영어의 Aural Comprehension Test의 작성-중고등학교의 영어교육을 위한-

채준기 한국영미어문학회 1973 영미어문학 Vol.- No.13

英語强勢의 規則性 硏究 : 統辭 및 意味機能問題를 中心으로 Mainly on the Problems of Syntactic and Semantic Functions

蔡俊基 慶北大學校 師範大學 1978 敎育硏究誌 Vol.20 No.-

In comparison with that of the Korean language Englich stress plays more various roles in syntactic and semantic functions. It is used in differenciating not only the parts of speech but also phrases and compound nouns. Three degrees of stress are used on word level but phrase construction requires four different degrees of stress. Stress placements in citation forms of words are different from those of phrasal constructions: do`wnto′wn becomes do^wntown ba′kery. Such stress shift is derived from the iambic stress patterns of the English language. Liles's expounding on the rules of stress placement with simple words is seemingly thorough by setting up the rules of placing stresses on: 1) the last tense vowel of a word, 2) the last vowel of a verb or adjective if it is followed by a cluster of consonants, 3) if neither of the above conditions is met put stress on next to the last vowel. In the case of noun only the part of noun remnants are dealt in the same manner. However, the pairs of words such as di′ffer and defe′r, belo′w and fo′llow, addre′ss (British) and a′ddress (American) do not follow the rules stated above. The cyclic analysis of compound nouns and phrases is based on the transformational approach in that they used the underlying forms of stresses as in syntax. Lexical stress rule gives stress 1 to all the lexical items and they are demoted according to the number of rules applied such as compound stress rule and nuclear stress rule. These rules entertain theoretically a certain regularity in English stress even if "…sad plight" is not strictly observed in actual pronunciation.

應用言語學과 英語敎育

蔡俊基 慶北大學校 英語英文學 硏究會 1985 英語英文論叢 Vol.5 No.-

The aim of thesis is to find out the internal relationship among Linguistics, Apllied Linguistics and the Teaching of English. Whether linguistic findings can be drawn into actual language teaching or not has been a heated discussion. Even if much of Transformational Grammar are not applicable to actual classroom practice, it has shown us some insights into how human languages are built and how they are learned by human beings. Applied linguistics can be defined as the study of linguistic subjects whose contents may be used to improve theoretical and practical work in those disciplines that include the use of language. Teaching of English should be based on linguistic and psychological findings and the nation's needs and reality in which it is situated. Teachers need to look for insights to improve his stance and knowledge from Applied Linguistics to teach English more appropriately.

英語敎授法의 向方

蔡俊基 慶北大學校 人文科學硏究所 1986 人文 科學 Vol.2 No.-

The aim of this thesis is to survey the old and new methods of teaching English and to find out what the current trends are. Method such as Grammar-Translation Method, Direct Method, Reading Method, Audiolingual Method, Cognitive Method, and more recently St. Cloud Method, Microwave Device, Situational Reinforcement, Lipson's Method, Total Physical Response, Silent Way, Community Language Learning and Suggestology are included in the research. Inevitably language teaching methods hinge on the disciplines of psychology and linguistics. This trend is most prominently seen in Adiolingual Method and Cognitive Method; namely, the partnership of behavioristic psychology-structural linguistics-audiolingual method on one hand and cognitive psychology-generative-transformational grammar-cognitive-code learning theory on the other. Language teaching methods must look for the guide-lines in psychology, linguistics, and the aims of instruction. None of the above mentioned approaches, methods, or techniques can cover all the different circumstances of language teaching. However, they shed lights in different ways and give us some insights. The current trends of teaching English are: teaching English is an art and a science; teaching must be learner-centered and making errors must be considered as an essential steps in learning ; four skill must be taught together; students' mental involvement and cognitive activity must be the prime aim of instruction; build the communicative activity must be the prime aim of instruction; build the communicative competence in addition to the linguistic competence; and in every phase of instruction students' needs and objectives must be the main concern.

Communication Techniques : 英語敎授法의 새 方向 모색 In Search of a New English Teaching Method

蔡俊基 慶北大學校 師範大學 1976 敎育硏究誌 Vol.18 No.-

Along with the advent of Chomsky's linguistic theory miscellaneous methods of language teaching have been invented by the communication-oriented method-ologists in the United States. The Situational Reinforcement, Microwave, Audio-Visual Method, the Silent Way, and Community Language Learning, all of these methods argue that pattern practice is insufficient and communication practice must be provided in order to meet the real needs of students. Any language activities which are not in the students' real life situation or without the needs of psychological factors of students are of little significance. The communication oriented methods give us deep insights into what the language teachers' attitudes toward language teaching should be especially at the beginning level and when you concentrate on the development of aural-oral skills. However, it is a dangerous thing to believe in the tenets of only one method (especially the new one) and disregards the merits of the others(especially the old ones). It is very possible that one man's medicine can be another man's poison even in the field of language teaching. Also to know what the new methods are about is one thing and to know how one could apply them to the actual class situation of one's own is quite another. TESOL in Korea must be something that fits Korea's situation. Whatever methods we follow must meet the following insurmountable factors: 1) large class size, 2) teachers' lack of skills in English, and 3) lack of incentives in students' using their communicative skills in actual life. With these problems in mind we must keep on even with the slow strides toward the improvement of TESOL in Korea.

