• KIPS Transactions on Software and Data Engineering
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• v.4 no.1
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• pp.45-56
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• 2015

In this paper, we present a method that can detect context-sensitive word errors and generate correction candidates. Spelling error detection is one of the most widespread research topics, however, the approach proposed in this paper is adjusted for an automated English scoring system. A common strategy in context-sensitive word error detection is using a pre-defined confusion set to generate correction candidates. We automatically generate a confusion set in order to consider the characteristics of sentences written by second-language learners. We define a word error that cannot be detected by a conventional grammar checker because of part-of-speech ambiguity, and propose how to detect the error and generate correction candidates for this kind of error. An experiment is performed on the English writings composed by junior-high school students whose mother tongue is Korean. The f1 value of the proposed method is 70.48%, which shows that our method is promising comparing to the current-state-of-the art.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.1
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• pp.25-31
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• 2014

Korean grammar checkers typically detect context-dependent errors by employing heuristic rules; these rules are formulated by language experts and consisted of lexical items. Such grammar checkers, unfortunately, show low recall which is detection ratio of errors in the document. In order to resolve this shortcoming, a new error-decision rule-generalization method that utilizes the existing KorLex thesaurus, the Korean version of Princeton WordNet, is proposed. The method extracts noun classes from KorLex and generalizes error-decision rules from them using the Tree Cut Model and information-theory-based MDL (minimum description length).

• Journal of KIISE
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• v.42 no.5
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• pp.629-636
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• 2015

The types of errors corrected by a Korean spelling and grammar checker can be classified into isolated-term spelling errors and context-sensitive spelling errors (CSSE). CSSEs are difficult to detect and to correct, since they are correct words when examined alone. Thus, they can be corrected only by considering the semantic and syntactic relations to their context. CSSEs, which are frequently made even by expert wiriters, significantly affect the reliability of spelling and grammar checkers. An existing Korean spelling and grammar checker developed by P University (KSGC 4.5) adopts hand-made correction rules for correcting CSSEs. The KSGC 4.5 is designed to obtain very high precision, which results in an extremely low recall. Our overall goal of previous works was to improve the recall without considerably lowering the precision, by generalizing CSSE correction rules that mainly depend on linguistic knowledge. A variety of rule-based methods has been proposed in previous works, and the best performance showed 95.19% of average precision and 37.56% of recall. This study thus proposes a statistics based method using a conditional probability model with dynamic window sizes. in order to further improve the recall. The proposed method obtained 97.23% of average precision and 50.50% of recall.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.507-511
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• 2022

문법 교정 모델은 입력된 텍스트에 존재하는 문법 오류를 탐지하여 이를 문법적으로 옳게 고치는 작업을 수행하며, 학습자에게 더 나은 학습 경험을 제공하기 위해 높은 정확도와 재현율을 필요로 한다. 이를 위해 최근 연구에서는 문단 단위 사전 학습을 완료한 모델을 맞춤법 교정 데이터셋으로 미세 조정하여 사용한다. 하지만 본 연구에서는 기존 사전 학습 방법이 문법 교정에 적합하지 않다고 판단하여 문단 단위 데이터셋을 문장 단위로 나눈 뒤 각 문장에 G2P 노이즈와 편집거리 기반 노이즈를 추가한 데이터셋을 제작하였다. 그리고 문단 단위 사전 학습한 모델에 해당 데이터셋으로 문장 단위 디노이징 사전 학습을 추가했고, 그 결과 성능이 향상되었다. 노이즈 없이 문장 단위로 분할된 데이터셋을 사용하여 디노이징 사전 학습한 모델을 통해 문장 단위 분할의 효과를 검증하고자 했고, 디노이징 사전 학습하지 않은 기존 모델보다 성능이 향상되는 것을 확인하였다. 또한 둘 중 하나의 노이즈만을 사용하여 디노이징 사전 학습한 두 모델의 성능이 큰 차이를 보이지 않는 것을 통해 인공적인 무작위 편집거리 노이즈만을 사용한 모델이 언어학적 지식이 필요한 G2P 노이즈만을 사용한 모델에 필적하는 성능을 보일 수 있다는 것을 확인할 수 있었다.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.133-152
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• 2010

There is disagreement, among researchers, on the benefits of corrective feedback on L2 learners' written output. Some scholars advocate the usefulness of corrective feedback while some claim that error correction is ineffective and even harmful. So far, however, research outcomes cannot settle this debate. Based on this debate, this study examines whether there is a difference among diverse types of feedback on the effects of L2 learners' writing improvement. This study found that teacher's direct feedback was more effective than any other types of feedback on the effect of participants' writing improvement. In particular, teacher's direct feedback helped their improvement on grammar, mechanics, and form. Among the types of peer feedback, self-correction was the most effective. In teacher feedback, form-focused feedback had more effects than content-focused feedback, but no difference with regard to peer feedback. In addition, teacher's content-focused feedback was more effective than peer's content-focused feedback. Overall, in all types of feedback, teacher feedback was more effective than peer feedback. However, direct (form-focused) feedback was the most effective in teacher feedback, and self-correction in peer feedback. The least effective feedback in both teacher and peer feedback was indirect (form-focused) feedback, which is simple underlining of errors.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• Korean Journal of Cognitive Science
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• v.4 no.1
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• pp.177-212
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• 1993

My research is based on the parser for ill-formed input by Mellish in a paper in ACL 27th meeting Proceedings. 1989. My system is composed of two parsers:WFCP and IFCP. When WFCP fails to give the parse tree for the input sentence, the sentence is identified as ill-formed and is parsed by IFCP for error detection and recovery at the syntactic level. My system is indendent of grammatical rules. It does not take into account semantic ill-formedness. My system uses a grammar composed of 25 context-free rules. My system consistes of two major parsing strategies:top-down expection and bottem-up satisfaction. With top-down expectation. rules are retrieved under the inference condition and expaned by inactive arcs. When doing bottom-up parsing. my parser used two modes:Left-Right parsing and Right-to-Left parsing. My system repairs errors sucessfully when the input contains an omitted word or an unknown word substitued for a valid word. Left- corner and right-corner errors are more easily detected and repaired than ill-formed senteces where the error is in teh middle. The deviance note. with repair details, is kept in new inactive arcs which are generated by the error correction procedure. The implementation of my system is quite different from Mellish's. When rules are invoked. my system invokes all rules with minimal inference. My bottom up parsing strategy uses Left-to-Right mode and Right-to-Left mode. My system is bottom-up-parsing-oriented like the chart parser. Errors are repaired in two ways:using top-down hypothesis, and using Need-Chart which keeps the information of expectation and complection of expanded goals by rules. To reduce the number of top-down cycles. all rules are invoked simultaneously and this invocation information is kept in Need-Chart. This idea will be extended for the implementation of multiple error recovery system.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.51-57
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• 2020

Children with language developmental disabilities often struggle through their lives from a lot of challenges in everyday life and social activities. They're often easily deprived of the opportunity to engage in social activities, because they find difficulty in understanding or using language, a core means of communication. With regard to this issue, AAC(Augmentative and Alternative Communication) can be an effective communication tool for children who are suffering from language disabilities. In this paper, we propose a deep learning-based AI service to make full use of the pictogram as an AAC tool for children with language developmental disabilities to improve not only the ability to interact with others but the capacity to understand language. Using this service, we strive to help these children to more effectively communicate their intention or desire and enhance the quality of life.