• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1418-1430
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• 2013

In this study, we investigated the writing process components and the writing strategies that appeared in the process of argumentative writing through students' think-alouds and semi-structured interviews. The subjects were 18 eighth graders. During argumentative writing, students were asked to decide whether they agreed with the given argument or not on the basis of information provided in the writing task. We categorized the writing process components and the writing strategies by analyzing the protocols of students' think-alouds and interviews, and evaluated the level of their written compositions. The analyses of the results indicated that the writing process components of argumentative writing showed different characteristics from those of problem solving writing in several components such as setting goals, organizing an outline, and evaluating content. In addition, the writing process component 'coordinating information' was newly discovered in argumentative writing. The writing strategies were categorized into four groups by the types of decision making (reflective/intuitive) and the existence of outline organization: Reflective decision making and outline organization, reflective decision making and no outline organization, intuitive decision making and outline organization, and intuitive decision making and no outline organization. Students with the reflective decision making and outline organization strategy were found to get the highest scores in written composition in terms of the relationship between the argument and its grounds, the rebuttal of the opposing argument, and the structure of the writing. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.446-459
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• 2024

This study aims to examine the development and learning process of the argumentative abilities in elementary school students with regards to learning science. Toward this end, the SSI argumentation education program was implemented in conjunction with the science curriculum for sixth-grade students across 10 months. In this process, the scoring criteria in terms of formal and content aspects were developed and used to assess their argumentative text analysis and expression abilities. The results were as follows: First, the type of SSI influenced their ability to analyze argumentative texts. However, their formal and content aspects improved as learning progressed. Second, with regards to the formal aspect associated with the ability to express argumentative texts, reasons were initially most frequently cited. Over time, incorporating evidence to support these reasons and the use of rebuttal also increased. Third, in terms of content aspect, the level of use of all elements increased as learning progressed; however, level of acknowledgments and rebuttal elements exhibited a relatively slower progress. In summary, ability of the students to analyze and express argumentative texts improved as they increasingly gained experience in learning about argumentation. The study deduced that elementary school students can develop their argumentative abilities through appropriate learning support, such as teacher feedback, along with implementation of the SSI argumentation education program over an extended period. Based on these results, the study proposes the development of SSI materials and incorporation of SSI argumentative writing in the science curriculum.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.313-323
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• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.1-1
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• 2002

This talk provides an overview of current work in my research group on the syntactic annotation of the T bingen corpus of spoken German and of the German Reference Corpus (Deutsches Referenzkorpus: DEREKO) of written texts. Morpho-syntactic and syntactic annotation as well as annotation of function-argument structure for these corpora is performed automatically by a hybrid architecture that combines robust symbolic parsing with finite-state methods ("chunk parsing" in the sense Abney) with memory-based parsing (in the sense of Daelemans). The resulting robust annotations can be used by theoretical linguists, who lire interested in large-scale, empirical data, and by computational linguists, who are in need of training material for a wide range of language technology applications. To aid retrieval of annotated trees from the treebank, a query tool VIQTORYA with a graphical user interface and a logic-based query language has been developed. VIQTORYA allows users to query the treebanks for linguistic structures at the word level, at the level of individual phrases, and at the clausal level.

• Language and Information
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• v.19 no.2
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• pp.1-18
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• 2015

This paper retraces the development of Database Semantics (DBS) from its beginnings in Montague grammar. It describes the changes over the course of four decades and explains why they were seen to be necessary. DBS was designed to answer the central theoretical question for building a talking robot: How does the mechanism of natural language communication work? For doing what is requested and reporting what is going on, a talking robot requires not only language but also non-language cognition. The contents of non-language cognition are re-used as the meanings of the language surfaces. Robot-externally, DBS handles the language-based transfer of content by using nothing but modality-dependent unanalyzed external surfaces such as sound shapes or dots on paper, produced in the speak mode and recognized n the hear mode. Robot-internally, DBS reconstructs cognition by integrating linguistic notions like functor-argument and coordination, philosophical notions like concept-, pointer-, and baptism-based reference, and notions of computer science like input-output, interface, data structure, algorithm, database schema, and functional flow.

• Korean System Dynamics Review
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• v.11 no.2
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• pp.5-28
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• 2010

The purpose of this paper is to review relationship between spatial characteristics of compact city and urban sustainabiliy from system dynamics perspective using causal loop analysis. It has been argued that spatial characteristics of compact city, high population density and mixed land use, are positively related to urban sustainability. However, research results that are not consistent with pros of compact city argument have been accumulated too. It is especially true when spatial characteristics of compact city are examined with regard to each dimension of sustainablility: economic, social, and environmental sustainability. Reviewing each dimension of sustainability with regard to spatial characteristics based on causal loop analysis, this paper provides more clear understanding on relationship between compact city and sustainability. Also this paper provides a base for system dynamics simulation for future study.

