Observations and Remarks on Relative Pronoun Variation in English

( Grace Ge ),( Soon Moon ) 경희대학교 언어연구소 2012 언어연구 Vol.29 No.2

Moon, Gace Ge-Soon, 2012, Observations and Remarks on Relative Pronoun Variation in English, Linguistic Research 29(2), 281-297. This Paper examines the pronominal variation exhibited in restrictive relative clauses with non-human referents in modem American English. On the basis of a small-scale quantitative analysis of the Corpus of Contemporary American English, the paper shows that the choice between the pronouns which and that is primarily conditioned by the medium and genre of communication, as well the level of stylistic formality, It is also suggested that an interplay of grammatical roles and discourse functions further affects the variation in question.

Toward a Ditransitive Prototype:The Gradience of English Ditransitives

Grace Ge-Soon Moon 한국영어학학회 2014 영어학연구 Vol.20 No.3

Moon, Grace Ge-Soon. 2014. Toward a Ditransitive Prototype: The Gradienceof English Ditransitives. English Language and Linguistics 20.3, 115-134. Ditransitive constructions in English display a wide variation in acceptability judgments. Thepresent paper attempts to account for this variation within the framework of prototype theory. Specifically, it proposes a ditransitive prototype based on both the semantic features identified in previous research as relevant to prototypicaltransitivity and the properties that characterize the canonical ditransitive verb give.Arguing that the acceptability of ditransitive constructions is a reflex of theirpoximity to the proposed ditransitive prototype, the paper demonstrates that the"ditransitivity" of a given clause is determined by an interplay between the objectiveproperties of the clause itself and the speaker's subjective construal of the event described in the clause.

동덕여자대학교 교양영어 프로그램의 발전적 개선방안

문지순,신동희 동덕여자대학교 인문과학연구소 2007 人文科學硏究 Vol.13 No.-

The present study reports on the results of a needs analysis conducted at Dongduk Women's University for the purpose of identifying the subjective and objective needs of the students with respect to the university's general English program and the study of English in general. The results indicate that while there are some important commonalities among the responses given by both the students and the teachers. students have different English language needs depending on their fields of study. On the basis of the findings of the study, specific suggestions are made on improving the current general English program and on planning for new course offerings.

Null Subjects in Tensed Clauses : A Brief Overview

문지순 人文科學硏究所 2006 人文科學硏究 Vol.12 No.-

The occurrence of the null subject in English tensed clauses--especially in informal, colloquial speech and in specialized registers such as diaries and product labels--has received much attention in the literature. While numerous scholars have attempted to account for this phenomenon, no single analysis has yet succeeded in explaining all instances of the tensed clause null subject. In this paper, I briefly overview and assess some of the past analyses on the null subject phenomenon. Rejecting the non-sentential analysis as untenable, I conclude that tensed clauses with null subjects have sentential underlying structures and, more specifically, that tensed clause null subjects are likely to be either zero topics that pick up discourse identification or the result of a phonological reduction process. The paper closes with a note on the shortcomings of the zero-topic analysis and suggestions for future research.

Topicalization and the Imperative Subject

문지순 人文科學硏究所 2005 人文科學硏究 Vol.11 No.-

Various proposals have been put forward in the literature suggesting that imperative subject in English behave differently from subjects of other finite clauses. One such proposal is that of Beukema and Coopmans (1989), who, while admitting the subject status of the initial noun phrase in imperative utterances like "You be careful," claim that all non-quantificational imperative subjects obligatorily undergo topicalization. In this paper, I assess Beukema and Coopman's claim by investigating the grammatical and discourse properties of topicalization. In particular, I scrutinize so-called multiple topicalization structures, drawing a distinction between topic-topicalization and focus-topicalization. Based on both imperative and non-imperative data bearing on multiple topicalization, I conclude contra Beukema and Coopmans that imperative subjects are not subject to obligatory topicalization. The discussion closes with a speculation on whether imperative subjects ever undergo topicalization in the overt syntax.

