• 영어어문교육
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• 제4호
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• pp.179-206
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• 1998

Despite the fact that the phenomenal success of the classical model in phonology in terms of a small set of binary atomic primitives has encouraged the use of criterical features in the characterization of syntactic and semantic categories, cognitive linguists have recently found many evidences against it and proposed a valid alternative like prototype approach to classical model of linguistic categorization. In this paper the examples with prototype effects are shown in phonology, morphology, and syntax. In phonology there is no clear-cut borderline in initial sounds such as / r, m, n, v, ${\eth}$, z, w. j, b. d, g / and between vowels and consonants. In morphology family resemblance is shown between strong verbs and past tenses. In syntax there is no borderline among various kinds of sentences such as declarative, command, WH-question, yes-no question, etc.

• International Journal of Advanced Culture Technology
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• 제12권1호
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• 음성과학
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• 제10권2호
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• pp.319-338
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• 2003

The aim of this paper is to examine the sentence final tonal patterns of English wh-questions through phonetic experiments, based on Intonational Phonology, and to explain the meaning of the final phrase tones of English wh-questions. Pierrehumbert and Hirschberg (1990) suggested that it is pitch accents rather than boundary tones which play a crucial role in the meaning of a sentence, and that most of the general questions have H-H% tonal patterns in the sentence final. However, they could not explain why wh-questions had final falling tonal patterns (L-L%). While Bartels (1999) suggested that L phrase tone has the meaning of 'ASSERTION' and it could be applied to the explanation of the meaning of wh-questions' final tonal patterns. However, her suggestions are only theoretical explanation without any experimental support. In this paper, based on Bartels (1999), the data was classified into the following three classes: 1) echo wh-questions, 2) reference questions, and 3) common wh-questions. Using this data, a production test by three English native speakers was conducted. The results show that reference questions and common wh-questions have L phrase tones in the sentence final at a high rate, and echo wh-questions have H phrase tones in the sentence final at a high rate.

• 음성과학
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• 제10권4호
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• pp.23-40
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• 2003

This paper examines transcription of sounds from a phonological perspective. It has found that most of transcriptions have been done on a segmental basis alone, without consideration of the whole phonological systems and levels, and without a full understanding of the nature of the linguistic and phonetic alphabets. In a word, sound transcriptions have not been done on the basis of the phonology of the language and the alphabet. This study shows a phonological model for transcribing foreign and native sounds, suggesting ways of improving some of the current transcription systems such as the Hangeul transcription of loan words and the romanization of Hangeul, as well as the phonetic transcription of English and other foreign languages.

• 한국영어학회지:영어학
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• 제3권4호
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• pp.527-545
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• 2003

I look at the respective responsibilities of different components of the language faculty in the description of two radically different kinds of linguistic phenomenon. The first is the production/perception mismatch in the child's acquisition of the phonology of its first language. There is strong evidence that the child's lexical representations are the same as the adult's, but I argue that the child's own pronunciations, have no linguistic status and are best treated as the product of a neural network. The second is the nature of compositionality, where I argue that compositionality in Natural Language is derivative from that in the Language of Thought. With this assumption and using evidence from quantification in ‘backward control’ structures, I argue that chain theory is intrinsically inimical to a simple view of the legibility relation between LF and LoT.

• 대한음성학회지:말소리
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• 제38호
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• pp.41-70
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• 1999

Researches on perception have, in recent years, been increasingly popular as a means of accounting for cross-linguistic sound patterns (Ohala, 1992; Hemming, 1995; Jun, 1995; Steriade, 1997 among others). In loanword phonology, Silverman(1990, 1992) argues that words from a source language are scanned through the perceptual level and that the features perceived by a speaker are stored in the input to be processed according to his/her native language's phonological constraints. The purpose of this paper is to test the validity of Silverman's proposal by examining the correlation between perception and production of Korean learners of English. We specifically focussed on perception and production of stop release by contrasting English loanwords with English words loarned through education to see if there were any significant differences. The results showed that there was no substantive correlation between the Korean speakers' perception of the loanwords pronounced by English speakers and their own production of those words. In the case of English words, however, the Korean speakers' production was closely related with their perception, although some inter-speaker variations were observed. With Optimality Theory (Prince & Smolenksy, 1993) as a theoretical framework of analysis, it was shown that the theory is a useful means of implementing a phonetics-phonology interface and relating perceptual processes with speech production. Specifically, under the assumption that loanwords with [t]~[t/sup h/] alternation (e.g.,'cut') are originally borrowed into Korean as two different input forms, all the alternations could be straightforwardly accounted for in terms of a unified ranking of constraints.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.365-365
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• 2000

