295 research outputs found
Automatic Generation of Morpheme Level Reordering Rules for Korean to English Machine Translation
ํ์๋
ผ๋ฌธ (์์ฌ)-- ์์ธ๋ํ๊ต ๋ํ์ : ์ธ์ดํ๊ณผ, 2017. 2. ์ ํจํ.Word order is one of the main challenges that machine translation systems must overcome when dealing with any linguistically divergent language pair, such as Korean and English. Statistical machine translation (SMT) models are often insufficient at long distance reordering due the distortion penalties they impose.Rule-based systems, on the other hand, are often costly, in both time and money, to build and maintain.
The present research proposes a new hybrid approach for Korean to English machine translation. While previous approaches have focused on the word, our approach considers the morpheme as the basic unit of translation for this
language pair. We begin by developing a classification model to disambiguate Korean functional morphemes based on alignment pairs and context feature data.
Then, according to our automatically generated rules, we apply this model in a preprocessing step to reorder the morphemes to better match English sentence structure.
After retraining our statistical translation system, Moses, results indicate an improvement in overall translation quality. When the SMT system's internal lexicalized reordering is restricted, we note an increase in the BLEU score of 3.5% over the SMT-only baseline. In the case where we do not limit decoding-time reordering, an even greater BLEU score increase of 4.42% is observed. We also
find evidence to suggest that our changes enable Moses to execute additional reordering operations at decoding time that it was previously unable to perform.Chapter 1. Introduction 1
Chapter 2. Literature Review 6
2.1 Machine Translation. 6
2.2 Reordering 10
2.3 Korean to English MT. 12
Chapter 3. Corpus Data and SMT System. 14
3.1 Background 14
3.2 Preparation. 15
3.3 Moses 17
Chapter 4. Rule Generation. 19
4.1 Corpus Processing. 20
4.1.1 Suggested Korean-English Alignments. 21
4.1.2 Feature Sets 24
4.1.3 Reordering Movement. 26
4.2 Rule Creation. 33
4.3 Input Preprocessing. 35
4.3.1 Rule Matching. 35
4.3.2 Morpheme Reordering. 38
4.4 Examples 40
Chapter 5. Results 44
Chapter 6. Conclusion. 49
References 51
Appendix A: Rules 55
Abstract in Korean 64Maste
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing
Linguistic typology aims to capture structural and semantic variation across
the world's languages. A large-scale typology could provide excellent guidance
for multilingual Natural Language Processing (NLP), particularly for languages
that suffer from the lack of human labeled resources. We present an extensive
literature survey on the use of typological information in the development of
NLP techniques. Our survey demonstrates that to date, the use of information in
existing typological databases has resulted in consistent but modest
improvements in system performance. We show that this is due to both intrinsic
limitations of databases (in terms of coverage and feature granularity) and
under-employment of the typological features included in them. We advocate for
a new approach that adapts the broad and discrete nature of typological
categories to the contextual and continuous nature of machine learning
algorithms used in contemporary NLP. In particular, we suggest that such
approach could be facilitated by recent developments in data-driven induction
of typological knowledge
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing
Linguistic typology aims to capture structural and semantic variation across the worldโs languages. A large-scale typology could provide excellent guidance for multilingual Natural Language Processing (NLP), particularly for languages that suffer from the lack of human labeled resources. We present an extensive literature survey on the use of typological information in the development of NLP techniques. Our survey demonstrates that to date, the use of information in existing typological databases has resulted in consistent but modest improvements in system performance. We show that this is due to both intrinsic limitations of databases (in terms of coverage and feature granularity) and under-utilization of the typological features included in them. We advocate for a new approach that adapts the broad and discrete nature of typological categories to the contextual and continuous nature of machine learning algorithms used in contemporary NLP. In particular, we suggest that such an approach could be facilitated by recent developments in data-driven induction of typological knowledge.</jats:p
ํ๊ตญ์ธ ๊ณ ๋ฑํ์์ ์์ด ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ ํ์ต์์์ ์ธ๊ณต์ง๋ฅ ์ฑ๋ด ๊ธฐ๋ฐ ๊ต์์ ํจ๊ณผ
ํ์๋
ผ๋ฌธ(๋ฐ์ฌ) -- ์์ธ๋ํ๊ต๋ํ์ : ์ฌ๋ฒ๋ํ ์ธ๊ตญ์ด๊ต์ก๊ณผ(์์ด์ ๊ณต), 2022.2. ๊น๊ธฐํ.English adjectival transitive resultative constructions (VtR) are notoriously challenging for Korean L2 English learners due to their syntactic and semantic differences from their L1 counterparts. To deal with such a complex structure, like English adjectival VtR, Korean L2 English learners need instructional interventions, including explicit instructions and corrective feedback on the target structure.
