, & Notari-Syverson, 2002; Scarcellar & Chin, 1993; Shin, 1994; Skilton-Sylvester, 2001; Yu, 1994). Nor do the very few studies explore the inseparable relationship between Korean literacy and English literacy within a cultural context. This study aims to compare their views on Korean writing with those on English writing to see trace the multiliteracy development of Korean learners of English in the United States. I conducted in-depth oral interviews with Korean immigrants and students of various ages. They were asked to state everything they could remember about what they have learned to write and read in their native language and in their second language across their lifetimes, focusing particularly on the institutions they attended, materials they used, people involved in their learning, and their motivations for writing. The results reveal that the participants developed a view of writing specific to the Korean context and after they moved to the United States, they struggled to readjust the values and meanings they had had for Korean literacy to the second language context. The results of this study suggest future multiliteracy studies are needed to explore multiliteracy development in terms of the meanings and values language learners associate with their multiliteracy and help educational institutions and communities to approach second language learners' multiliteracy development as a life-long experience.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.108-111
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• 2020

한국어 의존 파싱은 전이 기반 방식과 그래프 기반 방식의 두 갈래로 연구되어 왔으며 현재 가장 높은 성능을 보이고 있는 그래프 기반 파서인 Biaffine 어텐션 모델은 입력 시퀀스를 다층의 LSTM을 통해 인코딩 한 후 각각 별도의 MLP를 적용하여 의존소와 지배소에 대한 표상을 얻고 이를 Biaffine 어텐션을 통해 모든 의존소에 대한 지배소의 점수를 얻는 모델이다. 위의 Biaffine 어텐션 모델은 별도의 High-Order 정보를 활용하지 않는 first-order 파싱 모델이며 학습과정에서 어떠한 트리 관련 손실을 얻지 않는다. 본 연구에서는 같은 부모를 공유하는 형제 노드에 대한 점수를 모델링하고 정답 트리에 대한 조건부 확률을 모델링 하는 Second-Order TreeCRF 모델을 한국어 의존 파싱에 적용하여 실험 결과를 보인다.

• Language and Information
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• v.9 no.2
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• pp.85-105
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• 2005

This study aims at investigating the 'verb-second' phenomena indicated in complex sentences of medieval Spanish. Especially, when the complex sentence is composed of a preposed adverbial clause and its succeeding main clause, the subject inversion is noticeable in the latter. The fundamental motive of this type of inversion is due to the 'verb-second' structure, in which a topic appears in the first position and the verb immediately after the topic. So it can be said that the subject inversion is a prerequisite for a verb to be located in the second position when the adverbial clause functions as a topic to the main clause, as is often the case with Germanic languages like German, Dutch, etc.. On the contrary, modern Spanish complex sentences do not show this phenomenon, with a strong tendency to locate a grammatical subject in the preverbal position. Therefore, medieval Spanish might be typologically closer to Germanic languages than to modern Spanish. In order to argue for this assumption, the formal and functional criteria by which the preposed adverbial clause could be defined as a topic NP will be examined across the comparition with left-dislocation structure.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.1 no.1
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• pp.23-35
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• 1983

In its global meaning language translation refers to the process whereby a program which is executable in one computer can be executed in another computer directly to obtain the same result. There are four different ways of approaching translation. The first way is translation by a Translator or a Compier, the second way is Interpretation, the third way is Simulation, the last way is Emulation. This paper introduces the M-C Translator which was designed as the first way of translation. The MUSS 80 language (the subsystem of the UNIVAC Solid State 80 S-4 assembly language system) was chosen as the source language which includes forty-three instructions, using the CYBER COMPASS as the object language. The M-C translator is a two pass translator and is a two pas translator and es written in Fortran Extended language. For this M-C Translation, seven COMPASS subroutines and a set of thirty-five macros were prepared. Each executable source instruction corresponds to a macro, so it will be a macro instruction within the object profram. Subroutines are used to retain and handle the source data representation the same way in the object program as in the source system, and are used to convert the decimal source data into the equivalent binary result into the equivalent USS-80digits before and after arithmetic operations. The source instructions can be classified into three categories. First, therd are some instructions which are meaningless in the object system and are therefore unnecessary to translate, and the remaining instructions should be translated. Second, There are some instructions are required to indicate dual address portions. Third, there are Three instructions which have overflow conditions, which are lacking in the remaining instructions. The construction and functions of the M-C Translator, are explained including some of the subroutines, and macros. The problems, difficulties and the method of solving them, and easier features on this translation are analysed. The study of how to save memory and time will be continued.

• Phonetics and Speech Sciences
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• v.8 no.4
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• pp.15-22
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• 2016

This study aims to examine whether the fundamental frequency (F0) varies depending on languages or distinguishes between L1 (first language) and L2 (second language) speech and whether the type of materials which vary in control of consonant voicing affects the use of F0-especially, mean F0. For this purpose, we compared productions of two languages produced by Korean L2 learners of English to those of Korean-English bilingual speakers. Twelve Korean L2 speakers of English and twelve Korean-English bilingual speakers participated in this study. The subjects read aloud 22 declarative sentences-balanced and unbalanced-once in English and once in Korean. Mean F0 of Korean was higher than that of English for both speaker groups, and the difference in the value of mean F0 between the Korean and English sentences was different depending on the type of materials that the participants read. With regard to F0 range, the L2 speakers had a larger F0 range in English than in Korean; however, the effect of language on F0 range was not statistically significant for the bilingual speakers. These results indicate that language-specific properties may affect the use of F0, in particular, mean F0.