• Journal of Electrical Engineering and information Science
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• 제2권6호
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• pp.7-13
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• 1997

Morphological Analysis of Korean has known to be a very complicated problem. Especially, the degree of part-of-speech(POS) ambiguity is much higher than English. Many researchers have tried to use a hidden Markov model(HMM) to solve the POS tagging problem and showed arround 95% correctness ratio. However, the lack of lexical information involves a hidden Markov model for POS tagging in lots of difficulties in improving the performance. To alleviate the burden, this paper proposes a method for combining multiword units, which are types of lexical information, into a hidden Markov model for POS tagging. This paper also proposes a method for extracting multiword units from POS tagged corpus. In this paper, a multiword unit is defined as a unit which consists of more than one word. We found that these multiword units are the major source of POS tagging errors. Our experiment shows that the error reduction rate of the proposed method is about 13%.

• 영어어문교육
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• 제10권3호
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• pp.41-66
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• 2004

Under the textbook-driven approach to English education in the Korean selling, the importance of the English textbook can not be overemphasized as the main source of learning materials. Recently, with the development of computer-based language corpora, the recognition of the importance of collocations and the availability of computerized databases of words have caused a resurgence and facilitation in the instruction of collocation. The primary purpose of the present study is to identify the characteristics of lexical collocation and the extent of its use in high school 10th-grade textbooks. From all the analyses, it is revealed that the language materials reflect various constructed collocation in the case of adjective+noun and noun+noun collocations in a natural context. However, verb+noun and adverb+verb collocations are not fully reflected. This is true for delexicalized verbs, and verb and adjective intensifiers. Also the language materials do not provide sufficient support for the lexical syllabus, even though all textbooks may be somewhat adequate in terms of vocabulary size. Finally, based on the analyses of the texts, the suggestions for English collocation instruction are made in the lexical approach.