인공지능기술 활용 언어교육 > 교과교육(각교과교육론)

인공지능기술이 사회적으로 광범위하게 영향을 미치고 있다. 이와 같은 영향을 받는 영역으로 언어교육 분야도 예외가 아니다. 언어교육 분야는 여기에 더하여 사람의 언어를 처리할 수 있는 인공지능기술의 비약적인 발전으로 언어를 배우고 가르치는 방식에서도 영향을 크게 받고 있다. 이에 본서에서는 인공지능기술을 전체적으로 살펴보고, 기계번역과 챗봇과 같은 구체적인 인공지능기술에 대한 이해와 활용을 모색해 보고, 인공지능기술을 기반 기술로 하여 새롭게 부각되고 있는 메타버스 환경에서 언어교육이 어떻게 이루어질 수 있을지 살펴보고자 한다. 또한 본서에서는 인공지능기술의 기반 기술로 자연어이해와 자연어생성과 관련한 자연어처리 기술과 음성인식과 음성합성과 관련한 음성처리 기술에 대한 기본적인 사항들을 언어교육적 관점에서 다뤄보고자 하였다. 이와 같은 논의를 바탕으로 본서의 마지막 부분에서는 인공지능기술을 언어교육 교육과정에 적용할 경우에 고려해야 할 사항을 교육의 여러 측면에서 살펴보고 있다.

목차

머리말 ···································································· 2

제1부 인공지능기술의 개관 ········································13

제1장 인공지능기술의 개관 / 박광현 ·································15

▬ 인공지능의 개념 ·····························································16

▬ 강인공지능과 약인공지능 ··············································17

▬ 인공지능의 간략한 역사 ················································19

▬ 상상 속의 인공지능 ························································24

▬ 인공지능과 로봇 ·····························································25

▬ 머신러닝 ···········································································29

▬ 딥러닝과 뉴럴 네트워크 ················································31

▬ 자연어처리 ·······································································35

▬ 대화형 인터페이스-챗봇 ················································37

▬ 인공지능의 진화 ·····························································40

▬ 메타버스 ···········································································41

