• 한국언어정보학회지:언어와정보
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• 제9권2호
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• pp.107-126
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• 2005

The impersonal or psyc-predicate construction in Old English (=OE) poses a special challenge for most case theories in generative linguistics. In the OE impersonal construction, the experiencer argument is marked by dative, accusative, or nominative, whereas the theme is marked by nominative, genitive, or accusative, or by a PP. The combinations of possible cases for experiencer and theme are not random, bringing about daunting complexity for possible and impossible case frames. In this paper, I develop a conceptual semantic case theory (a la Jackendoff 1990, 1997, 2002; Yip, Maling, and Jackendoff 1987) to provide a unified account for the complicated case frames of the OE impersonal construction. In the conceptual semantic case theory, syntax and semantics have their own independent case assignment principles. For impersonal verbs in OE, I propose that UG leave an option of determining either syntactic or semantic case to lexical items. This proposal opens a new window for the OE impersonal construction, in that it naturally explains both possible and impossible case frames of the construction.

• 음성과학
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• 제10권4호
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• pp.41-55
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• 2003

This paper investigates the tonal patterns of English information structure composed of topic and focus. It has been argued in previous theories that there is a significant relationship between English topic-focus structure and intonation. The English topic is marked with L+H* pitch accent and focus is marked with H* pitch accent. These theories, however, are oversimplified ones since they do not consider the contextual differences of topic and focus. To examine more concrete tonal patterns of English topic and focus, we classified topic into two subcategories of reminding topic and old-information topic. Focus was categorized into three: information focus, contrastive focus, and reference focus. The overall results show that native English speakers are inclined to use both the L+H* and H* pitch accent for the topic and focus of an utterance. We also observe a tendency to deaccentuate the topics given as old information and to mark the topics given as noun phrase with H* pitch accent. As for the intonation of focus, H* pitch accent is the most frequent type of accent, but L+H* also shows a high percentage of implementation especially in the context of correction or contrast.

• 한국영어학회지:영어학
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• 제1권1호
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• pp.1-17
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• 2001

The displacement of the prepositional object from PP (DPO) was strictly prohibited in Old English (OE). No matter how such a prohibition is theoretically analyzed, it seems clear that OE had some sort of constraint against DPO. In this paper, I address the issue of what motivated the constraint by explaining what made DPO so difficult in OE. In particular, on the basis of the discussion about relative obliqueness among OE NP arguments, I propose that what was behind the constraint is both a high degree of obliqueness of OE prepositional arguments, which was rigidly marked and represented by the preposition as an obliqueness marker, and the representation and maintenance of relative obliqueness among OE NP arguments.

• 영어어문교육
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• 제16권1호
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• pp.1-18
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• 2009

The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.

• 한국생활과학회지
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• 제17권6호
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• pp.1125-1133
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• 2008

The purpose of this study was to explore the perception toward qualification of early childhood English teachers and their teachers' sense of efficacy. The samples consisted of 201 early childhood English teachers in Seoul, Daejeon, Daegu, Gyeonggi area. A sample of early childhood English teachers completed a series of questionnaires. The collected data were analyzed with t-test, F-test, correlation. The results showed that most teachers were women between 30 to 40 years old, university graduate with job experience less than 3 years. In addition, half of teachers in this study majored on English studies or early childhood education and child studies. This study found that early childhood English teachers thought themselves to be qualified as a English teacher and early childhood teacher. And they rated teachers' sense of efficacy to relatively high. There were differences on the scores of qualification of early childhood English teacher and teachers' sense of efficacy according to education level and major. And years of job experience were positively related with the perception of qualification of early childhood teacher and teachers' sense of efficacy.

• 인문언어
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• 제2권2호
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• pp.129-141
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• 2002

Editors of medieval texts that are translated from other languages face difficulties when the translation differs significantly from the original. Are the differences unintended, the result of misunderstanding and mistranslation\ulcorner Or do they proceed from a conscious decision on the translator's part to change the meaning of the original\ulcorner Is it possible to be sure one knows the difference\ulcorner This paper discusses three test cases encountered in preparing for the Early English Text Society a critical edition of Sidrak and Bokkus, the fifteenth-century English verse translation of the Old French prose book of knowledge, Le livre de Sidrac.

