Research on Tactical Mode Analysis of Sports Video

Gang Liu,Yang Wang,Jing-meng Sun 보안공학연구지원센터 2014 International Journal of Multimedia and Ubiquitous Vol.9 No.12

A new tactic analysis of broadcast sports video is proposed based on player trajectory information. Tactic analysis of sports video aims to recognize and discover tactic modes and match strategies that teams and personal players used in the games. Based on players and ball trajectory. First presents an interactive relationship analysis of temporal and spatial algorithm based on time fragment slice. According to the speed and distance of trajectory shape and the distance measurement and each trajectory in time fragment, to use graphical model was constructed to express tactical video game sports event. Through the analysis of each component fragment of interaction trajectory, the offensive incidents of tactical mode carried out hierarchical recognition of coarse to fine in football game video. In the coarse recognition process, the interaction mode is divided into a coordinated attack and personal attack. In fine recognition further, the coordinated attack mode is divided into interception attack and no interception attack. The personal attack mode is divided into direct attack and the dribbling-attack.

한·중 신문 사설의 개입 대조 연구

Gang Meng 서울대학교 국어교육연구소 2017 국어교육연구 Vol.40 No.-

This study aims to contrasting the use of engagement in editorials of Korean and Chinese. So we have selected 100 piece(Korean editorials 50, Chinese editorials 50)editorials from the representative newspapers of Korea and China and analysed the kind, function of engagement and the combination of it. As a result, KEs(Korean Editorials) used more objective fact and the inter-textual resources was used more as background, but CEs(Chinese Editorials) used more shared knowledge and used the inter-textual resources more as the evidence. in the use of possibility, even though KEs and CEs all used it more as point statement, KEs also used it as background and evidence. in the use of Counter, KEs used it more when point out the problems but CEs used it more when make a statement of point. In the combination of Counter we found that KEs and CEs all used more inter-textual+Counter, but CEs used more Concur+Counter and KEs used more Distance+Counter. In the use of Endorse, KEs and CEs all use more objective materials but CEs also used many classic materials. Except these, in the use of intra-textual resources, Acknowledge, Distance, Deny, Concur, Pronounce KEs and CEs was similar. 본 연구는 한국과 중국의 사설에 반영된 개입을 대조함으로써 그 공통점과 차이점을 밝히는 데 목적이 있다. 이를 위해 본 연구는 한국과 중국의 대표적인 신문에서 사설을 50편씩 추출하여 개입의 유형, 기능과 개입 간의 결합 사용을 분석하였다. 분석의 결과, 상호텍스트적 가정에 있어, 한국 사설은 객관적 사실을 더 많이 사용하였고 주로 배경 제시의 기능으로 사용한 반면에 중국 사설은 공유 지식을 더 많이 사용하였고 주로 근거 제시의 기능으로 사용하였다. 가능성 평가의 경우, 한국과 중국 사설은 모두 주장 제시의 기능을 많이 사용하였지만 한국 사설은 근거와 배경 제시 기능도 유의미하게 많이 사용하였다. 반기대의 경우, 한국 사설은 문제를 지적하는 기능으로 많이 사용하였지만 중국 사설은 주장 제시의 기능으로 많이 사용하였다. 그리고 반기대와 기타 개입의 결합 사용에 있어, 한국과 중국 사설은 모두 상호텍스트적 가정+반기대를 가장 많이 사용하였으며 중국 사설은 동조+반기대를 선호한 데 비해 한국 사설은 거리+반기대를 선호하였다. 승인의 경우, 한국과 중국 사설은 모두 객관 자료를 가장 많이 사용하였지만 중국 사설은 고전을 유의미하게 많이 사용하였다. 그 외에 근거 기반 가정, 인정, 거리, 부정, 동조, 공표 사용에 있어, 한국과 중국 사설은 크게 다르지 않았다.

