Earticle

這篇文章主要從語義、句法、語用的角度，考察了‘不過’，‘就是’，‘只是’的 區別性特征。考察的結果綜述如下： 在語義的區別性特征裏，連詞‘不過’，‘就是’，‘只是’用作‘只是’的意思時， 它們之間語義相近能夠互換使用。在語義差異上，‘不過’具有逆向轉折義，‘就 是’具有‘即使’義，‘只是’具有‘讓步’義和‘因爲’義。此時它們之間因語義差異不能互 換使用。‘不過’，‘就是’的描述重心在後面分句，而‘只是’的描述重心在前面分 句。在副詞用法上，在表‘只是’義時，它們之間能互換使用。在語義差異上，‘就 是’有四個詞義，使用範圍最廣。而‘不過’和‘只是’都僅有一個詞義。這時這三個 副詞無法互換使用。根據對語料庫的例句調查，分析了‘不過’，‘就是’，‘只是’的 轉折程度的高低，其順序爲‘不過> 就是> 只是’。 在句法的區別性特征裏，分析了這些連詞在複句裏的分布和與其他成分的 同現(co-occurrence)狀況。分析結果表明，‘不過’用於讓步複句，‘就是’用於選 擇複句和條件複句。‘只是’用於轉折複句、無條件複句、並列複句。從這些連詞 在複句的分布來看，‘只是’在複句的分布最廣，‘不過’的分布最窄。從連詞的同 現狀況來看，‘不過’能與VO[數量詞]結構同現，‘就是’能與形容詞和‘一V_數量詞’ 結構同現，‘只是’能與 ‘V_動量詞和 ‘VO’結構同現。由此可見，這三個連詞同現 的成分具有相互排斥的區別性特征。 從語用的區別性特征來看，‘不過’是一個較客觀的中性詞，‘就是’是一個表遺憾，指責的貶義詞乃至中性詞，而‘只是’是一個表委婉的褒義詞乃至中性詞。 在語體方面，‘不過’和‘就是’能自由地用在口語和書面語裏。‘只是’只能用於書面語裏。

本文從語義、句法、語用的角度對副詞近義詞‘屢次’, ‘一再’, ‘再三’作了調查、分析，其結果如下： 在語義上，發現‘屢次’的語義焦點在高頻率上。而‘一再’, ‘再三’都是反復副詞，‘一再’語義焦點在持續性上, ‘再三’語義焦點在較高的反復程度上。這三個副詞在與‘反復’同現時，‘再三’的反復程度最高，其次是‘屢次’，‘一再’較低。 在句法上，‘一再’有與具體動詞同現的特點，而‘屢次’，‘再三’則否。‘一再’有與說類動詞同現的傾向。‘屢次’有與抽象動詞同現的特點。一般語法書說副詞沒有補語功能，但這與語料庫的語言事實不符。據調查，‘再三’具有兼補副詞功能。此外，否定詞‘不’能與‘一再’, ‘再三’同現，‘屢次’則否。‘沒’不與這三個副詞同現。三個副詞中惟有‘屢次’有名詞修飾功能。‘一再’能用於被動句、把字句，而‘屢次’只能用於把字句。 在語用上，‘屢次’，‘一再’用於貶義的場合，但由於選擇限制而不能互換。‘屢次’常用於書面語，而‘一再’, ‘再三’常用於口語裏。

전통의미론은 어휘의 의미 구조에 대한 분석을 통해 유의어에 접근하는데, 이러한 분석 방법은 백과사전적 지식(encyclopedic knowledge)이 결여된다는 단점이 있다. 이에 본고는 틀 의미론을 도입하여 유의어의 의미 해석과 변별에 틀 의미론을 활용할 필요성을 살펴보고, 유의어의 변별에 ‘윤곽부여’, ‘틀 선택제약’, ‘틀 요소와 격틀 링킹’의 3가지 방법을 제시하였다. 그리고 이 3가지 방법을 이동 동사 유의어 ‘건너다’, ‘넘다’에 적용하여 분석하였다. 다음 이 분석 결과를 바탕으로 하여 중국인 한국어 학습자를 대상으로 한 학습자 중심 교수 방안을 제안하였다. 이러한 교수･학습 방법은 학습자가 주도적으로 개념체계를 형성해 나감으로써 궁극적으로 자신의 의사소통 능력을 향상시키는 데 유용할 것으로 기대한다.