Human instructors are virtually incapable of offering adequate corrective feedback, as providing corrective feedback from a human teacher to hundreds of students requires excessive time and effort. To deal with the practicality problems faced by human instructors in providing corrective feedback, numerous artificial intelligence (AI) chatbots have been developed to provide foreign language learners with corrective feedback on par with human teachers. Regrettably, many currently available AI chatbots remain underdeveloped. In addition, no prior research has been conducted to assess the effectiveness of corrective feedback offered by an AI chatbot, a human instructor, or additional explicit instruction via video material.
The current study examined the instructional effects of corrective feedback from an AI chatbot on Korean high school studentsโ comprehension and production of adjectival VtR. Also, the current study investigated whether the corrective feedback generated by the AI chatbot enables Korean L2 English learners to expand their constructional repertoire beyond instructed adjectival VtR to uninstructed prepositional VtR. To investigate these issues, text-based Facebook Messenger AI chatbots were developed by the researcher.
The effectiveness of the AI chatbotsโ corrective feedback was compared with that of a human instructor and with additional video material. Students were divided into four groups: three instructional groups and one control group. The instructional groups included a chatbot group, a human group, and a video group. All learners in the three instructional groups watched a 5-minute explicit instruction video on the form and meaning pairings of the adjectival VtR in English. After that, learners were divided into three groups based on their preferences for instructional types. The learners volunteered to participate in the instructional procedures with corrective feedback from a text-based AI chatbot, a human instructor, or additional explicit instruction using a 15-minute video. Moreover, they took part in three testing sessions, which included a pretest, an immediate posttest, and a delayed posttest. The control group students were not instructed, and only participated in the three testing sessions.
Two tasks were used for each test session: an acceptability judgment task (AJT) and an elicited writing task (EWT). The AJT tested participantsโ comprehension of instructed adjectival VtR and uninstructed prepositional VtR. The EWT examined the correct production of instructed adjectival VtR and uninstructed prepositional VtR.
The results of the AJT revealed that the instructional treatment (e.g., corrective feedback from the AI chatbot or a human instructor, or additional explicit instruction from the video material) was marginally more effective at improving the comprehension of adjectival VtR than was the case with the control group. On the other hand, the instructional treatment on the adjectival VtR failed in the generalization to prepositional VtR which was not overtly instructed. In the EWT, the participants in the corrective feedback groups (e.g., the chatbot and human groups) showed a more significant increase in the correct production of the instructed adjectival VtR more so than those in the video and control groups. Furthermore, the chatbot group learners showed significantly higher production of uninstructed prepositional VtR compared to any other group participants.
These findings suggest that chatbot-based instruction can help Korean high school L2 English learners comprehend and produce complex linguistic structuresโnamely, adjectival and prepositional VtR. Moreover, the current study has major pedagogical implications for principled frameworks for implementing AI chatbot-based instruction in the context of foreign language learning.์์ด ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ(English Adjectival Transitive Resultative Construction)์ ํ๊ตญ์ธ ์์ด ํ์ต์๋ค์๊ฒ ๋ชจ๊ตญ์ด์ ๋์ ๊ตฌ๋ฌธ์ด ๊ฐ๋ ์๋ฏธ ํต์ฌ๋ก ์ ์ฐจ์ด๋ก ์ธํด ํ์ตํ๊ธฐ ๋งค์ฐ ์ด๋ ค์ด ๊ฒ์ผ๋ก ์๋ ค์ ธ ์๋ค. ๋ฐ๋ผ์ ์์ด ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ๊ณผ ๊ฐ์ ๋ณต์กํ ๊ตฌ๋ฌธ์ ํ์ตํ๊ธฐ ์ํด์, ํ๊ตญ์ธ ์์ด ํ์ต์๋ค์๊ฒ๋ ๋ชฉํ ๊ตฌ์กฐ์ ๋ํ ๋ช
์์ ๊ต์์ ๊ต์ ์ ํผ๋๋ฐฑ์ ํฌํจํ ๊ต์ ์ฒ์น๊ฐ ์๊ตฌ๋๋ค.
