• 음성과학
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• 제7권3호
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• pp.263-272
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• 2000

The purpose of this study was to compare receptive language performance and expressive language performance in 13 patients with aphasia by using three stimulus presentation modes: Stimulus mode I (picture), Stimulus mode II (written word), Stimulus m (question using verbal explanation). The stimulus consisted of 10 words. They included 5 functional words and 5 non-functional words. The 13 subjects with aphasia were divided into 2 aphasic types: 5 Broca's aphasics and 8 anomie aphasics. The results were as follows: Firstly, the three stimulus modes didn't affect receptive language performance of aphasia subjects. Secondly; the three stimulus modes were effective on expressive language performance of aphasia subjects. Particularly, stimulus mode II (written words) was effective in naming the aphasia subjects. Thirdly, the functional words with high frequency were better than non-functional words with low frequency on expressive language performance, but not on receptive language performance of aphasia subjects. Finally, the interaction between three stimulus modes and the functional (nonfunctional) words affected expressive language performance only, but not receptive language performance. Particularly, presenting stimulus in written words which are functional words produced the best expressive language performance.

• 한국지능시스템학회논문지
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• 제15권7호
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• pp.875-880
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• 2005

W3C에서는 온톨로지의 표준언어로 OWL(Web Ontology Language)을 발표하였고 이를 활용한 온톨로지가 다양한 곳에 적용되어 구축되고 있다. 하지만, DL(Description Logic)기반인 OWL언어가 표현할 수 있는 규칙의 한계로 인하여 이를 화장하기 위한 연구가 활발히 진행되고 있다. 이러한 연구를 통하여 W3C에서는 OWL과 RuleML(Rule Markup Language)을 통합하여 규칙(Rule)에 대한 표현력이 더욱 향상된 SWRL(Semantic Web Rule Language) 언어를 제안하였다. 따라서 최근에는 온톨로지 구축을 위해 OWL과 SWRL언어가 함께 사용되기 시작하였다. 그러나 이렇게 통합적으로 구성된 온톨로지의 추론을 위한 방법에 대한 연구는 시작단계에 있다. 현재의 일반적인 방법은 OWL로 기술된 부분은 Racer등을 이용한 DL추론을 수행하고 SWRL로 기술된 부분은 Jess등을 이용한 Rule-base 추론이 병렬적으로 사용되고 있다. 이에 따라 본 논문에서는 OWL과 SWRL로 기술된 온톨로지를 추론하기 위한 엔진으로 Racer와 Jess의 병행이 아닌, Jess를 이용한 통합추론엔진의 개발에 관하여 기술한다. 이러한 시스템을 구축하기 위해 OWL을 Jess언어를 이용하여 추론할 수 있도록 개발된 OWL Jess KB와 SWRL 언어를 Jess 언어로 변환하는 SWRL Factory를 이용하는 세 가지 통합 추론 플랫폼을 제안한다.

• Nuclear Engineering and Technology
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• 제36권4호
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• pp.295-303
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• 2004

Software inspection is widely believed to be an effective method for software verification and validation (V&V). However, software inspection is labor-intensive and, since it uses little technology, software inspection is viewed upon as unsuitable for a more technology-oriented development environment. Nevertheless, software inspection is gaining in popularity. KAIST Nuclear I&C and Information Engineering Laboratory (NICIEL) has developed software management and inspection support tools, collectively named "SIS-RT. "SIS-RT is designed to partially automate the software inspection processes. SIS-RT supports the analyses of traceability between a given set of specification documents. To make SIS-RT compatible for documents written in Korean, certain techniques in natural language processing have been studied [9]. Among the techniques considered, case grammar is most suitable for analyses of the Korean language [3]. In this paper, we propose a methodology that uses a case grammar approach to analyze the traceability between documents written in Korean. A discussion regarding some examples of such an analysis will follow.

• 디지털콘텐츠학회 논문지
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• 제8권4호
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• pp.607-613
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• 2007

Current changes in the written language curriculum have lead to emphasis being placed on the process involved in writing rather than the product. Writing is being viewed as a means of exploration, with text being manipulated in revision until a clear message is conveyed. This study focuses on the use of the computer in written language, as a tool to facilitate learning, increase interaction and alter children's attitudes. Some children from a local primary school participated in a project which gave them access to a computer and guidance during the process of revision. Evaluation of this study showed a two-fold effect. Firstly the writing behaviors of the children developed with their increased involvement in the process. For example, the children began to read what they had written thereby independently evaluating the content. Secondly, arising from this, as a sense of control over their writing was gained the children's attitudes towards writing became more positive.

• 정보처리학회논문지D
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• 제15D권5호
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• pp.647-658
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• 2008

자연어로 작성된 고객의 요구사항은 개발과정에서 모델링 언어로 재작성 된다. 그러나 개발에 참여하는 다양한 계층의 사람들은 모델링 언어로 작성된 요구사항을 이해하지 못하는 경우가 많이 발생한다. 본 논문에서는 REED(REquirement EDitor)로 작성된 요구사항 모델을 자연어로 번역하여 개발에 참여하는 모든 계층의 사람들이 요구사항 모델을 이해할 수 있도록 도와주는 방안을 제시한다. 제시한 방법은 3단계로 구성되어 있다. 1단계 IORT(Input-Output Relation Tree) 생성, 2단계 RTT(Requirement Translation Tree) 생성, 3단계 자연어로 번역의 단계를 거친다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권4호
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• pp.265-276
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• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.