English segments adopted into Korean can be divided into three types: Some English segments /$m, {\;}n, {\;}{\eta}, {\;}p^h, {\;}t^h, {\;}k^h$/ are adopted into the original sound [$m, {\;}n, {\;}{\eta}, {\;}p^h, {\;}t^h, {\;}k^h$] in Korean. Other segments /b, d, g/ appear in the voiceless stop form [p, t, k]. Generative Phonology explains the presence of the above English segments in Korean but it cannot explain why the English segments /$f, {\;}v, {\;}{\Theta}, {\;}{\breve{z}}, {\;}{\breve{c}}, {\;}{\breve{j}}$/ disappear during the adopting process. I present a set of universal constraints from the Optimality Theory proposed by Prince and Smolensky(l993) and I show how English segments differently adopted into Korean can be explained by these universal constraints such as Faith(feature). N oAffricateStop, Faith(nasal), NoNasalStop, Faith(voice), NoVoicedStop and the interaction of these constraints. I conclude that this Optimality Theory provides insights that better capture the nature of the phonological phenomena of English segments in Korean.

• 음성과학
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• 제12권3호
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• pp.165-173
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• 2005

This paper investigates the influence of the Korean phonology on the production of English words including a stop plus nasal sequence through production experiments with a beginner and an advanced group of Korean English learners. The results of the production experiments show that both the beginner and the advanced group of Korean English learners were under the influence of the Korean phonological rule realizing a stop as a nasal before a nasal when they pronounced a stop plus nasal sequences in English words. The extent of L1 interference was greater in the beginner group than in the advanced group.

• 한국언어정보학회지:언어와정보
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• 제4권1호
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• pp.83-96
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• 2000

In thihs paper, I investigate the different usage of a reflexive-anaphor or logophor. Some African languages which have a morphologically independent set of logophors give a clue to this dichotomy. English which does not have morphologically independent logophors employs a reflexive-self form to be used as a logophor. However, the logophors in English occur in restricted environments. On the other hand, Korean is freer than English in that it allows areflexive to be interchanged with a logophor. With this assumption, I deal with the binding in Optimality Theory. I set up the constraints-MAXlog,ana,MINlog,ana, and Ølog,ana. With these constraints, the binding in various languages are explained through constraint ranking. In addition, the long-distance binding in English is dealt with properly of we assume the dichotomy and constraint-ranking in Optimality Theory. Furthermore, this gives an explanation to reflexive and pronoun alternation in English. Also, I borrow from phonology the idea of Obligatory Contour Principle to explain the similar phenomenon in syntax. I compare English with Korean in dealing with the possessive reflexive with the recourse to The Emergence of the Unmarked Pronoun Bresnan 1997. Fnmally, the reconstruction phenomenon is accounted for with the same device.

• 음성과학
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• 제10권4호
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• pp.73-79
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• 2003

There are more than five systems for transcribing English vowels. Because of this diversity, teachers of English and students are confronted with not a little problems with the English vowel symbols used in the English-Korean dictionaries, English text books, books for Phonetics and Phonology. This study was designed to suggest criterions for the phonemic transcription of English vowels on the basis of phonetic properties of the vowels and a system of English vowel transcription based on the criterions in order to minimize the problems with inter-system differences. A speaker (phonetician) of RP English uttered a series of isolated minimal pairs containing the vowels in question. The suggested vowel symbols are as follows: (1) Simple vowels: /i:/ in beat, /I/ bit, /$\varepsilon$/ bet, /${\ae}$ bat, /a:/ father, /Dlla/ bod, /c:/ bawd, /$\upsilon$ put, /u:/ boot /$\Lambda$/ but, and /e/ about /$\varepsilon:ll3:r$/ bird. (2) Diphthongs: /aI/ in bite, /a$\upsilon$/ bout, /cI/ boy, /3$\upsilon$llo$\upsilon$/ boat, /eI/ bait, /eelleer/ air, /uelluer/ poor, /iellier/ beer. Where two symbols are shown corresponding to the vowel in a single word, the first is appropriate for most speakers of British English and the second for most speakers of American English.