• 음성과학
• /
• 제12권4호
• /
• pp.153-166
• /
• 2005

This paper attempts to examine the accent implementation and perception of noun phrases and compound nouns in English sentences, arguing that primary stress of noun phrase and compound noun is realized in relative prominence in intonation. The production test examines how the stress patterns of the noun phrases and compound nouns are realized in intonation of the English native speakers' utterances. The perception test investigates English and Korean listeners' comprehension of the intonation of the noun phrases and compound nouns. And the results of this experimental study show that speakers and listeners produce and perceive the primary stress as a relatively prominent accent even if in contrast of English listeners, Korean learners have difficulty in using the cue of pitch accent location and figuring out compound nouns and noun phrases.

• 한국언어정보학회지:언어와정보
• /
• 제15권1호
• /
• pp.1-12
• /
• 2011

This study investigates morphologically complex nouns in Korean through a series of priming studies. Two experiments examined whether morphological affixes on Korean nouns were decomposed or processed as a whole. Two types of morphological affixes were examined: morpho-syntactic case markers and the plural marker '-tul'. Results showed that priming occurred for the plural marker with SOAs of 80 ms and 160 ms, but no priming occurred for the morpho-syntactic case markers. These results suggest that the morphological processing for these two types of affixes differ. We argue that Korean nouns with the plural suffix are decomposed into the stem and affix, supporting the Decomposition Model (Pinker & Ullman, 2002). We suggest that while plural markers are truly morphological affixes, case markers in Korean are morpho-syntactic, and thus presuppose the existence of other syntactic elements, such as the matrix verb, hence the lack of priming effects.

• 대한음성학회지:말소리
• /
• 제42호
• /
• pp.25-36
• /
• 2001

Stress assignment has been much discussed in the literature on English compound nouns. The general view of the stress pattern of English compound nouns is that a main stress falls on the first element and a secondary stress on the second element; however, a stress pattern is often employed that provides counterevidence to the traditional pedagogical approach. A new idea is suggested by Ladd(1984) that 'compound stress represents the deaccenting of the head of the compound.' Recent studies show that initial stressing does not indicate compounds and syntactic phrases are not always characterized by final stressing. In his pilot test Pennanen comments on the frequent variation of stress patterns on individual items, on the basis of which Bauer confirms Pennanen's results with different informants. This paper is an attempt to justify Bauer's analysis with the same data as Bauer's and different subjects. It turns out that the competences of native-speaker informants do not rovide clear-cut answers. Some factors should be taken into account in assigning appropirate stress to compound nouns.

• 아시아태평양코퍼스연구
• /
• 제4권2호
• /
• pp.41-55
• /
• 2023

In data-driven learning (DDL), learners explore a corpus to understand vocabulary and grammar. Although many studies have emphasized the role of DDL in second language (L2) acquisition, L2 light verbs have been largely under-explored. To bridge this gap, this study focused on the learning outcomes of L2 light verbs among 29 intermediate-level Japanese university students. The research zeroed in on six prevalent light verbs in English: "make," "do," "take," "have," "give," and "get." Over nine weeks, the participants engaged with verb-noun collocations using worksheets that juxtaposed Japanese translations of the target collocations with their English equivalents, with the verbs omitted. With the aid of Wordbanks Online, they filled in the blanks and constructed accurate sentences. Before this activity, a 20-minute tutorial was given to the participants on how to interpret the concordance lines. The effectiveness of the DDL method was evaluated using pre-tests, immediate post-tests, and delayed post-tests. The results showed that DDL significantly improved the participants' knowledge of the target collocations of light verbs and nouns; the post-test and delayed post-test scores were significantly higher than the pre-test scores. The results showed that, overall, DDL contributed to memorizing the collocations of light verbs and nouns; however, DDL had different effects on the memorization of collocations across different light verbs. The extent of work on the worksheet is not the only factor in its retention, and observing concordance lines may promote learners' memorization of light-verb collocations.

