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The Derivational Aspects of Korean Non-contrastive Heavy Adnominal Fragments: Two Strategies
임익희(Ick Hee Ihm) 한국생성문법학회 2016 생성문법연구 Vol.26 No.1
This paper focuses on Korean non-contrastive adnominal fragment answers targeting an adnominal, that is, Left Branch, inside a certain NP within antecedent sentence. With regard to this type of fragment answers, Barros, Elliott, and Thomas(2014) argue that the answer is derived from a predicational source among three non-island repair-strategies (short source, cleft source, and predicational source) as an alternative to island repair approach. However, I will argue that when an adnominal fragment answer corresponds to wh-LB within a relative clause, the answer is derived from an amelioration effect-via- processing effect deletion at PF, and when the answer corresponds to wh-LB within a complex island NP, it is derived from amelioration effect-via-island effect deletion at PF.
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Three Types of English Pseudogapping Constructions in Terms of Parallelism
임익희(Ick-Hee Ihm) 한국생성문법학회 2020 생성문법연구 Vol.30 No.3
Three types of English Pseudogapping Constructions in terms of Parallelism. Studies in Generative Grammar 30.3, 000-000. This paper aims to point out problems with the analyses which Park & Choi (2015a, b) proposed concerning grammaticality contrast phenomena in voice mismatch in English pseudogapping constructions and to present solutions to them. Several scholars have been researching the reasons for the phenomena, including Kehler’s (1995, 2000, 2002) theory of coherence relations, Jason Merchant’s (2008a, 2013) Voice Phrase mismatch, and Park & Choi’s (2015a, b) Case mismatch, etc. Park & Choi (ibid) are most convincing among all the works. Park & Choi (ibid), however, have empirical and conceptual shortcomings. I make the following three claims: (i) Park & Choi (ibid) argue that only vP undergoes ellipsis in parallel resemblance relations. However, VP undergoes ellipsis in the relations in which a floating quantifier all appears; (ii) Pseudogapping constructions in which cause-effect relations hold are non-parallel because they have a mismatch property between surface syntax and semantics; (iii) There are three types of parallelism in English pseudogapping construction; parallelism, a quasi non-parallelism, and a typical non-parallelism.
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어떤 어린이도 학습에 뒤처질 수 없다 법령의 성적 책침 정책 속에 만들 어지는 성적표에 대한 교육적 함축
윤도현 ( Do Hyun Yun ),임익희 ( Ick Hee Ihm ) 한국외국어대학교 외국어교육연구소 2011 외국어교육연구 Vol.25 No.2
본 연구의 목적은 신자유주의 미국의 교육정책으로 대변되는 어떤 어린이도 학습에 뒤처질 수 없다는 교육 법령의 한 부속 내용인 학교나 교사의 성적 책임 정책속에 만들어지는 성적표에 대한 교육적 함축을 연구하는 것이다. 한국은 미국의 교육을 그대로 이식했다고 할 정도로 교육철학과 교육과정이 유사하다. 한국은 미국처럼 신자유주의의 원리를 따르며 기업에 필요한 인재를 만들기 위해 학생과 학교들을 경쟁으로 내몰고 있다. 이런 상황이 과연 옳은 교육 정책인가를 살펴보기 위해 많은 논란과 논쟁을 불러일으키고 있는 어떤 어린이도 학습에 뒤처질 수 없다로 대변되는 미국의 교육 현실을 살펴보는 것은 한국 교육에 혜안을 제공하는 길이 될 것이다. The great promise of public school system is to have equal access to an education that allows students to enjoy the freedom and exercise the responsibilities of citizenship in democracy. The purpose of this study is to give careful consideration to the strong and weak points of No Child Left Behind (NCLB) Act in the United States in order to give a keen insight to Korean education with the same problems like the American one. This study points out that the idea of the NCLB act turned out to entail some sort of privatization about our schools through the accountability policy. It also indicates that education is gradually transferred to the marketplace and the bottom line in education in the principles of the NCLB act is not what benefits students but what produces profit.
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Cooperative Learning as an Organized Instruction in English Learning
유도현 ( Do Hyun Yun ),임익희 ( Ick Hee Ihm ) 21세기영어영문학회 2011 영어영문학21 Vol.24 No.3
This study utilized cooperative learning based on the premise that allowing English language learners to work together broadens their range of interactive learning opportunities, fosters communication skills, develops social skills, and enhances their self-esteem. This study of 50 freshmen in a university tested two hypotheses related to oral language, social skills and self-esteem. The sample consisted of 25 participants in the treatment group and 25 in the control group. The treatment group received one semester of cooperative learning as an organizational design in the acquisition of English as a foreign language for two hours every week. However, the control group received the teacher-centered instruction without interaction and communication between teacher and students. Oral language was assessed by comparing pretest scores with posttest scores. Test results showed that all student scores in the treatment group were raised a level in posttest over pretest scores. The control group showed no student scores were raised a level in posttest over pretest scores.
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