• Annual Conference on Human and Language Technology
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• 2018.10a
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• pp.323-328
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• 2018

한국어는 교착어적 특성으로 인하여 어미와 조사가 매우 발달되어 있다. 그러므로 영어와 같은 굴절어를 중심으로 설계된 UD를 한국어에 적용하는 것에는 많은 어려움이 있다. 이를 해결하기 위해서 형태통사적 특성이 유사한 일본의 UD 적용 사례를 살펴보고 한국어의 UD 적용 양상과의 비교 분석을 통해서 한국어의 UD 적용 및 개선 방안을 고찰해 보고자 한다. 한국어와 일본어는 동일한 교착어로서 비슷한 특성을 지니고 있으나, 주석의 기본 단위 설정에서 차이를 보이면서 UD를 적용하는 양상이 달라졌음을 확인하였다. 일본어의 UD 주석에서 형태 분석 기본 단위인 단단위(Short unit word, 長單位)를 기본 구문 주석 단위로 하되 장단위(Long unit word, 短單位)와 문절 정보를 이용하는 것처럼, 한국어에서도 형태 분석 단위를 기준으로 의존 관계를 주석하는 방안에 대해서도 고려할 필요가 있다.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.403-430
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• 2002

With a view to providing a unitary interpretation of a lexical item, even, this paper proposes that even be understood as a quantifier. To countenance this idea, the quantifier theories will be evaluated against the implicature accounts on the basis of conceptual and empirical evidence. With the help of Bach (1999), the quantifier theories of even are regarded as most viable and plausible. On the other hand, from among different quantifier approaches even will be viewed as a quasi-universal quantifier, which means that even is similar to the universal quantifier but still it is different from it. That is, even introduces a comparison set that is context-dependent and only the salient members of this comparison set will be taken into account when an even-sentence is to be uttered. This observation is based on the formal representation for a universal quantifier in general on the one hand and the truth-conditional contribution of even to the sentence containing it.

• Child Studies in Asia-Pacific Contexts
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• v.5 no.1
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• pp.21-38
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• 2015

This paper reviews Grammatical Mapping theory, a recently proposed theoretical paradigm for understanding children's acquisition of syntax, and ventures to apply the theory to the acquisition of semantics. Particularly, we focused on the domain of space, and proposed how children might acquire a unique system of spatial words in their mother tongue. Based on our review of evidence, we propose that there may be universal semantic primitives that serve as foundations of word meanings. We also propose that children must learn their mother tongue's semantic category system of spatial relations, from real time data. Finally, we argue that children's learning of word meanings may involve creation of a theory that makes sense to the child, and that this process of theory creation is possibly guided by universal principles and parameters.

• Language and Information
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• v.5 no.2
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• pp.39-55
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children's conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli's (1995) yersion of Fodor's (1983) modularity hypothesis. The categorial status of the quantifier in the children's interpretation is considered, focusing on the movement of that quantifier out of its own extended projection to FP. It is claimed that children initially treat quantifiers as modifiers, rather than functional heads, and that the phenomenon of quantifier spreading by children can be attributed to delay in the development of the relevant functional category, i.e., DP (or QP), in language acquisition.

• Korean Journal of English Language and Linguistics
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• v.4 no.1
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• pp.33-60
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• 2004

This study was an attempt to present an appropriate way of interpreting L2 learners' linguistic behavior within Universal Grammar (UG) framework. Based on the Korean EFL adult learners' performance on the Subjacency violation sentences, the study suggested that the EFL learners are able to acquire subtle knowledge of target grammar and their linguistic behavior should be interpreted with the most recent version of UG theory, the Minimalist Program (MP) notion. The MP notion seems more plausible to accommodate incomplete L2 grammar while acknowledging UG-constrained interlanguage which the previous version, Principles and Parameters (P&P) approach, could not explain very well. The study observed no age-effects among the Korean EFL learners in their linguistic competence measured by the performance on the UG-constraint violation sentences. Having suggested that the MP notion can be a more reasonable tool to explain the EFL learners' linguistic behavior, the study introduced comprehensive hypotheses such as Constructionist Model (CM) and the Ontogeny Phylogeny Model (OPM).

