• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.183-192
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• 2022

The role that English currently plays is undeniable. It has become the most common means of communication among native speakers of several languages around the world. English penetrates into all areas of people's daily lives. In the field of Information Technology (IT), English has taken a dominant position, as many of the terms used on a daily basis are written in English. The purpose of the article is to analyze the linguistic features of anglicisms in the field of Information Technology. Methods. The research is based on systematic and comparative analysis, dialectical method, as well as methods of classification and generalization. Results. This study presents the results of compiling a multilingual glossary with anglicisms used in the GitHub and 3D Slicer fields. Despite the limited number of terms included in the glossary, the article provides a lot of evidence for the influence of the English language in the areas of Information Technology, GitHub and 3D Slicer under consideration. The types of anglicisms used in the 3D Slicer area seem to be more diverse than in the GitHub area. This study found that five European languages use language strategies to solve any communication problem. The multilingual glossary showed that in some cases there is a coexistence between Anglicism and the native term. In other cases, the English term is the only one used in different languages. There are cases when only the native language is used. Conclusions. This study is a useful tool that helps to improve the efficiency of communication between engineers and technicians who speak different native languages. The ultimate goal of this research will be to create a multilingual glossary that is still under development and is likely to cover other IT areas such as Python and VTK.

• Cross-Cultural Studies
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• v.48
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• pp.391-417
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• 2017

Southeast Asian languages are famous for having a large number of vowel sounds with an average of more than 20 vowel sounds in this certain language family. In addition, there are approximately 1,500 languages in this area, which accounts for approximately 20% of total languages in the world. For this reason, vowel systems of Southeast Asian languages should be explored to determine the nature of vowel structures of human natural languages. In this study, we analyze vowel systems of three languages, Tagalog, Malay and Thai, that have only primary or normal vowels and thus are relatively simple structures based on descriptive and analytic universals. We would also like to confirm if the six criteria of the tentative evaluation model taken from several previous literature is appropriate in applying analysis of vowel system universals under the method of the Greenbergian Universals or statistic universals. What we have found from this research are (i) the three languages have high level of universals with some exceptional cases such as three-vowel system of Tagalog, and (ii) some of the six criteria, together with some cases of analytic universals, are not quite suitable for understanding language-specific universals that are different from other languages.

• 제어로봇시스템학회:학술대회논문집
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• 1988.10a
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• pp.501-506
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• 1988

This paper describes an experimental system for automatic robot programming, The SNU-ARPS (Seoul National University Automatic Robot Programming System). The SNU-ARPS generates executable robot programs for pick and place operation and some simple mechanical assembly tasks by menudriven dialog. It is intended to enable the user to concentrate on the overall operation sequence instead of the knowledge regarding the details of robot languages. To convert task specifications into manipulator motions, the SNU-ARPS uses an internal representation of the world. This representation initially consists of geometric database from CAD system and is updated at each operation step to reflect the state changes of the world.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• Journal of Contemporary Eastern Asia
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• v.8 no.2
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• pp.45-62
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• 2009

• Journal of the Korean Society for Library and Information Science
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• v.21
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• pp.1-60
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• 1991

In this study, Two divisions(language and literature) in schemes of the DDC are discussed. And the adaptation of these divisions to the minor or oriential countries are seggested. In spite of the continuous study and revision of the experts, the frameworks of these systems are still kept unchanged. Only their subdivisions, reflecting those developments In the academic world are developed and detailed more sophisticatedly. Of those subdivisions in DDC, especially the two subdivisions of language and literature are seriously unbalanced. The two divisions give the attention too much to the Western including the English, Deutsch and French. Relatively the languages and literatures of the other nations are treated lightly. It results more problems to the Oriental and the minor nations. So, the libraries of these nations should modify the schedules and develop the subdivisions items of the local emphasis. Considering these problems the historical changes of the DDC system in the languages and literatures are clarified and the problems occurring from unbalanced allocation of the classed items are examined.

• Phonetics and Speech Sciences
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• v.13 no.2
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• pp.9-17
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• 2021

Voice onset time (VOT) is known to be a primary acoustic cue that differentiates voiced from voiceless stops in the world's languages. While much attention has been given to the sound change of Korean stops, little attention has been given to that of English stops. This study examines VOT of stop consonants as produced by English speakers in comparison to Korean speakers to see whether there is any VOT change for English stops and how the effects of stop, place, gender, and individual on VOT differ cross-linguistically. A total of 24 native speakers (11 Americans and 13 Koreans) participated in this experiment. The results showed that, for Korean, the VOT merger of lax and aspirated stops was replicated, and, for English, voiced stops became initially devoiced and voiceless stops became heavily aspirated. English voiceless stops became longer in VOT than Korean counterparts. The results suggest that, similar to Korean stops, English stops may also undergo a sound change. Since it is the first study to be revealed, more convincing evidence is necessary.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.328-332
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• 2021

The article considers general tendencies in world and education, and also both principles and methods of forming professional, communicative, intercultural competences and in the process of teaching foreign language for professional purposes in the conditions of engineering, economic and other non-linguistic specialties at technical university. The article views some essential issues of this competence including awareness of pedagogical values, the construction of the pedagogical process, pedagogical communication and behavior; pedagogical technology, its essence, structural components, understanding of innovative components of professional activity, requirements for the design and engineering of pedagogical technologies.

• Annual Conference of KIPS
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• 2009.11a
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• pp.239-240
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• 2009

We live in a flat world in which globalization fosters communication, travel, and trade among more than 150 countries and thousands of languages. To surmount the barriers among these languages, translation is required; Speech-to-Speech translation will automate the process. Thanks to recent advances in Automatic Speech Recognition (ASR), Machine Translation (MT), and Text-to-Speech (TTS), one can now utilize a system to translate a speech of source language to a speech of target language and vice versa in affordable manner. The three phase process establishes that the source speech be transcribed into a (set of) text of the source language (ASR) before the source text is translated into the target text (MT). Finally, the target speech is synthesized from the target text (TTS).

• English Language & Literature Teaching
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• v.15 no.2
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• pp.71-92
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• 2009

Europass was established in 2005 by the European Parliament and the Council of Europe as a single framework for language qualifications and competences, helping citizens to gain accreditation throughout the European Community. In addition, the 1996 Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) provides a common basis for language syllabi, curriculum guidelines, examination, and textbooks in Europe. This framework describes the required knowledge and skills, the cultural context, and the levels of proficiency that learners should achieve. In combination, Europass and the CEFR provide employers and educational institutes with internationally recognized standards. This paper proposes that current trends such as globalization and international mobility require a similar approach to accreditation in Asia. As jobs and workers become independent of national boundaries and restrictions, it becomes necessary to educate students as multilingual world citizens, using standards that are accepted around the world. It is suggested, therefore, that assessment models such as Europass and the CEFR, along with successful language teaching models in Europe and Canada, present opportunities of adaptation for the Korean education system. Finally, rigorous teacher training to internationally recognized levels is recommended, if Korea is to produce a workforce of highly-skilled, plurilingual world citizens.