์๋ฐฑ ๋ช
์ ํ์ต์๋ค์๊ฒ ๊ต์ ์ ํผ๋๋ฐฑ์ ์ ๊ณตํ๊ธฐ ์ํด์๋ ๊ณผ๋ํ ์๊ฐ๊ณผ ๋
ธ๋ ฅ์ด ์๊ตฌ๋๊ธฐ ๋๋ฌธ์, ์ธ๊ฐ ๊ต์ฌ๊ฐ ์ ์ ํ ์์ ๊ต์ ์ ํผ๋๋ฐฑ์ ์ ๊ณตํ๋ค๋ ๊ฒ์ ์ฌ์ค์ ๋ถ๊ฐ๋ฅํ๋ค. ๊ต์ ์ ํผ๋๋ฐฑ์ ์ ๊ณตํ ๋ ์ง๋ฉดํ๋ ์ด๋ฌํ ์ค์ฉ์ฑ ๋ฌธ์ ๋ฅผ ํด๊ฒฐํ๊ธฐ ์ํ์ฌ, ์ธ๊ตญ์ด ํ์ต์๋ค์๊ฒ ์ธ๊ฐ ๊ต์ฌ์ ์ ์ฌํ ๊ต์ ํผ๋๋ฐฑ์ ์ ๊ณตํ ์ ์๋ ์๋ง์ ์ธ๊ณต ์ง๋ฅ(AI) ์ฑ๋ด์ด ๊ฐ๋ฐ๋์๋ค. ์ ๊ฐ์ค๋ฝ๊ฒ๋, ํ์ฌ ์ฌ์ฉ ๊ฐ๋ฅํ ๋ง์ ์ธ๊ตญ์ด ํ์ต์ฉ ์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ ์์ง ์ถฉ๋ถํ ๊ฐ๋ฐ๋์ง ์์ ์ํ์ ๋จ์์์ผ๋ฉฐ, ์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ ๊ต์ ์ ํผ๋๋ฐฑ์ด ๊ฐ๋ ๊ต์ํจ๊ณผ๋ฅผ ๋น๊ต ๋ถ์ํ ์ฐ๊ตฌ๋ ํ์ฌ ์ด๋ฃจ์ด์ง์ง ์์ ์ํ๋ค.
์ด๋ฌํ ์ ํ์ฐ๊ตฌ์ ํ๊ณ์ ์ด์ ์ ๋์ด, ๋ณธ ์ฐ๊ตฌ์์๋ ์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ ๊ต์ ์ ํผ๋๋ฐฑ์ด ํ๊ตญ ๊ณ ๋ฑํ์์ ์์ด ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ์ดํด์ ์์ฑ์ ๋ฏธ์น๋ ๊ต์ ํจ๊ณผ๋ฅผ ์ดํด๋ณด์๋ค. ๋ํ ๋ณธ ์ฐ๊ตฌ์์๋ ์ด๋ฌํ ๊ต์ ํจ๊ณผ๊ฐ ์ธ์ด์ ์ผ๋ก ๊ด๋ จ๋ ๋ค๋ฅธ ์์ด ๊ตฌ๋ฌธ์ ํ์ต์๋ ์ํฅ์ ๋ผ์น๋์ง๋ฅผ ์์๋ณด๊ธฐ ์ํด ๊ต์ค์์ ์ง์ ๊ฐ๋ฅด์น์ง ์์๋ ๊ตฌ๋ฌธ์ธ ์์ด ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ(English Prepositional Transitive Resultative Construction)์ ํ์ต ์์์ ์์๋ณด์๋ค. ์ด๋ฅผ ์ํด, ๋ณธ ์ฐ๊ตฌ์์๋ ํ
์คํธ ๋ฉ์์ง ๊ธฐ๋ฐ์ ํ์ด์ค๋ถ ๋ฉ์ ์ ์์ ๊ตฌ๋๋๋ ์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ ๊ฐ๋ฐํ์๋ค.