• 정보처리학회논문지:소프트웨어 및 데이터공학
• /
• 제2권1호
• /
• pp.35-42
• /
• 2013

영한 기계번역 시스템을 개발하기 위해서는 언어에 대한 다양한 정보를 필요로 하며, 특히 영어 단어에 대한 의미 정보를 포함하는 영한 변환사전의 풍부한 정보량은 번역품질에 중요한 요소이다. 지속적으로 생성되는 새로운 단어들은 사전에 등록되어 있지 않아 번역문에 영어 단어가 그대로 출력되어 번역품질을 저하시킨다. 또한 복합명사는 어휘분석, 구문분석을 복잡하게 하고 사전에 의미가 등록되지 않은 경우가 많아 올바르게 번역하기 어렵다. 따라서 영한 기계번역의 번역품질 향상을 위해서는 사전에 등록되어 있지 않은 단어들과 자주 사용되는 복합명사들을 수집하고 의미 정보를 추가하여 영한 변환사전을 지속적으로 확장하는 것이 필요하다. 본 논문에서는 인터넷 신문기사로부터 말뭉치를 추출하고, 사전 미등록 단어와 자주 나타나는 복합명사를 찾은 후, 이들에 대해 의미를 부착하여 영한 변환사전에 추가하는 일련의 과정으로 구성되는 영한 변환사전의 확장 방안을 제안하고 이를 지원하는 도구를 개발하였다. 사전 정보의 확대는 많은 사람의 노력을 필요로 하는 일이지만, 영한 기계번역 시스템의 개선을 위해서는 필수적이다. 본 논문에서 개발한 도구는 사람의 노력을 최소화 하면서, 영한 변환사전의 정보량 지속적인 확대를 위해 유용하게 활용되어 영한 기계번역 시스템의 번역품질 개선에 기여할 것으로 기대된다.

• 한국영어학회지:영어학
• /
• 제3권1호
• /
• pp.1-14
• /
• 2003

This paper proposes an empty constituent, a silent beat, to express long duration of stressed syllable in the word final position and rhythmic correspondence in English. This empty constituent has an important consequence. It helps reveal one of the characteristics English feet have: they must be non-final in nouns as well as in verbs. In addition, the silent beats overcome the shortcomings of empty constituents proposed previously, namely null vowels (Burzio 1994) and invisible suffixes (Hammond 1999).

• 말소리와 음성과학
• /
• 제2권2호
• /
• pp.51-60
• /
• 2010

This study is to examine how Korean speakers realize English stress on the homographic words. Experiments were performed by Korean speakers three times, before stress instruction, immediately after instruction, and six weeks after instruction. First, duration, fundamental frequency, and intensity of the vowel in a stressed syllable of three homographic words produced by Korean speakers were compared with those of native speakers of English. The result shows that when the words were used as nouns, before instruction Korean speakers had shorter duration and lower fundamental frequency in the stressed vowel than the native speakers, which indicates that Korean speakers did not assign the primary stress on the first syllable of the nouns. After instruction, the values of duration and fundamental frequency were increased and the differences between two groups were decreased. Next, the values of these stress features measured three times were analyzed in order to find out how they changed through instruction. The analysis shows that after instruction the values of three features were increased compared to the ones before instruction, and that the biggest change was in duration of the vowel and the next was fundamental frequency. Six weeks after instruction, the values of duration and intensity were decreased than those immediately after instruction. This means that instruction is helpful for Korean speakers to assign the stress for the English homographic words, and that instruction and practice are needed repeatedly.

• International Journal of Advanced Culture Technology
• /
• 제8권2호
• /
• pp.109-115
• /
• 2020

We aimed to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, we used the method of analyzing English textbooks because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed middle school English textbooks currently used in Korea. We analyzed nouns/pronouns related to cultures presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that Korea tried to introduce the diverse cultures from the world and promote Korean traditional cultures into the world. So the cultural policy of English education in Korea can be evaluated to be appropriate for cultivating Korea young learners with the cultural capabilities which are essential to be successful leaders in the globalized world.

• International Journal of Advanced Culture Technology
• /
• 제9권4호
• /
• pp.248-253
• /
• 2021

The aim of this study is to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of 15 English textbooks currently used in South Korea. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that South Korea has tried to cultivate Korean learners' cultural competence through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities.

• 한국언어정보학회지:언어와정보
• /
• 제4권1호
• /
• pp.43-65
• /
• 2000

Along with the flourishign development of computational linguistics, research on the meanings of individual words has started to resume. Polyusemous words are especially brought into focus since their multiple senses have placed a real challenge to linguists and computer scientists. This paper mainly concerns the following three questions with regard to the treatments of such polysemous nouns and verbs in English and Korean. Firstly, what types of information should be represented in individual lexical entries for those polysemous words\ulcorner Secondly, how different are corresponding polysemous lexical entries in both languages\ulcorner Thirdly, what does a mental lexicon look like with regard to polysemous lexical entries\ulcorner For the first and second questions, Pustejosky's (1995) Generative Lexicon Theory (hereafter GLT) will be discussed in detail: the main focus falls on developing alternative way of representing (polysemous) lexical entries. For the third question, a brief discussion is made on mapping between concepts and their lexicalizations. Furthermore, a conceptual graph around conept 'bake' is depicted in terms of Sowa(2000)