현장 : 우리교회모범기관 ; 인지교회 남전도회

심창용 기독교대한성결교회 활천사 2000 활천 Vol.558 No.-

Anaphoric Expressions in Telugu

심창용 한국중원언어학회 2015 언어학연구 Vol.0 No.34

Telugu, a Dravidian language spoken in Southern India, has three anaphoric expressions. The main purpose of this paper explores anaphoric expressions in Telugu. Telugu employs a verbal reflexive marker, kun, to express reflexivity in addition to complex nominal reflexives such as tana-ni tanu and pronominal reflexives such as tana-n-e. The two forms of reflexives with the verbal reflexive marker must be bound by a local c-commanding antecedent. These constructions show that the syntactic conditions licensing reflexives preempt the verbal reflexive system licensing reflexives. Pronominal reflexives such as tana-n-e are unspecified or indeterminate with respect to the syntactic features such as [α pronominal]/[β anaphor]. When a verbal reflexive marker, kun, is not on verbs, tana-n-e cannot take a local c-commanding antecedent. The syntactic behavior of both nominal and verbal reflexives indicates that the presence of the verbal reflexive marker is not a sufficient and necessary condition for the reflexive interpretation. Thus, anaphoric expressions in Telugu requires principles of both syntactic conditions licensing anaphora as well as verbal reflexive system licensing reflexive predicates.

On the Passive-Causative Ambiguity

심창용 한국생성문법학회 2008 생성문법연구 Vol.18 No.4

This paper investigates the origin of the causative-passive ambiguity. Based on the homophonous nature between causative morphology and passive morphology, there have been claims that the causative-passive ambiguity is pragmatic rather than syntactic. The current research, however, reveals that the distinction between a causative and a passive interpretation is purely syntactic.

Accusative Case in Passives

심창용 한국생성문법학회 2006 생성문법연구 Vol.16 No.3

AI 디지털교과서 활용 영어교육의 기초

심창용 한국ESP학회 2024 ESP REVIEW Vol.6 No.2

In the current situation, where expectations and concerns coexist regarding the introduction of AI digital textbooks, the results of a survey on perceptions of AI digital textbooks reveal both positive and negative aspects. However, concerns may be alleviated when considering research findings that show chatbot-assisted English education, such as using AI-based tools like AI PengTalk, is effective for learning and significantly improves affective factors. In addition, it is necessary to address apprehensions and concerns in educational settings by providing practical training on the key features of AI digital textbooks as well as teaching, learning, and assessment models. It is also important to notice that AI digital textbooks are useful tools that support various learning styles, provide personalized learning experiences for students, offer real-time feedback, automate assessments, and assist teachers in delivering their curricula. After reviewing two types of models for teaching, learning, and assessment using AI digital textbooks(traditional teaching-learning models and assessment-centered teaching-learning models), this paper proposed a list of learning activities utilizing AI digital textbook functions for the use of AI digital textbooks in English education. Additionally, it suggested a feature-selective AI digital textbook teaching-learning model, enabling selective use of features and functions during preview, classroom instruction, or review.

