영어사용을 통한 초등영어 수업의 운용

윤희백 팬코리아영어교육학회(구 영남영어교육학회) 2000 영어교육연구 Vol.12 No.1

영어 부가의문문의 통어적 기저구조

윤희백 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

The two types of syntactic deep structure models have often been brought up in literature on Tag Questions : Klima's(1964) model and Stckwell et al.'s (1973) models. In Klima's model, Tag Questions are derived from a simple sentence, an interrogative, and in Stockwell et al. from a complex sentence. To my mind the complex deep structure model seems more convincing; this kind of view is also often found in more recent studies when these theories are discussed. The reason often given is that it seems strange that a sentence should have a deep structure which does not express the same thing as the surface structure. I suggest a derivation of Tag Questions from two sentences in the deep structure instead of from one sentence as in Stockwell et al.'s analysis, where the tag is derived from an ADVERBIAL. Each of the two sentences result in one of the two parts, the statement and the tag, of the urface structure of Tag Question. I find a derivation from two sentences more Plauusible, considering that it is the syntax of the Tag Question that expresses that the speaker has more than one intention with the proposition. In ordinary sentences the speaker usually expresses only one intention, unless there is also one expressed through prosody. The intentions are expressed simultaneously in a reversed polarity Tag Question and are, for example, that the speaker wants to state that the proposition is true and ask if it is true, in the same way as when one of these intentions is expressed by syntax and one by prosody, as is the case in the declarative with rise for question. The intentions expressed in Tag Question are also intended to be interpreted as simultaneous and are in the speaker's mind before he utters Tag Question, in contrast with the case when the tag is an afterthought and in contrast with other co-ordinate clause. From the viewpoint of children's use of Tag Questions, it is not the complicated structure of the reversed polarity tag question which prevents the child from using them, and the fact that children use the constant polarity tag question before they use the reversed polarity tag question does not have to mean that the reversed polarity tag question has to be developed from the constant polarity tag question. It seems plausible that the reversed polarity tag question was preceded by the declarative with question tone from a study of historical aspects.

총체적 절충식 초등 영어 교수법 및 교수 모형 : 접근법과 교수법 그리고 교수 절차를 중심으로

윤희백 부산교육대학교 초등교육연구소 1996 초등교육연구 Vol.9 No.-

There is no method and no teacher that succeeds in satisfying all learners all the time. More recent approaches and teaching methods are grounded on a slightly different theory or view of how people learn second or foreign languages, or how people use languages, and each of them has a central point around which everything else revolves. Each is not necessarily in conflict or totally incompatible since it is not impossible to conceive of an integrated approach which would include attention to rule formation, affect, comprehension, and communication and which would view the learner as someone who thinks, feels, understands, and has something to say. In fact, many teachers would find such an approach, if well conceived and well integrated, to be very attractive. The aim of the study is to develop eclective teaching method for elementary school English education, and to help elementary school teachers develop their own elective English teaching method. The second chapter, in briefly reviewing the history of language teaching methods, provides a background for discussion of contemporary methods. In the third chapter I will clarify the relationship between approach and method and present a model for the description, analysis, and comparison of methods. The fourth chapter introduces innovative teaching methods suitable for elementary school English education. The fifth chapter provides the model of a holistic and eclective method for elementary school English education in Korea.

