의미상으로 본 동명사와 부정사의 차이에 관한 연구

許坵(Huh, Gu) 새한영어영문학회 1980 새한영어영문학 Vol.10 No.-

언어습득 측면에서 본 국민학교 영어교육의 문제점

허구(Huh, Gu) 새한영어영문학회 1984 새한영어영문학 Vol.17 No.-

초등학교 영어교육에서 EFL환경에 맞는 효율적인 영어지도 방안 연구

허구 부산교육대학교 초등교육연구소 1997 초등교육연구 Vol.10 No.-

The aim of primary school English education is to develop the basic communicative competence of English. The purpose of this study is to present the effective English teaching method to attain the aim of primary school English education. To this end we have studied the problems of primary school English education in EFL environment, the concepts of communicative competence and linguistic competence. We also have investigated the English teaching method which can be increased the communicative competence based on such a concepts. The previous English teaching methods are short in increasing the communicative competence. The communicative language teaching(CLT) and Role-play which are presented in this paper as a method based on increasing the communicative competence have much advantages if we use them each other supplementally. It may be given as a conclusion that the results of this study are summarized as follows: 1. The effective teaching method based on increasing communicative competence is the communicative language teaching as a theoretical approach and Role-play as a technical method, and consequently it is effective that we use both methods each other supplementally. 2. A teaching-learning plan which is made using the role-play method and usable in the primary school classroom is presented. 3. A teacher should be a participant with students, a researcher, a learning counselor, an analyst and a controller at this class. 4. The learning substance and materials prepared by a teacher should be interested to the students and should be suit to the student's level, and so a teacher should study hard and prepare teaching-learning for the students. 5. A teacher should make the students take more interest in the meaning than the form, and should give great emphasis on use of language than usage, discourse than sentence, and fluency than accuracy. 6. The students would rather learn English through student's cooperation than a teacher. We should make efforts to free ourselves from the general teaching attitude which a teacher teaches the students and the students learn.

현대 영어의 피동형과 그 의미에 관한 연구 : be-passive와 get-passive의 의미 차이를 중심으로 With respect to the different meanings between be-passive and get-passive

허구 釜山敎育大學校 1993 부산교육대학 논문집 Vol.29 No.1

The purpose of this study is to find out the different meanings between be-passive and get-passive in English passive constructions. Jespersen (1927 : 108) explained that we find be and get close together ; in some of them the distinction between the state and transition is obvious, but in others the same auxiliary might have· been used in both sentences. So far most of English teachers have understood and taught the students that be-passive and get-passive have almost same meanings as passive construction. Most scholars have studied that be-passive and get-passive are used as passive construction, but the differences in their meanings have not been studied much yet. To study this we studied the basic meanings and the distinctive features of the passive constructions and investigated the scholars general opinions about the meaning of be-passive and get-passive. Through research we found that their opinions about the meanings of be-passive and get-passive are nearly same, but the systematic semantic analyses have not been made yet. This is one of the reasons that have led me to study the different meanings between be-passive and get-passive. The hypotheses were set up and confirmed through the data about be-passive and get-passive. The results obtained are as follows : ① be-passive : Grammatical subject receives only the action occurred by the verb and can't have influence on it, and is served as a full patient. ② get-passive : Grammatical subject receives partially the action occurred by the verb and has influence on it, and is served as a partial patient. It may be given as it conclusion of this study that there are different meanings between be-passive and get-passive, and their different meanings are wildly used in the English-speaking nations.

국민학교 어린이의 효율적인 영어 교육

허구 釜山敎育大學校 1994 부산교육대학 논문집 Vol.30 No.1

Begin이 취하는 부정사와 동명사간의 의미차이에 관한 연구

許坵 釜山敎育大學 1983 부산교육대학 논문집 Vol.19 No.1

This study was carried out to know the semantic differences between gerunds and infinitives used as object of the verb, begin. Many scholars have studied that both gerunds and infinitives can be used as the object of the verb, begin, but the semantic differences between them have not been studied much yet. To study this, first we investigated the scholars' general opinions about the meaning of gerund and infinitive and those of the semantic differences between gerunds and infinitives used as object of the verb, begin. The folloroing hypotheses were set up and confirmed through a text analysis. 1) begin+to_infinitive: beginning of acts and processes that are not occurred multiple times 2) begin+gerund: beginning of acts and processes that are occurred multiple times. In this study as Bolingers opinion it's found that meaning and form have relations each other and that two different surface structures generated by transformation in the same deep structure have different meanings if the forms are different. It may be given as a conclusion of this study that there are semantic differences in meaning between gerunds and infinitives used as object of the verb, begin.

초등영어교육에서 의사 소통 능력 증진과 연계한 효과적인 영어 발음지도 방안

허구 부산교육대학교 교육대학원 2000 논문집 Vol.2 No.-

The purpose of this study is to find an effective pronunciatin teaching method which is a help to increasing communicative competence in elementary English education. To this end we have studied the previous studies, the theoretical background of listening skill, the role of English pronunciation in communication and the general content and methods of pronunciation teaching in the light of the goal of communication. We presented effective pronunciation teaching methods which can be used in elementary English class. The results of this study are summarized and presented as follows : 1. The pronunciation teaching method of word pair in conversational style, the synonym relay game, making sentences and filling in missing words, etc. are presented as effective pronunciation teaching methods in elementary English education. 2. In the first consideration, English pronunciation teaching should be skilled in teaching the consonants and vowels which are not in the Korean language and how to pronounce them at sentence level with a deep interest in understanding and expressions of individual sounds. 3. We should teach English pronunciation relevant to improving communicative competence because communication itself cannot be done without correct English pronunciation. 4. We should not think of English pronunciation as a different field from other learning activities of English teaching, because pronunciation practice is the minimum essential basis for communication. 5. Teacher should teach English pronunciation systematically in the light of the goals of listening and speaking by selecting the sounds which students have trouble in distinguishing sounds because it is impossible for students to pronounce English sounds correctly without knowing the difference between English sounds. 6. English pronunciation teaching should aim at understanding and use of the sounds which can be used in real communication.