추비 조성 및 농도가 ‘녹광’ 고추의 플러그 묘 생장에 미치는 영향

심창용,박인숙,Chiwon W. Lee,최종명 한국원예학회 2018 원예과학기술지 Vol.36 No.1

This research was conducted to determine the influence of post-planting fertilizer (PPF) concentrations the growth of hot pepper (Capsicum annuum L. cv. Nokkwang) seedlings when the nutrient solution was applied by sub-irrigation. Two different root media were formulated by mixing peat moss (grade 0 to 6 mm, PM06) and perlite (grade 2 to 5 mm, PE3) or peat moss (grade 0 to 10 mm, PM010) and PE3 with the ratio of 7:3 (v/v). The media were used to fill the 72- cell plug trays (cell volume 72 mL) and seeds were sown. After germination, the seedlings were grown in the growth chamber. The application of 13-2-13, 15-0-15, and 20-9-20 commercial analysis (N-P2O5-K2O) fertilizers in sequence began at the seedling stage 2 (cotyledon emergence) and the feeding solution nutrient concentrations were varied in three different treatments with 25 mg·L-1 N level increments each week: PPF 1 (0-100 mg·L-1), PPF 2 (25-125 mg·L-1), and PPF 3 (50-150 mg· L-1). The seedling trays were sub-irrigated with the fertilizer solution when the weight of each tray was reduced to 40 to 50% from container capacity. After 1, 2, 4 and 5 weeks after seed sowing, pH, EC and macronutrient element concentrations were analyzed and the growth of seedlings were measured 5 weeks after sowing. The fresh and dry weights of the seedling were heavier in the treatments of higher EC among the fertilization PPF 1 and 2, compared to those grown in PPF 3. The upward movement of fertilizer solution by capillary action resulted in the increase in electrical conductivity (EC) in the upper part of root substrate when the EC was measured separately for the upper, middle, and bottom portion of the growing media. The highest EC in the upper part of root media among all treatments was 2.7 dS·m-1, suggesting the leaching of nutrients by overhead irrigation is necessary when substrate EC rise is a concern. The changes of Na+, NO3 --N and K+ concentrations in root substrate during seedling culture had a similar trend as changes in EC. The macronutrient concentrations of Ca2+, Mg2+ and PO4 3--P were lowered in the treatments of low or high substrate pH. In summary, the use of 13-2-13, 15-0-15 and 20-9-20 fertilizers in sequence and gradual elevation of nutrient solution N concentrations from 25 to 125 mg·L-1 during sub-irrigation were satisfactory for growing pepper seedlings using the root substrate with 77.9% container capacity. 고추(Capsicum annuum L. cv. Nokkwang)를 저면관비 방법으로 육묘할 때 추비의 종류 및 농도가 묘 생장에 미치는 영향을 구명하기 위해 본 실험을 하였다. 0-6mm 등급의 피트모스와 직경 2-5mm 펄라이트(PE3) 또는 0-10mm 등급의 피트모스와 PE3를 각각 7:3(v/v)으로 혼합한 2종류 혼합상토를 72공 플러그 트레이(cell volume 54mL)에 충진하고 파종한 후 28-29°C 온도로 발아시켰으며, 발아 후 생장상에서 육묘하였다. 플러그 stage 2인 자엽형성기에 저면관비를 시작하였으며 추비는 복합비료(N-P2O5-K2O) 13-2-13, 15-0-15 및 20-9-20을 생육단계별로 농도를 변화시키고 순서대로 처리하였다. 처리구별로 N 농도기준 25mg·L-1의 차이를 갖도록 3종류 추비 프로그램(post-planting fertilization program, PPF)을 적용하였고, 플러그 트레이의 수분이 포화 기준으로 40-50% 수준으로 감소할 때 저면관비 하였다. 파종 후 1, 2, 4 및 5주째 포화추출법으로 수집한 토양수의 pH, EC 및 무기이온 농도를 분석하고, 파종 후 5주째 유묘 생장을 조사하였다. 플러그 묘 생장은 PPF 1과 2의 EC가 높았던 처리에서 우수하였으며 PPF 3을 적용한 처리는 저조하였다. 저면관비 후 모세관력에 의해 상승된 무기염으로 인해 트레이 상부에 위치한 상토의 EC가 높았고, 가장 높았던 처리는 2.7dS·m-1로 측정되었다. 상토의 Na+, NO3--N 및 K+ 농도는 EC와 유사하게 변하였으며, pH가 낮은 처리구에서 상토의 Ca2+과 Mg2+ 농도가 낮았고, pH가 높은 처리구에서 PO43--P 농도가 낮았다. 이상의 내용을 요약하면 용기용수량이 높은 상토를 이용한 고추 저면관비 육묘시 파종 7일부터 시비를 시작하여 N 농도 기준25mg·L-1부터 125mg·L-1까지 점차적으로 시비농도를 높이는 것이 묘 생장에 바람직하다고 판단하였다.