• Human Ecology Research
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• 제58권4호
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• pp.585-599
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• 2020

This study investigated children's interests in learning English, affected by educational activities in and out of institutes, and mothers' perceptions regarding early childhood English education. We recruited, 253 mothers of 3- to 5-year-old children in either general kindergartens or English immersion institutes. They answered questions on socioeconomic status, perceived interest in English by their children, their perceptions regarding early childhood English education, and English education outside institutes. In addition, 42 English teachers provided information within institutes such as class time per week, teacher-pupil rate, and language use policy during class. The collected data were analyzed through SPSS 22 for frequency analysis, descriptive statistics, independent t-test, and hierarchical multiple regression analysis. The major findings are as follows. First, the two groups were in distinct learning environment. Second, mothers' perceptions and outside-institute activities were significantly different between the two groups. Third, the English interests of children at both institutes were influenced by mothers' worries and at-home English interactions. Fourth, education within institutes did not affect both group's English interests. Fifth, private education and socioeconomic status did not affect both group's English interests. Lastly, only the children's interests in English immersion institutes were affected by gender and mother's perceived necessities. Focusing children's interests, this study helps in understanding young children's affective aspects regarding learning English. The findings are expected to be a guideline for each home and institute to increase children's interest in learning English.

• 말소리와 음성과학
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• 제5권2호
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• pp.53-58
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• 2013

The purpose of this study is to compare the first two vowel formants of the stressed and unstressed English vowels produced by ten young males (in their twenties and thirties) and ten old males (in their forties or fifties) from the Buckeye Corpus of Conversational Speech. The results indicate that the stressed and unstressed vowels, /i/ and $/{\ae}/$ in particular, from the two groups are different in their formant frequencies. In addition, the vowel space of the unstressed vowels is somewhat smaller than that of the stressed vowels. Specifically, the range of the second formant of the unstressed vowels and that of the first formant of the unstressed front vowels were compressed. The findings from this study can be applied to the pronunciation training for the Korean learners of English vowels. We propose that teachers of English pay attention to the stress patterns of English vowels as well as their formant frequencies.

• 한국영어학회지:영어학
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• 제2권2호
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• pp.149-159
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• 2002

Prepositional stranding (P-Stranding), which was possible only in certain types of constructions in Old English, began to be allowed more freely in the Middle English (ME) period, resulting in many new types of P-Stranding. Although many relevant studies have tried to account for the development of these new P-Stranding types, none of them or no combination of them seem to adequately explain how the new types came into being in ME and why they occurred in the order in which they occurred. In this paper, I explain why the development of new P-Stranding types in Middle English cannot be properly explained by any of the previous studies and then provide an alternative account of the advent of each new type of P-Stranding and the chronology involved on the basis of the displacement of the prepositional object from PP (DPO), a constraint on DPO (DPO), and the subject requirement (SubjR).

• 한국시조학회지:시조학논총
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• 제42권
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• pp.117-150
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• 2015

영어시조란 영어로 쓰인 시조를 말한다. 본고에서는 영어시조가 지닌 한 특성인 위트에 대해 논의하였다. 위트는 영어권에서 시조를 논의할 때 종종 주목받아 온 특성이며, 실제로 영어시조에는 매력적인 위트가 보이는 작품들이 다수 존재한다. 이렇듯 위트가 영어시조에서 부각된 양상과 그 문학적 가능성을 본고에서는 살펴보았다. 비평적 의미에서의 위트는 '부조화의 조화'를 핵심으로 하며, 비상한 이미지나 역설, 아이러니 등을 통해 흔히 구현된다. 본고에서는 이러한 비평적 의미에서의 위트가 시조에서 구현되어 인식적 풍자적 해학적 즐거움을 유발하는 양상을 고찰하였다. 먼저 고시조에 나타난 위트의 예를 들어 비교의 자료로 삼은 후, 이어 영어시조를 살펴보았다. 경구시와 소네트 같은 기존 장르, 아이러니와 위트에 대한 오랜 문학적 관념 등과의 연관 속에서 시조는 영어권에 수용되었다. 삼장 구조 중 종장의 반전이 지닌 묘미, 이에서 발생하는 아이러니와 위트는 영어권 사람들에게 시조가 어렵지 않게 수용되고 창작될 수 있었던 주요소였다. 이에 영어시조에는 위트를 통해 인식적 풍자적 해학적 즐거움을 주는 내용이 풍부하게 담길 수 있었다. 이러한 위트는 물론 고시조에도 내재되어 있는 것이다. 그러나 신랄한 풍자나 과장된 해학만이 아니라, 각박한 일상 속에서도 문득 스쳐지나가는 다양한 해학적 순간들을 포착해 낸 것은 영어시조에서 두드러지는 특징이라 할 수 있다. 일상의 힘을 북돋아 줄 수 있는 일상 속의 시로서 시조가 지닌 가능성을 영어시조는 보여 주고 있다.