부정접두사 Dis-에 관하여

성태수 ( Tae Soo Sung ) 글로벌영어교육학회 2005 Studies in English education Vol.10 No.2

Specificity and Definiteness in Copular Structure

Tae-Soo Sung(성태수) 한국외국어대학교 영미연구소 2010 영미연구 Vol.23 No.-

This paper claims that the specificational copular sentence is an inverse predicational copular sentence, and that the predicational copular sentence and specificational copular sentence take one and the same be. The difference between definiteness and specificity of pre-copula and post-copula DPs is responsible for various interpretations of copular sentences. In other words, both sorts of sentences are equally represented on the basis of their own syntactic structures. Differences between both sentences, however, arise from strength of the functional heads included in the splited DP. Two functional categories are proposed: SpP and DefP. In predicational copular sentences, the pre-copula DP has [+specific, +definite] features and the post-copula DP has [-specific, -definite] features. Whereas, in specificational copular sentences, the pre-copula DP has [-specific, +definite] features and the post-copula DP has [+specific, +definite] features. For this reason, several kinds of copular sentences are claimed to emerge.

모바일폰을 이용한 프로젝트 프로젝트 수업

성태수(Sung Tae Soo) 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.3

This article investigates the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as encouraging students to take an active part in the classes. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, or commercial) and produced the video contents using a mobile phone for a presentation made at the end of the semester. The students are allowed to do video-based mobile phone projects and they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze their responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introducing better mobile phone-based project classes.

중간동사구문의 표층주어에 관한 고찰

성태수(Tae-Soo Sung) 한국외국어대학교 영미연구소 2011 영미연구 Vol.25 No.-

We will discuss what effect the definiteness of the surface subject has on the derivation of middle constructions. Following Iwata(1999)'s claim that middles should be sensitive regarding genericity, the adverbial effect, modality, and implicit arguments, but some of these characteristics are necessary while others are just typical, we will focus on clarifying the distinctions between generic middles and non-generic middles. The primary characteristics of middle constructions are two: first responsibility and change of the property or event. In order to form a wholly generic middle construction, the implicit argument is generic and the surface subject is also indefinite. In non-generic middle constructions, however, the more specific the middle situation is getting, the more definite the surface subject becomes. When the surface subject is definite, the range of the implicit argument is confined to a unique class of individuals or a unique individual. In this respect, the definiteness of the surface subject plays a crucial role in deriving non-generic middle constructions. Therefore, we divide the middle constructions into three categories.

비총칭적 중간동사와 능격동사

성태수(Tae-Soo Sung) 한국외국어대학교 영미연구소 2008 영미연구 Vol.18 No.-

There are a wide range of syntactic variations between middle verbs and ergative verbs, based on tense, aspect, mood, or the presence or absence of adverbs. These variations are likely to arise from the discourse context in which each verb is involved. This article suggests that there should be a generically interpreted middle constructions and non-generically interpreted middle constructions. The former contains the aspectual features [+state, +progressive, +repetitive], while the latter [-state, +progressive, -repetitive]. Both share [+progressive]. Also the subject of the former non-definite, while that of the latter definite. Among a variety of characteristics, we can find many similar points between nongenerically interpreted middle constructions and ergative constructions. That means that both resemble each other in including definite subjects, taking past tense and progressive aspect, and selecting adverb and adverbial phrases optionally, But the difference takes place in a composition of aspectual features. Ergative verbs include [-state, -progressive, -repetitive] differently from non-generically interpreted middle verbs.

접두사 UN-의 의미적 양상

성태수 ( Tae Soo Sung ) 한국현대언어학회 2006 언어연구 Vol.21 No.3

모바일폰을 이용한 영어 문법 학습에 관하여

성태수(Tae-Soo Sung) 한국컴퓨터정보학회 2018 韓國컴퓨터情報學會論文誌 Vol.23 No.9

Using mobile technology in educational and learning environments has attracted a lot of attention in recent years. In this mobile environment, mobile phones have been used to enhance the effectiveness of education in the field, which has been recognized through numerous experimental studies so far. The study was proposed and conducted to find out how much the use of mobile phones can have to improve the grammatical knowledge of EFL students. Introduction of 95 intermediate courses to Chungnam area The second grade students of 4-year college participated in this study. Everyone in the experimental and control groups was given the opportunity to review and recur to use the six grammar formats, including the current complete tense, simple past tense, direct and indirect question sentences, and comparative and superative-based methods. During the class discussion, the participants of the group record their voice on their cell phones, analyze the mistakes in the expressions recorded as a task after the class, and explain the results in the next session. However, in the class of the control group participants, this recording process is omitted. Participants benefited from mobile learning were much more positive in multidimensional grammar tests than those in control groups.

