現行 英語發音記號의 問題点 : 현행 영어발음기호의 문제점

정명우 釜山大學校 1970 論文集 Vol.11 No.1

四十二 基本母音과 國語母音

鄭明佑 東亞大學校 1964 東亞論叢 Vol.2 No.1

While teaching a graduate course in phonetics about twenty years ago, Professor George L. Trager was not satisfied with existing analyses, particularly with the twenty cardinal vowels' system of the International Phonetic Association, which does not provide enough vowels forming a measuring instrument against which all vowels actually heard in so many languages in the world may be tested. For this reason he decided to work out a satisfactory analysis, and in 1958 completed forty-two cardinal vowels in the seven-row vowel chart based on the following dimensions: tongue height, tongue position, lip form, relative muscular tension. The writer is not quite satisfied with the existing classification of Korean vowels. Since being based upon the I. P. A. system it treats the vowels very erroneously. For instance, "ㅓ" in the Seoul dialect is mistaken for a back vowel [?]. The writer believes that it obviously belongs to a central vowel [Ω] of the forty-two cardinal vowels. In this thesis, the writer has attempted to classify Korean vowels pronounced in Seoul and Pusan respectively according to the forty-two cardinal vowels' system, resulting in eleven vowels in Seoul and twelve in the Pusan area.

영어 철자발음법(Phonics) 연구

정명우 부산대학교 교육대학원 1983 교육논집 Vol.9 No.-

차량 익명성을 보장하는 그룹 서명기반 차량용 결제 프로토콜 설계

정명우,김승주 한국정보보호학회 2019 정보보호학회논문지 Vol.29 No.4

CV(Connected Vehicle) 기술은 크게 차량에 안전 관련 서비스와 사용자 편의성 관련 서비스를 제공한다. 안전관련 서비스는 차량 운행에 관한 정보들을 지속적으로 주변 차량 혹은 기지국에 전송하므로 프라이버시 문제가 생길수 있다. 이에 안전 관련 서비스는 프라이버시 보호를 위해서 차량 익명성을 제공해야 한다. 그러나 결제 서비스와 같은 편의성 관련 서비스가 차량 익명성을 제공하지 못할 경우 안전 관련 서비스와 관련된 개인정보 또한 보호받을 수없다. 이에 본 논문에서는 BU(Backward Unlinkability)-익명성과 추적성(traceability)을 제공하는 그룹 서명기법과 ECQV(Elliptic Curve Qu-Vanstone) 묵시적 인증서를 기반으로 결제 프로토콜을 설계하였다. 제안하는결제 프로토콜은 결제 시스템 구성요소의 역할을 분리하여 거래내역으로부터 차량을 추적할 수 없게 하였다. 또한 차량용 결제 프로토콜이 만족해야하는 보안 요구사항들을 정의하고 제안한 프로토콜이 이를 만족함을 보였다. CV(Connected Vehicle) technology provides safety-related services and user convenience-related services to vehicle. Safety-related services can cause privacy problem by continuously transmitting vehicle information to nearby vehicles or basestations. Therefore, safety-related services should provide vehicle anonymity for privacy protection. However, ifconvenience-related services such as payment services fail to provide vehicle anonymity, driver information related tosafety-related services may also be leaked. In this paper, we design a payment protocol based on ECQV(Elliptic CurveQu-Vanstone) impicit certificate and group signature that provides BU-anonymity and traceability. The proposed paymentprotocol makes it impossible to track vehicles from payment transactions history by separating roles of payment systemcomponents. Moreover, we define the security requirements that the vehicle payment protocol must satisfy and show that theprotocol satisfies the requirements.

早期 英語敎育에 관한 理論的 硏究

정명우 釜山大學校 師範大學 1977 교사교육연구 Vol.4 No.1

English as a foreign language has long been taught in this country beginning at the age of eleven or twelve: in the early years of secondary education. But recently, neu-rophysiologists set the best age for learning foreign languages in a nonnatural situation as between the ages of four and ten. Because at this stage they think that the brain is still plastic enough for the child to acquire another language with ease, yet the mother tongue is not sufficiently established to cause undue interference in the learning process. Therefore, in recent times, there have been increasing opinions among linguists maintaining that the age of eleven or twelve is already too late. It is claimed that we are not utilizing the natural ability to learn languages which the younger child posesses and which is already waning as the child approaches his teens. As a result the elementary school foreign-language(FLES) programs have spread rapidly in the developed countries. The writer strongly feel that by now the FLES program should be established in this country too. For that purpose the writer has attempted, in this paper, to discuss seven-teen problems mainly on how English as a foreign language should be taught to the children of elementary school level in this country as well as eight-point requirements necessary for the FLES teacher.

