문서술어(文敍述語) 복합문

성기철 국어학회 1987 국어학 Vol.16 No.-

명사의 형태론적 구조

성기철 한국국어교육연구회 1969 국어교육 Vol.- No.15

현대 한국어 대우법의 특성

성기철 연세대학교 한국어학당 1996 외국어로서의 한국어교육 Vol.21 No.1

助詞 '-는'에 대하여

成耆徹 서울市立大學校 1983 論文集 Vol.17 No.-

The particle '-n+n' has been called topic marker of Korean. Many Korean linguists have tried to analyse the meaning of the form, and most of them have reached to the conclusion that three meanings can be analysed. The so-called three meanings could be illustrated as following: (1) contrastiveness, (2) generic (3) non-contrastive and non-generic The main goal of this essay is not the analysis itself of the form. Rather I will try to examine the relation of this particle and the topic which is generally believed to be followed by the form as it's marker. But there has not been full agreement about that among the linguists. Some of them claim that only the (2) or both (2) and (3) has the function of topic, and others claim that the particle can be a topic marker without any consideration of those meanings. The extreme claim is that any particle (or delimiters) including '-n+n', '-man' etc. can not be a topic marker. I am not much interested in the topic itself in this essay, either. First of all, I just want to clarify that the so-called three meanings are not clear-cut as many think. Basically the meaning of the particle is contrastiveness as has been traditionally observed. This meaning. I think, is a sort of a gradient continuum. Therefore, the so-called generic or non-generic and non-contrastiveness seems to be one of the far ends of the continuum in which the contrastiveness nearly couldn't be confirmed in the extreme cases. And I propose the notion of the scope of '-n+n'. Sometimes the scope is just an NP, which is followed by the particle, and somethmes it is, VP or the whole S. By contrastiveness, roughly I want to mean that an element followed by the particle in principle has some objects (or an object) which can be compared with it. The objects to be compared and their number are determined by the speaker and hearer or by the context. However there is a case that the number is only one or is not fixed. In the latter case, the number sometimes could be numerous. It seems to be reasonable to think that the meaning of contrastiveness will be decreased in the case that the scope is wide and the number is increased or unlimited. Such an observation will lead us to the conclusion that the meaning of 'generic' or 'non-generic and non-contrastiveness' is the one which we can get when the number of the objects to be compared is not limited or numerous. In other words, it shows that it is not desirable to claim that only the one or two meanings of the three shown above is pickedup as a topic marker. It is simply because we can not clearly separate the meaning of the one or two from the particle or the basic meaning 'contrastiveness'. To sum up, '-n+n' has not any other homonym, and it's meaning is contrastiveness. The so-called 'generic'or 'non-generic and non-contrastiveness' is a sort of alloseme. Any one of these meanings could not function as the so-called topic marker, while excluding the other meaning. That is to say, any one of the meanings could not have it's separate function in conection with topic. But I want to make it clear that I couldn't mean the particle is not a topic marker. I will rather leave it untouched in this essay whether it is a topic marker or not.

외견상 건강한 한국인의 혈중 C-Reactive Protein농도와 H. Pylori 감염 및 심혈관질환의 다른 위험인자와의 연관성

성기철,강진호 대한순환기학회 2002 Korean Circulation Journal Vol.32 No.7

現代國語의 客體尊待 問題

成耆徹 서울대학교 어학연구소 1976 語學硏究 Vol.12 No.1

The honorific system of Korean is very complicated. Not only according to time but also to social levels it shows many different shapes. So to give a clear description of the system is not easy. The honorification described here is no exception. Here I review a kind of Korean honorification usually called ‘object-honorification’. By ‘object-honorification’ we mean an honorification which can be expressed by limited verbs like cwu-(give), turi-(give), mosi -(escort), j??c'u-(tell), etc. The object here includes sentence elements which have object or dative case. All of these verbs are transitive verbs. So they have to have an object. Many persons think the verbs themselves are honorific words. However I think they are not honorific words but modest words. Of course, we can say that the use of modest words results in giving respect to someone. There must be at least four persons in expressing the so-called object-honorification: the speaker, the hearer, the actor of the modest verb and the object. I think the performative theory is very desirable to show the structure of the Korean honorific system, especially, of the one concerned here. The structure of the honorifics we need is generally something like NP_1+NP_2+[NP_3+NP_4+VP_1]_s+VP_2. The verb concerned is VP1. Here we reach the most difficult questions, which I tried to solve: Who expresses himself modestly? Whom does he want to respect by doing so? I think the answer to the first question is the speaker, and the answer to the second is the object. But the speaker can not express his respect to the object directly, because the actor of the modest action (VP_1) is not the speaker but the subject of the verb. Therefore, the speaker has to express himself indirectly. To express his respect to the object, the speaker maker the actor of VP_1 express himself modestly to the object. The speaker uses the modest verb not because of the interrelation between the subject and the object but the interrelation between the object and the speaker himself.

보조조사 '-까지, -조차, -마저'의 의미 특성

성기철 국제한국어교육학회 1997 한국어 교육 Vol.8 No.-

한국어 교육과 문화 교육

성기철 국제한국어교육학회 2001 한국어 교육 Vol.12 No.2

The primary objective of foreign language education has been thought to improve communicative competence on the basis of language skills. But teaching language skills ignoring culture is not enough to reach the desirable goals, because language and culture are depending on and reflecting each other. Communication in foreign language means the contact of different cultures, which could cause a threatening conflict or shock. Therefore, effective culture education must be emphasized for successful foreign language education. The objective of culture education does not lie in teaching culture itself. It must help students improve the efficiency of communicative competence and function in the target language society. It is very important to establish proper goals and criteria for selecting culture elements. In the circle of the education of Korean as a foreign language, the understanding of culture education has been very delayed. The curriculum is not systematic, the selection of culture elements is not language-education-oriented, and the teaching methods are not developed. This paper has examined the realities of culture-teaching in Korean language education, focusing on the main texts of the beginning levels of some leading Korean language institutions. And I tried to show some alternatives toward a new direction.

