Relevant bibliographies by topics / Korean language - Errors of usage

Academic literature on the topic 'Korean language - Errors of usage'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Korean language - Errors of usage"

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Kyungwon Yoon. "A Study on Errors in Thai Learners’ Korean Usage by Native Language Interference." 동남아연구 20, no. 2 (September 2010): 207–24. http://dx.doi.org/10.21485/hufsea.2010.20.2.008.

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Choi, Jung-Sik. "Study on Korean misuse cases in errors in usage of Chinese : Focusing on Korean Language Interference Factors." Journal of Linguistic Studies 24, no. 2 (August 31, 2019): 153–73. http://dx.doi.org/10.21291/jkals.2019.24.2.7.

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Barrs, Keith. "Errors in the use of English in the Japanese linguistic landscape." English Today 31, no. 4 (November 2, 2015): 30–33. http://dx.doi.org/10.1017/s026607841500036x.

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Foreign words which have been borrowed into the Japanese language, especially in the last few centuries, are commonly labelled as 外来語, gairaigo, meaning words (語, go) coming in (来, rai) from outside (外, gai). This umbrella term encompasses lexical items from numerous foreign languages, including Russian, French, Spanish, Italian, Korean, German, and English. As they undergo the borrowing process into the Japanese linguistic system, the words are likely to undergo modification, particularly in terms of their phonology, orthography, semantics, and syntax. The overwhelming majority of gairaigo have their roots in the English language; estimates put their number at around 10% of the Japanese lexicon (Daulton, 2008; Stanlaw, 2004). They include borrowings in the daily Japanese vocabulary (ニュース, nyūsu, news); ones used primarily in specialist fields, (コーパス, kōpasu, corpus), and others recorded in dictionaries but that play very little part in actual language usage (インディビデュアル, indibijyuaru, individual).
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Lee, Juyeon, Soyoung Park, and Michael Heinz. "Exploring patterns of article use by advanced Korean learners of English and Spanish." International Review of Applied Linguistics in Language Teaching 56, no. 1 (February 23, 2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.

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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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OGINO, Shinsaku. "A Study on Korean Particles Usage and Errors of Native Japanese Learners in Spoken Language." Language and Culture 13, no. 4 (November 30, 2017): 117–40. http://dx.doi.org/10.18842/klaces.2017.13.4.5.

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한상미. "An Analysis of Errors on the Usage of Particles in the Discussions of Advanced Korean Language Learners." Bilingual Research ll, no. 57 (December 2014): 223–55. http://dx.doi.org/10.17296/korbil.2014..57.223.

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한상미. "An Analysis of errors in the discourse of Korean Language Learners focusing on the usage of particles." Journal of Korean Language Education 25, no. 3 (September 2014): 281–310. http://dx.doi.org/10.18209/iakle.2014.25.3.281.

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Vu, Van-Hai, Quang-Phuoc Nguyen, Joon-Choul Shin, and Cheol-Young Ock. "UPC: An Open Word-Sense Annotated Parallel Corpora for Machine Translation Study." Applied Sciences 10, no. 11 (June 4, 2020): 3904. http://dx.doi.org/10.3390/app10113904.

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Machine translation (MT) has recently attracted much research on various advanced techniques (i.e., statistical-based and deep learning-based) and achieved great results for popular languages. However, the research on it involving low-resource languages such as Korean often suffer from the lack of openly available bilingual language resources. In this research, we built the open extensive parallel corpora for training MT models, named Ulsan parallel corpora (UPC). Currently, UPC contains two parallel corpora consisting of Korean-English and Korean-Vietnamese datasets. The Korean-English dataset has over 969 thousand sentence pairs, and the Korean-Vietnamese parallel corpus consists of over 412 thousand sentence pairs. Furthermore, the high rate of homographs of Korean causes an ambiguous word issue in MT. To address this problem, we developed a powerful word-sense annotation system based on a combination of sub-word conditional probability and knowledge-based methods, named UTagger. We applied UTagger to UPC and used these corpora to train both statistical-based and deep learning-based neural MT systems. The experimental results demonstrated that using UPC, high-quality MT systems (in terms of the Bi-Lingual Evaluation Understudy (BLEU) and Translation Error Rate (TER) score) can be built. Both UPC and UTagger are available for free download and usage.
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Kang, Sang-Gu. "Competing past tense forms in English attrition." International Journal of Bilingualism 21, no. 2 (July 27, 2016): 145–58. http://dx.doi.org/10.1177/1367006915603825.