敎師의 質問活用實態와 改善에 관한 硏究

卞烘圭,金桂旬 全北大學校 敎育大學院 1992 敎育論叢 Vol.12 No.-

This study was attempted to survey current practices of teachers' questioning, to identify problems and issues of their questions and questioning, and to derive possible suggestions for establishing improvement strategies of their questioning skills in the classroom. The questionnaire method was used as the tool for this study. The question items for collecting data were provided based on background literature and studies previously done related to classroom questions and questioning and they were categorized into three areas: teacher questioning, student questioning, and improvement strategies of questioning. The data collected from 373 teachers from both primary and secondary school teachers in three local areas : large, middle-size, and small cities in the country. Teacher responses were analyzed by variables of sex, school levels, period of teaching experiences, size of working cities, and overall measures. The statistics used for this study were percentages in each categories and chi square tests for identifying response differences between or among the variables. The study results were summarized as follows : 1. Most teachers recognized the critical importance of their questions and questioning regardless of their sex, length of teaching experiences, and sizes of working areas. 2. More than 30 percent of teachers responded that they usually raise questions more than ten times in a class hour. The reason of low frequencies of questioning was explained as that they were not to be behind in teaching subject matters within a schedule of academic year, while that of high frequencies was for maxmizing the effectiveness of student learning. 3. Teachers responded highly on the item that they were trying to ask questions on both recalling and applying subject contents. This response was more strongly revealed by those who had longer period of teaching experiences than those who had less longer experiences. 4. In relation to teacher reactions on students' difficulties in answering their questions, teachers were mostly responded to rephrase the first question in easier words and expressions, and this tendency was more strongly revealed among female teachers than among male ones. For those who answered correctly and appropriately, teachers have usually given their high reinforcements and rewards and this tendency was stronger among primary school teachers than among secondary teachers, and stronger among those who had longer teaching experiences than among those who had less longer experiences. 5. The practices of student indication were flexible and generally teachers were followed in two ways dependent upon circumstances : 'teacher questioning first - then student indication' and 'student indication - then teacher questioning'. The primary school teachers were tended to indicate those who want to answer, while the secondary teachers did it without following any special rules. 6. Teachers were generally welcoming to active student questioning and were also trying to instruct active questioning skills to students. In case of confrontation with difficulties in answering for student questions, teachers responded as that they try to find out answers in cooperation with students. 7. Teachers' perception on the rate of active student questioning was recognized to be very low because students had been given very low chances in raising questions. The most important thing in training active student questioning was indicated as the teachers' positive attitude to welcome student questions. 8. Teachers were usually trying to make their efforts to improve their questioning skills and they recommended the discussion method as the best one to train student questioning in relation to encouraging their higher - order thinking. They were almost not intended to reflect and analyze their questions and questioning, but believed that they have fairly good abilities to raise different cognitive levels of questions in order to foster relevant thinking.

The Use and Interpretation of Overt Imperative Subjects in English

Ge-Soon Moon 한국영어학학회 2006 영어학연구 Vol.- No.21

  As has been observed time and again in the literature, the absence of an overt subject is the unmarked case vis-?-vis the presence of one in English imperatives, and where an imperative does occur with an overt subject, it is with good reason--i.e., to serve some communicative purpose. In this paper, I argue that the various ways in which overt imperative subjects are used and interpreted can be reduced to two basic discourse-pragmatic functions. The first function, which I shall label "informational," can be summed up as follows: The subject of an imperative must occur overtly when it represents part of the most important information in the utterance. The second function, which I shall call "emotive," draws on Kamio’s (1997) theory of territory of information; in brief, the overt presence of a second-person pronominal subject signals the speaker’s territorial claim on the information conveyed in the given imperative, which in turn tinges the utterance with an authoritative overtone. The arguments put forward in this paper will show that overt imperative subjects do not occur at random but rather in strict accordance with discourse and pragmatic principles.

Agreement in English Imperatives

Grace Ge-Soon Moon(문지순) 담화·인지언어학회 2004 담화와 인지 Vol.11 No.1

This paper examines the variation in pronominal agreement displayed by so-called third-person imperatives in English. It states that the ability of third-person imperative subjects to trigger either second-person or third-person agreement on a coreferential pronoun derives from a conflict between the subject's morphosyntactic and semantico-discoursal features. illustrating that second- person, or deictic, agreement is felicitous when the connection between the subject and the addressee is predictable (apparent) and/or emphasized, whereas third-person, or anaphoric, agreement is felicitous when the subject- addressee connection is either unpredictable (inapparent) or predictable but not emphasized, the paper argues that deictic agreement is the unmarked pattern in imperative clauses. This argument is shown to be not only analytically justified but empirically justified as well, on the basis of distributional facts. Moreover, the paper demonstrates that the factors that control the choice of agreement in imperative clauses are also operative in non-imperative clauses, thereby providing further validation of the overall analysis. The arguments presented in this paper corroborate the well- established notion in the literature that discourse-pragmatic factors play a central role in agreement phenomena across languages.

한국어의 비교 우위구문에 나타나는 정도부사 "더"의 형태-의미론적 지위

문지순 ( Ge Soon Moon ) 국제비교한국학회 2008 비교한국학 Comparative Korean Studies Vol.16 No.1

Colloquialization across World Englishes: Some Preliminary Findings from a Corpus Analysis

Grace Ge-Soon Moon,Young-Kook Kwon 한국영어학학회 2013 영어학연구 Vol.19 No.3

Recent research on grammatical change has identified colloquialization as one of the major trends in contemporary English This paper examines the relative distribution and frequency of four phenomena attributed to colloquialization in different varieties of English: the rise in the use of contractions, semi-modals, and get-passives and the decline in the use of which-relatives. Through a quantitative corpus-based analysis, the paper explores whether a general cross-varietal pattern can be discerned in the development of colloquialization in an effort to gain further understanding on the dynamics between Inner, Outer, and Expanding Gircles of English. While the statistical findings of the investigation reveal some consistent variational patterns, definitive conclusions are deferred pending further qualitative analysis.