To construct a Korean thesaurus, the definition of a thesaurus should be declared first. However, the existing definition, ‘More than two words that have different word forms but a similar meaning’, alone cannot be used as a criterion of distinguishing whether a word is a synonym or not. This paper defines a synonym as ‘a word that is interchangeable with another word in the same text, maintaining a similar relationship in meaning’. Especially, among synonyms, it defined ‘a word that can only be interchangeable in an example sentence after presenting the example sentence’ as ‘a contextual synonym’. According to these definitions, a work of finding synonyms of every entry word in 『Yonsei Korean dictionary』 was done. As a result, there were some words whose synonyms were not found. If you look at the characteristics of these isolated words, however, nouns in word class; an alphabet, auxiliary verbs, assistant verbs, suffixes, prefixes, formative stuff, determiners, compound nouns, etc in part of speech; and foreign words in word type had a relatively high possibility of being an isolated word, that is to say not having synonyms.

類義語に対する教育はコース·デザインの中で逃れやすい分野である。従って本稿ではまず韓国語母語話者日本語学習者(=KJS)のための類義語の図式化教授法の開発を前提とした基礎語彙調査を行なうことにした。文献調査の結果8分野の185項目の類義語が調べられ、そのうち1/3以上の学習者が教育を必要とする項目として84が取り出された。その詳細は、動詞が40項目、名詞が15項目、形容詞が9項目、副詞が9項目、助詞が5項目、用法が3項目、接続詞が2項目、助動詞が1項目であった。助動詞と用法の分野は1~3項目しか取り出されていないのは予想と違うところであるが、日本語専攻者に集中的教育が行われる分野であるため教育必要性が相対的に少なかった。また、名詞と動詞の場合は語数そのものが多い分15~40項目が現れ、まだまだこの分野の類義語は教育の必要性が高いことが現れた。レディネス·レベル別にも教育必要性の高い項目を調べた。レベル別順位の変動が少ないのは、助動詞、副詞、用法、助詞であったが、名詞、動詞、形容詞群においてはその変動が多かった。一方、同じ調査項目に対して韓国住まいの日本語母語話者潜在教師(=JRT)の18名に対しても調べた結果、教師が説明に困る項目の順位と上位レベルのKJSが感じる難しさと類似していることが分かった。しかし、KJSの中·下位の学習者とJRTとは区分に困る順位の変動が多かった。例えば、KJSで1位である「向く·合う·向ける」は JRTでは35位であり、KJSでは7位の「分かれる·はぐれる·離れる」 と24位の「打つ·叩く·殴る」、33位の「探す·見つける·求める」はJRTの40位内にはなかった。これはKJSを対象としてJRTがニュアンスの違いを教育する際、参考資料として有効である。全体的に応答者の93%が、類義語の資料提供と教育の必要性を感じていることが分かった。今後の課題としてはKJSのための類義語のテスト法がある。韓国語textの中の日本語類義語の選択の方がいいのかそれとも日本語textの中の日本語類義語の選択の方がいいのかの問題である。そして各類義語をどうやってKJSに分かり安く使用語彙として定着させるか。またどうやって概念化した図式を作るかの問題が残されている。

Education on synonym is an area that is neglected during curriculum planning. Therefore, a preliminary survey was conducted on basic vocabulary for the Japanese textbook targeting students with Korean as their mother tongue. The initial literature investigation revealed 185 relevant synonyms in 8 different parts. Out of these, 84 synonyms were picked with a criterion that more than a third of the respondents indicated the need for further education. More specifically, the list consisted of 40 verbs, 15 nouns, 9 adjectives, 9 adverbs, 5 postposition, 3 Usage, 2 conjunction, and 1 auxiliary verb. In areas such as auxiliary verb and Usage where there is a heavy emphasis in the curriculum, students show limited need for further review indicated by only 1 to 3 synonyms that were hard to learn. On the other hand, students identified 15 to 40 nouns and verbs, which naturally have higher number of words. This demonstrates the need for further education in these areas. The survey also sampled 18 JRT with Japanese as their mother tongue about the same 185 synonyms. As a result, it was found that the areas that the JRT found to be difficult to teach was similar to what high level KJS found difficult to learn. In contrast, mid to low level KJS students had disparity with the Japanese teachers in the ranking of difficulty. For example, KJS ranked ‘muku·au·mukeru’ as 1st whereas JRT ranked it as 35th. ‘wakareru·hagureru·hanareru’, ‘utsu·tataku· naguru’, and were ranked by KJS as 7th, 24th, respectively but these were ranked outside of the 40th range by JRT. This indicates that what JRT perceives to be easy to explain is often not what KJS perceives to be easy to learn. It was found that 93% of respondents felt the need for the making and teaching of synonym education materials. Future work needs to be focused on determining the best way to test KJS on the synonyms.