언어전이의 재검토

정명우 釜山大學校 師範大學 1988 교사교육연구 Vol.17 No.-

A historical survey of language transfer and its relationship with interlanguage studies has been discussed, in this paper, with special reference to the major papers in these areas in order to contribute to a deeper understanding of interlanguage and ultimately, of a foreign language learning. The study of language transfer which is an important way of looking at interlanguage has some long history dating back to Lado in 1957 in which he developed it on the basis of Contrastive Analysis. The field of interlanguage studies, on the other hand, is comparatively new dating back to Corder in 1967 and Selinker in 1969 and 1972. The interlanguage refers a system which is neither the system of native language nor the one of the target language, but an intermediate system between the two. Contrastive Analysis was successful in demonstrating interference from the native tongue but failed to explain other sources of errors. The Error Analysis movement in the late sixties and early seventies focused on the creative aspects of language learning and tried to explain those learners' errors which were unable to explain by Contrastive Analysis. This trend, which prevailed for a decade, stressed the similarities of the native language and a second language aquisition and suggested that language transfer was not important. In the past few years, however, such researchers as Schachter and Kellerman have come to realize that the phenomenon of language transfer is indeed central to the second language aquisition process, and Lado's narrow concept of language transfer has undergone expansion. Finally, we should note that Corder in 1983 suggested a broader term 'mother tongue influence' for what we have been calling 'language transfer.'

Oral Approach 재평가

정명우 釜山大學校 師範大學 1975 교사교육연구 Vol.2 No.1

The publication of Chomsky's Syntactic Structures in 1957 and advances thereafter in linguistic and psychological theories had . caused much unrest in the English teaching profession in this country as well as other nations. The oral approach in languag teaching, begun in the 1940s and based on the notion of patterning in language and on the operant conditioning model of psychological theory, had faced a counter-revolution that claimed the so-called cognitive code-learning theory as its basis. The latter position is based on the fact that the concept of patterning in language is not adequate to account for many facts about the grammars of natural languages. This sophisticated and powerful theories, however, have not enabled us to develop effective practical approaches so far. In other words, while the theories which describe many problems of second language learning are seemingly sound, the problems they were supposed to explain have not disappeared. Students of foreign languages still require intense oral practice of grammatical contrasts to overcome influences from native language structure. Pattern practice techniques of the Oral Approach were developed for this purpose and are no less effective as a result of revisions in theoritical matters.

