• Language and Information
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• v.1
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• pp.67-105
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• 1997

This paper investigates the semantics of English there existential sentences. By examining discourse functions and pragmatic facts, it accounts for semantic facts which have not been discussed elsewhere. Further, it is a new attempt to incorporate information-theoretic notions into formal semantics. I propose that existential statements as expressing Austinian propositions. The proposed meanings account for the fact that post-copular NPs cannot constitute the restruction of an adverb of quantification nor admit a partitive reading.

• Journal of Electrical Engineering and Technology
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• v.13 no.2
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• pp.969-980
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• 2018

This paper aims to design of the neutrosophic fuzzy-PID controller and it has been compared with the conventional fuzzy-PID controller for position tracking control in terms of robustness. In the neutrosophic fuzzy-PID controller, error (e) and change of error (ce) were assessed separately on two fuzzy inference systems (FISs). In this study, the designed method is different from the conventional fuzzy logic controller design, membership degrees of antecedent variables were determined by using the T(true), I(indeterminacy), and F(false) membership functions. These membership functions are grouped on the universe of discourse with the neutrosophic set approach. These methods were tested on three-dimensional (3-D) position-tracking control application of a spherical robot manipulator in the MATLAB Simulink. In all tests, reference trajectory was defined for movements of all axes of the robot manipulator. According to the results of the study, when the moment of inertia of the rotor is changed, less overshoot ratio and less oscillation are obtained in the neutrosophic fuzzy-PID controller. Thus, our suggested method is seen to be more robust than the fuzzy-PID controllers.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.416-429
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• 2018

In social constructivist teaching, knowledge construction is achieved through learners' collective social interaction. Vygotsky argued that this process is mediated with language use, and the development of higher order thinking is realized through the transition from inter-personal psychological functions to intra-personal psychological functions. In so doing scientific concepts are internalized to learners. This study examined the third grade elementary students' inter/intra-personal psychological functions and their internalization processes during social constructivist teaching plan about strata and fossils. The lessons were designed along with Wells' dialogic inquiry and Leach and Scott's social constructivist teaching-learning sequences. Results showed that a teacher's utterances of talking with questioning to switch attention, creating cognitive disequilibrium, and expanding the width of students' opinions could make effective inter-personal psychological function. In addition, a learner's inner speech expressed into social discourse through talking about personal experiences, comparing epistemic idea with visual representation, or applying to different situation showed his/her intra-personal psychological function. Some cases of learners' internalization through language use could be at the stage of knowledge building and understanding of the spiral of knowing, but not all. Thus it is argued that a teacher's deeper insight into Vygotskian social constructivist teaching can make elementary science classroom teaching more effective in their inter/intra-psychological functions.

• International Journal of Internet, Broadcasting and Communication
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• v.9 no.1
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• pp.51-55
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• 2017

LINE, an instant message App with a powerful capability of transmitting various forms of data, has been overwhelmed in Asia since launched in 2011. Due to its popularity, LINE was first used in the 2016 Taiwanese presidential election. This research utilized a functional approach of campaign communication discourse and political visual images to analyze how candidates managed and presented themselves by textual and visual information on LINE. Regarding the textual information, results revealed their strategy inclined to reverse gender stereotype because the female candidate emphasized policy over character, while the male emphasized character over policy. Both candidates did not fully employ ten image functions because they utilized mostly the emotional and image building functions. The female candidate message achieved the largest total amount of 'like' and 'share'. This study probes into the App campaigning and improve the feasibility and practicability to share knowledge of political communication by new media.

• Asia Pacific Journal of Corpus Research
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• v.5 no.1
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• pp.1-21
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• 2024

This study aimed to identify target lexical bundles (e.g., on the other hand, at the same time) for argumentative essay writing and rank them in order of teaching priority for Japanese learners. Despite significant functional roles of lexical bundles in academic writing, the inclusion of lexical bundles in argumentative writing had been underexplored. Since argumentative writing skills help undergraduate students prepare for their academic careers (e.g., writing papers), the lexical bundles under this genre deserve more attention. This study first extracted 78 target bundles from L1 argumentative essay corpora (International Corpus Network of Asian Learners of English: ICNALE and Louvain Corpus of Native English Essays: LOCNESS). The study then classified the bundles according to their discourse functions and semantic transparency to estimate the learnability for Japanese learners in L2 compatible corpora with the ICNALE. The results showed that learners had difficulty using the bundles with referential functions (e.g., in the form of) and semantic opaqueness (e.g., when it comes to), suggesting that the bundles in these two categories should be prioritized among the 78 bundles.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• Korean Journal of Cognitive Science
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• v.11 no.1
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• pp.9-24
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• 2000

This paper analyzes the distribution and classification of unrealized arguments of a predicate often called zero pronouns. in spoken Korean. Based on the transcript of a one-hour-Iong dialogue. recorded from public radio stations. I present the statistical data on argument ellipsis in Korean with respect to the frequency of zero ronouns as well as the nature of their antecedents. I go further to review some of the previous efforts to identify the discourse- theoretic functions of zero-pronouns in the framework of Centering Theory. and propose that the zero-pronouns in spoken Korean be divided into center-insensitive vs. center-sensitive classes. I also point out a couple of language-particular idiosyncrasies found in Korean, such as morpho-syntactic elements and encyclopaedic knowledge. that interact with center management in on-going discourse and often lead to difficulties in applying the centering rules and constraints to Korean.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.89-112
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• 2004

This article examines the ways in which language can be exploited in the manipulation of the reader's interpretation of a text to make him/her take certain lines of thought according to the writer's persuasive intents. Such functions of language provide valid foundations to support the teaching of critical reading skills and to explore an adequate approach to discourse analysis. A pilot study was conducted to find out the extent to which the reader can be coaxed into thinking in some fashions guided by specific linguistic devices employed for ideological texts. Forty-seven subjects divided into two groups (humanities majors and natural science majors at undergraduate level) joined the two-fold questionnaire surveys intended to look at their critical reading abilities. The empirical results indicate that college students whose majors are humanities were more inclined to take a holistic approach in processing commercial advertisement texts and their abilities for critical interpretation appeared to be lower than those of the subjects whose majors are natural sciences, who showed a relatively high tendency to take an analytical approach in decoding the textual facts. As a consequence, pedagogic implications for increasing critical reading abilities have resulted in a set of analytical procedures concerning ideological texts which is linked with instructional guidelines to emphasize the importance of the reader's logical and analytical reasoning power, entirely accepted as a general prerequisite for cracking the covert language gambits.

• Journal of KIISE:Software and Applications
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• v.33 no.11
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• pp.979-985
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• 2006

In the conventional researches, the reliabilities of the fuzzy system are represented and analyzed by real values between zero and one, fuzzy numbers, intervals of confidence, etc. In this paper, we present a method to represent and analyze the reliabilities of the weighted components of the fuzzy system and the weights reflected on their importance based on vague sets defined in the universe of discourse [0, 1]. The vague set is represented as the interval consisted of the truth-membership functions and the false-membership functions, therefore it can allow the reliabilities and the weights of a fuzzy system to represent in a more flexible manner. The proposed method considers the weights of the weighted components in the fuzzy systems, its reliability analysis is more flexible and effective than the conventional methods.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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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.