์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ ๊ต์ํจ๊ณผ ๊ฒ์ฆ์ ์ํด ๋ณธ ์ฐ๊ตฌ์ ์ฐธ์ฌํ ํ์๋ค์ ๋ค ๊ฐ์ ์ง๋จ์ผ๋ก ๊ตฌ๋ถ๋์๋ค: ์ธ ๊ฐ์ ๊ต์ ์ง๋จ์๋ ๊ต์์ฒ์น๊ฐ ์ ์ฉ๋์๊ณ , ํ ๊ฐ์ ํต์ ์ง๋จ์์๋ ๊ต์์ฒ์น๊ฐ ์ ์ฉ๋์ง ์์๋ค. ๊ต์์ฒ์น๊ฐ ์ ์ฉ๋ ์ธ ๊ฐ์ ์ง๋จ์ ์ฑ๋ด๊ทธ๋ฃน, ์ธ๊ฐ๊ทธ๋ฃน, ์์๊ทธ๋ฃน์ผ๋ก ๋ถ๋ฅ๋์์ผ๋ฉฐ, ์ด๋ค์ ๋ชจ๋ ์์ด๋ก ๋ ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ํํ์ ์๋ฏธ ์์ ๋ํ 5๋ถ ๊ธธ์ด์ ํ์ต ๋น๋์ค๋ฅผ ์์ฒญํจ์ผ๋ก์จ ๋ช
์์ ๊ต์ ์ฒ์น๋ฅผ ๋ฐ์๋ค. ๋ํ ๋น๋์ค๋ฅผ ์์ฒญํ ํ ์ธ ๊ทธ๋ฃน์ ํ์ต์๋ค์ ๊ต์ฌ๋ฅผ ํตํด ์ ๊ณต๋๋ ์ธ์ด์ฐ์ต์๋ฃ๋ฅผ ํด๊ฒฐํ๋ ๊ณผ์
์ ์ฐธ์ฌํ์๋ค. ๋ค์์ผ๋ก ์ธ ์ง๋จ(์ฑ๋ด๊ทธ๋ฃน, ์ธ๊ฐ๊ทธ๋ฃน, ์์๊ทธ๋ฃน)์ ๋ค์๊ณผ ๊ฐ์ ์ถ๊ฐ์ ๊ต์์ฒ์น๋ฅผ ๋ฐ์๋ค: ์ฑ๋ด๊ทธ๋ฃน ํ์ต์๋ค์ ๊ต์ฌ ํ๋๊ณผ ๊ด๋ จ๋ ํ
์คํธ ๊ธฐ๋ฐ ์ธ๊ณต์ง๋ฅ ์ฑ๋ด๊ณผ์ ๋ํ์ ์ฐธ์ฌํจ์ผ๋ก์จ ์ค๋ฅ์ ๋ํ ๊ต์ ์ ํผ๋๋ฐฑ์ ๋ฐ์๋ค. ์ธ๊ฐ๊ทธ๋ฃน ํ์ต์๋ค์ ๊ต์ฌํ๋์ ์์ํ ๋ด์ฉ์ ์ธ๊ฐ ๊ต์ฌ์๊ฒ ์ ์กํ๊ณ , ์ด์ ๋ํ ๊ต์ ์ ํผ๋๋ฐฑ์ ๋ฐ์๋ค. ์์๊ทธ๋ฃน ํ์ต์๋ค์ ๊ต์ฌํ๋์ ์์ํ ํ ์ด์ ๋ํ 15๋ถ์ ์ถ๊ฐ์ ์ธ ๋ช
์์ ๊ต์์๋ฃ๋ฅผ ์์์ผ๋ก ์์ฒญํ์๋ค. ํ์ต์์ ๊ต์ํจ๊ณผ๋ ์ฌ์ ์ํ, ์ฌํ์ํ ๋ฐ ์ง์ฐ ์ฌํ์ํ์ผ๋ก ๊ฒ์ฆ๋์๋ค. ํํธ ํต์ ์ง๋จ ํ์๋ค์ ๊ต์์ฒ์น ์์ด ์ธ ๋ฒ์ ์ํ์๋ง ์ฐธ์ฌํ์๋ค.
