A Study on Vocabulary Usage Patterns of Korean Learners Based on Text Mining.

Yeonji Jang; Jinkyung Jung; Hansaem Kim

doi:10.29403/li.24.3.3

Judging style: The case of Bush versus Gore

Digital Scholarship in the Humanities ◽

10.1093/llc/fqz028 ◽

2019 ◽

Vol 35 (2) ◽

pp. 319-327

Author(s):

Matthew L Jockers ◽

Fernando Nascimento ◽

George H Taylor

Keyword(s):

Machine Learning ◽

Text Mining ◽

Supreme Court ◽

Medium Frequency ◽

Main Contributor ◽

Machine Learning Methods ◽

Chief Justice ◽

The Us ◽

Us Supreme Court ◽

Usage Patterns

Abstract The judgments by members of the US Supreme Court in the 2000 case of Bush versus Gore remain controversial to the present. We use text mining and machine learning methods to compare the word usage patterns of Supreme Court Justices in order to explore the likely authorship of both the anonymous 5-4 per curiam decision in this case and the concurrence that is attributed to Chief Justice Rehnquist, with Scalia and Thomas joining. An analysis of high and medium frequency words suggests that Justice Kennedy was likely the main contributor to the per curiam decision. A similar analysis of the concurrence, however, suggests that Justice Scalia may have played a more central role than the document’s purported author, Justice Rehnquist. Our analysis indicates that while Chief Justice Rehnquist was likely to have been the crafter of the document, much of the more forceful language of the concurrence resonates more clearly with a vocabulary that is indicative of Justice Scalia.

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A Study on the Word Usage of L2 Korean Learners through Text Mining - Based on Analysis of Spoken Corpus -

Journal of the International Network for Korean Language and Culture ◽

10.15652/ink.2021.18.3.023 ◽

2021 ◽

Vol 18 (3) ◽

pp. 23-49

Author(s):

Eunjeong Kim ◽

◽

Soo Yeon Choi ◽

Myungji Lee

Keyword(s):

Text Mining ◽

Word Usage ◽

Korean Learners

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Exploring patterns of article use by advanced Korean learners of English and Spanish

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2018-0187 ◽

2018 ◽

Vol 56 (1) ◽

pp. 79-101 ◽

Cited By ~ 1

Author(s):

Juyeon Lee ◽

Soyoung Park ◽

Michael Heinz

Keyword(s):

Second Language Acquisition ◽

Language Learners ◽

Advanced Learners ◽

Linguistic System ◽

Usage Patterns ◽

First Languages ◽

Article Usage ◽

Consecutive Interpreting ◽

Korean Learners ◽

English Group

AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to English and Spanish, respectively, and their article usage patterns in English and Spanish were analyzed for comparison. The results show that both groups exhibited high levels of accuracy in the use of English and Spanish articles while major error types were article omission and article misuse, which can be partly attributed to L1 effects. As for differences, the participants in the English group tended to employ other determiners instead of articles, such as possessives, quantifiers, and demonstratives. In Spanish, the tendency to over-use definite articles was stronger than the English group. These differences may be related to certain consecutive interpreting strategies as well as differences in pedagogical approaches of teaching English and Spanish in Korea. Detailed patterns in the use of articles in English and Spanish are compared, and their implications are discussed.

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Vocal Communications of a Developmentally Delayed Child

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1802.112 ◽

1987 ◽

Vol 18 (2) ◽

pp. 112-130

Author(s):

Mary Ann Romski ◽

Sharon Ellis Joyner ◽

Rose A. Sevcik

Keyword(s):

Language Learning ◽

Developmental Delays ◽

Developmentally Delayed ◽

Language Impaired ◽

Diary Data ◽

Word Acquisition ◽

Diary Studies ◽

Usage Patterns ◽

Vocal Communications ◽

Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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Predictors of Problematic Video Game Usage in Childhood and Adolescence

SUCHT - Zeitschrift für Wissenschaft und Praxis / Journal of Addiction Research and Practice ◽

10.1024/0939-5911.a000247 ◽

2013 ◽

Vol 59 (3) ◽

pp. 153-164 ◽

Cited By ~ 19

Author(s):

Thomas Mößle ◽

Florian Rehbein

Keyword(s):

Social Environment ◽

School Children ◽

Video Game ◽

Video Gaming ◽

Control Group ◽

Childhood And Adolescence ◽

Longitudinal Control ◽

Peer Problems ◽

Media Usage ◽

Usage Patterns

Aim: The aim of this article is to work out the differential significance of risk factors of media usage, personality and social environment in order to explain problematic video game usage in childhood and adolescence. Method: Data are drawn from the Berlin Longitudinal Study Media, a four-year longitudinal control group study with 1 207 school children. Data from 739 school children who participated at 5th and 6th grade were available for analysis. Result: To explain the development of problematic video game usage, all three areas, i. e. specific media usage patterns, certain aspects of personality and certain factors pertaining to social environment, must be taken into consideration. Video game genre, video gaming in reaction to failure in the real world (media usage), the children’s/adolescents’ academic self-concept (personality), peer problems and parental care (social environment) are of particular significance. Conclusion: The results of the study emphasize that in future – and above all also longitudinal – studies different factors regarding social environment must also be taken into account with the recorded variables of media usage and personality in order to be able to explain the construct of problematic video game usage. Furthermore, this will open up possibilities for prevention.

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