英語와 國語의 音聲差異 解決에 관한 硏究 : 釜山地方 學生의 美國 中西部 英語 習得을 中心으로

鄭明佑 東亞大學校 1967 東亞論叢 Vol.4 No.-

Recent interest in structural liguistics has centered about systematic comparisons og linguistic structures and problems arising in language learning due to differences between a learner's native language and the language to be learned. A contrastive study of English and Korean phoetics for the purpose of elucidating points of similarity and differences in the structuring is urgently needed. Unfortunately, no significant work has been done in this area. In this dissertation the major phone types in English and Korean are contrasted for the purpose of pointing out the problem areas of Korean speakes learning English. The writer will compare General American English, largely equated with the variety of English which is spoken by people living in the midwest of the United States, with Korean spoken in the Pusan area which is the writer's own dialect and represents a population of three millon. Chapters are divided into seven. Chapter on discusses the reason why this study should be made as well as the importance of phonetics in language learning and the principles how to point out the problem areas. The second chapter treats vowel system of English and Korean, and learning problems which are listed as folows: (1) [i] (2) [æ] (3) [a] (4) [u] (5) [??] The third chapter describes consonant system of English and Korean, and learning problems which are listed as follows: (1) released [p'] in a syllable -final position (2) released [p] in a syllable-final position (3) [p] after [s] (4) released [??] (partial-voiced[b]) in a syllable-fianl position (5) the point of articulation for the initial [t'] (6) the point of articulation for the initial [t] (7) released [t'] in a syallbal -final position (8) released [t] in a syllable-final position (9) [t] after [s] (10) released [??] in a syllable-final position (11) released [k'] in a syllable-final position (12) released [k] in a syllable-final position (13) [k] after [s] (14) released [??] in a syllable-final position (15) [f] (16) [v] (17) [θ] (18) [ð] (19) [s] in a syllable-final position (20) [z] (21) [??] (22) [??] in a syllable-final position (23) [з] (24) [t??] in a syllable-final position (25) [dз] in a syllable-final position (26) [l] (27) [L] (back l) (28) [r] Chapter four discusses consonant clusters of English and Korean, and learning problems which are listed as folows: (1) [p'r-] (2) [t'r-] (3) [fr-] (4) [gr-] (5) [dr-] (6) [k'r-] (7) [θr-] (8) [br-] (9) [??r-] (10) [st-] (11) [ sp-] (12) [sm-] (13) [sk-] (14) [sn-] (15) [sf-] (16) [sl-] (17) [p'l-] (18) [k'l-] (19) [pl-] (20) [fl-] (21) [gl-] (22) [gl-] (23) [θw-] (24) [fj-] (25) [str-] (26) [skr-] (27) [spr-] (28) [spl-] (29) [-nd] (30) [-nt] (31) [-st] (32) [-ns] (33) [-Ld] (34) [-ks] (35) [-Lf] (36) [-ŋk] (37) [-kt] (38) [-ŋdз] (39) [-Lv] (40) [-Lt] (41) [-sk] (42) [-Lp] (43) [-Ls] (44) [-Lk] (45) [-Lθ] (46) [-mp] (47) [-nt??] (48) [-ft] (49) [-sp] (50) [-Lm] (51) [-Ldз] (52) [-Lp] (53) [-L?] (54) [-dθ] (55) [-dz] (56) [-Ln] (57) [-rb] (58) [-rd] (59) [-rf] (60) [-rg] (61) [-rdз] (62) [-rf??] (63) [-rk] (64) [-rL] (65) [-rm] (66) [-rn] (67) [-rp] (68) [-rs] (69) [-rt] (70) [-rv] (71) [-rz] (72) [-r??] (73) [-rθ] (74) [-Lt??] (75) [-mf] (76) [-ps] (77) [-pt] (78) [-nθ] (79) [-n??] (80) [fθ] (81) [-tθ] (82) [-b??] (83) [-g??] (84) [-L??] (85) [-m??] (86) [-v??] (87) [-ŋz] (88) [-ðz] (89) [-fs] (90) [-ts] (91) [-θs] (92) [-bd] (93) [-gd] (94) [-dзd] (95) [-md] (96) [-ŋd] (97) [-ðd] (98) [-зd] (99) [-vd] (100) [-zd] (101) [-??t] (102) [-t??t] (103) [-rps] (104) [-rst] (105) [-rts] (106) [-mpt] (107) [-mps] (108) [-Lbz] (109) [-Ldz] (110) [-Lmz] (111) [-dθs] (112) [-fts] (113) [-fθs] (114) [-kts] (115) [-Lfs] (116) [-Lks] (117) [-Lps] (118) [-Lts] (119) [-Lθs] (120) [-mfs] (121) [-nθs] (122) [-ŋks] (123) [-Ldзd] (124) [-Lft] (125) [-L??t] (126) [-kst] (127) [-ksθ] (128) [-ndθ] (129) [-lfθ] (130) [-ŋks] (131) [-ŋkθ] (132) [-Lnz] (133) [-Lvz] (134) [-rbz] (135) [-rdz] (136) [-rgz] (137) [-rLz] (138) [-rmz] (139) [-rnz] (140) [-rvz] (141) [-pts] (142) [-sks] (143) [-sps] (144) [-sts] (145) [-tsθ] (146) [-rfs] (147) [-rks] (148) [-rps] (149) [-Lmd] (150) [-Lvd] (151) [-ndзd] (152) [-rbd] (153) [-rdзd] (154) [-rLd] (155) [-rmd] (156) [-rnd] (157) [-rvd] (158) [-nt??t] (159) [-nst] (160) [-ŋkt] (161) [-pst] (162) [-Lt??t] (163) [-Lkt] (164) [-Lpt] (165) [-Lst] (166) [-mft] (167) [-skt] (168) [-spt] (169) [-rt??t] (170) [-rkt] (171) [-rpt] (172) [-rmpθ] (173) [-ksts] (174) [-ksθs] (175) [-Ltθs] (176) [-mpts] (177) [-ndθs] (178) [-ŋkθs] The fifth chapter treats stress and rhythm system of English and Korean, and learning problems which are listed as folows: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) sentence-stress (15) weak sounds of understressed words (16) thought group (17) stress-timed rhythm. Cgapter six described intonation of Engish and Korean, and learning problems which are listed as follows: (1) the difference between stress and pitch (2) 231 pattern (3) 23 pattern (4) 23231 pattern (5) 3231 pattern (6) patterns in contrasts and comparisons (7) patterns before a colon or a semicolon (8) pattern before a comma (9) pattern for alternatives (10) pattern for series (11) patterns for direct address (12) patterns for reiterative formulas (13) two kinds of intonation patterns for "How are you?" (14) two kinds of intonation patterns for "Good morning." (15) when the pitch 3 does not coincide with the last sentence-stress (16) patterns for direct address of mono-syllable at the end of a sentence (17) special intonations for "Will you drive to the office tomorrow?" (18) special intonation for "It's my brother who needs it." (19) patterns for making a question specific (20) patterns for answering sepcific questions (21) patterns for expressing contradictory ideas (22) 241 pattern for expressing emotional enphasis (23) 241 pattern for insisting on one's own idea (24) 231 intonation for an added meaning of irony. Chapter seven lists all the English phone types, which do not occur in the Korean language and, therefore, which constitute the potential pronunciation problem for Korean-speaking people learning English.

