• Proceedings of the Korean Information Science Society Conference
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• 2003.04c
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• pp.425-427
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• 2003

RNA는 세포내에서 유전자 발현에 직, 간접적으로 중요한 역할을 하며, RNA 구조는 세포 내에서의 기능과 깊은 연관이 있기 때문에 RNA 구조를 예측하는 것은 중요한 의미를 갖는다, 본 논문에서는 진화연산의 한가지인 유전자 프로그래밍(genetic programming) 방법을 사용하여 염기서열 정보를 참고하는 RNA 구조 문법의 학습 방법을 보여 준다. 이 RNA 구조를 의미하는 문법을 트리(tree)형태의 함수로 코드화(encoding) 한 후 이것을 유전자 프로그래밍 방법으로 진화시킨다. 진화를 통해 최적의 적합도를 갖는 트리의 문법을 테스트 데이터를 통해 평가한 결과 0.893의 특이도(speicificity)와 0.752의 민감도(sensitivity)를 보였다.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.285-290
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• 2020

This study focus on improving the text language proficiency regarding users' written text. In order to tone up accuracy improvement in writing, Computer Assisted Language Learning(CALL) can be primarily used as one of the most efficient tools. This study proposes a English Grammar Checking Application that can improve the accuracy over the current applications. The proposed system is capable of defining the difference between a Noun and a Noun Phrase which is critical in improving grammar accuracy for those who use Englilsh as a foreign language in English writing.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.305-327
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• 2002

This paper is in line with the attempts to examine two assumptions implied about the role of Universal Grammar (UC) in nonnative language acquisition: Are the EFL learners at disadvantage in acquiring UC-driven knowledge? Are there critical period effects in EFL learning? Based on the research with the seven studies of ESL and EFL adult learners performance on the Subjacency violation sentences, the paper investigates the extent to which the EFL adult learners can attain UG-driven knowledge represented by the Subjacency Principle. It also makes comparison of the EFL learners level of access to UG with that of their counterparts, the ESL learners. The research findings suggests that the EFL environment doesn't prevent the learners from acquiring target grammar in UG domain. That is, the current paper strongly suggests that the EFL adult-learners be able to acquire UG-driven knowledge to a considerable extent, at least as high as the ESL adult learners can attain. For the interpretation of the research results of the seven studies, Constructionist Hypothesis (CH) supported by a Minimalist Program (MP) assumption is employed. CH seems more plausible to account not only for incomplete acquisition observed among the beginning and intermediate level learners but also for the native-like competence acquired by advanced level L2 learners.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.191-208
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• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.

• Speech Sciences
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• v.13 no.4
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• pp.187-200
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• 2006

The speech synthesis technology is widely used and its application area is also being broadened to an automatic response service, a learning system for handicapped person, etc. However, the sound quality of the speech synthesizer has not yet reached to the satisfactory level of users. To make a synthesized speech, the existing synthesizer generates rhythms only by the interval information such as space and comma or by several punctuation marks such as a question mark and an exclamation mark so that it is not easy to generate natural rhythms of people even though it is based on mass speech database. To make up for the problem, there is a way to select rhythms after processing language from a higher level information. This paper proposes a method for generating tags for controling rhythms by analyzing the meaning of sentence with speech situation information. We use the Systemic Functional Grammar (SFG) [4] which analyzes the meaning of sentence with speech situation information considering the sentence prior to the given one, the situation of a conversation, the relationship among people in the conversation, etc. In this study, we generate Semantic Speech Control Tag (SSCT) by the result of SFG's meaning analysis and the voice wave analysis.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.575-583
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• 2018

This study approached EPL learning with deductive teaching and learning methods and inductive teaching and learning methods which are grammar teaching and learning methods. In the entry site, lectures provided for elementary school students in grades 5 to 6 were set as deductive learning courses. Based on this, inductive learning process was developed and each learning process was composed of 12 periods. After conducting the research, EPL utilization evaluation, learning satisfaction and immersion test were conducted between the two groups. It was difficult to obtain statistically meaningful results between the two groups. However, in the three tests, the mean value of groups using inductive teaching and learning methods was high. If we construct a long-term learning process and conduct research, we think that statistically meaningful results are produced between the two groups.

• ETRI Journal
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• v.41 no.6
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• pp.760-770
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• 2019

Based on the growing demand for neural network technologies, various neural network inference engines are being developed. However, each inference engine has its own neural network storage format. There is a growing demand for standardization to solve this problem. This study presents interworking techniques for ensuring the compatibility of neural networks and data among the various deep learning frameworks. The proposed technique standardizes the graphic expression grammar and learning data storage format using the Neural Network Exchange Format (NNEF) of Khronos. The proposed converter includes a lexical, syntax, and parser. This NNEF parser converts neural network information into a parsing tree and quantizes data. To validate the proposed system, we verified that MNIST is immediately executed by importing AlexNet's neural network and learned data. Therefore, this study contributes an efficient design technique for a converter that can execute a neural network and learned data in various frameworks regardless of the storage format of each framework.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.41-55
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• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.65-71
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• 2017

With advances in technology, many researchers have made an effort to find out educational methods with customized instruction. The purpose of the research is to investigate i) if flipped learning is beneficial for the students taking intermediate-level English grammar and writing class compared with the traditional class, ii) if the flipped learning class is advantageous for all the score level students in terms of student achievement and iii) if the students feel motivated with the flipped learning class. T-test was utilized to determine any differences between pretest and posttest in student achievement. The result in terms of the academic achievement revealed that the flipped classroom approach for the low score group was found to be the least effective among others. In the case of flipped learning teaching method, the instructor should develop contents according to the level of learners. The development of customized contents tailored to the level of learners will enhance learners' learning achievement.