• Korean Journal of Cognitive Science
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• v.11 no.1
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• pp.25-32
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• 2000

Korean passive verbs are derived from their corresponding active verbs by suffixation or by adding endings and auxiliaries to their stems. Therefore. we assume p passive verbs share some lexical informations with their active counterparts. This paper extending the Generative Lexicon theory of Pustejovsky (995). aims to characterize the argument realization patterns of Korean passive verbs focusing on the case alternation a and to propose their lexical semantic structures which account for the syntactic behavior.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.365-374
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• 2007

This paper investigates the nature of Japanese argument cluster (Steedman 2000b). Based on Combinatory Categorial Grammar, a type-raising analysis of case particles which captures some aspects of the information structure in Japanese is discussed, including contrastive interpretation of coordination, wh-constructions, and some theme and rheme-related grammatical phenomena. These observations offer further support for the study of syntax, semantics, and phonology interface and the earlier analysis of English information structure.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.338-343
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• 2020

This paper provides a semantic account of double nominative constructions in the framework of Autolexical Grammar, which views syntax, semantics, morphology, and other language components as modules generated simultaneously and independently. Some syntactocentric models in the past analyzed double nominatives as a result of possessor raising, ECM or incorporation. This paper provides a semantic explication of double nominatives through function-argument (F/A) structure of internal possession and external possession. The possessum used in double nominatives is a relational noun which takes a possessor as its argument in F/A structure. If the possessor directly combines with the relational noun, then internal possession is generated. If the possessor is a gap in F/A structure, then the argument which is coreferential with the gap combines later with the predicate, resulting in external possession, in which the possessor is in the nominative case. Unlike internal possession, the F/A structure of external possession structurally shows that the sentence is predicated of the possessor.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.78-87
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• 2015

The purpose of this study was to investigate the argumentation of middle school students during the argument-based inquiry. A total of sixty eight 8th grade middle school students participated in this study and they performed six argument-based inquiry programs. Data were collected from two of the latest programs by audio-recording and transcription of each group engaging in argumentation. The study findings showed that; first, the most frequent element of argumentation in the all of stages of the two programs was following order: 'claim' and 'request and response' and 'simple agreement'. The most active argumentation was showed at the designing experiments stage and the most inactive was showed at the generating questions stage. Second, as a result of analyzing the argumentation level for each stage of the argument-based inquiry, a high level of argumentation was shown at the claim and evidence stage, and a low level of argumentation was shown at the generating questions stage in the argumentation structure. As a result of the validity of argumentation, the validity of argumentation was the highest level in the claim and evidence stage.

• Language and Information
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• v.6 no.1
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• pp.105-121
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• 2002

This paper investigates the effect of semantic argument structure on the comprehension and production of sentences by observing the prosodic realizations of English secondary predications. Specifically, the goal of this study is to show how the theory of predication, argument structure, and focus semantically interact to account for similarities and differences between English resultative and depictive predications. To address this issue, production and comprehension tests were performed. In the fried focus domain (verb phrase), subjects were asked to utter and to comprehend ambiguous sentences in the context monologues. The experimental results were generally consistent with general linguistic analyses: In the resultative constructions, secondary subject NPs tend to be accented, as in other argument-head constructions, while in the depictive constructions, secondary predicates tend to have accents, as in other adjunct-head constructions.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.11a
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• pp.748-750
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• 2010

문서 내에 존재하는 개체들 간의 관계를 자동으로 추출할 때 다양한 형태의 문서 분석 결과를 활용할 수 있는데, 본 논문에서는 문장 내에 존재하는 각 단어의 predicate-argument 관계를 분석하여 자질로 활용하는 PAS 패턴 기반 관계 추출 시스템을 제안한다. 관계 종류별로 구축된 PAS 패턴 집합을 활용하여 관계 식별기를 개발하였고, 실험을 통하여 개발된 관계 식별기의 성능을 측정하였다. 실험 결과 개체 간의 유의미한 관계를 표현해주는 PAS 패턴이 관계 추출 작업에 유용한 정보임을 알 수 있었다.

• Korean Journal of Logic
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• v.15 no.1
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• pp.85-107
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• 2012

This essay criticizes Van Fraassen's argument for empirical equivalence among competing theories, which is based on his interpretation of Newtonian space-time. I argue that his misleading interpretation of the ontology of absolute space-time results in his ineffective attacks against a residual structure of space-time, absolute velocity. Van Fraassen's argument basically misleads us into empirical equivalence in that his literal reading of Newtonian space-time disregards a variety of aspects of its model.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.405-414
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• 2020

In this study, we analyzed the development of high school students' argumentation through their writings on socio-scientific Issues (SSI) related to the Climate Change Unit in the Earth Science I curriculum. Pre- and post-writing assignments on the two main causes of global warming were analyzed and compared. In addition, an in-depth interview of the focus group was conducted with 7 students who showed a distinct change in the level of argumentation. According to the results, 16 of 52 students remained at the same argumentation level in pre- and post-writing assignments, and students remaining at Level 2 among five levels had difficulty in understanding the Toulmin's argument pattern (TAP) structure. Using the TAP structure, 29 of 52 students demonstrated increased argumentation levels in the post-writing assignments. The conclusions include that writing lessons on SSI using the TAP in Earth science classes can improve the level of high school students' argumentative writing, and that the level of students' argumentation can develop with the elaboration of their level of falsification. Also, it is suggested that the science curriculum should increase students' science writing competencies by specifying science writing as one of the goals.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.197-206
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• 2014

The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in 7th grade science textbook. We have analyzed pre-service teachers' experimental reports using Toulmin's argument model. Also, we have researched their views on science and experiments through questionnaires and semi-structured interviews. As results show, various factors have affected pre-services' argument structures; lack of science knowledge and inquiry ability, belief about error, and additive data. This study shows that pre-service teachers' inquiry abilities is insufficient, and it is necessary to review rearrangement of pre-service science teacher curriculum in order to offer inquiry experiments in teacher education program.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.238-252
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• 2020

In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.