Creep performance of concrete-filled steel tubular (CFST) columns and applications to a CFST arch bridge

Meng-Gang Yang,C. S. Cai,Yong Chen 국제구조공학회 2015 Steel and Composite Structures, An International J Vol.19 No.1

This paper first presents an experimental study of twelve specimens for their creep performance, including nine concrete-filled steel tubular (CFST) columns and three plain concrete columns, subjected to three levels of sustained axial loads for 1710 days. Then, the creep strain curves are predicted from the existing creep models including the ACI 209 model, the MC 78 model, and the MC 90 model, and further a fitted creep model is obtained by experimental data. Finally, the creep effects of a CFST arch bridge are analyzed to compare the accuracy of the existing creep models. The experimental results show that the creep strains in CFST specimens are far less than in the plain concrete specimens and still increase after two years. The ACI 209 model outperforms the MC 78 model and the MC 90 model when predicting the creep behavior of the CFST specimens. Analysis results indicate that the creep effects in the CFST arch bridge are significant. The deflections and stresses calculated by the ACI 209 model are the closest to the fitted model in the three existing models, demonstrating that the ACI 209 model can be used for creep analysis of CFST arch bridges and can meet the engineering accuracy requirement when lack of experimental data.

중국 내 한국어 쓰기 교재 분석 - 논증적 글쓰기를 중심으로

맹강 ( Meng Gang ) 민족어문학회 2018 어문논집 Vol.- No.82

본 연구는 중국 내 한국어 쓰기 교재에서 논증적 글쓰기 부분의 전체적 구성, 교육 내용, 학습 활동에 대한 분석을 바탕으로 향후 교재 개발을 위한 시사점을 제시하고자 한다. 분석의 결과, 교재 C는 학습 목표, 교육 내용, 학습 활동을 모두 포함하여 3 가지 교재 중에서 가장 잘 구성되어 있었다. 교육 내용의 경우, 예상 반론에 대한 반박에 관한 구체적 기술이 부재하였다. 조직의 경우, 응집성, 응결성, 일관성은 강조되지 않는 것으로 보였다. 그리고 중국과 한국의 논증적 글의 주장과 근거의 차이에 대한 기술이 없었다. 학습 활동의 경우, 대부분 통제 작문이 중국의 교육 과정에 맞지 않음을 발견하였다. 유도 작문의 양이 너무 적고 자유 작문 과제도 너무 적고 쓰기 분량이 적은 것으로 나타났다. 따라서 향후 중국인 한국어 학습자를 위한 쓰기 교재를 개발할 때 예상 반론에 대한 반박, 텍스트의 응집성, 응결성, 일관성, 그리고 중국과 한국 논증적 글의 주장과 근거의 차이에 대한 자세한 기술이 필요할 것이다. 학습 활동의 경우, 중국인 한국어 학습자의 쓰기 능력 향상에 크게 도움이 안 되는 통제 작문 활동을 포함하지 않아도 될 것이며 유도 작문 활동을 늘릴 필요가 있을 것이다. 그리고 자유 작문의 경우, 작문의 분량의 향상과 과제 유형의 다양화가 필요할 것이다. This study aims to suggest some better argumentative writing about the China textbooks though extracting the whole composition, education content and learning activities. As a result, we found that textbook C had the most proper composition which included the learning goal, education content, and learning activities. In the education content aspect, we found that the description of rebuttal was not detailed. And in the text organization the coherence, concretion, consistency was not emphasised. The differences of statement and evidence about Chinese and Korean was not described. In the learning activities aspect, we found that, most controlled writing activities didn't conform to the curriculum of China. And this kind of guided writing and argumentative free writing is task are very few as well as a the writing amount is also very few. When we develop the writing textbook for Chinese Korean Learners, we should give a detail description about the rebuttal, coherence, concretion, and consistency of text. And give a detail description about the differences of statement and evidence of Chinese and Korean. In the learning activities we should delete the controlled writing activities which is not helpful to the development of Chinese Korean Learners and develop more guided writing activities. For the free writing we should increase the writing amount and the type of argumentative writing task.

주제별 한국어 논증적 텍스트에 반영된 논거 연구 -중국인 학습자를 중심으로-

맹강 ( Meng Gang ),진정 ( Chen Jing ) 연세대학교 언어연구교육원 한국어학당 2020 외국어로서의 한국어교육 Vol.57 No.-

The purpose of this study is to examine whether the evidence presented in the Korean argumentative texts by different topics is different. In order to do this, three topics were selected to collect Chinese Korean learner's argumentative text and then we extract the evidence reflected in the learner's argumentative text. 9 learners were then interviewed for the process of evidence generation and the reasons for the use of individual evidence. Friedman test was conducted to confirm whether the evidence reflected in the Korean argumentative texts is different. As a result, significant inter-group differences were found in the use of presumption evidence, disguised claim evidence, data evidence, mass media evidence, and legal provision evidence. There was no significant inter-group difference in empirical evidence, real life evidence, common sense evidence, and classical evidence. The use of evidence was influenced by the topic and mainly appeared in the difficulty of finding data on the topic, the evidence that was relevant only to a particular topic, and the topic familiarity. This study is meaningful to provide basic information for argumentative writing for Chinese Korean learners. (Dalian University of Foreign Languages)