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Aims and objectives: This paper examines longitudinal speech data from two Korean sisters, focusing on English irregular past tense forms to probe the course of attrition within the framework of the regression hypothesis, which suggests that language is lost in the reverse order of acquisition. During the course of attrition, evidence supporting one of the two irregular past tense acquisition theories (blocking vs competition hypothesis) is manifested. Methodology: The loss of English past tense forms of two girls who had lived in Anglophone Hawaii for two years before returning to Korea is tracked using free speech samples. Data and analysis: The children’s naturalistic speech data collected over a three-year period after their return is analyzed in terms of accuracy and error types. Findings/conclusions: Although the older sister did not exhibit clear signs of attrition, the constitution of the younger sibling’s licit and illicit past tense usage varied every year, reflecting her declining proficiency. The results also show that the path of attrition follows the prediction of the regression hypothesis. Originality: The prolonged attrition process of the sisters’ language use, which is unlike acquisition that can happen at a quick rate, demonstrated a relatively large window to witness their reshaping grammar at different interlanguage stages. Implications: The sisters’ irregular past forms retreating to a more rudimentary form provided an opportunity to support the competition model of irregular past tense acquisition. Their past tense accuracy and error analysis demonstrated various past tense forms in competition that could produce a different winner over different periods of time.
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박은하. "Examination of Korean Language Errors in Korean- Vietnamese Dictionary." Journal of Korean Language Education 19, no. 3 (December 2008): 237–63. http://dx.doi.org/10.18209/iakle.2008.19.3.237.

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Dissertations / Theses on the topic "Korean language - Errors of usage"

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Shin, Seong-Chul School of Modern Language Studies UNSW. "High frequency errors in KFL and pedagogical strategies." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.

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The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.
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Park, Linda Seojung. "Language varieties and variation in English usage among native Korean speakers in Seoul." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6830.

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In the last few decades, a rise in Korean speakers’ borrowing from English has led to a rich pool of contemporary Anglo-Korean vocabulary, also known as English loanwords. Despite the English roots of these borrowed words, their usage in a Korean context is often non-uniform and non-traditional; this process of borrowing, reshaping, and dispersing borrowed vocabulary provides insights on the dynamics of Korean society and its relationship to global English-speaking communities. In order to investigate the variations on Korean speakers’ use of Anglo-Korean words and their potential correlations with various factors, I conducted interviews with 24 native Korean speakers in Seoul, Korea in the summer of 2018. Subjects were diverse in their age, gender, and occupation. I analyzed the r speakers with a preference of Sino-Korean words, speakers with a preference of Anglo-Korean words, and speakers with a speech mixed of Korean, Korean English, and American English. I identified two variables as the most significant causes of diversity of speech: 1) age and 2) exposure to English. I established that 80% of my subjects over the age of 60 fell into the Sino-Korean-dominant category, and the best indicator of a subject being a translingual speaker was an increased exposure to English. In order to expand on evidence from my interviews, I historically contextualize Korean language in society alongside current ideologies related to language in Korea. In so doing, I explore the relationship between these variables and the language varieties of individual speakers. I argue that because a speaker’s age and exposure to English shapes the language variety they use and the language ideology in Korea touches individual speakers in different ways, native speakers in today’s Korea use several language varieties. These findings challenge the notion of a linguistically and ethnically homogeneous Korea and shed light on the current status of Korean English and American English in Korea.
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Kim, Hyang-Ok Kennedy Larry DeWitt. "A descriptive analysis of errors and error patterns in consecutive interpretation from Korean into English." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521335.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 11, 2006. Dissertation Committee: Larry Kennedy (chair), Kenneth Jerich, Marilyn Moore, Irene Brosnahan. Includes bibliographical references (leaves 90-96) and abstract. Also available in print.
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Horvath, Veronika. "Errors and judgments : a sociolinguistic study of freshman composition." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027109.

