Optimality and Element Theory: The case of initial fricative voicing in Southern Old and Middle English

Jaehyeok Choi 한국음운론학회 2016 음성·음운·형태론 연구 Vol.22 No.1

This study examines the nature of consonant weakening processes (i.e. lenition) within the framework of Optimality Theory. In order to delve into the current topic more deeply, the voicing of initial fricatives particularly in the southern and south-western dialects of Old and Middle English is investigated. I argue that the *COMPLEX[Element] constraint, where ‘element’ refers to one of the primitives of Element Theory, plays a central role in analysing weakening processes within this theoretical framework. In addition, it is demonstrated that lenition processes such as the voicing of consonants can be accounted for within the constraint interaction between positional faithfulness constraints such as IDENT[element] and the integrated constraint *COMPLEX[Element] which I propose. (Kunsan College of Nursing)

Remarks on /h/ in Old English Phonology

( Jaehyeok Choi ) 대한영어영문학회 2020 영어영문학연구 Vol.46 No.3

In this study, I investigate phonological changes of /h/ from Proto-Germanic to Old English. First, I describe general phonetic features of [h] and then examine the phonological history of /h/ from Proto-Germanic to Old English with special attention to its origin and the allophonic distribution and positional changes of the sound. In addition, I examine the role of /h/ as a conditioner for phonological changes like Old English Breaking as a way to understand phonetic or phonological features of /h/. According to the traditional view, Breaking was caused by velar [x]. However, in early Old English, [x] had already shown the tendency to delete before Breaking. As Howell (1991) rightly pointed out, /h/ is not a velar but a glottal which has some back feature. In other words, this kind of glottal back feature is a decisive factor to cause Breaking. Therefore, it is appropriate to claim that /h/ triggering Old English Breaking is viewed not as a velar but as a glottal fricative. (Mokpo National University)

The Development of /h/ in English

Jaehyeok Choi 21세기영어영문학회 2020 21세기영어영문학회 학술대회 Vol.2020 No.09

The Development of Front Vowels in Kentish Old English

Jaehyeok Choi 21세기영어영문학회 2019 21세기영어영문학회 학술대회 Vol.2019 No.09

Acquisitionism vs anti-acquisitionism

Jaehyeok Choi 한국음운론학회 2018 음성·음운·형태론 연구 Vol.24 No.1

In this study, I investigate the debate of the locus of linguistic change. For example, Hale (2003) and Reiss (2003) insist that linguistic change only happens during first language acquisition. On the contrary, Sankoff (2005) and Bybee (2007) argue that linguistic change occurs over the lifespans of individuals. Despite the fact that many who have written on the issues discussed in this study have argued that all endogenous linguistic change occurs in the first language acquirer, I have tried to present evidence that this is mistaken, and that change can (but need not necessarily always) occur in an adult grammar, specifically the internal grammar of speakers.

Various Aspects and Explanations of English Vowel Reduction

Jaehyeok Choi 한국영어학학회 2019 영어학연구 Vol.25 No.3

Vowel reduction has been treated as a frequent phonological phenomenon in the field of linguistics. Therefore, this particular process has often been investigated in both synchronic and diachronic studies. In a similar way, this current research explores various aspects of vowel reduction process in English within some phonological theory. For instance, many studies over many years have tried to adequately define vowel reduction. In this regard, this study has been trying to show how vowel reduction should be defined in terms of phonetic and phonological perspectives. To bring out this result, various factors for vowel reduction were examined. For example, I have shown several potential candidates such as stress, duration, and the interaction between vowel and consonant. In fact, it is suggested that stress is the most influential and important factor for vowel reduction among various conceivable factors.

A Note on Initial Fricative Voicing in Southern Old English

Choi, Jaehyeok 한국중앙영어영문학회 2013 영어영문학연구 Vol.55 No.3

The purpose of this research is to investigate one of the lenition processes, especially voicing phenomenon in (southern) Old English. The voicing of initial fricatives as shown in the southern and south-western dialects of Old and Middle English, which has generally been regarded as a phonological progression in those regions between two periods (Nielsen 1994: 19), is well known among English historical phonologists and philologists, and has long been discussed in the discourse of both historical and theoretical phonology. In the present paper, we have examined various aspects of the voicing of initial fricatives in OE. For example, OE consonant system is reviewed by showing that the phonemicization of voiceless/voiced fricatives are demonstrated in detail. Furthermore, it is shown that voiceless fricatives in initial position had been replaced by voiced ones since the voicing of initial fricatives in OE is originally motivated by intervocalic environment between words or sentences. In addition, I suggest that a theoretical approach to this phenomenon should throw new light on the unsloved problems (e.g. lenition and position).

