• Journal of the Korean Institute of Telematics and Electronics
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• v.25 no.3
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• pp.276-286
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• 1988

In this paper, HLML-C (High Level Microprogramming Language C) is proposed, which is independent of target machines and has similar strucrure to C language. The HLML-C operations are defined for a abstract machine which contains characteristics of various microarchitectures, and can extend to define a target machine's special operations for efficient microcode generation. A microprogram written in this language is translated into a machine independent intermediate language on abstract machine with the information of a target machine's resource usage and then microoperations of a target machine. The HLML-C compiler is implemented with yacc and C language on VAX-11/750 (4.3 BSD) computer. Through the various test microprogram applied to HLML-C compiler, their results are analyzed.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.9
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• pp.169-193
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• 2004

In simultaneous interpreting, if the syntactic structure of the source language and the target language are very different, interpreters have to wait before being able to reformulate the source text segments into a meaningful utterance in target language. It is inevitable to adapt the target language structure to that of the source language so as not to unduly increase the memory load and to minimize the pause. While such adaptation enables simultaneous interpretating, it results in damaging the perspective coherence of the text. Discovering when such perspective coherence is impaired, and how the problem can be relieved, will enable interpreters to enhance their performance. This paper analyses the reasons for perspective coherence damage by looking at some examples of German-Korean simultaneous interpreting.

• Journal of Advanced Marine Engineering and Technology
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• v.37 no.3
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• pp.300-306
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• 2013

This paper presents a new method for constructing bilingual lexicons through a pivot language. The proposed method is adapted from the context-based approach, called the standard approach, which is well-known for building bilingual lexicons using comparable corpora. The main difference between the standard approach and the proposed method is how to represent context vectors. The former is to represent context vectors in a target language, while the latter in a pivot language. The proposed method is very simplified from the standard approach thereby. Furthermore, the proposed method is more accurate than the standard approach because it uses parallel corpora instead of comparable corpora. The experiments are conducted on a language pair, Korean and Spanish. Our experimental results have shown that the proposed method is quite attractive where a parallel corpus directly between source and target languages are unavailable, but both source-pivot and pivot-target parallel corpora are available.

• English Language & Literature Teaching
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• no.3
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• pp.1-12
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• 1997

Errors in EFL writing are very often attributable to learner's inadequate understanding of the target culture. Most of these errors are very hard to identify because they are grammatically correct notwithstanding the meaning. EFL learners almost habitually equate the meaning and usage of a linguistic item when it is present both in the native and the target languages. However, seemingly identical items in both languages sometimes prove themselves to be distinct from each other because of cultural differences. Some expressions in the native language are neither socially acceptable nor meaningful in the target language. Out of sheer ignorance, moreover, one puts a target item in the way he may use it in his native language. For instance. the primary feature of the term "friend" in Korean is [+same age group]. So, a Korean young man is not supposed to call his teacher a friend. This paper aims to clarify patterns of college level writing errors caused by interference of mother culture.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.137-156
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• 2009

This case study examines language learners' oral interactive practices and what they learn along with these practices. Language learners who study abroad take on the challenge of living in a foreign place and undergo difficulties in communicating and interacting with people in their new country. These difficulties, caused by cultural differences, are experienced most particularly in their daily interactions. Language learners' trials and efforts to learn English while dealing with a different culture and the difficulties are mainly observed for this paper. The process of learning a second culture is closely related to the process of learning a second language. Oral interactive practices can give the study abroad language learners opportunities to learn their target culture. Therefore, the purpose of this paper is to discuss how participating in interactive practices assists the learners in understanding their target culture while they deal with their difficulties inherent in studying abroad. This study adds weight to the notion that culture is an essential and major factor in learning a language, and that only active participation in interactions can be effective in learning both a language and its culture.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• Korean Journal of English Language and Linguistics
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• v.3 no.3
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• pp.309-339
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• 2003

This paper provides an overview of second language (L2) socialization research, some examples of recent studies addressing this topic, and finally a theoretical reconceptualization of L2 socialization. The three studies to be presented include secondary schools in an English-as-a-foreign-language context in Central Europe, mainstream classes in an English-as-a second-language school in Western Canada, and programs for English language and nursing skills for immigrant Canadians. This empirical, qualitative research does not support a linear, deterministic view of L2 socialization; such a view assumes, erroneously, that students or other novices are fully willing and able to adopt stable, monolingual, local target L2 norms and that members of the target culture are both competent and receptive to the newcomers. Some consequences and implications of these findings are discussed.

• The KIPS Transactions:PartB
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• v.13B no.1 s.104
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• pp.71-76
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• 2006

To obtain a correctly translated sentence in a machine translation system, we must select target words that not only reflect an appropriate meaning in a source sentence but also make a fluent sentence in a target language. This paper points out that a source language word has various senses and each sense can be mapped into multiple target words, and proposes a new translation disambiguation method based on this 'word-to-sense and sense-to-word' relationship. In my method target words are chosen through disambiguation of a source word sense and selection of a target word. Most of translation disambiguation methods are based on a 'word-to-word' relationship that means they translate a source word directly into a target wort so they require complicate knowledge sources that directly link a source words to target words, which are hard to obtain like bilingual aligned corpora. By combining two sub-problems for each language, knowledge for translation disambiguation can be automatically extracted from knowledge sources for each language that are easy to obtain. In addition, disambiguation results satisfy both fidelity and intelligibility because selected target words have correct meaning and generate naturally composed target sentences.

• Proceedings of the KIEE Conference
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• 1988.07a
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• pp.651-654
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• 1988

This paper proposes a microcode generating system which automatically generates the microcode of various target machine by inputing the intermediate language (MDIL) from the machine independent HLML-C (High Level Microprograming Language C) language. The MOP's (Microoperations) which is modeled 7-tuples generate to extend MDIL by table driven method with the information of translation table for each target machine. As compaction being considered and the hardware resource of target machine used, the conflicts of hardware elements are removed possibly. This proposed system is implemented with C language and yacc on VAX-11/750 (UNIX 4.3 BSD).

• Proceedings of the Korea Information Processing Society Conference
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• 2009.11a
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• pp.239-240
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• 2009

We live in a flat world in which globalization fosters communication, travel, and trade among more than 150 countries and thousands of languages. To surmount the barriers among these languages, translation is required; Speech-to-Speech translation will automate the process. Thanks to recent advances in Automatic Speech Recognition (ASR), Machine Translation (MT), and Text-to-Speech (TTS), one can now utilize a system to translate a speech of source language to a speech of target language and vice versa in affordable manner. The three phase process establishes that the source speech be transcribed into a (set of) text of the source language (ASR) before the source text is translated into the target text (MT). Finally, the target speech is synthesized from the target text (TTS).