• Journal of the Korean Society of Marine Environment & Safety
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• v.6 no.2
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• pp.57-66
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• 2000

The argument about enlarging or limiting the function of the Korea Maritime Police. Agency (KMPA) has been and will be repeated. In this paper, the author highlights the internal and external issues facing KMPA, stemming partly from deficiencies of its struggles for advancement of the organization and partly from shortcomings of political support far it. And he urges KMPA to change the organizational culture for maintaining its identity and characteristics as a lead maritime agency by practising a scientific management system for maximizing cost-effectiveness of its administrative resources. In addition, he also suggests that KMPA adopt the Total Quality Management System for quality improvements in services and greater efficiency in its organizational structure to meet the future competition in the changing political and legal environment. he concludes by providing a 6-point vision statement for KMPA from the standpoint of favoring enlarging the function of KMPA.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.31-68
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• 2006

The present research investigates the acquisition of the English locative alternation by Korean EFL learners, which poses a learnability paradox, taking Pinker's framework of learnability theory as its basis. It addresses two questions (1) how lexical knowledge is represented initially and at different levels of interlanguage development and (2) what kinds of difficulty Korean learners find in the acquisition of English locative verbs and their constructions. Three groups of learners at different proficiency levels with a control group of English native speakers are examined by two instruments: elicited production task and grammaticality judgment task. According to different levels of proficiency, the learners exhibit gradual sensitivity to a change-of-state meaning and obtain complete perception of the meanings of locative verbs (manner-of-motion and change-of-state) and their constructions. Overgeneralization errors are observed in their performance. The errors are due to misinterpretations of particular lexical items in conjunction with the universal linking rules. More fundamental cause of difficulty is accounted for by partial use of learning mechanisms, caused by insufficient L2 input.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.59-73
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• 2001

이 논문은 영어와 한국어에서 논 항구조의 교체를 허용하는 처소격 동사들의 통사구조와 의미를 비교 분석해 보려고 한다. 지금까지 연구가 논항구조의 교체를 허용하는 이런 동사들이 통사적 유사성에만 국한되어 연구가 되었을 뿐 여러 다른 통사적 형식에서 보여지는 차이점이나 논항 교체 동사들의 의미적 차이점과 같은 중요한 현상들에 대한 많은 연구가 되어지지 않았다. 따라서 첫 번째로 이 논문에서는 Pinker (1989)에 제시한 논항 교체 동사들의 의미적 분석을 구체적으로 소개하고, 이런 교체 동사들의 의미적 유사성과 차이점으로 구분한 Pinker의 의미분류들을 자세히 알아본다. 또한 Pinker가 교체동사들의 의미적 분류를 위해 사용한 통사적 기준인 논항 생략 (PP-omission test)을 소개한다. 두 번째로 영어의 논항 교체 동사들에 해당하는 한국어 동사들의 통사적 형태를 알아봄으로써 영어와 한국어에서의 통사적 유사성과 차이점을 알아본다. 세 번째로 영어와 한국어에서 나타나는 통사적 차이점의 설명을 위해 Pinker가제시한 의미 분류들을 수정한 새로운 분류를 제시한다 마지막으로 Jackendoff (1996)에서 제시된 의미적 설명이 영어의 논항 교체 동사에 해당하는 한국어 동사들의 통사적 형태들의 다양성을 설명할 수 있음을 보여준다

• Journal of Institute of Control, Robotics and Systems
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• v.15 no.1
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• pp.111-119
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• 2009

For daily life interaction with human, robots need the capability of encoding and storing cognitive information and retrieving it contextually. In this paper, spatiotemporal grounding of cognitive information for a language based cognitive system is presented. The cognitive information of the event occurred at a robot is described with a sentence, stored in a memory, and retrieved contextually. Each sentence is parsed, discriminated with the functional type of it, and analyzed with argument structure for connecting to cognitive information. With the proposed grounding, the cognitive information is encoded to sentence form and stored in sentence memory with object descriptor. Sentences are retrieved for answering questions of human by searching temporal information from the sentence memory and doing spatial reasoning in schematic imagery. An experiment shows the feasibility and efficiency of the spatiotemporal grounding for advanced service robot.