• 한국멀티미디어학회논문지
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• 제8권12호
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• pp.1658-1668
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• 2005

This paper presents the bytecode-to-SIL translator which enables the execution of the java program in EVM(Embedded Virtual Machine) environment without JVM(java Virtual Machine), translating bytecodes produced by compiling java programs into SIL(Standard Intermediate Language) codes. EVM, what we are now developing, is a virtual machine solution that can download and execute dynamic application programs written in sequential languages like C language as well as object oriented languages such as C#, Java, etc. EVM is a virtual machine mounted on embedded systems such as mobile device, set-top box, or digital TV, and converts the application program into SIL, an assembly language symbolic form, and execute it. SIL is a virtual machine code for embedded systems, based on the analysis of existing virtual machine codes such as bytecode, MSIL, etc. SIL has such features as to accommodate various programming languages, and in particularly has an operation code set to accept both object-oriented languages and sequential languages. After compiling, a program written in java language is converted to bytecode, and also executed by JVM platform but not in other platform such as .NET, EVM platform. For this reason, we designed and implemented the bytecode-to-SIL translator system for programs written in java language to be executed in the EVM platform without JVM. This work improves the execution speed of programs, enhances the productivity, and provides an environment for programmers to execute application programs at various platforms.

• 대한의용생체공학회:의공학회지
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• 제29권4호
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• pp.272-277
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• 2008

Functional MRI technique was used in this study for examining the language switching mechanisms between the first language (L1) and the second language (L2). Language switching mechanism is regarded as a complex task that involves an interaction between L1 and L2. The aim of study is to find out the brain activation patterns during the phonological process of reading real English words and English words written in Korean characters in a bilingual person. Korean-English bilingual subjects were examined while they covertly read four types of words native Korean words, Korean words of a foreign origin, English words written in Korean characters, and English words. The fMRI results reveal that the left hemispheric language-related regions at the brain, such as the left inferior frontal, superior temporal, and parietal cortices, have a greater response to the presentation of English words written in Korean characters than for the other types of words, in addition, a slight difference was observed in the occipital-temporal lobe. These results suggest that a change in the brain circuitry underlying the relational processes of language switching is mainly associated with general executive processing system in the left prefrontal cortex rather than with a similarity-based processing system in the occipital-temporal lobes.

• 영어영문학
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• 제56권6호
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• pp.1255-1279
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• 2010

Much has already been learned about what goes on in the minds of second language writers as they compose, yet, oddly enough, until recently little in the L2 research literature has addressed writing and mental imagery together. However, images and imaging (visual thinking) play a crucial role in perception (the basis of mental imagery), in turn, affecting language, thinking, and writing. Many theorists of mental imagery also agree that more than just language accounts for how we think and that imagery is at least as crucial as language. All of these demands, to be sure, are compounded for EFL students, which is why I investigate EFL students' writing process, focusing on the use of mental imagery and its relationship to the writing. First I speculate upon some ways that imagery influences EFL students' composing processes and products. Next, I want to explore how and whether the images in a writer's mind can be shaped effectively into a linear piece of written English in one's writing. I studied two university undergraduate EFL students, L and J. They had fairly advanced levels of English proficiency and exhibited high level of writing ability, as measured by TOEFL iBT Test. Each student wrote two comparison and contrast essays: one written under specified time limitations and the other written without the pressure of time. In order to investigate whether the amount of time in itself causes differences within an individual in imagery ability, the students were placed under strict time constraints for Topic 1. But for Topic 2, they were encouraged to take as much time as necessary to complete this essay. Immediately after completing their essays, I conducted face-to-face retrospective interviews with students to prompt them for information about the role of imagery as they write. Both L and J have spent more time on their second (untimed) essays. Without time constraint, they produced longer texts on untimed essay (149 vs. 170; 186 vs 284 words). However, despite a relatively long period of time spent writing an essay, these students neither described their images nor detailed them in their essays. Although their mental imagery generated an explosion of ideas for their writings, most visual thinking must merely be a means toward an end-pictures that writers spent in purchasing the right words or ideas.

• 아시아태평양코퍼스연구
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• 제4권2호
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• pp.1-39
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• 2023

Recent research in usage-based Second Language Acquisition has provided new insights into second language (L2) learners' development of formulaic language (Wulff, 2019). The current study examines the use of phrase-frames, which are recurring sequences of words including one or more variable slots (e.g., it is * that), in written and oral production data from Asian learners of English across four proficiency levels (beginner, low-intermediate, high-intermediate, advanced) and native English speakers. The variability, predictability, and discourse functions of the most frequent 4-word phrase-frames from the written essay and spoken dialogue sub-corpora of the International Corpus Network of Asian Learners of English (ICNALE) were analyzed and then compared across groups and modes. The results revealed that while learners' phrase-frames in writing became more variable and unpredictable as proficiency increased, no clear developmental patterns were found in speaking, although all groups used more fixed and predictable phrase-frames than the reference group. Further, no developmental trajectories in the functions of the most frequent phrase-frames were found in both modes. Additionally, lower-level learners and the reference group used more variable phrase-frames in speaking, whereas advanced-level learners showed more variability in writing. This study contributes to a better understanding of the development of L2 phraseological competence.