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This study attempts to discover and describe patterns of variation in college students' overt attitudes toward a limited set of grammatical and lexical variables, the shibboleths of edited written American English usage. The basic instrument used in the study is a 115 item multiple choice questionnaire prepared by the researcher. Fifteen questions were designed to assess the respondents' social, economic, and demographic backgrounds, whereas the major part of the questionnaire elicited judgments about one hundred English sentences offering the choice between the attributes "good," "bad," and "I can't decide." This questionnaire was administered to 172 students in nine freshman composition classes during the spring semester of 1994 at Ball State University. The study sought to discover and describe systematic relationships between the answers to the first set of questions (extralinguistic data) and the second set of questions (linguistic data) by using various analytical methods and statistical techniques, such as correlation coefficients, chi-square tests, and multidimensional scaling.It was hypothesized that variation in subjects' overt judgments about linguistic variables would parallel the findings of numerous sociolinguistic studies about variation in linguistic production, and hence would pattern along the social and demographic characteristics of the subjects. However, although this study found considerable variation in the freshman students' judgments about the usage shibboleths, it did not find social or demographic correlates to the respondents' judgments.By investigating the nature of the variation in freshman composition students' notions about linguistic correctness, this study attempted to answer questions which have not been asked by traditional usage studies, sociolinguistics, or composition research. Moreover, this study has added support for linguists' claims that the traditional "mistakes" in usage handbooks have almost no empirical basis, even if they remain the favorites of most handbook authors and English teachers.
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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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Cheung, Sin-lin Isabelle, and 張善蓮. "A study of lexical errors in South-Asian Non-Chinese speakingchildren's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36863658.

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DEMETRAS, MARTHA JO-ANN. "WORKING PARENTS' CONVERSATIONAL RESPONSES TO THEIR TWO-YEAR-OLD SONS (LINGUISTIC INPUT, LANGUAGE ACQUISITION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183947.

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Despite claims by some theorists to the contrary, investigators have shown that information about grammatical errors is available to young children learning language via the conversational responses of their parents. The present study described five categories of responses in the conversations of working mothers and fathers to their normally developing two-year-old sons, and investigated whether any of these responses were differentially related to well-formed vs. ill-formed child utterances. Subjects were six middle-class, monolingual (English) parent-child dyads. Parents worked full-time jobs and the children were enrolled in full-time daycare. Within a two week period, four 20-minute conversational samples were audio and video recorded for each dyad in the subjects' homes during freeplay activities of the subjects' choice. Results indicated that the pattern of responses for these six parents was very similar to that reported for other parent-child dyads. The most frequent type of response for all parents was one that continued the conversation without either repeating or clarifying the child's previous utterance. The least frequent type of response was one that explicitly corrected portions of the child's utterance. Of all responses, repetitions--both clarifying and nonclarifying--appeared to be the type of response most differentially related to well-formed and ill-formed child utterances. Exact repetitions were more likely to follow well-formed utterances, while the remaining repetitions were more likely to follow ill-formed utterances. This pattern of differential responses was similar for all six dyads. Very few differences regarding the style or pattern of interaction were noted for fathers and mothers. Implications were drawn regarding the nature of linguistic input that is available to two-year-old children learning language.
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Rangel-Studer, Beatriz. "Self-repair in second language interaction: Dyad groups in action." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2975.

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Describes the results of a research project that analyzes the interaction of a second language (L2) learners of English (non-native speakers (NNS)) with a native speakers (NS). The subjects of the study were four NNS and two NS of English at Imperial Valley College in Imperial, California. The first aspect of the analysis determines the way in which self-repair might be related to L2 development and the L2 learner's language proficiency level. The second aspect of the analysis determines whether the NNS use self-repair differently when the interlocutor is a NS or a NNS of English. Results of the study indicate that while there was not a correlation between overall frequency of self-repair and language proficiency, there was a relationship between frequency of particular types of repair and language proficiency.
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Cancian, Sonia. "Una raccolta di lettere italiane inviate agli emigrati in Canada, 1954-1955." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0028/MQ50501.pdf.

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朱加信 and Karson Chu. "Written English errors: a case study of one secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31679808.

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Books on the topic "Korean language - Errors of usage"

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Uri mal ŭi tarin Naŭn Kim U-yŏng ŭi Han'gugŏ iyagi =: The story of Hangul. Sŏul-si: P'urŭn Sasang, 2011.

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100-myŏng chung 98-myŏng i hetkallinŭn uri mal uri munjang: Han'gugŏ sayongja ŭi p'ilsu sangsik. Sŏul-si: Namu ŭi Ch'ŏrhak, 2014.

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O Tong-hwan ŭi uri mal saenggak. Sŏul: Sesi, 2003.

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Kyŏng-sun, O., ed. Han'gugin to morŭnŭn Han'gugŏ: Shwipko chaemi itke ikhinŭn uri mal. Kyŏnggi-do P'aju-si: 21-segi Puksŭ, 2012.

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Maltchang kŭltchang Hong Sŏng-ho Kija ŭi chintcha kyŏngjaengnyŏk ŭn Kugŏ sillyŏk ida. Sŏul-si: Yedam, 2008.