• Journal of English Language & Literature
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• v.55 no.1
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• (The) Research of the performance art and culture
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• no.34
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• pp.111-131
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• 2017

Korean Shamanism has long been regarded as the peripheral cult or supersition by the majoriy of the society. This fact is a result by the influence of the mass media, especially the motion pictures, which intentionally reflected the negative images of the Shamanism. The documentary films, which stress the objectivity and the reality, rather disclose the neutral position toward the Shamanism. In fact, the directors of the documentary films who have more or less close relationship with the Shamanism have tried to exhibit the mental world and the traditionality of the Shamanism. In this paper, I will explore the value of Shamanism reflected in the documentary films. I focus of two films; directed by the Korean and directed by a foreigner. In this way, I can compare the attitudes of the two directors toward the Korean Shamanism. The director of confessed that he was attracted by the aspect of a musical underlied in the shaman ritual. However, the film does not show the artistic beauty of the shaman music because the director failed to understand the essential aspect of the shaman ritual, that is, the music. In this way, the director failed to show the distinct characteristics of the shamanism to the audience. The director of , a music herself, was focused on the music of the shamanism. The story flows to the adventure to seek a "master" with a long journey to enjoy diverse genres of Korean performing arts. This story resembles the epic shaman song, the Princess Bari. In this way, the audience can easily grasp the beauty of Korean culture. Music is said to be a universal language and, at the same time, a non-universal language which reflects a special trait of a cultural community. The Korean shaman ritual music is a non-universal language that is an accumulation of the Korean culture for a long time. The Korean director fails to exhibit the essential characteristics of the Shamanism since he does not have enough knowledge toward the shaman ritual music in . However, the foreign director, who is a music herself, successively disclose the underlying beauty of Korean shaman ritual music and Korean traditional culture in .

• English Language & Literature Teaching
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• no.6
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• pp.219-239
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• 2000

There has been a growing enthusiasm in Korea for the early education of English as a foreign language (EFL). The present study examined the validity of the Critical Period Hypothesis in terms of the Universal Grammar (UG), in three different types of learning contexts - first language (L1), second language (SL), and foreign language (FL) learning contexts. While previous research findings in L1 and SL learning contexts suggest that UG principles and parameters are accessible to language learners only for the early years of lifetime, this article argues that their results - and even the methods - cannot be applied to EFL settings and that independent studies on the EFL context are, required. It also proposes the recent UG notion of functional categories as the most appropriate subject in the discussion of Korean EFL learners' access to UG. Findings on foreign language contexts, including the author's own, strongly indicate that UG is not sensitive to learners' starting ages in FL settings. If young children in FL contexts cannot develop their interlanguage grammar based on UG, the existing teaching methods for young children should be revised.

• Language and Information
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• v.8 no.1
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• pp.53-76
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• 2004

Negative polarity items(NPIs), which function as quantifiers are licensed in a syntactically strict way by negatives, which function as qualifiers, resulting in universal negating interpretations as pairs. We present a proposal to explain the related phenomena, in which the syntax and the semantics are closely related to each other, with Combinatory Categorial Grammar. For this purpose, we first adopt the usual approach to scrambling, but control its overgeneration with the use of markers, taking into account the complex syntactic phenomena involving NPIs and scrambling in Korean. We also propose to utilize polarity intensity as a novel feature, in order to account for the universal negating interpretations when NPIs are combined with negatives. Our proposal also explains the difference in readings when other quantifiers or qualifiers intervene the NPI and the related negatives.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.237-257
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• 2001

This paper investigates the idiosyncratic understanding of universal quantifiers such as every, each or all by young children at the ages of 4 to 7, and argues that the phenomenon is explicable in terms of the maturation of both the cognitive system and the linguistic system. Evidence for this dual explanation comes from the fact that the visual input, a picture, plays a key role in determining the children’s conceptual representation, suggesting the need for the central integration of visual and linguistic elements; and from the fact that a quantifier in the linguistic input has an intrinsic property, i.e. a <+focus> feature. I have tried to explain the nature of the cognitive factors in terms of the function of the central system, suggesting a modified form of Smith & Tsimpli’s (1995) version of Fodor’s (1983) modularity hypothesis. Conceptual representations of two kinds are in competition with each other and they are integrated into a neutral LOT (Language of Thought) representation at some point . In the process of this integration, the representations from the visual input predominate over those from the auditory input, though the quantize. (treated as new information provided by the latter) is salient in the final representations. When visual conceptual representations predominate over purely linguistic ones, quantifier spreading errors occur. By contrast, when the relevant grammatical knowledge has developed sufficiently to counteract the conceptual representations, this peculiar behaviour by children should disappear. It is argued that children have to learn two kinds of grammatical fact with regard to universal quantification: (i) they have to learn the status of the quantifier as a functional head of DP so that it has to be positioned inside DP; and (ii) they have to learn the Left-Branch Condition which specifies that movement of an element in the left-branch position is possible only by pied-piping the entire phrase.