초등영어 교실의 상호작용 유형과 원인

심창용 경인교육대학교 교육연구원 2019 교육논총 Vol.39 No.4

The current research aimed to verify the findings in the literature on patterns and characteristics of classroom discourse by Korean primary English teachers and to determine factors that the identical results have been observed over the past decades. The results of analysis of two video clips of primary English classes (a 4th grade class and a 5th grade class) confirmed the previous findings such that display-type questions were heavily employed and that IR and IRE patterns were the most frequently observed interaction patterns. The analysis of interview data(3 primary English teachers) revealed that display-type questions and IR/IRE patterns were effective in English class because those were effective and efficient in managing large classes and course schedule management especially in large classes. Therefore, it was suggested that the primary English class be split into smaller class and that teachers need to aware that course schedule was subject to change. 이 연구의 목적은 한국 초등영어 교사들이 수업에서 나타난 담화의 패턴과 특성을 확인하고, 이러한 패턴과 특성이 지속적으로 초등 영어수업에서 발견되는 원인을 규명하는 데 있다. 초등 영어수업(4 학년과 5 학년) 녹화 영상을 분석한 결과 전시형 질문(display question)이 많이 사용되고, IR(Initiation-Response) 및 IRE(Initiation-Response-Evaluation) 패턴의 담화구조가 자주 사용되는 상호작용 패턴이라는 이전의 연구 결과와 동일한 결과가 확인되었다. 전시형 질문과 IR 및 IRE 패턴의 지속적 사용에 대해 초등영어 교사들은 이들의 사용이 대규모 수업을 관리하는 데 효과적이며, 특히 대규모 수업에서 진도 관리에 효과적이기 때문이라고 밝히고 있다. 즉 교실 통제와 수업 진도 관리의 문제가 전시형 질문과 IR 및 IRE 패턴을 사용하도록 하는 원인으로 나타났다. 따라서 의사소통 중심의 영어수업을 위해서는 소규모 수업이 권장되고, 수업 진도는 유동적일 필요가 있다.

External Possession in English

심창용 한국영어학회 2006 영어학 Vol.6 No.2

Sim, Chang-Yong. 2006. External Possession in English. Korean Journal of English Language and Linguistics 6-2, 307-327. This paper explores the syntax and semantics of the External Possession (henceforth EP) structure in English in the context of an inalienable possession (henceforth IAP) relation between a DP in the object position and a DP in the complement position of a preposition. The IAP relation in English is captured by the presence of the lexically decomposed head, AFFECT. Since the attempt to relate the EP pattern and its genitive counterpart turned out to be unsuccessful, I propose an event semantic analysis for the EP in English. The IAP interpretation has its roots in a material part-whole relation between events, rather than in a direct thematic relation between the whole and part DPs. The lower event, represented by a lexical verb and the possessee, is a material part of the higher event with the possessor and the lexically decomposed head, AFFECT.

Binding Theory Exempt Anaphors and Attitude

심창용 한국영어학회 2006 영어학 Vol.6 No.3

Sim, Chang-Yong. 2006. Binding Theory Exempt Anaphors and Attitude de se. Korean Journal of English Language and Linguistics 6-3, 575-596. This paper explores the distribution of Binding Theory Exempt Anaphors. As noted by Pollard and Sag (1992), Reinhart and Reuland (1993), not all reflexives in English are governed by Principle A of the Binding Theory. It has been claimed that the distribution of these exempt anaphors is governed by syntactic/semantic constraints and discourse/pragmatic constraints like empathy (Kuno 1987). I argue that discourse/pragmatic constraints are reduced to attitude de se, which is captured in both syntactic and semantic representation.

인공지능 기반 번역기 활용 교육: Pre-editing

심창용 한국ESP학회 2022 ESP REVIEW Vol.4 No.1

The purpose of this study is to propose simplified pre-editing rules of Korean-English machine translation for ordinary users of AI-based translators. Pre-editing is the process by which an author edits text before applying machine translation in order to improve the quality of the output of machine translation. While some pre-editing rules are universal such as avoiding syntactically complex structures or lengthy sentences which cause processing difficulties, some pre-editing rules are language specific and thus unidirectional, such as null subjects and objects. Homophonic words, especially Sino-Korean words, would be mistranslated if the contexts are not clear in a sentence. Mistakes in punctuation would trigger mistranslation as well. The simplified pre-editing rules include the aforementioned 4 rules. A 4-hour online course of the simplified pre-editing rules showed that they were easily acquired and applied to source texts for enhanced machine translation results. In addition to the satisfactory translation results, the ordinary users recognized the similarities and differences between the two languages in the process of pre-editing. In particular, English learners were able to understand and utilize the syntactic characteristics of a pro-drop language such as Korean. Thus, AI-based translators, with the simplified pre-editing rules, can be used in English education for learners to notice similarities and differences between Korean and English.