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Uri mal i poinda: Chŭlgimyŏ paeunŭn uri mal iyagi. Sŏul T'ŭkpyŏlsi: Pogosa, 2014.

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Kugŏ sŏnsaengnim to mollattŏn uri mal iyagi: Algo ssŭmyŏn choŭn uri mal 420-kaji. Sŏul-si: Kŭl Nurim, 2012.

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Paro chapki uri mal 101-kaji. Sŏul T'ŭkpyŏlsi: Kyŏngjin, 2009.

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Ha-su, Kim, ed. Tangsin ŭn uri mal ŭl saeropko parŭge ssŭgo itssŭmnikka? Sŏul-si: Saemtʻŏ, 1995.

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Uri mal sayong sŏlmyŏngsŏ: Kyoyŏl kija Yi Chin-wŏn ŭi Kugŏ sillyŏk ŏpkŭreidŭ pipŏp. Kyŏnggi-do P'aju-si: Sŏhae Munjip, 2010.

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Book chapters on the topic "Korean language - Errors of usage"

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Han, Yingjie, Aiying Lin, Yonggang Wu, and Hongying Zan. "Usage-Based Automatic Recognition of Grammar Errors of Conjunctions in Teaching Chinese as a Second Language." In Lecture Notes in Computer Science, 519–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45185-0_54.

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Koby, Geoffrey S. "The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, 220–53. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch013.

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Translation evaluation remains problematic, with industry marking errors with points-off systems while teachers use points-off and rubrics. Many rubrics are not adequately operationalized. Needed is an error category and severity system sufficiently differentiated for useful feedback and streamlined to enable feedback to large numbers. The American Translators Association (ATA) Flowchart for Error Point Decisions and Framework for Standardized Error Marking has been adapted for the classroom. This chapter provides statistics on errors and severities marked in two groups: 63 translations by German>English graduate students marked by the author and 17 examinations from the 2006 ATA Certification Examination marked by ATA graders. The predominant categories assigned to students are Punctuation, Usage, Mistranslation, Addition, and Misunderstanding, while ATA papers show Misunderstanding, Omission, Terminology, Literalness, Ambiguity, Grammar, and Style. Misunderstanding rated as the most serious error for both. Transfer errors are more frequently marked and more severely rated than grammar or language errors.
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Horobin, Simon. "7. Why do we care?" In The English Language: A Very Short Introduction, 129–40. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0007.

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Why do we care about grammar and spelling to the extent that minor errors trigger paroxysms of despondency and gloom concerning the future of our society and its language? Since most people recognize the inevitability of linguistic change, we might wonder why they are unwilling to allow the language to continue to change today. ‘Why do we care?’ suggests one answer to this question lies in the fact that, as users of English, it is impossible for us to take an external stance from which to observe current usage. Another reason for our concern with such pedantry is bound up with the social cachet that surrounds the concept of ‘good grammar’.
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Kukulska-Hulme, Agnes. "Language Correspondences." In Language and Communication. Oxford University Press, 1999. http://dx.doi.org/10.1093/oso/9780195108385.003.0010.

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• Is a crossword puzzle clue a definition of a word? • Can you enter to exit? • Are unrecoverable errors recoverable? • How can a word like “caution” mean “guarantee”? • What is it that happens unless you do something else? . . . This chapter is about the ways in which elements of language are at times able to correspond to each other in usage and in meaning. It explains equivalence, the baseline for distinctions between words, and clarifies widespread misconceptions about synonyms. It shows that words have values that are sometimes obvious and sometimes concealed. These concepts are relevant to all word choices in language, and they must be considered with due attention with translation of a user interface or documentation into another language. Ambiguity and culture are the two big issues that will inevitably come to the fore at such a time. It will also become clear that there are gaps to be filled in languages, and that interference and confusion are bound to get in the way. Multiple language environments create their own special demands with respect to all of these concepts. In a typical crossword puzzle, we are asked to think of words that correspond to descriptions or suggestions of their meaning. Because a crossword is a kind of game, the clues may well be phrased so as to make the word discovery difficult. By contrast, in dictionaries, descriptions of meaning are meant to correspond much more directly to designated words. A direct link is made between a particular language element—a word or phrase—and the language used to express its meaning, which stands in or substitutes for that element in a variety of ways. Definition is one way, within one language; translation is another way, between languages. Equivalence, in the sense of a perfect match on the level of meaning, may be achieved through definition, which draws on a rich range of language resources, but equivalence is much more problematic in translation. In translation into a target language, a word with exactly the same meaning may not exist.
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Antón-Rodríguez, M., M. A. Pérez-Juárez, F. J. Díaz-Pernas, M. Martínez-Zarzuela, and D. González-Ortega. "Moodle-Based Validators to Improve Teaching and Learning of Web Development." In Educational Technology Use and Design for Improved Learning Opportunities, 311–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch017.