▬ 인공지능 시대의 교육 ····················································43

제2부 언어교육에 활용되는 인공지능기술 ······················45

제2장 기계번역 / 김주혜 ···············································47

WHAT: 기술 소개 ······························································48

▬ 기계번역의 등장 ·····························································48

▬ 기계번역의 발전 ·····························································50

▬ 기계번역 기술의 유형 ··················································53

▬ 기계번역 시스템의 종류 ··············································59

▬ 기계번역 오류의 원인 ····················································63

▬ 기계번역의 오류 유형 ····················································64

▬ 기계번역 포스트에디팅 가이드라인 ·····························65

WHY: 활용 이유 ·································································67

▬ 언어교육과 기계번역 ······················································67

▬ 쓰기 교수학습 도구=번역기 ··········································70

▬ 말하기 교수학습 도구=번역기 ······································72

▬ 번역기 활용에 대한 시각 ··············································73

HOW: 활용 방법 ································································75

▬ 활동 1: 이모티콘 영작하고 그려보기 ··························76

▬ 활동 2: 컴퓨터 게임 방법 영작하고 발표하기 ··········79

▬ 활동 3: 영문 이력서 작성하기 ·····································82

제3장 챗봇 / 김영우 ····················································85

WHAT: 기술 소개 ······························································86

▬ 챗봇의 간략한 역사 ························································86

▬ 챗봇이 일반화된 이유 ····················································87

▬ 챗봇 시스템 ·····································································89

▬ 챗봇의 유형 ·····································································91

▬ 챗봇의 용도 ·····································································93

▬ 챗봇의 제작 ·····································································94

WHY: 활용 이유 ·································································97

▬ 언어 사용 기회 제공 ······················································97

▬ 대화 부담감 감소 ···························································97

▬ 음성과 문자 모두 사용 ··················································98

▬ 초급 학습자에게 유리 ····················································99

▬ 챗봇 대화 데이터 활용 ··················································99

HOW: 활용 방법 ······························································101

▬ 활동 1: 챗봇과 잡담하기 ············································102

▬ 활동 2: 챗봇에게 정보 요청하기 ·······························106

▬ 활동 3: 챗봇 과제 수행하기 ······································109

제4장 메타버스 / 최정혜 ·············································113

WHAT: 기술 소개 ····························································114

▬ 메타버스란? ···································································114

▬ 메타버스 혁명 ·······························································117

▬ 메타버스 1.0 ································································118

▬ 메타버스 특징 ·······························································122

▬ 메타버스 구축을 위한 기반 기술 ·······························124

▬ 메타버스의 겨울 ···························································127

▬ 메타버스 2.0 ································································128

▬ 메타버스 2.0 플랫폼 ···················································137

▬ 메타버스에 열광하는 MZ세대 ····································139

▬ 메타버스 3.0 ································································141

WHY: 활용 이유 ······························································142

▬ 다양한 경험의 공간, 메타버스 ···································142

▬ 매력적인 맥락적 언어 학습 기회 제공 ·····················144

▬ 메타버스를 통한 몰입학습 ··········································145

▬ 게이미피케이션 활용 즐거운 언어 배움 경험 ··········147

▬ 멀티 리터러시로서의 메타버스 리터러시 ··················148

HOW: 활용 방법 ······························································154

▬ 언어교육에서의 메타버스 활용 제안 ·························155

▬ 활동 1: 아바타들과 이야기 나누기 ···························157

▬ 활동 2: 한국 역사 등에 대해 이야기 나누기 ··········162

▬ 활동 3: 다른 아바타에게 자기 소개하기 ················164

제3부 언어교육 관련 인공지능기술의 이해 ··················169

제5장 자연어이해 및 생성 기술 / 원용국 ··························171

WHAT: 기술 소개 ····························································172

▬ 자연어처리의 의미 ·······················································172

▬ 자연어처리의 간략한 역사 ··········································173

▬ 자연어처리의 종류 ·······················································178

▬ 임베딩: 기계는 자연어를 어떻게 이해하나? ············180

▬ 언어모델: 기계는 자연어를 어떻게 생성하나? ·········194

WHY: 활용 이유 ······························································201

▬ 기반 기술로서의 자연어처리 ······································201

▬ 코퍼스 분석 및 교재 개발 ··········································202

▬ 자연어처리 기술과 언어 평가 ····································205

제6장 음성인식 및 합성 기술 / 안현기 ····························209

WHAT: 기술 소개 ····························································210

▬ 음성 연쇄 ······································································211

▬ 인간의 청해 과정 ·························································213

▬ 인간의 발화 과정 ·······················································219

▬ 음성인식과 지식 ···························································221

▬ 음성인식 기술의 역사 ················································222

▬ 인공지능과 음성인식 기술 ··········································225

▬ 음성합성 기술의 역사 ··················································228

▬ 인공지능과 음성합성 기술 ··········································233

WHY: 활용이유 ································································236

▬ 음소 인식과 음성인식 및 음성합성 기술 ·················237

▬ 발화 이해도와 음성인식 기술 ····································242

제4부 인공지능기술의 언어교육 교육과정 적용 ···········247

제7장 인공지능기술의 언어교육 교육과정 적용 / 저자 일동 ·····249

▬ 들어가며 ········································································250

▬ 인공지능기술 관련 교육 필요성의 대두 ···················250

▬ 어느 과목에서 가르칠 것인가 ····································254

▬ 무엇을 가르칠 것인가 ··················································258

▬ 누가 가르칠 것인가 ·····················································261

▬ 어떻게 가르칠 것인가 ··················································264

▬ 어떤 결과를 얻을 것인가 ············································268

▬ 마무리 ············································································271

저자소개

▬ 김주혜 (고려사이버대학교 실용외국어학과 교수)

∙ University of Texas at Austin [박사]

∙ 현 AsiaTEFL 이사, 한국중등영어교육학회 이사

∙ 영어 디지털교과서, 사이버가정학습, 인공지능 챗봇 영어 콘텐츠 개발

∙ 이러닝 영어학습자를 위한 온라인 진단평가 개발

∙ 이러닝 기반 영어교육, 영어 문제은행의 문항정보, 아카데믹 리터러시 관련 연구논문 및 발표 다수

▬ 김영우 (서울대학교 교육종합연구원 객원연구원)

∙ University of Texas at Austin [박사]

∙ 현 명지대학교 영어영문학과 객원교수

∙ 현 한국영어교과교육학회 연구이사

∙ 현 팬코리아영어교육학회 연구이사

∙ 멀티미디어를 활용한 영어교육, 영어 교재 및 콘텐츠 개발 전공

∙ 4차산업혁명, 인공지능, 멀티리터러시 관련 연구논문 및 발표 다수

▬ 박광현 (명지대학교 영어영문학과 교수)

∙ Pennsylvania State University [박사]

∙ 현 한국응용언어학회 이사

∙ 전 싱가포르 국립사범대학교 조교수

∙ 제2언어 글쓰기 지도 및 평가, 코퍼스를 사용한 언어분석과 교육

∙ 제2언어 텍스트 분석 및 코퍼스의 교육적 활용 관련 연구논문 및 발표 다수

▬ 안현기 (서울대학교 영어교육과 교수)

∙ University of Texas at Austin [박사]

∙ 현 서울대학교 AI 연구원 겸무교수

∙ 현 서울대학교 AI 융합교육학과 겸무교수

∙ 현 한국음성학회 상임이사

∙ 음성학/음운론 전공

∙ 음성학, 제2언어 발음 교육, 제2언어 듣기 말하기 관련 연구논문 및 발표 다수

▬ 원용국 (서울대학교 교육종합연구원 객원연구원)

∙ Iowa State University of Science and Technology [박사]

∙ 현 국제영어대학원대학교 강사

∙ 언어평가 전공

∙ 자동언어평가, 온라인 맞춤학습 설계 연구 참여

∙ 말하기 및 쓰기 평가, 언어교육 관련 연구논문 및 발표 다수

▬ 최정혜 (고려사이버대학교 아동영어학과 외래교수)

∙ Walden University [박사 수료]

∙ 현 Neuronetism 이사

∙ 현 초이스 잉글리쉬 대표

∙ 현 Robotics & AI Ethics 연구위원장

∙ 현 영상영어교육학회 서울지부 이사

∙ 한국콘텐츠진흥원 게임문화포럼 위원

∙ 한국게임학회 기능성게임연구회 (전)연구위원장

∙ 게이미피케이션, 기능성게임, 몰입학습, 신경언어학 관련 연구논문 및 발표 다수

배송

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