국어의 유의어의 의미의 차이를 살펴보는 방법으로 사전적 의미와 함께, 용례를 통하여 그 의미의 차이를 살펴보는 것이다. 본고에서는 국어의 유의어인 ‘구분, 구별, 분류, 분별’의 의미를 사전적 의미와 함께 용례를 통하여 그 의미의 차이를 살펴보았다. 보조적인 연구로는 한자의 형태소적인 연구와 외국어로서 한국어 교육에 있어서 그 의미의 차이를 설명하는 방법도 모색해 보았다. 구분은 ‘나눔’에 기준의 의미를 더하는 것으로 보임으로 [+나눔], [+기준]으로, 분류는 ‘가름’에 종류의 의미를 더 하는 것으로 보임으로, [+가름], [+종류]로 표시할 수 있다. 구별은 구분에 판단의 의미를 더 가지고 있음으로 [+나눔], [+기준], [+판단]으로 표시하는 것이 타당하며, ‘분별’의 의미를 표시하면, 분별은 [+분류], [+구별] 로 표시할 수 있다. 이를 다시 위의 ‘구별’의 의미를 적용하면, 분별은 [+가름], [+종류], [+기준], [+판단]으로 표시할 수 있다. 이러한 미시적인 의미의 차이를 보여줌으로써 국어의 어휘의 올바른 사용과 외국인에게 한국어를 가르칠 때 국어 어휘의 의미의 차이를 보다 명확히 설명할 수 있을 것이다.

本文从语义、句法、语用的角度，探讨了副词近义词群‘只得，只好，只有’的相似性和区别性。　　　首先，在语义上，‘只得，只好，只有’以‘不得已’的词义使用时，都能交换使用。不过，‘只有’能以‘唯有’的词义使用，这种场合不能用‘只得，只好’。调查结果显示，‘不得已’程度高的词语与‘只有’的同现率最高，‘不得已’程度中等的词语与‘只好’的同现率最高。由此可见，‘不得已’程度最高的是'只有’，其次是‘只好’，‘只得’。　　在句法上，‘只得，只好，只有’作为副词都能修饰动词。不过，‘只好’作为连词在因果复句使用时，‘只得，只有’受到使用上的限制。作为连词的‘只有’可用在唯一条件复句和否则转折复句，而‘只得，只好’受限制。在观察与句子成份同现情况时发现，‘只得'具有元语和非元语的特征，因此它与具[±生命][±人类]语义特征的主语同现的范围最广。其次是'只好'，'只有’，因它们只有元语的特征。据北大语料，自主动词能与‘只得，只好，只有’同现。非自主动词能与‘只得，只好’同现，不能与‘只有’同现。由否定副词‘不’组成的‘不V而V’，‘四字成语’能与‘只得，只好’同现，北大语料显示，‘只好’与‘不’的同现率最高。在语用上，‘只好’可用在口语和书面语。北大语料显示，‘只好’更多地用在口语上。‘只得’主要用在书面语上。与此相反，‘只有’主要用在口语上。

The aim of this paper is to investigate collocational relations of English adjective synonyms temporary, tentative, and provisional through COCA and examine Korean college students' knowledge of the ‘adjective+noun’ collocation. To fulfill the purpose, meaning differences and noun collocations of these adjectives were compared and analyzed. The corpus-based analysis shows that they display significant differences in collocation relations and therefore they are not interchangeable in most cases. Based on the corpus-based results, the ‘adjective+noun’ collocation test with 20 questions was designed and 43 college students were selected to take the test. The results were as follows. The average scores of TOEIC test and the collocation test were 721.86(SD= 101.82) and 9.79(48.95%), respectively. There was a somewhat positive correlation(r=.668; p=.000) between their TOEIC score and collocation knowledge. Nevertheless, the whole group's rate of correct answer was low, compared to their TOEIC test score. These findings in this study show that we need to change the traditional methods of memorizing individual words to collocational chunk-based vocabulary learning.