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The challenge to prepare the graduates for working in a constantly changing environment, such as software engineering, requires an effective learning framework. This chapter presents two educational Web (PHP and JavaScript) programming validators integrated into the learning management system Moodle to improve the teaching-learning process. These applications also offer the students an appropriate explanation of the errors found and some information about the language key terms, suggest alternatives to possibly misspelled terms, and gather usage data to provide both student and teacher statistical graphics of the type of error committed. The chapter also describes the result of a qualitative analysis of its use in several telecommunications engineering courses offered at the University of Valladolid.
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Conference papers on the topic "Korean language - Errors of usage"

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Pratiwi, Indry Julyanti, Dudung Gumilar, and Dante Darmawangsa. "Errors of Deixis Usage in French Narrative Texts." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.052.

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Lee, Sangyoon, Jaeyeon Lee, and Geehyuk Lee. "Diagnosing and Coping with Mode Errors in Korean-English Dual-language Keyboard." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300255.

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Cheng, Bing. "An Analysis of Errors by Chinese-speaking Korean Learners ----Centered on the Errors Produced under the Influence of First Language." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.5.

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SANGHEUM, Yeon. "UNDERSTANDING OF UZBEK AND KOREAN AUXILIARY VERBS." In UZBEKISTAN-KOREA: CURRENT STATE AND PROSPECTS OF COOPERATION. OrientalConferences LTD, 2021. http://dx.doi.org/10.37547/ocl-01-28.

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Uzbek and Korean are characterized by agglutination. When comparing and contrasting the two languages, we can find quite a few similarities in the conjugation of verbs, especially auxiliary verbs, where the characteristics of the agglutinating language are most prominent. In the use of auxiliary verbs, the two languages ​​are similar in semantically as well as in simple structural aspects, and there are many cases where the same meaning is expressed using the auxiliary verb. On the other hand, there are differences as well, but there is still a lack of comparative studies between the two languages ​​on the corresponding grammar item. In addition, errors in the most common and widely used Google translator can also be found. Although there were no major problems in conveying simple meanings, sentence construction using auxiliary verbs was not performed properly. By briefly introducing these problems, it was found that the necessity for contrast study and corpus construction between the two languages was required.
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Heister, Reinhard, and Reiner Anderl. "Federative Data Management Based on Unified XML Data Scheme to Support Prosthetic Dentistry Workflows." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62615.

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The laboratory side of a digital dental workflow consists of heterogeneous software tools including digitization (scanning), modeling (CAD), production planning (CAM) and production. The heterogeneity can be structured in two dimensions: ‘various partial systems’, composing the dental product development system and ‘various vendors’, offering software solutions for these partial systems. As a result the value creation process lacks efficiency and different input/output data streams are still necessary. As a standard for the representation of geometric data the STL format has been established, whereas for additional information, such as organizational and administrative data, as well as requirements and design data, the XML (eXtensible Markup Language) format is considered appropriate. However, a variety of proprietary XML data formats have been developed by system vendors. Thus incompatibilities are a significant source for errors. Data flow structures as available today only allow unidirectional flow of information ‘downstream’. A new approach is based on a federative workflow data management. The basic concept is a unified XML scheme that represents data about all activities and states of dental objects created throughout the whole cycle of dental process. The new unified XML scheme provides a data structure, which can be adapted for the respective input/output data streams of all partial systems. The XML scheme represents a unified data scheme which allows both vertical (within a certain partial system class) and horizontal (along the digital dental workflow and independent of system vendor) data usage. Each dental system supplier only needs to create one input and output filter for the neutral XML interface. The system architecture is based on a web server to which a XML database server is connected. The XML database server manages project specific XML databases. Data can be made available through REST-, as well as through WebDAV-interface on LAN or WAN. With the help of XPath and XQuery required data can be extracted from the database. Redundant data input as well as incompatibility errors can be avoided by this approach. The innovative core is a unified workflow data format, in which a bidirectional data flow can be provided for both downstream and upstream, along the digital dental workflow.
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