대학 교양영어교육의 목표와 내용

정명우 釜山大學校 師範大學 1986 교사교육연구 Vol.12 No.-

Unlike the middle-school and high-school English course there is no set objectives for the college English course by the Ministry of Education. Therefore, college objectives are different from professor to professor and from college to college. As a result, English proficiency ratings of Korean college students are in a hundred different ways from poor to good. For this reason the writer has attempted to set up standard goals as follows: 1. Reading Competence Able to conduct extensive reading of prose with about 6,000 vocabulary. The reading speed is 200 words per minute with more than 70 % of comprehension. Syntactical levels are similar to those of high-school text-books. Materials higher and more difficult than these can be read intensively with use of a dictionary. Able to appreciate literary works grasping the theme and thought. 2. Listening Competence Able to understand AFKN news as well as the conversation among native speakers with more than 70% of comprehension. Syntactical levels are equal to Book 3 of middle-school English text-book or Book 1 of high-school text. 3. Speaking Competence Able to conduct impromptu speech for three minutes with a command of 4,000. English words and with grammatical correctness on the levels of Book 2 and 3 of middle-school text. The content includes Korean culture and current topics. 4. Writing Competence Able to write on a variety of essays with clarity and correctness using 300 English words. Syntactical levels are equal to Book 3 of middle-school text or Book 1 of high-school text.

韓·英 音素의 比較硏究

鄭明佑 東亞大學校 1963 東亞論叢 Vol.1 No.-

Recent interest in descriptive linguistics has centered about systematics comparisons of linguistic structures and the problems arising in language learning due to differences between a student's native language and the language to be learned. A contrastive study of English and Korean for the purpose of elucidating points of similarity and differences in the structuring is urgensly needed. Unfortunately, no significant work has been done in this area. In this thesis the segmental phonemes of Korean are investigated with a view toward describing the segmental phonemes and allophones. Then the phone types in English and Korean are ccntrasted for the purpose of pointing out the problem areas of Korean students learning English. The author compares General American English with Korean spoken in the Pusan area, which is his dialect and represents a population of approximately six million. Chapters are divided into five. Chapter one discusses the reason why this contrastive study should be made as well as general idea how to point out the problem areas. The second chapter treats general features of Korean Phonemes with both English and Korean phoneme charts. The third chapter describes vowel system of English and Korean, and learning problems. Chapter four describes consonant system of English and Korean including consonant clusters, and learning problems. Chapter five finally lists numbers of English and Korean segmental phonemes and points out the English phone types which do not occur in the Korean language and, therefore, constitute the potential pronunciation problems for Korean-speaking people learning English.