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The Syntax and Semantics of Antecedentless 1Relatives in English
이현우(Hyun oo Lee) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.1
This work is concerned with two related problems: how to explain the derivation and interpretation of English relatives whose head nouns are missing and how to teach these relatives to L2 learners in relation to learnability. A descriptive account of the external distribution of antecedentless relative clauses, called ARCs, and the grammatical functions that the relative pronouns can take in these ARCs naturally leads to a claim that all examples of ARCs involve base-generated empty head nouns whose semantic contents are later fully recovered at the Logical Form. Given the learnability problem, it is further claimed that ARCs in general must be learned after fused relatives are learned and ARCs whose missing head nouns are recovered from linguistic antecedents must be presented before ARCs whose missing head nouns are recovered from the meanings of the constructions themselves.
영어 1교과서와 대학수학능력시험 영어 영역에 나타난 부정사의 분포에 대한 분석
이지현 ( Ji-hyun Lee ),이현우(교신저자) ( Hyun Oo Lee ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.2
This paper investigates how infinitive clauses and their uses are distributed among four high school English Ⅰ textbooks and the 2015-2016 College Scholastic Ability Test (CSAT) English reading sections. Five major uses of infinitives are identified: the external argument use, the internal argument one, the adjectival one, the adverbial one, and the idiomatic one. Comparison of the data annotated with these five major uses through a chi-square tests shows that there is a statistically significant difference between these six materials. The internal argument use of infinitives is further classified as the noun complement use, the verb complement one, the adjective complement one, and the preposition complement one. A chi-square test shows that, in relation to the four sub-internal argument uses, there is also a statistically significant difference between the English I textbooks and the CSATs. Although further chi-square tests show no significant distributional difference between the English I textbooks and the CSATs regarding various adverbial uses, they do show that they are significantly different regarding the complement patterns of verbs involving infinitives. The findings obtained here suggest that the presentation of infinitives in the English I textbooks is not enough to teach infinitives through input enhancement together with input flood.