This paper investigates synonymic differences for leaner’s dictionary for synonyms. The differentiation of synonyms can involve four types of variations:lexical variation, stylistic variation, collocational variation, and grammatical variation. This paper discusses how to describe differences of synonyms according to each type of variation in the classification. Lexical variation includes conceptual meaning and expressive meaning and stylistic variation includes register variation. Collocational variation range from predictable selectional restriction to lexical collocations. We treat distinctions of syntactic categories, syntactic frames,semantic roles, and derivation in grammatical variation. Finally this paper provides samples of usage notes to discriminate synonyms in learner’s dictionary of synonyms.

本文从语义､ 句法､ 语用角度对‘給, 替, 为’作了比较分析, 并考察了韩语‘에게’, ‘위하여’的汉语对应词｡ 其结果可整理如下｡ 从词义相似性来看, ‘給, 替, 为’在题元角色‘受惠者’和‘客体’上可以互换使用｡ 不过, 在词义区别性来看, ‘給’能与题元角色‘施事者､ 接受者､ 受害者’同现, ‘替, 为’则不能｡ ‘为’能与‘原因’和‘目的’同现, ‘給, 替’却不能｡ 句法上, ‘給, 替, 为’都能位于动词前｡ 但只有‘給‘才能位于动词后｡ ‘不,沒’能修饰‘給, 替, 为’｡ 不过‘很’能修饰 ‘替, 为’, 不能修饰‘給’｡ ‘为’能与‘过, 了, 着’同现, ‘給, 替’则不能｡ ‘給’能用于被动句､ 致使句､ 把字句､ 兼语句､ 命令句, 而‘替, 为'只能用于致使句, 不能用于其它句子｡语用上, ‘为’主要用于书面语, 相比之下‘給, 替’主要用于口语｡ ‘給, 替, 为’的中韩对照分析显示, ‘給, 替, 为’的题元角色‘受惠者’和‘客体’的韩语对应词是‘위하여’, ‘에게’, ‘給’的题元角色‘施事者､ 接受者､ 受害者‘分别是’에 의해서’, ‘를 향하여’, ‘(피해자)에게’｡ 而‘替, ‘为’不能与这些题元角色同现｡ ‘为’的题元角色‘原因’和‘目的’的韩语对应词是‘ 때문에’, ‘위하여’, 而‘給,为’不能与这些题元角色同现｡此外, 还观察了韩语‘에게’, ‘위하여’的汉语对应词｡ 其结果显示, 副词格助词‘에게’的4), 6), 9-1)义项能与汉语介词‘給’对应, 而其余的义项都不与汉语‘給, 替, 爲’对应｡ 要表达韩语动词‘위하다’时, 汉语一定要用介词‘爲’才能表达出其原来词义｡ 这样虽然韩中词类不同,但能体现韩中两词词义上的等价｡

Jung, Yeonchang. 2009. A Corpus-based Study on the Use of Adverb Synonyms 'Entirely, Totally, and Wholly'. Linguistic Research 26(2), 31-47. The purpose of this paper is to study the use of English adverb synonyms entirely, totally, wholly through BNC, and examine Korean high school students' familiarity with the 'adverb+adjective' collocation. In order to understand the value and importance of collocation, we need to first survey the Lexical Approach suggested by Lewis(1993, 1997, 2000). The Lexical Approach argues that language is not lexicalised grammar, but grammaticalised lexis. They view language as lexis rather than a combination of grammar and vocabulary. Native speakers' mental lexicon is stored as prefabricated multi-word chunks, from which their conversational fluency does come, not from the use of difficult words, nor from simply the most common words of the language. Learners will not learn to speak well by practising the individual words and need input rich in prefabricated chunks. On the ground of the Lexical Approach, I analysed the use of the three adverbs through BNC. The most common adjectives with which these adverbs combine were different and new, and then dependent. Considerable numbers of adjectives with which adverbs entirely and totally are used appear in common in various genres, while adverb wholly has a strong tendency to be used only with some adjectives specific to a particular genre. On the basis of the above corpus-based study of the use of these three adverbs, the paper examined Korean high school students' familiarity with the 'adverb+adjective' collocation. The subjects are a total of 60 high school students. The questions are that with a given adjective, which one of the three adverbs is most familiar to the subjects. The result was very different from the actual use of native English speakers. The rate of correct answer is less than 40%. The individual words given in the test are very common. According to the Lexical Approach, this suggests that EFL learners should learn frequently occurring fixed expressions as a whole, not by dividing them into separate words. In other words, they should acquire entirely possible as a whole, not entirely and possible separately. (Pusan National University)