영어 교재 재구성 : 상황, 언어, 발음의 현실화를 중심으로

윤희백 부산교육대학교 초등교육연구소 1994 초등교육연구 Vol.5 No.-

This study focussed on congruence between the language lesson and the real world required in textbooks in order to generate communicative, plausible interaction in English. We see congruence in three areas: situational realism, linguistic realism, and realistic oral interpretation. The materials used in this study are mainly Madsen & Bowen(1978) and Middle School English Textbooks in Korea. Chapter Ⅱ involves the most promising answer to the dilemma of providing both communication reality and sufficient practice, which is materials that reflect an intelligent application of the cognitivist concept of contexualization. Chapter Ⅲ involves the selection and presentation of realistic events in a compatible setting. There must be a realistic situation in which human interaction takes place. The locale, the participants, the action - all should be consistent with what experience suggests is real for the students who will use the materials. This involves, then, the determination of what events and people will figure in the lessons. It was suggested that directed questions (indirected commands, indirected questions, directed instructions) are a promising solution for a contextulized presentation. Chapter Ⅳ deals with the selection of the linguistic material, which must be appropriate to the dramatis personae and setting of the lesson - and indirectly, of course, to the students. Sentences should be natural, relevant - the things people say when they communicate. There must be a consideration of status relationships, style, register, levels, etc. Chapter Ⅴ is concerned with phonological interpretation of the lesson. Assuming the situation is true to life and the language is appropriate, the utterances must then be rendered much as they would be in the real world. Teachers should talk like teachers, children like children - with appropriate age, generational, or sex differences. The place to start a corrective program is before it's needed, i.e., in the beginning language classroom. And there should be a healthy respect for the informal levels of language use that characterize most of the contexts in which we communicate.

영어 부가의문문의 기능과 응답에 관한 연구

윤희백 동아대학교 인문과학대학 영어영문학과 1990 동아영어영문학 Vol.6 No.-

In chapter 2 the literature on the function of the tag question is reviewed and presuppositions of 'yes' or 'no' answers for various forms of yes/no questions are discussed intensively. It has teen shown that the commonest function of the tag question is a kind of cognition checking, and that the commonest form is a type of the affirmative statement to which the negative tag is added. Tag questions are examined from the viewpoint of discourse : not as an intra-sentential problembut as an inter-sentential problem, for example, the statement and the tag are considered as a sentence respectively. Chapter 3 concerns the kinds of answer which were give to tag questions in the corpus. Answering tag questions appears somewhat optional if there are no modifications, additions, or corrections to be made to the information presented in the statement part of tag questions. However, if the speaker wants a stronger confirmation of what s/he has said, if s/he wants to be sure that the confirmation is vocalized, s/he uses a complete sentence confirmer.

英語敎育의 社會言語學的 考察

尹熙百 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1

There appear to ve ways in which sociolinguistics cold make substantial contributions to English teaching and it is the intent of this paper to discuss some of these and to suggest the communicative syllabus design in a foreign language teaching to the language teachers, applied lingulsts, course-planners and textbook-producers. 1. "Generativity" and "Translatability" of sentences The theory of generative grammar (Chomsky, 1965) posits that sentences are infinitely generated through the infinite use of finite grammatical rules. There can be little doubt that this is true of a person acquiring and using his first language, but every language contains some expressions which do not seem to be derivable from its grammatical rules. These expressions are considered exceptional and are commonly called idioms. As the above-mentioned argument pertains mainly to the generation of sentences by native speakers, it may not be applicable to the teaching of a foreign language which deals necessariy with people who have already acquired a first language. Here are some of the issues that could be taken up in considering this aspect: (1) Can the learner of a foreign language be expected to acquire its entire system of grammatical rules? (2) Can the learner be expected to generate an infinite number of grammatically correct novel sentences in a foreign language? (3) Is the number of so-called exceptional or idiomatic expressions in any given language truly small even from the foreign leaner's point of view? From the point of view of the leaner of a foreign language, the "translatability" of a sentence is skin to its "generativity." 2. Factual Statements and Relational Utterances When a person makes statements such as "The sun rises in the east," and "A dog is an animal," he is not particularly attempting to relate himself to another person. Such statements may be called factual statemens, which are generated and also translated sttictly on the basis of grammatical and lexical knowledge. Utterances like "you are welcome", "Good morning." however, stand in contrast with factual statements. These utterances assume the presence of a listener, and they are generally uttered by a speaker relating himself to a listener. Thus, such utterances as these may be called relational utterances. 3. "Generativity" of Relational Utterances It is the reaching of relational utterances that is difficult from the generative point of view. Syntactically irregular and idiomatic exeressions must be rote-memorized, to be sure, but it seems that something can be done to help the learner generate those relational utterances that are syntactically regular. Since human and social relations are cultural, relational utterarces are necessarily cultural. 4. Threshold level The upsurge of incerest in the content of the language syllabus, following the concern with commuicative competence generated by Dell Hymes, reflects inter alia a feeling that we ought to know much more about what it is that should be taught and learnt if a nonnative is tobe communicatively competent in English. There has been a movement away from grammatical syllabuses, and then siuational syllabuses, to what are variously des cribed asnotional, functional or communicative syllabuses. A major factor here has been he "threshold level" by J.A. van EK, in the Council of Europe for a unit/credit system tfor adult language learning. In terms of designing courese in English for specific purposes(ESP)this seems to us be of crucial importance. As a unit/credit system is a learning system designed to cater for individual learners, the establishment of a unit/credit system requires the following steps: (1) investigating and analysing learner's needs (2) grouping learners into categories with similar needs (3) befining learning objectives to meet the needs of each category and in such a way as to enable leaners to reach the various objectives in the most direct way pessible. In order to satisfy the requirements of a unit/credit system the definition of all language objectives should be specified. The model for the defined language learning objectives the following items: (1) social roles (2) psychological (3) settings (4) topics (5) language funcdtions (6) general notions (7) language forms. The threshold level was chosen as the first learning objectives to be defined in the unit/credit system. The threshold level is an attempt to state as explicitily as possible what the learners will have to be able to do in a foreign language in order that they are ions and to establish and maintain social contacts.