한국어 교재에서의 구어 담화표지 목록과 기술에 대한 분석

맹강 ( Meng Gang ),진정 ( Chen Jing ) 연세대학교 언어연구교육원 한국어학당 2016 외국어로서의 한국어교육 Vol.45 No.-

The purpose of this paper is to suggest some betterment about Korean Textbook though extracting the list and examining the description of Discourse Markers(DMs) in the Korean Textbooks which are generally used in China. We judged the DMs by its definition and characteristic. As a result, there is not a big difference in the list of DMs. Most of the DMs are adjunct and interjection DMs, and the textbook`s list of DMs are different with the list of DMs in real oral. Then we analysed the descriptions of DMs on whether it was descript, description position, description category, translation of DMs, form, meaning, function, pragmatic information, relevancy, and intonation difference. It showed that almost all the descriptions of DMs are still at the sentence level but not at a discourse level. Also there is lack of description about the meaning, function, pragmatic information, intonation difference, translation of DMs. Therefore, when we select the education DMs we should reference the previous research and the oral corpus. When we descript about the DMs, we have to consider the feature of the Chinese Korean learners. If the DM is easy for the Chinese Korean Learners perhaps we can just present the corresponding expressions in Chinese of the Korean DMs in the words explanation part. However, if it is hard for the Chinese Korean Learners then maybe we should present the DMs` meaning, function, pragmatic information, intonation difference, the comparison with the corresponding DM in Chinese, translation of DMs, and example sentence in the grammar explanation part. Also we should present the translation of the example sentence and as well as the conversation section. (Seoul National University·Ewha Woman`s University)

한국어 논증적 글쓰기 교육을 위한 한ㆍ중 신문 사설 개입 대조 연구

맹강 ( Meng Gang ) 이중언어학회 2017 이중언어학 Vol.69 No.-

This study aims to present the pedagogic implications about Korean Argumentative Writing Education for CKLs through contrasting the engagement in the editorials of Korean and Chinese. So we have selected 100 piece(Korean editorials 50, Chinese editorials 50)editorials from The Chosun Ilbo, The The JoongAng Ilbo and People’s Daily, Guang Ming Daily which are the representative newspapers of Korea and China. We extracted the engagement according to the Appraisal Theory which was developed by Martin & White(2005) and the context. Then we did a t-text and as a result, the total of monogloss and heterogloss didn’t have a statistically significant difference and both Korean and Chinese editorials have used more heterogloss than monogloss. In the dialogic expansion, we found that the use of possibility, entertain, attribution, distance and the total of dialogic expansion had a statistically significant difference and the use of personal opinion and acknowledge didn’t have a statistically significant difference. Though the average we can know that the Korean editorials used more possibility, entertain, attribution, distance than the Chinese editorials. And in the dialogic contraction we found that the use of disclaim, deny, counter, proclaim, concur, pronounce and the total of dialogic contraction all had a statistically significant difference but except the endorsement. Though on the average we can see that the Korean editorials used more disclaim, deny, counter than Chinese editorials but Chinese editorials used more proclaim, concur, pronounce than Korean editorials. It may suggest that in the Korean editorials expected rebuts were more taken into account and in the Chinese editorials one-sided argument was more preferred. Accordingly, when we teach Korean argumentative writing to CKLs we may need to tell them to use entertain, attribution, disclaim properly to take the expected rebuts into account and use less concur and pronounce. (Seoul National University)

한 중 외교 브리핑 담화에 반영된 ‘개입’ 연구

맹강 ( Meng Gang ) 이중언어학회 2022 이중언어학 Vol.86 No.-

This study aims to reveal commonalities and differences by contrasting Engagement in the Chinese and Korean diplomatic briefing discourse. To this end, 100 piece(Korean 50, Chinese 50) diplomatic briefing discourses was selected and then we extracted the Engagement based on the Appraisal Theory. As a result, the inter-textual resources was used the most in all diplomatic discourses between Korean and Chinese. This shows that all diplomatic discourses between Korean and Chinese place importance on communicating facts. This seems related to the main function of the Ministry of Foreign Affairs’ regular briefing is to convey the facts. Also, it can be said that it is characteristic that the entertain is used a lot in Korean diplomatic discourse, whereas pronounce is used a lot in Chinese diplomatic discourse. This shows that the Korean diplomatic discourse places importance on interaction with the audience, and the Chinese diplomatic discourse values the expression of its own position. This seems to be related to the roles of spokespersons for the Ministry of Foreign Affairs of China and Korea, the foreign policies of the two countries, and the customs of expression in Korean and Chinese. (Jilin University)