본 연구는 한자 유의어(類義語) 연구의 필요성과 그 효용성에 초점을 맞추고 있다. 유의어(synonymy)란 두 개 이상의 어휘가 유사한 의미 관계에 속하는 것이다. 이 경우 완전히 동일한 범주에 속하는 둘 이상의 어휘 의미는 존재하지 않는다는 것을 전제한다. 본고에서도 이러한 관점에 따라 둘 이상의 어휘가 유사한 의미 관계에 속하는 것을 유의어라 부를 것이다. 본 연구에서는 유의어의 중요성을 어휘력 확장과 의미 전달에 초점을 맞추었다. 즉 한 언어 공동체의 유의어는 그 언어 공동체 성원의 언어 습득과 학습 과정에서 어휘력을 확장시키는 중요한 도구가 된다. 이는 더 나아가 논리적 사고력과 통찰력 형성의 단초를 제공한다는 것이다. 다른 한편 유의어는 어휘력 확장을 통한 정교한 의미 전달과 깊은 관련을 맺고 있다. 이들의 존재는 사물이나 사건, 개념이나 의미, 혹은 사상이나 감정 등을 풍부하면서도 정교하게 표현할 수 있도록 해 준다. 이러한 관점 아래에서 한자 유의어 연구의 효용성에 대해서 한자 층위, 한자어 층위, 한문 층위로 나누어 조망했다. 한자 층위에서 한자 유의어 연구는 중국을 비롯하여 한자를 사용했던 지역 문화의 한 단면을 밝히는 것과 관련된다. 특히 한자 유의어 연구는 당대 사회․문화의 특징에 대한 풍부한 정보를 얻을 수 있다. 한자어 층위에서 한자 유의어 연구는 한자어의 정확한 의미 파악에 기여한다. 한자어는 한자들의 다양한 결합으로 이루어진다. 이 때, 각 한자들의 정확한 의미 파악은 한자어의 정확한 개념을 결정짓는다. 특히 한자 유의어는 미세한 의미 차이를 갖고 있기 때문에 한자어의 정확한 의미 파악에 결정적인 역할을 할 수 있다. 마지막으로 한자 유의어는 한문의 미시적인 의미 파악에 있어 매우 중요한 역할을 한다. 한자 유의어들은 매우 미세한 부분에서 의미의 분화가 생기기 때문이다. 그 결과 한문을 독해할 때, 한자 유의어의 의미를 정확히 파악하고 있다면, 표면적으로 드러나지 않는 함축 의미까지도 파악할 수 있다.

This study focuses on the necessity and the utility of a synonymy research. A synonymy is that more than two lexical meanings belongs to a similar category. This definition is premised on that there are no more than two lexical meanings which are among an equal category. Therefore, we will call more than two lexical meanings belonging to a similar category as synonymy in this study. This study focuses on the lexical extension and communication in terms of a synonymy. In other words, a synonymy in a language community is a important tool that makes vocabulary capacities widen in processing of a linguistic learning and training. Furthermore, a synonymy provides a key for the formation of a logical thought and insight. On the other hand, a synonymy is related to a communication through the extension of a vocabulary. This synonymy can makes to express things exactly and events, conceptions and meanings, or thoughts and feelings. In this point of view, this study observes about the utility of a synonymy study in the level of Chinese characters, a word written by chinese characters, and Chinese writings. In the level of Chinese characters, this synonymy is connected with a regional culture in which people use Chinese characters including China, Korea, and Japan. Especially, the synonymy study of Chinese characters provides affluent information of a feature of the contemporary culture. In level of a word written by chinese characters, this study contributes to grasp exactly the meaning of a word written by chinese characters. A word written by chinese characters is composed of various Chinese characters. At this place, grasping each Chinese characters exactly determine the concept of a word written by chinese characters. Since the synonymy of Chinese characters has detailed differences of meaning, this plays an important part in grasping meaning of a word written by chinese characters. Finally, the synonymy in Chinese characters plays an important role in grasping microscopic meanings of a Chinese writing. That is why the synonymy in Chinese characters has detailed meanings in Chinese writing. As a result, if we clearly grasp meaning of synonymy in Chinese characters, we can know not only surface meanings, but implications in Chinese writing.

