• 한국언어정보학회지:언어와정보
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• 제9권1호
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• pp.51-68
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• 2005

This paper proposes an informational approach to the dative alternation in English following up on the Stochastic Optimality- Theoretic (OT) model by Bresnan and Nikitina (2003). While Bresnan and Nikitina's stochastic OT model resolves the crucial problem of 'gradience' unavoidably implicated in variation phenomena by applying the notion of probability to linguistic problems, it fails to account for the details of the unusually alternating examples, which normally would not alternate. More importantly, it fails to capture the focus effect involved in the alternation. This paper has worked out all the problematic examples by modifying the Bresnan and Nikitina model. This new account captures not only the unusual behavior of the less-alternating verbs and idioms but also the special focus effect of the common alternating verbs.

• 한국언어정보학회지:언어와정보
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• 제6권1호
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• pp.41-69
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• 2002

This paper addresses the issue of constraints on the conversion of the participle II in German, proposing a constraint-based lexical semantic approach. I argue against the widely accepted syntactic view which is based on the dichotomous distinction of intransitive verbs, which has been advanced by the Unaccusative Hypothesis [Perlmutter (1978)]. Several arguments are also given against the semantic view which is based on some aspectual notions such as 'telicity', 'transformativity' or 'terminativity'. The crucial constraints on the conversion of the participle II in German, it is argued, is instead two lexical semantic entailments, movement with a definite change of location and affectedness. These and other lexical semantic entailments in the sense of Dowty (1991) are encoded into the multiple inheritance type hierarchy of qfpsoa. The proposal made in this paper is based on the multiple inheritance hierarchy which is envisaged in a recent framework of head-driven Phrase Structure Grammar.

• 한국언어정보학회지:언어와정보
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• 제6권2호
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• pp.83-104
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• 2002

I argue that Definiteness Effect (DE) should include Indefiniteness Restriction (IR) as well as Definiteness Restriction (DR). DR is exhibited by existential constructions, predicate nominals, inalienable possession constructions, and verbs with semantic features like 〔((CAUSE TO) COME TO) EXIST〕. IR is caused by some existence presupposition of aspectual adverbs, aspectual verbs, repetitives, and topic markers. The environments for DR and IR determine the (in)definiteness of Korean bare noun phrases which otherwise can be used either way. The neutralization of DR is also induced by focus which imposes a certain amount of structure on the event quantification. Van der Sandt's (1992) Presuppositions-as- Anaphora-Theory is effectively used to account for those examples from DR, ID, and the neutralization of BR.

• 한국어교육
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• 제28권2호
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• pp.89-112
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• 2017

Grammar has long been regarded as an important element in foreign language learning and has received a lot of attention from foreign language learners and researchers. However, in the process of learning, learners will confront an increasing number of words some of which may have multiple meanings. It is not easy for language learners to memorize and master the correct use of these words, especially in terms of pragmatics. Some learners may use the grammar correctly, but their writing or utterance may feel unnatural in discourse. In Korean, '나다, 들다' are two basic verbs, but they have many different meanings which cause a lot of confusion among learners of Korean as a foreign language. In this article, the writer attempts to make a distinction between the collocations of the two verbs '나다, 들다' and provides an effective method for teaching the learners of Korean in China.

• 한국어학
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• 제74권
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• pp.1-24
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• 2017

This paper investigated -eullanjira sentence as a kind of construction of the Southwestern dialect in Korea. Five informants were selected to form the main corpus of -eullanjira. Through analyzing the corpus, its semantic, syntactic and morphological characteristics were figured out. Firstly, a view of construction grammar was adopted to capture the semantic and syntactic characteristics of -eullanjira. The construction of -eullanjira was established as "Xdo Yeullanjira Z". Syntactically, -do was found to be a common auxiliary particle, which allowed nouns, adverbs, verbs and adjectives to appear at the position of X, while only verbs and adjectives could appear at the position of Y. Subject-honorific, causative and passive prefinal endings could coexist with Y, while tense and modal prefinal endings could not. Z was an embedded clause, which had the semantic feature of [-DOUBT], meaning 'it should be done undoubtedly'. The formation of -eullanjira was next examined both diachronically and synchronically. It was found there was a conjuntive ending of Middle Korean, corresponding -eullanjira, namely, -landai. Finally, -eullanjira was newly analyzed as [[-eulla-]+[-n-ji-ra]].

• 한국언어정보학회지:언어와정보
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• 제18권1호
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• pp.33-52
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• 2014

This paper proposes a unified structural account of some instances of the English Modals and Semi-auxiliaries. The classification and the syntactic/structural description of the English Modal auxiliary verbs and verb-related elements have long been the center for many proposals in the history of generative syntax. According to van Gelderen (1993) and Lightfoot (2002), it was sometime around 1380 that the Tense-node (T) appeared in the phrasal structures of the English language, and the T-node is under which the English Modal auxiliaries occupy. Closely related is the existing evidence that English Modals were used as main verbs up to the early sixteenth century (Lightfoot 1991, Han 2000). This paper argues for a bi-clausal approach to English Modal auxiliaries with the infinitival particle 'to' such as 'ought to' 'used to' and 'dare (to)' 'need (to)', etc. and Semi-auxiliaries including 'be to' and 'have to'. More specifically, 'ought' in 'ought to' constructions, for instance, undergoes V-to-T movement within the matrix clause, just like 'HAVEAux' and all instances of 'BE', whereas 'to' occupies the T position of the embedded complement clause. By proposing the bi-clausal account, Radford's (2004, 2009) problems can be solved. Further, the historical motivation for the account takes a stance along with Norde (2009) and Brinton & Traugott (2005) in that Radford's (2004, 2009) syncretization of the two positions of the infinitival particle 'to' is no different from the 'boundary loss' in the process of Grammariticalization. This line of argument supports Krug's (2011), and in turn Bolinger's(1980) generalization on Auxiliaryhood, while providing a novel insight into Head movement of V-to-T in Present Day English.