20세기 청자 대우법의 변천 : 화계의 사회언어학적 변천과 관련하여

성기철 국제한국어교육학회 1999 한국어 교육 Vol.10 No.2

During the period of radical change in the 20th century in Korea, one of the serious language changes which the social change affected is the honorification. In this paper the change of the speech levels and their honorific characters which express the hearer honorification wil be examined. The 20th century can be divided into two periods, the former and the latter, based on the change of the hearer honorification. The former is the first half of the century and the latter the second half. The speech level system of the first half consisted of two different systems, four level system and two level system. In the former there are 'highest'(hasipsyo style), 'higher'(hao style), 'lower'(hage style), and 'lowest'(haira style). And in the latter there are 'common high'(haiyo style) and 'common low'(hai stlye). The 'common high' was used for both 'highest' and 'higher' levels, and the 'common low' for both 'lower' and 'lowest'. One of the remarkable changes is the usage of 'hao'and 'hage' stlyes. These two styles are used without any restriction in age and class of the speakers or hearers. After the first half of the century, the speech levels and their usages are greatly changed. First of all, the increasing power of the 'hai' and 'haiyo' styles rapidly decreased and restricted usages of the 'hao' and 'hage' styles. Eventually among the younger generation the 'hao' and 'hage' styles are no more used. Even to the elder generation the two styles were very limited in their usages. The main reason of the change is understood to be related with the change of the consciousness of the people who accepted the concept of the western democracy and equality. The people would not like to use the four level system which reflects the social class and formality. Rather they prefer the two level system which shows eased social class consciousness and informality. It is also a conspicuous phenomenon that degrading of the honofic levels has been continuing through the century. This change was initiated by 'panmal' which eased the strictness and formality of speech levels. Basically 'panmal' is the main factor which led the great changes of the speech levels and their honorific characters.

착과기 이후의 약공 조건이 백침게 오이의 생육반응 및 품질에 미치는 영향

성기철,문지혜,이상규,강용구,김광용,서효덕,Seong, Ki-Cheol,Moon, Gi-Hye,Lee, Sang-Gyu,Kang, Yong-Gu,Kim, Kwang-Yong,Seo, Hyo-Duck 한국생물환경조절학회 2004 생물환경조절학회지 Vol.13 No.1

본시험은 백침계 오이에 있어 착과기 이후의 저광도 조건이 생육 및 수량에 미치는 영향을 검토코자 수행되었다. 광도 처리는 무처리를 비롯하여 100, 200, 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$로 되도록 하였다. 초장과 측지길이는 광도가 낮았던 처리에서 크게 감소되었으나, 저광도 처리간에는 차이를 보이지 않았다. 엽면적과 근중은 100${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$에서 가장 적었으나, 200과 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$처리간에는 차이를 보이지 않았다. 광합성량은 저광도가 될수록 감소되었다. 엽록소 함량과, 근활력 및 일비액 역시 낮은 광도에서 감소하였는데, 200 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$과 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$처리간에는 차이를 보이지 않았다. 잎의 기공 관찰 결과 낮은 광도에서 기공세포의 발달이 억제되었고 기공의 개도도 완전하지 않았으며, 기공크기가 작았으나 기공수는 증가하였다. 낮은 광도 하에서 잎에 황화현상과 유과 형태의 비정상과가 발생되었다. 또한 잎의 Mg와 Ca의 흡수량이 광도가 낮아짐에 따라 저하되었다. 수확과수는 자연광에 비하여 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$에서 65%, 200고 100 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$에서 각각 80%와 90%의 수량감소를 보였다. 이러한 저광 조건은 처리 후 2주 정도의 초기수량에 크게 영향을 끼쳤으며, 특히 측지 수확과수가 현저히 줄어드는 결과를 보였다. This experiment was conducted to investigate the effects of different levels of light intensity (100, 200, 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$, and natural light) on the growth and the fruit quality of cucumber(Cucumis sativus cv. Hyakunari-3). The results of this experiment indicated that plant height and length of lateral shoots were decreased under low light condition, but it was not significantly different among treatments. Leaf area and root weight were lowest under low light intensity(100 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$), but no significant differences were noted between 200 and 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$. Photosynthesis rate was decreased with reduced light intensity and total chlorophyll contents, root activity and xylem sap were also decreased under low light intensity, but there was no significant difference between 200 and 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$. From the SEM observation the erosion of the guard cells and closed stomata in low light treatment were shown and the size of stoma were small also the stomatal aperture were decreased with reducing the light intensity. Chlorosis in leaves and aborted-liked fruits were appeared under low light condition and Ca and Mg uptake in leaves were decreased by shading in proportion to the decrease of light intensity. Fruit yields were decreased by 65% under 400 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$, and by 80${\sim}$90% under 200 and 100 ${\mu}mol\;{\codt}\;m^{-2}\;{\cdot}\;s^{-1}$, compared to those under the natural light. This low intensity of light caused the sharp decrease in the early harvested yields within two weeks and the fruit yields of lateral shoots were greatly decreased.