중국인 학습자의 한국어 논증적 글쓰기 어려움과 극복 전략 연구 ―중국인 한국어 전공자를 중심으로

맹강 ( Meng Gang ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.2

본고는 중국인 한국어 학습자들이 논증적 글을 쓰는 과정에서 겪는 어려움과 극복 전략을 살펴보는 데 목적이 있다. 이를 위해 학습자들이 논증적 글을 쓰는 과정에서 적어둔 어려움과 극복 전략을 분석하였다. 연구의 결과, 학습자들이 가장 어려워한 것은 ‘표현하기’이고 사전과 번역 앱의 사용으로 극복해 봤다. ‘내용 구성하기’에서 가장 어려워한 것은 ‘논증 전개의 논리성’인데 이는 중·한 논증적 글의 구조 차이와 글 구성 능력의 차이에서 기인된 것이다. 해결 전략으로는 3단계로 나누어 중·한 논증적 글의 구조 비교, 부분별, 단락별 쓰기 지도, 응결성과 응집성 향상 지도를 제안하였다. ‘내용 생성하기’에서 학습자들이 가장 어려워한 것은 ‘근거 생성하기’이다. 이는 중·한 논증적 글의 장르적 차이, 학습자 배경 지식의 부족, 정보 수집 능력의 부족에서 기인된 것이라 2단계로 나누어 중·한 논증적 글의 장르적 특성 비교, 근거 검색 및 선택 방법 지도를 제안하였다. The purpose of this paper is to examine the difficulties and strategies of Chinese Korean learners during the process of writing argumentative texts. To this end, the difficulties and coping strategies that learners recorded during an argumentative writing process were collected and analyzed. As a result, the most difficult task for learners was translating which they overcame through dictionaries and translation apps. The greatest difficulty in organizing content was the logic of argument development. This is a matter of differences in the structures of argumentative texts in Chinese and Korean and of writing composition abilities. The solution was to divide the process into three steps: a suggested structural comparison of Chinese and Korean argumentative texts, writing guidance for each section and paragraph, and guidance for improving cohesion and coherence. The greatest difficulty for learners when trying to generate content was to generate evidence. This is due to genre differences between Chinese and Korean argumentative texts, learner’s lack of background knowledge, and insufficient information gathering skills. These difficulties were overcome by dividing this process into two stages: we proposed a comparison of the genre characteristics of Chinese and Korean argumentative texts and a guidance for methods of evidence search and selection.

한국어 논증적 텍스트의 필자 목소리 모형 연구

맹강 ( Meng Gang ),만천옥 ( Wan Qianyu ) 연세대학교 언어연구교육원 한국어학당 2021 외국어로서의 한국어교육 Vol.62 No.-

The purpose of this paper is to construct a auctorial voice model of the Korean argumentative text and verify whether the constructed model fits the characteristics of the Korean argumentative text. To this end, 45 argumentative texts by native Korean speakers were used as research data, and three experts evaluated the appropriateness of the use of auctorial voices. Then, Pearson correlation and linear regression were used to verify whether the overall voice strength and each subcategory had a correlation with the score of the writing texts, and which category of voice had the greatest influence on the score of the writing texts. As a result of the study, it was found that the overall voice strength of the auctorial voice had a correlation with the score of the writing texts. 28.5% of the score was determined by the overall voice strength of the auctorial voice. Among the subcategories of the auctorial voice, the most influential factors on the score of the writing texts were hedges, other’s voice mention, evidence reference, and rebuttal. 66.2% of the overall voice strength was determined by each subcategory of the auctorial voice. rebuttal, interpretation, hedges, and other’s voice mention had the greatest influence on the overall strength of the auctorial voice. Referring to the English auctorial voice model constructed by Zhao(2013), it can be said that the auctorial model constructed in this study fits the characteristics of the Korean argumentative writing text. (Dalian University of Foreign Languages/China Research Center for Northeast Asian Languages·Dalian University of Foreign Languages)