์ธ ์ฐจ๋ก์ ์ํ์์๋ ์์ฉ์ฑํ๋จ๊ณผ์ (AJT)์ ์ ๋์๋ฌธ๊ณผ์ (EWT)์ ๋ ๊ฐ์ง ๊ณผ์ ๊ฐ ์ฌ์ฉ๋์๋ค. ์์ฉ์ฑํ๋จ๊ณผ์ ๋ฅผ ํตํ์ฌ, ๊ต์๋ ์์ด ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ๊ณผ ์ง์๋์ง ์์ ์์ด ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ ๋ํ ์ฐธ๊ฐ์์ ์ดํด๋๋ฅผ ์ธก์ ํ์๋ค. ์ ๋์๋ฌธ๊ณผ์ ๋ฅผ ํตํ์ฌ ๊ต์๋ ์์ด ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ๊ณผ ์ง์๋์ง ์์ ์์ด ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ์ฐธ์ฌ์๊ฐ ์ ํํ๊ฒ ์ฐ์ถํ ์ ์๋์ง๋ฅผ ์ธก์ ํ์๋ค.
์ํ์ ๊ฒฐ๊ณผ๋ ๋ค์๊ณผ ๊ฐ์๋ค. ์์ฉ์ฑํ๋จ๊ณผ์ ์ ๊ฒฝ์ฐ, ๊ต์์ฒ์น๊ฐ ์ ์ฉ๋ ์ธ ์ง๋จ์ด ํต์ ์ง๋จ๋ณด๋ค ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ์ดํด๋ ํฅ์์ ์ฝ๊ฐ ๋ ํจ๊ณผ์ ์ธ ๊ฒ์ผ๋ก ๋ํ๋ฌ๋ค. ํ์ง๋ง ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ๋ํ ๊ต์์ ์ฒ์น๋ ๊ต์๋์ง ์์ ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ผ๋ก์ ํ์ต์ ์ํฅ์ ์ฃผ์ง ๋ชปํ์๋ค. ์ ๋์๋ฌธ๊ณผ์ ์ ๊ฒฝ์ฐ, ์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ด๋ ์ธ๊ฐ ๊ต์ฌ์ ์ํด ์ ๊ณต๋๋ ๊ต์ ํผ๋๋ฐฑ ๊ทธ๋ฃน์ ์ฐธ๊ฐ์๊ฐ ์์๊ทธ๋ฃน ๋ฐ ํต์ ์ง๋จ์ ์ฐธ๊ฐ์๋ณด๋ค ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ์ฌ๋ฐ๋ฅธ ์์ฑ์ ๋ ์ ์๋ฏธํ ์ํฅ์ ๋ฏธ์น๋ ๊ฒ์ผ๋ก ๋๋ฌ๋ฌ๋ค. ๋์ผํ ๊ต์ ํจ๊ณผ๊ฐ ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ํ์ต์์๋ ๊ด์ธก๋์ด, ํ์ฉ์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ํ์ต์ด ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ์ ํ์ต์ ์ผ๋ฐํ๊ฐ ์ผ์ด๋ฌ๋ค.