현대 영어의 피행위자 주어 구문에 관한 연구

허구 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

The purpose of this stydy is to find out the semantic property of the Patient-subject Construction in which the Np which is semantically the patient of the verb is expressed as the subject, and the semantic agent is left unexpressed; Importantly the verb remains active. We have reviewed the linguists' studies on the semantic analyses of the Patient-subject Constructions, and other linguists' studies on them analyzed in view of non-semantic analysis. We found that there are problems which can't be accounted for by their approaches. It is thought that the problems are accounted for only by an approach of semantic analysis. As we see in previous studies, linguists analyzed the Derived Intransitives without deviding them into Alternating Intransititves and Pseudo-intransitives. It is thought that this approach is not good one because as we see in section 2.5, there are different semantic properties between Alternating Intransitives and Pseudo-intransitives. In this paper we devided the Derived Intransitives into Alternating Intransitives and Pseudo-intransitives, and analyzed the semantic properties of them. The following hypotheses were set up and confirmed through the data which wee quated from "The Longman Dictionary of Contemporary English" and "Oxford Advanced Learners' Dictionary of Current English, by A S Hornby." The results obtained are summarized as follows: 1) Alternating Intransitives: Patient has an inherent property which can occur and continue the action of verb without the intervention of an agent. 2) Pseudo-intransitives: Patient has an inherent property which can occur and continue the action of verb with the intervention of an agent by the semantic property of the verb modifer and sentence structure. Judging from the studies above, while it is unwise to draw definite conclusions about the nature of language from a study of a single verbal construction it is true that this analysis of the Patient-subject Construction is an interest project. It is a significant fact that the rules governing the syntactic behaviour and semantic function of the Patient-subject Construction refer to nonformal concepts like effect an events which are occured by the verb. This study properties of lexical meaning and to identify interword relationships that are more intricate and precise than traditional syntactic rule like agent and patient. It is very much to be hoped that many other studies on the Patient-subject Construction will be studied in future.

"주홍글씨"에 있어서 죄 문제

許坵 진주산업대학교 1969 論文集 Vol.3 No.-

The purpose of this study is to research how did Hawthorne deal with his view of sin(the unpardonable sin) in the Scarlet Letter. The results of this study are as follows; The theme of The Scarlet Letter is the consciousness of sin that the characters and the author, himself, carries. The character's consciousness of sin and their sins represent the sins and consciousness of sin in human society. No one takes pity on Chillingworth, an old doctor, in the characters, and his profound medical knowledge only goes by the name of vice. In the Scarlet Letter Hawthorne dealt with the Chillingworth's sin as the unpardonable sin. In many short stories desides The Scarlet Letter, he dealt with pleasantly the unpardonable sin as a main theme. So, it can be understood that Hawthorne thought the unpardenable sin the worst sin in the man's sins as the Puritans at that time. He went to the root of man's mind and found what virtue and vice are. From overestimating man's own ability man separates his comrade and God, and commites the unpardonable sin. Hawthorne instructed us the process and the result of commiting this unpardonable sin. Namely, he described that the unpardonable sin is the worst sin in the world, and said that commiting sin leads to the result of the death. And so, we, humanbeings, must depend on and love for each other.

국민학교 특활교육에 있어서 영어 교육의 문제점

허구 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

The purpose of this study is to try to find reform measures to the problems of English teaching in elementary schools in view of language acquisition. To study this we investigated the relations between children's language acquisition and early English education in Korea. We also examined the general View of English education of elementary schools and the actual condition of English education in elementary schools with reference to the elementary schools in Pusan city. To grsap the problems of the texbooks, teachers and teaching methods, we formulate the questionaires and sent them out to several elementary schools, where children are learning English well. The results obtained are summarized as follows: 1. On texbook (1) The materials of the textbook should not deal with the things with which children do not come in contact but with the stories of children's daily lives. (2) The contents and expressions of the texbook should correspond to the learner's intellectual level (educational objects, age and the like). (3) The construction of the texbooks should be made interesting to the learners and to increase the performance ability in using English and It should correspond to the grade-levels systematically. (4) The standard texbook should be edited under the direction of Ministry of Education. 2. On teacher (1) An English teacher of elementary school should be humble, cheerful with affirmative personality, love and understanding for the children. (2) The teacher should be eager to increase his English ability. (3) The teacher should have a good command of English. Besides he should have good skills for instruction, knowledge on the textbooks and aids, and knowledge on teaching theory of the foreign language. (4) The above mentioned skills, knowledge and personality should be reflected in the curriculum of teachers training college. (5) At present, it is impossible that the graduates from English department of Normal College or English department of other college teach English in elementary schools, so it is said that the best way to train and retrain English teachers is to set up a minor course of english teaching in Teachers Colleges and the graduates from it teach English in elementary schools. 3. On teaching method (1) The cognitive habit-formation theory is considered to be appropriate as a teaching method. so the learners should be taught to select structures by their own volition and to express them according to the habit formed by the concentrated practice (2) The learners should be taught to speak the polite and dignified English, and to use the materials of children's daily life. (3) Audio-Visual Education Aids should be used for the correct pronunciation instead of the teacher's bad pronunciation. If the above mentioned reform measures are accepted and enforced by the Ministry of Education and educators, the English education In elementary schools, at its early stage, will be rewarded with good fruits.