This work was motivated by the need for an efficient item-weight-assignment and the need that a test result makes a sense to an examinee which well accords with the purpose of a given test. In this paper,we showed empirically that classical test theory served the needs up to some level and in the same context, we pointed out that score approach may not suffice the needs. Vocabulary is the most fundamental element to get the abilities of using chinese correctly and effectively. The most basic element which composes an individual’s vocabularies is to know the meaning of each word clearly. One word has its own basic meaning and also has a relative meaning that depends on the relation of another word. Therefore the right vocabulary teaching should be like this ; Learners are able to know the word’s basic meaning and related meaning correctly enough to use it in a context in a right way. Each result was presented in numerical value as a statistical data and was analyzed. As the result I confirmed this synonym teaching method is more effective one to grasp the difference of the meaning existed between synonyms. As a matter of facts, the study in this thesis doesn’t get to suggesting a perfect vocabulary teaching model, for this study was done in restricted conditions. But by proposing the point of views and the method the synonym teaching has to get, it seems to obtain some results which raise the necessities to reconsider the directions and the ways the future Chinese vocabulary teaching has to pursue.

The purpose of this paper lies in finding the similarities and dissimilarities in the definitions of words that have the adjective ‘insufficient’ as their characteristic descriptive. The first step is to group the definitions of the words according to their circumstantial usage. The ‘insufficient’ in first group of words tends to describe properties of ‘object’ in that it means “something does not reach the expected amount or degree.” The word in second group tends to describe properties of ‘human characteristics’ in that it means ‘the intelligence does not reach its normalcy.’ Here, the property of ‘object’ can be subdivided into ‘lack’, ‘substandard’, and ‘incompleteness’, and the property of ‘human characteristics’ into ‘body’ and ‘mind’. The ninety words in the focus of this research, that have the adjective ‘insufficient’ as their characteristic descriptive, are divided again into groups according to their meanings.

In this paper, I discuss teaching methods that effectively teach the differences between synonyms. Korean teachers desperately need basic materials to objectively and systematically explain pairs of synonyms. The purpose of this paper is to provide those basic materials, special synonym lists, and teaching methods. First, this paper concretely discusses processes (four stages) and methods of differentiating meanings of Korean synonyms. The paper clarifies criteria for differentiating between synonyms and then, following the standards, examines the characteristics of synonyms by separating analyzed synonyms lists according to difficulty levels. In the next chapter, this paper classifies pairs of synonyms from Korean language textbooks by difficulty levels in order to make special synonym lists required to effectively teach Korean vocabulary. This paper presents proper methods for distinguishing pairs of synonyms necessary for foreigners studying Korean and particularly utilizes corpus for differentiation of synonym pairs by showing differences in combining characters. In the following chapter, this paper presents both concrete teaching methods divided by levels of synonyms, as well as an example of an intermediate level learning model.

There is a case where the core content of another person's work is decorated as though it is his own thoughts by changing own thoughts without showing the source. Plagiarism test of copykiller free service used in plagiarism check is performed by comparing plagiarism more than 6th word. However, it is not enough to judge it as a plagiarism with a six - word match if it is replaced with a similar word. Therefore, in this paper, we construct word clusters by using DBSCAN algorithm, find synonyms, convert the words in the clusters into representative synonyms, and construct L-R tables through L-R parsing. We then propose a method for determining the similarity of documents by applying weights to the thesaurus and weights for each paragraph of the thesis.

Recently recommendation methods need personalization and diversity as well as accuracy whereas the traditional researches have been mainly focused on the accuracy of recommendation in terms of quality. The diversity of recommendation is also important to people in terms of quantity in addition to quality since people's desire for content consumption have been stronger rapidly than past. In this paper, we pay attention to similarity of data gathered simultaneously among different types of contents. With this motivation, we propose an enhanced recommendation method using correlation analysis with considering data similarity between two types of contents which are movie and music. Specifically, we regard folksonomy tags for music as correlated data of genres for movie even though they are different attributes depend on their contents. That is, we make result of new recommendation movie items through mapping music folksonomy tags to movie genres in addition to the recommendation items from the typical collaborative filtering. We evaluate effectiveness of our method by experiments with real data set. As the result of experimentation, we found that the diversity of recommendation could be extended by considering data similarity between music contents and movie contents.

