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완료상표지 ‘有’의 품사자질 연구 - ‘유몰유(有沒有)+VP?’구조를 중심으로
최정미 ( Choi Jung Mi ),최재영 ( Choi Jae-young ) 한국외국어대학교 중국연구소 2019 中國硏究 Vol.80 No.-
The question ‘YOUMEIYOU(有沒有)+VP?’ indicating ‘Perfect’ was mainly used in the Southern Chinese dialect, recently this question ‘YOUMEIYOU(有沒有)+VP?’ has also been widely used in Mandarin. In the academic world, it is reported that the appearance of ‘YOUMEIYOU(有沒有)+VP?’ was influenced by the Southern Chinese dialect. However, there are divergent opinions about the part of speech of ‘YOU (有)’, such as ‘auxiliary verb’ , ‘adverb’ , ‘verb’, and ‘particle’ etc,, and these are classifiable into two main theories-‘auxiliary verb’ theory and ‘adverb’ theory. In this paper, we considered the validity of these two theories in terms of syntactic, semantic, diachronous, and typological. The results are as follows. First, based on the prototype category theory, we reclassified typical syntactic and untypical syntactic features of ‘auxiliary verb’ and ‘adverb’. Through this, we considered the syntactic features of ‘YOU(有)’ are closer to the syntactic features of either of the two. As a result, It is reasonable to think that ‘有(YOU)’ is an ‘adverb’ that has untypical syntactic features (It is ‘adverb’, but can constitute a positive-negative question, such as ‘ZAIBUZAI(再不再)’, ‘CHANGBUCHANG(常不常)’, ‘CENGBUCENG(曾不曾)’ and so on.). Second, the semantic features of ‘YOU(有)’ in the question ‘YOUMEIYOU(有沒 有)+VP?’ indicates ‘Aspect’ meaning (‘Perfect’), does not indicate the ‘Modality’ meaning represented by the general ‘auxiliary verb’(ability, will, deontic, epistemic etc.). Unlike English, contemporary Mandarin does not have a separate form of ‘auxiliary verb’(have, be) that represents ‘Modality’ and ‘Aspect’. On the other hand, it is reasonable to consider ‘You(有)’ as an ‘adverb’, because ‘adverb’ has played a role of ‘Aspect’ meaning(Ceng(曾), Yi(已), Zai(在), Yao(要) etc.) from the pre-QIN(先 秦) dynasty before the appearance of ‘Perfect particle’ ‘了’. Third, in the Chinese history and grammar academic world,the prevailing view is that ‘MEIYOU(沒有)’ which began to appear in front of VP in Ming(明) dynasty is regarded as a ‘negative adverb’. Therefore, if ‘MEIYOU(沒有)’ in the question ‘YOUMEIYOU(有沒有)+VP?’ is regarded as a ‘negative adverb’, it is not reasonable to regard the remaining ‘有(YOU)’ as an auxiliary verb. Also, there are some examples of 'You(有)' written as an ‘adverb’ in the pre-QIN(先秦) dynasty, so it is reasonable to regard ‘有(YOU)’ as an ‘adverb’. Fourth, according to the study of the linguistic typological theory, the ‘H-POSSESSIVE’ verb was grammaticalized toward ‘Perfect’ marker in many languages around the world. However, after this grammaticalization the part of speech is not all ‘auxiliary verb’. In some languages, they can be grammaticalized toward ‘adverb’. Therefore, it is reasonable to regard ‘有(YOU)’ as an ‘adverb’.
최정미(Choi Jung-mi) 한국어문교육학회 2005 어문학교육 Vol.30 No.-
The purpose of this study is to consider and analyze the current method of pronunciation instruction from critical views and thereon find and apply effective ways of such instruction which would be actually helpful. In Chapter Ⅱ, the study sought to find problems of the current method of pronunciation instruction by reviewing related curricular courses, textbooks and written instructions for teachers. Then the researcher made a field questionnaire survey of teachers and children in regard to requirements and tasks of pronunciation instruction. The chapter makes the following descriptions. First, contents of curricular courses and textbooks in relation to pronunciation instruction should be organized under mutually clear associations. Especially, those contents of textbooks are needed to be reorganized to ensure that pronunciation instruction becomes the goal of actual classes. Second, written instructions for teachers should be supplemented with additional contents to be materials fully supporting pronunciation instruction. Third, it was found in the questionnaire survey that both teachers and children were having difficulty in instructing or learning pronunciation. Thus it is necessary to develop relevant supplementary materials, activities of teaching and learning pronunciation, relevant instruction models and a pronunciation evaluation sheet which is designed to diagnose and correct the pronunciation of individual children in accordance with their difference. Considering tasks of pronunciation instruction described in the chapter Ⅱ, Chapter Ⅲ provided examples of the preparation and use of a pronunciation evaluation sheet and a written survey to diagnose pronunciational conditions of elementary school students. The researcher used the pronunciation evaluation sheet and the written survey, she prepared, to examine 67 children in their 6th grade of an elementary school where she was serving. In Chapter Ⅳ, the researcher developed a model of the integrated teaching and learning of pronunciation and applied it to actual classes. In this study, the model was defined as a method of pronunciation instruction that helps integrally perform pronunciation-related activities in association with speech function or speech knowledge. And the study tried to provide such activities for each of the steps of the model. The model consists of five stages which are not sequential, but flexible in accordance with the condition of instruction. In conclusion, this study is may be significant in that it considered problems of the current method of pronunciation instruction from critical views and thereon developed the pronunciation evaluation sheet and the model of teaching and learning pronunciation, both of which could be actually useful.
생쥐 치아 발생과정 중 법랑질모세포에서 Dynamin II 발현
최정미 ( Jung Mi Choi ),문덕환 ( Deog Hwan Moon ),이정화 ( Jung Hwa Lee ) 한국치위생과학회 2012 치위생과학회지 Vol.12 No.5
Immunostaing intensity of Dynamin II protein in ameloblast during mouse tooth development showed a significant increase of 48% at the postnatal day 3 and a significant increase of 50% at the postnatal day 5 as compared with the postnatal day 1, but showed a significant decrease of 16% at the postnatal day 7 and a significant decrease of 12% at the postnatal day 10 as compared with the postnatal day 1. From the above results, Dynamin II had relevance to secretion of amelogenin, ameloblastin, enamelin and matrix metalloproteinase-20 proteins for enamel formation in ameloblast. Dynamin II may be involved in the transport of vesicles containing proteins for enamel formation through the acceleration of vesicular formation and may be had a good possibility of secretory regulation of proteins for enamel formation in ameloblast. Therefore, Dynamin II have potential for being used in the field of gene theraphy for periodontal disease and in the regeneration for enamel and dentin tissues lost to dental caries.