오갈피의 열수추출액이 고지방식이에 의한 비만유도 흰 쥐의 지방 축적에 미치는 영향

성태수(Tae-Soo Sung),손규목(Gyu-Mok Son),배만종(Man-Jong Bae),최청(Cheong Choi) 한국식품영양과학회 1992 한국식품영양과학회지 Vol.21 No.1

Spague-Dawley 흰쥐를 고지방식이로 6주간 식이하면서 오갈피의 열수추출액을 경구투여하여 지질, 지단백질, 담즙산, 중성스테롤, 코티졸 및 인슐린 함량을 측정하였다. 고지방식이와 오갈피(ACR군) 열수추출액을 각각 투여한 흰쥐의 혈청중 총콜레스테롤, 중성지질 및 유리지방산의 농도는 고지방식이로만 사육한 군(CON군)에 비해 낮았으며 인지질과 HDL-cholesterol 농도는 다소 높았다. 또한 간과 부고환의 지방성분들을 조사한 경우에도 같은 결과를 얻었다. Low density lipoprotein(LDL)과 very low density lipoprotein(VLDL)은 고지방식이가 급여되는 동안 정상군보다 대조군에서 증가하였고 오갈피 투여군은 대조군에 비하여 LDL과 VLDL은 감소하였으나 HDL은 증가하였다. 그리고 인슐린과 코티졸의 혈중농도는 비만유발로 인해서 높게 나타났으나 실험군은 전반적으로 낮은 경향을 보였고 분변을 통한 담즙산과 중성스테롤의 배설량은 오갈피 급여군이 대조군에 비하여 증가하였다. 이상의 결과로 보아 오갈피 투여군이 지방합성을 억제함으로써 고지방식이에 의한 비만 유발성 개선효과를 나타내었다. This study was carried out to evaluate the effect of Acanthopanacis Cortex boiling extract solutions on the fat accumulation in the obese rats induced by the oral high fat administration for six weeks. Total cholesterol, neutral fat and adipose acid of ACR groups were lower than the control group. During the feeding experiment, LDL and VLDL were increased while HDL was decreased in all groups. Insulin and cortisol were higher than the control group, due to the fat accumulation. Based on the above results, it was shown that it is possible to improve fat accumulation induced by high fat dietary through using the oral administration of Acanthopanacis Cortex boiling extract solutions.

On Using Films to Develop Students’ Reading Skills in the MALL Classes

Tae-Soo Sung(성태수) 한국컴퓨터정보학회 2017 韓國컴퓨터情報學會論文誌 Vol.22 No.11

On Advantages and Disadvantages of Compulsory Major Convergence

Tae-soo Sung(성태수),Chi-woon Joo(주치운) 한국컴퓨터정보학회 2019 韓國컴퓨터情報學會論文誌 Vol.24 No.3

The government has proposed a development model for universities to strengthen the capacity of the College of Humanities as part of the university restructuring policy in line with the trend of the times, and encouraged each university to voluntarily induce the establishment of the humanities development plan through financial support under their own individual conditions. With the decline in the school-age population due to the declining fertility rate, the rapid change in the industrial structure has highlighted the decline in the employment rate of the students of the humanities. Therefore, the government is implementing university grading based on the results of the university structural reform evaluation, and pressing low-grade universities through reduction of capacity and reduction of support. In the course of this change, universities have designated the College of Humanities as the primary target of integration with other majors or and its disintegration. This study examines the direction of the government`s attempt to change the humanities in the era of the Fourth Industrial Revolution, and suggests a precedent example during the reform of the humanities college. If the humanities college is integrated with practical studies such as management, design, IT, CT, and engineering, the strengths of the humanities can be highlighted. However, the results of this study suggest that many variables such as consideration of students` aptitudes and interests in the integration process of majors, autonomy in major selection, understanding between departments integrated, and demand for a single major before integration or disintegration should be considered. In addition, an example of a local private university shows that the hasty attempt to integrate or disintegrate the humanities can rather lead to various educational harms.