實驗大學을 위한 敎養英語敎育의 改善方案 : 경북대학교를 중심으로

蔡俊基,朴英壽,李愚鍵,金漢昌 慶北大學校 語學硏究所 1977 語文硏究 Vol.2 No.-

實用性을 指向한 大學敎養英語敎育의 改善

蔡俊基,朴英壽,金基璨 慶北大學校 語學硏究所 1983 語文硏究 Vol.8 No.-

生成變形文法理論과 英語敎授法

蔡俊基 慶北大學校 英語英文學 硏究會 1983 英語英文論叢 Vol.3 No.-

The Objective of this thesis is to research on What of Transformational Grammar and other linguistic findings can be drawn into pedagogical use and how it can be done. The research is mainly a theoretical consideration. Whenever a new linguistic theory appears, the theory of language teaching also changes accordingly. The cases of Audio-lingual and Cognitive Approaches are good examples since both of them have been triggered by Structural and Transformational Linguistics respectively. Taxonomic approach to language only deals with the surface phenomena of language and ignores what the underlying rules are. The abstract rules regulate operation of language. How does a child learn something that he has never been exposed to? the answer is that all human beings are born with the innate capacity to extract the rules which govern the language. This capacity is universal. Transformationalists reject that language is essentially taught by "conditioning" as maintained by B.F. Skinner. Teaching materials must be constructed and progressed in such a way that students can easily grasp the sentential relation in terms of semantics and syntax. The order is thus: A) from atomic sentences to derived ones, B) from the sentences that contain the predication of same syntactic features to the sentences that contain the predication of different syntactic features, C) from the sentenccs that show more of deep structure to the sentences that show less of the deep structure, D) from the sentences which have the same grammatical relation in deep structure to the sentences which have the different grammatical relation in deep structures, and E) from the sentences which have gone through less of the deletion transformation to the sentences which have gone through more of the deletion transformation. Also insights from linguistic findings must be incorporated into making of English texts and teaching of English grammar. Items such as 1) meaning and deep structure of complement structure, 2) presupposition in complement sentence, 3) presupposition and focus were expounded in terms of pedagogical utilization. To condude, the author maintains that the theory of Transformational Grammar and its insights must give the foundation of the future English teaching in Korea.

유모아의 의미구조와 영어교육에의 활용

채준기 慶北大學校 語學硏究所 1988 語文硏究 Vol.13 No.-

Humor is ubiquitous in the world of human beings. Laughter means happiness and vitality in performing daily affairs and tolerance for others. The semantics of humor is deviant from the ordinary semantics of Seale's(1969) bona-fide communication mode or Grice's(1975) Coopetative Principles. The mode of semantics of humor has to be relevant to joke-telling. Presupposition and ambiguity are the backbones of humor. The funny situation of incongruity and abundant use of puns are based on the principles of presupposition and ambiguity whether the subjects of jokes are concerned with phonology, morphology, syntax or even in the matters of pragmatics. The translation of Korean and Japanese jokes into English reveals that the world of jokes has universality in its own account since most of the jokes of one language are understandable to the people of another even though the delicacy that each language put forth in jokes are beyond translation. Jokes are useful teaching materals in teaching English. Well chosen humorous stories and good jokes can give students incentive to learn English and some relaxation in classes. Besides jokes can teach students sociolinguistic sides of English language more effectively than other materials.

中高校의 英語科 敎育書를 利用한 聽取力培養方案 : 問題作成을 中心으로 Mainly on Test Making

蔡俊基 慶北大學校 語學硏究所 1981 語文硏究 Vol.6 No.-

The aim of this paper is to advocate the activities of listening comprehension in English in class and how to make test items by utilizing textbooks presently used in middle and high schools. All these activities should come from the teacher's positive attitude about the importance of using spoken English in class. Most of all, teachers should do away with scruples about non-native speakers speaking in English in class. In making tests on aural on aural comprehension, pictures, true-false, multiple-choices, dictations, directions requiring action response, questions and answers, games, and lots of other formats can be used. However, the essence of the activities is sound discrimination, understanding the meaning of a sentence, simplex or complex, understanding the meaning of a paragraph and a dialogue. All these skills require memory retention to some extent. Dictation is highly rated as an integrative test and can easily be used in class. Middle and high school textbooks are full of the materials with which teachers could make test items of aural comprehension. Examples are shown to trigger teachers' ingenuity for future test making.