• 한국지구과학회지
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• 제34권7호
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• pp.711-726
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• 2013

본 연구의 목적은 2009 개정 과학 교육과정의 지구과학 I 목표와 교과서의 학습 목표와의 일치성을 알아보기 위한 것이다. 이를 위하여 교육과정의 목표와 교과서의 학습 목표를 능력, 공통 개념, 행위 동사로 구분하였으며, 이 자료를 언어네트워크분석을 이용하여 분석하였다. 분석 결과 능력 요소와 관련하여 교과서는 인지적, 정의적 영역을 주로 강조하였다면 교육과정은 이외에도 탐구능력을 함께 강조하였다. 공통 개념은 교과서가 교육과정보다 더 다양한 요소가 사용되었다. 행위 동사 요소는 '이해'를 가장 많이 사용하였으나 대부분 인지 체제 수준으로 제시한 것에 그치고 있다.

• 정보처리학회논문지B
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• 제13B권5호
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• pp.569-578
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• 2006

본 논문에서는 언어장애인이 쉽게 인식할 수 있는 이미지들을 이용한 보완대체 의사소통 시스템의 구현에 관하여 연구하였다. 특히 보완대체 의사소통 도구의 휴대성 및 이동성과 보다 유연한 형태의 의사소통 시스템 구현에 초점을 맞추었다. 이동성과 휴대성을 위하여 PDA와 같은 모바일 기기에서 운용될 수 있는 시스템을 구현하여 사용 장소의 제약에서 벗어나 여러 장소에서 일반인과 다름없는 의사소통을 할 수 있도록 하였으며, 용량이 큰 이미지 데이터의 저장 공간 한계를 극복하기 위하여 유선 또는 무선 인터넷 환경에서 클라이언트/서버 형태의 보완대체 의사소통 시스템을 설계하였다. 또한 사용자의 원활한 의사소통이 가능하도록 동사를 기준으로 하여 동사에 대응하는 명사들을 하위 범주화하여 이미지 사전을 구축하였다. 이를 위하여 문장을 구성하는데 가장 중요한 역할을 하는 품사인 동사에 초점을 맞추어 동사의 유형에 따라 생성되는 문장의 유형을 정규화 하였다.

• 논리연구
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• 제16권1호
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• pp.61-85
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• 2013

대언 믿음과 대물 믿음의 구별을 소개하고, 믿음 문맥과 양상 문맥에서 대언(de dicto)/대물(de re) 애매성이 동일하게 나타나는데, 양상 구문의 경우 한국어는 영어와 차별화되는 특징을 갖지 않는다는 것을 지적한다. 부정문에서도 대언/대물 구문의 애매성이 나타나는 바, 이와 관련하여 한국어는 대물 부정문에 해당하는 통사 구조를 허용한다. 대물 구문은 지시적으로 투명한 구문이요 따라서 동일자 대입률을 허용하는 구문이며, 대언 구문은 지시적으로 불투명한 구문이요 동일자 대입률을 허용하지 않는 구문이다. 그런데, 인용 동사, 언어행위동사, 인지태도 동사들과 함께 사용되는 한국어의 인용 어미 '라고'는 특이하게도 영어와 평행하게 대언/대물 애매성을 갖는 문장 뿐 아니라 애매성 없는 대물 구문을 구성하는 문장도 제공한다. 또한, '라고' 구문은 내포절의 내용에 대한 화자의 공약에 있어서도 중립적이다. 한국어에서는 내포절의 내용에 대한 화자의 긍정적인 공약을 표시하고자 하는 경우 '음/임' 또는 '라는 것'이라는 어미를 사용한다. 이런 점 때문에 '앎이 진리를 전제한다'는 서구 인식론의 원칙은 인식 문장을 한국어 어미 '라고'를 사용하는 문장으로 표현하려고 할 때에는 어려움을 겪게 된다.

• 비교문화연구
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• 제27권
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• pp.7-29
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• 2012

This study was aimed to analyze - focusing on the thesis of Younes - the pronunciation error occuring mostly for Arabian speakers to learn French pronunciation for Arabians and to suggest the effective study plan to improve such errors and provide the effective studying method. The first part is on how the Arabic and French pronunciation system are distinguished, especially by comparing and analyzing the system of graphemes and phonemes, with which we focused on the fact that Arabian is a language centralized on consonants, while French is a verb-centered language. In the second part, we mainly discussed the cause and the types of errors occurring when Arabic speakers study French pronunciation. As of the category of mistakes, we separated them into consonants and verbs. We assumed the possible method which can be used in learning, focusing on /b/, /v/, /p/, /b/ - in case of non-verbs and consonants - and /y/, /ø/, - in case of verbs - which don't exist in Arabic pronunciation system. One of the troubles the professors in Arabian culture have in teaching French to native learners is how to solve the problem on a phonetic basis regarding speaking and reading ability, which belong to verbal skill, among the critical factors of foreign language education, which are listening, speaking, reading, and writing skills. In fact, the problems occuring in learning foreign language are had by not only Arabian learners but also general groups of people who learn the foreign language, the pronunciation system of which is distinctly distinguished from their mother tongue. The important fact professors should recognize regarding study of pronunciation is that they should encourage the learners to reach the acceptable level in proper communication rather than push them to have the same ability as the native speakers, Even though it cannot be said that the methods suggested in this study have absolute influence in reducing errors when learning French pronunciation system, I hope it can be at least a small help.