๋ณธ ์ฐ๊ตฌ๋ ์ธ๊ฐ ๊ต์ฌ๊ฐ ์ง๋ฉดํด์ผ ํ๋ ์ค์ฉ์ฑ ๋ฌธ์ ๋ฅผ ๊ทน๋ณตํ๊ณ , ์ธ๊ณต์ง๋ฅ ์ฑ๋ด์ด ํ๊ตญ์ธ ๊ณ ๋ฑํ๊ต L2 ์์ด ํ์ต์๊ฐ ํ์ฉ์ฌ ๋ฐ ์ ์น์ฌ ํ๋๊ฒฐ๊ณผ๊ตฌ๋ฌธ๊ณผ ๊ฐ์ ๋ณต์กํ ์ธ์ด ๊ตฌ์กฐ๋ฅผ ์ดํดํ๊ณ ์์ฑํ๋ ๋ฐ์ ์ธ๊ฐ ๊ต์ฌ์ ๋น๊ฒฌ๋ ์ ๋๋ก ๊ต์ ์ ํผ๋๋ฐฑ์ ์ ๊ณตํ ์ ์์ ๊ฒ์์ ์์ฌํ๋ค. ๋ํ, ๋ณธ ์ฐ๊ตฌ๋ ์ธ๊ณต์ง๋ฅ ์ฑ๋ด ๊ธฐ๋ฐ ์ธ๊ตญ์ด ๊ต์ก์ ์ค์ ์ ์ฌ๋ก ๋ฐ ํจ๊ณผ๋ฅผ ์ ๋์ ์ผ๋ก ๋ณด์ฌ์ฃผ์๋ค๋ ์ ์์ ์๋ฏธ๊ฐ ์๋ค.ABSTRACT i
TABLE OF CONTENTS iii
LIST OF TABLES v
LIST OF FIGURES vii
CHAPTER 1. INTRODUCTION 1
1.1. Statement of Problems and Objectives 1
1.2. Scope of the Research 6
1.3. Research Questions 9
1.4. Organization of the Dissertation 10
CHAPTER 2. LITERATURE REVIEW 12
2.1. Syntactic and Semantic Analysis of Korean and English Transitive Resultative Constructions 13
2.1.1. Syntactic Analysis of English Transitive Resultative Construction 13
2.1.2. Syntactic Analysis of Korean Transitive Resultative Constructions 25
2.1.3. Semantic Differences in VtR between Korean and English 46
2.1.4. Previous acquisition study on English adjectival and prepositional VtR 54
2.2. Corrective Feedback 59
2.2.1. Definition of Corrective Feedback 59
2.2.2. Types of Corrective Feedback 61
2.2.3. Noticeability in Corrective Feedback 67
2.2.4. Corrective Recast as a Stepwise Corrective Feedback 69
2.3. The AI Chatbot in Foreign Language Learning 72
2.3.1. Non-communicative Intelligent Computer Assisted Language Learning (ICALL) 73
2.3.2. AI Chatbot without Corrective Feedback 79
2.3.3. AI Chatbot with Corrective Feedback 86
2.4. Summary of the Literature Review 92
CHAPTER 3. METHODOLOGY 98
3.1. Participants 98
3.2. Target Structure 102
3.3. Procedure of the Study 106
3.4. Instructional Material Shared by the Experimental Group 107
3.4.1. General Framework of the Instructional Session 108
3.4.2. Instructional Material Shared by Experimental Groups 111
3.5. Group-specific Instructional Treatments: Post-Written Instructional Material Activities on Corrective Feedback from Chatbot, Human, and Additional Explicit Instruction via Video 121
3.5.1. Corrective Feedback from the AI Chatbot 122
3.5.2. Corrective Feedback from a Human Instructor 136
3.5.3. Additional Instruction via Video Material 139
3.6. Test 142
3.6.1. Acceptability Judgment Task (AJT) 144
3.6.2. Elicited Writing Task (EWT) 150
3.7. Statistical Analysis 152
CHAPTER 4. RESULTS AND DISCUSSIONS 154
4.1. Results of Acceptability Judgment Task (AJT) 154
4.1.1. AJT Results of Instructed Adjectival VtR 155
4.1.2. AJT Results of Uninstructed Prepositional VtR 160
4.1.3. Discussion 164
4.2. Results of Elicited Writing Task (EWT) 175
4.2.1. EWT Results for Instructed Adjectival VtR 176
4.2.2. EWT Results of Uninstructed Prepositional VtR 181
4.2.3. Further Analysis 187
4.2.4. Discussion 199
CHAPTER 5. CONCLUSION 205
5.1. Summary of the Findings and Implications 205
5.2. Limitations and Suggestions for Future Research 213
REFERENCES 217
APPENDICES 246
ABSTRACT IN KOREAN 297๋ฐ
The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study
Carminati MN, Knoeferle P. The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study. Presented at the Architectures and Mechanisms of Language and Processing (AMLaP), Riva del Garda, Italy
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