스마트 드론을 활용한 무인 순찰

최재혁(Choi Jaehyeok),정유정(Jung Yujeong),김병만(Kim Byeongman) 한국정보과학회 2016 한국정보과학회 학술발표논문집 Vol.2016 No.6

탐색, 갈등, 도전, 그리고 변화 -물리교과교육 수업을 위한 한 교사교육자의 셀프스터디-

최재혁 ( Jaehyeok Choi ),조광희 ( Kwanghee Jo ),정용재 ( Yong Jae Joung ),김희경 ( Heekyong Kim ) 한국과학교육학회 2016 한국과학교육학회지 Vol.36 No.5

본 연구의 목적은 지방소재 교사양성대학에서 근무하는 교사교육 자인 `나`와 비판적 동료 3인이 셀프스터디를 통해 `나`와 나의 강의에 대해 심도 있게 성찰하고, 비판적 동료와의 협력적 검토를 바탕으로 나의 강의 개선을 시도하는 데에 있다. 2015년 예비 실행을 거쳐 2016년 3월부터 4학년 17명이 참여하는 교과교육 강의를 중심으로 본 연구를 수행하였다. 11주간 약 40시간의 강의를 촬영하였으며 강의자인 나의 반성적 저널, 예비교사의 강의 평가 자료, 온라인 게시판 내용 등을 토대로 강의 전반에 대한 자료를 수집하였다. 또 학생들을 대상으로 2차례에 걸쳐 설문을 실시하였고 강의 참여 일지를 작성하도록 하였다. 4명을 포커스 그룹으로 선정하여 면담을 진행하였다. 비판적 동료 3인은 강의 시작 전부터 연구의 방향과 분석 방법에 대하여 협의하였으며, 학기 중에는 매주 1회 해당 강의 녹화 자료를 분석하고 학생들의 반응, 강의 개선 방향 등에 대하여 함께 논의하였다. 강의 실행의 과정은 실행의 목적에 따라 크게 탐색, 갈등, 도전, 변화의 4가지 국면으로 나타났다. 연구 결과를 구체적으로 보면 첫째, 교사교육자로서 `나`는 `연구자로서의 나`, `강의자로서의 나`, `대학 행정관리자로서의 나`라는 다중적인 역할을 수행하고 있었고 종종 이들 사이에 갈등이 나타났다. 둘째, 강의자와 학습자 사이에 교과교육 강의의 필요성과 가치 등에 대한 인식 차이가 있음을 발견하였으며, 이것이 강의를 진행하는 데 있어 큰 어려움이 될 수 있음을 확인하였다. 셋째, 자신의 실행을 의도적으로 비판적 시각에서 관찰하여 `나`의 인식의 확장을 유발하였고, 강의에서는 `나`와 예비교사들의 소통과 협력적 실행으로 연결되었다. 그리고 비판적 동료와 함께 한 셀프스터디는 `나`의 실행과 관련된 신념, 개인적 고민이나 갈등을 공동의 성찰 대상으로 끌어올려 각자의 시각과 대안을 지속적으로 교환하면서 균형 잡힌 해석과 연구 방향을 탐색하도록 하였다. 이를 통해 교사교육자인 `우리`를 이해하는 틀을 제공하였다. The purpose of the study is to reflect on `myself` as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator`s course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator`s reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator`s reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator`s multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

A 2.048 Mb/s Full-Duplex Free-Space Optical Transceiver IC for a Real-Time <i>In Vivo</i> Brain–Computer Interface Mouse Experiment Under Social Interaction

Hwang, Gunpil,Choi, Jong-Kwan,Yang, Jaehyeok,Lim, Sungmin,Kim, Jae-Myoung,Choi, Min-Gyu,Gwak, Kiuk,Jeon, Jinwoo,Choi, Il-Hwan,Park, Sol,Kim, Dae-Shik,Shin, Hee Sup,Bae, Hyeon-Min IEEE 2017 IEEE journal of solid-state circuits Vol.52 No.4

<P>This paper presents the first free-space optical transceiver IC for social, psychological brain-computer interface experiments with multiple mice. The proposed IC embedded in a head-mounted module (HMM) includes 8-channel neural recorder and a neural stimulator in order to record extracellular action potentials and local field potentials while injecting diverse waveforms of monophasic intracranial stimulation current into the medial forebrain bundle for the activation of the nervous system. The HMM implanted on a mouse transmits the neural recording data to an optical base station by using a mandatory 591/624-nm (amber/red) visible behavior tracking LED as an optical transmitter to save power. The HMM is controlled simultaneously via a 940 nm infrared optical downlink to reduce interference to the visible optical uplink. The proposed IC fabricated in a 0.18-mu m HV BCDMOS process consumes 90 mu W while achieving a 2.048-Mb/s transmission rate.</P>