조기 영어교육과 인간중심의 영어교육

윤희백 釜山敎育大學 1991 부산교육대학 논문집 Vol.27 No.1

韓·英 中間言語의 語順轉移

尹熙百 釜山敎育大學 1983 부산교육대학 논문집 Vol.19 No.1

Studies of L_1 influence upon L_2 learning have heretofore drawn their data largely from repositories delimited by the phonology-to-semantics framework of mainstream linguistics. There are, however, other and more subtle influences of L_1 upon L_2 for which this conventional descriptive framework is inadeguate. This thesis examines word order in the English interlanguage of one natiae Korean speaker. The study is approached from the standpoint of determining how both the topic-prominent as well as the subject-prominent nature of Korean affects these features in the interlanguage. It was found that the basic word order in the interlanguage of the subject is clearly SVO, while topic comment structures make up approximately one fourth of all.

생활영어 교육의 관점에서 본 담화분석

윤희백 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

One important implication of discourse analysis is as follows. One of the biggest linguistic conundrums of all is: how do we understand what someone is talking about? Traditional linguistics has little directly to say about this. However Michael Stubbs has shown here that conversational analysis can answer an answerable version of this question, namely: how do speaker show that they understand each other? It is clear that, wheares linguistics studies language, discourse analysis can study the actual mechanisms by which communication, understanding and interaction are maintained. The concept of unplanned discourse raises one other issue of very general importance for linguistics, although it is not often discussed. This is the question of what constitutes native speaker fluency in a language. When the concept has been discussed. it has generally been from the point of view of language teaching. I have attempted in this paper to present some materials in support of discourse analysis for EFL programs, especially in teaching oral English. The topics discussed in this paper include to take a transcript of conversational data, to inspect it carefully for the kinds of surface organization and pattern it shows, to clarify examples of many of the features of unplanned speech, and to examine which dialogue is better as an instrument for teaching the spoken language.

Tagmemics와 Tagmemic Analysis

尹熙百 釜山敎育大學 1980 부산교육대학 논문집 Vol.16 No.1

Tagmemic analysis is a set of procedures for the description of language, with a basic grammtical unit called the tagmeme mapped into string-type constructions located at specific levels in the grammar. The system and theory were developed by Kenneth L. Pike, and used by the Summer Institute of Linguistics for the training of language analysts. The system was desigened to meet concrete field problems. Because of the large number of linguists who have come to use the system and teh frequency of their publications, the system of tagmemic analysis is now one of the major systems of analysis is modern ling-uistic science. Korean is quite different from English in the word order. A foreign language teaching in Korea begins at the junior high school course when the native language is formed completely. When students meet the new situation, reasoning and proving are necessary to student's intelligence to understand it. So it is necessary that we should explain how the meanings of words are combined to form the meanings of sentence. Since this depends in some way upon syntax, linguistic perception must involve a form of syntactic analysis. The purpose of this paper is to introduce Tagmemics and Tagmemic analysis and to apply that analysis to Korean. So Korean Language textbooks for primary school in Korea are analyzed by Tagmemic Analysis.