의미역 결정은 서술어와 논항들 사이의 의미 관계를 결정하는 문제이다. 의미역 결정을 위해 의미 논항 역할 정보와 의미 범주 정보를 사용해야 한다. 세종 전자사전은 의미역을 결정하는데 사용한 격틀 정보가 포함되어 있다. 본 논문에서는 워드 임베딩과 유의어를 활용하여 세종 전자사전을 확장하는 방법을 제시한다. 연관 단어가 유사한 벡터 표현을 갖도록 하기 위해 유의어 사전의 정보를 사용하여 재구성된 벡터를 생성한다. 기존의 워드 임베딩과 재구성된 벡터를 사용하여 동일한 실험을 진행한다. 워드 임베딩을 이용한 벡터로 단어의 세종 전자사전에 나타나지 않은 단어에 대해 의미 범주 할당의 시스템 성능은 32.19%이고, 확장한 의미 범주 할당의 시스템 성능은 51.14%이다. 재구성된 벡터를 이용한 단어의 세종 전자사전에 나타나지 않은 단어에 대해 의미 범주 할당의 시스템 성능은 33.33%이고, 확장한 의미 범주 할당의 시스템 성능은 53.88%이다. 의미 범주가 할당되지 않은 새로운 단어에 대해서 논문에서 제안한 방법으로 의미 범주를 할당하여 세종 전자사전의 의미 범주 단어 확장에 대해 도움이 됨을 증명하였다.

Semantic Role Decision defines the semantic relationship between the predicate and the arguments in natural language processing (NLP) tasks. The semantic role information and semantic category information should be used to make Semantic Role Decisions. The Sejong Electronic Dictionary contains frame information that is used to determine the semantic roles. In this paper, we propose a method to extend the Sejong electronic dictionary using word embedding and synonyms. The same experiment is performed using existing word-embedding and retrofitting vectors. The system performance of the semantic category assignment is 32.19%, and the system performance of the extended semantic category assignment is 51.14% for words that do not appear in the Sejong electronic dictionary of the word using the word embedding. The system performance of the semantic category assignment is 33.33%, and the system performance of the extended semantic category assignment is 53.88% for words that do not appear in the Sejong electronic dictionary of the vector using retrofitting. We also prove it is helpful to extend the semantic category word of the Sejong electronic dictionary by assigning the semantic categories to new words that do not have assigned semantic categories.

본 논문은 군집 주제의 유의어와 유사도를 이용하여 문서군집의 성능을 향상시키는 방법을 제안한다. 제안된 방법은 비음수행렬분해의 의미특징을 이용하여 군집 주제(topic)의 용어들을 선택함으로서 문서 군집 집합의 내부구조를 잘 표현할 수 있으며, 군집 주제의 용어들에 워드넷의 유의어를 사용하여서 확장함으로써 문서를 용어집합(bag-of-words)으로 표현하는 문제를 해결할 수 있다. 또한 확장된 군집 주제의 용어와 문서집합에 코사인 유사도를 이용하여서 군집의 주제에 적합한 문서를 잘 군집하여서 성능을 높일 수 있다. 실험결과 제안방법을 적용한 문서군집방법이 다른 문서군집 방법에 비하여 좋은 성능을 보인다.

본 논문은 군집 주제의 유의어와 유사도를 이용하여 문서군집의 성능을 향상시키는 방법을 제안한다. 제안된 방법은 비음수 행렬분해의 의미특징을 이용하여 군집 주제(topic)의 용어들을 선택함으로서 문서 군집 집합의 내부구조를 잘 표현할 수 있으며, 군집 주제의 용어들에 워드넷의 유의어를 사용하여서 확장함으로써 문서를 용어집합(BOW, bag-of-words)으로 표현하는 문제를 해결할 수 있다. 또한 확장된 군집 주제의 용어와 문서집합에 코사인 유사도를 이용하여서 군집의 주제에 적합한 문서를 잘 군집하여서 성능을 높일 수 있다. 실험결과 제안방법을 적용한 문서군집방법이 다른 문서군집 방법에 비하여 좋은 성능을 보인다.

This paper proposes a new enhancing document clustering method using a synonym of cluster topic and the similarity. The proposed method can well represent the inherent structure of document cluster set by means of selecting terms of cluster topic based on the semantic features by NMF. It can solve the problem of "bags of words" by using of expanding the terms of cluster topics which uses the synonyms of WordNet. Also, it can improve the quality of document clustering which uses the cosine similarity between the expanded cluster topic terms and document set to well cluster document with respect to the appropriation cluster. The experimental results demonstrate that the proposed method achieves better performance than other document clustering methods.