보편문법과 외국어 교육

조세경 경희대학교 언어연구소 1992 언어연구 Vol.11 No.-

이 논문에서는 보편문법(Universal Grammar: 이하 UG)의 틀 안에서 연구되어온 언어습득 모형과 외국어습득 모형, 특히 매개변수 고정이론(Parameter-Setting Theory)을 살펴 보고 이 이론의 외국어 교육에 대해 갖는 의미와 잠재적 가능성을 살펴 보고자 한다.

초등학교 이중언어 학습자들의 양 언어에 대한 태도

배정옥,신상근,이예식,최인철 경희대학교 언어정보연구소 2012 언어연구 Vol.29 No.2

Bae Jungok, Choi, Incheol, Lee, Yae-Sheik, & Shin, Sang-Keun, 2012, Attitudes towards Korean and English Acquisition for Students Learning Both Languages, Linguistic Research 29(2), 435-460, Numerous studies have argued that a learner`s attitude toward a target language is one of the most important factors in determining how well the learner can acquire the language, This is particularly true of young students learning a foreign language, Several years ago, the current Korean government announced a plan to implement school curriculum instruction in English across Korea and yet withdrew it right away because of the tremendous social opposition to the plan, including concerns about possible damage to the status of the Korean language, Strangely, the opposing ideas have not been seriously examined in Korea, Therefore. the aim of the current study was to investigate the attitudes that young Korean learners of English have towards English and Korean learning, To achieve this aim, two questionnaires were administered to 197 elementary school students enrolled in two institutions that conduct curriculum instruction in English, Their responses were analyzed using repeated measures MANOVA and structural equation modeling, Surprisingly, the results show that English learning does not negatively affect the students` attitudes towards learning their mother tongue, Korean. Furthermore, the students showed more positive attitudes towards learning Korean than that of English. A possible explanation is that the social power of the Korean language upheld in the Korean context is at least as strong as. or probably stronger than, that of English. These results rebut the concerns about the deterioration of the status of the Korean language due to English learning experience in Korea.

On the Time Away Construction: A Corpus-Based Approach

김미자 경희대학교 언어정보연구소 2010 언어연구 Vol.27 No.1

In English, there are constructions in which the complements of lexical verbs are not predictable in the sentence. There are remaining issues on whether it should be treated as being idiomatic. One of these constructions is time away construction. This paper examines grammatical properties of the time-away construction on the basis of the corpus search, proposes to extend this construction, showing their similar behaviors in syntactic and semantic aspects and sees how this construction should be analysed in the framework of HPSG.

On the Reparability of Preposition Stranding

김선웅 경희대학교 언어정보연구소 2010 언어연구 Vol.27 No.1

The reason for the ban on P-stranding in the two languages types, e.g., German and Korean, has been considered to come from different sources: German by D to P movement (Law 2006) and Korean from the affixal nature of postpositions as bound morphemes. This paper argues that they actually come from the same source: the violation of derivational constraints, the PIC in particular, under the phase extension perspectives of den Dikken (2006, 2007, 2008). This paper also argues that postposition/Case-marker stranding (P-stranding, CM-stranding) is not repaired since it is the violation of the PIC. It will also be argued that if P-stranding is not due to the PIC violation, it can be repaired only under strict recoverability condition.

The remarkable effect of Korean orthographic awareness on Thai KFL learners’ pronunciation production

김춘예 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.-

The purpose of this study is to examine the effects of beginner-level Thai KFL learners’ (N=79) PA (Phonological Awareness) and OA (Orthographic Awareness) on their PP (Pronunciation Production) in terms of accuracy, fluency, and intonation. The format of PA and OA tasks was adapted from previous studies, and the task items were developed by the researcher in three domains: initial phonemes, final phonemes, and vowel phonemes for PA, and initial consonants, final consonants, and vowels for OA. The learners’ PP was evaluated through the oral text of speaking tests in terms of accuracy, fluency, and intonation. The findings from multiple regression analyses demonstrate that the final phoneme awareness of PA and final consonant awareness of OA contributed significantly to the accuracy and intonation of PP. The final phoneme awareness and vowel phoneme awareness of PA and final consonant awareness of OA contributed significantly to the fluency of PP. This implies that, in the Korean language, final phonemes and final consonants are significant elements that educators and learners should pay the most attention to improve PP. The results of the regression analysis of six PA and OA variables on the total score of PP indicate that only final consonant awareness of OA contributed significantly to the model up to 31.0%. This study manifests that final consonant awareness of OA has a remarkable effect on learners’ PP in the Korean language. Therefore, in order to improve learners’ PP, Korean language educators should recognize the importance of OA and try to provide explicit instructional strategies to improve learners’ OA.

Children’s acquisition and uses of what about and how about constructions: A corpus-based perspective

김정수 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.-

This paper investigates the acquisition and usage patterns of the what about and how about constructions by young English-speaking children in North America, making use of corpus data from CHILDES (Child Language Data Exchange System) subcorpora. In previous literature, irregular wh-questions including the two under investigation have not received much attention compared to regular wh-questions and empirical studies on irregular wh-question constructions in general and children's acquisition of them have not been much conducted. In addition, previous literature on the two irregular wh-question constructions has mainly discussed their similarities. The findings of this corpus-based study, however, show that children acquire and use the two constructions in rather different ways in early childhood, and in doing so, their parents' input plays an important role, displaying similar behavior and tendencies in several respects. Nonetheless, a detailed analysis of the children's and their parents' what about and how about construction examples based on their dependent categories reveals that young children's uses of the two constructions exhibit some idiosyncratic linguistic features and tendencies, which are not observed in parents' data and general English. The observations made in this paper suggest that it is worth examining children's acquisition and usage patterns of the two constructions, with particular focus on preferred subtypes and illocutionary functions for each dependent category.

An Analysis of Online Lecture Discourse of a Korean NNS Teacher and an American NS Teacher

이은희 경희대학교 언어정보연구소 2010 언어연구 Vol.27 No.1

The number of online courses related to English language education has increased in recent years. Among the various types of online courses, video lectures have been found to be one of the most common types. This research examined lecture discourse in an online English class from one of the most prominent cyber universities in Korea in order to identify the structure and the characteristics of the teacher talk, and the modes and categories of the online lecture discourse. As there were no coding paradigms to analyze online lecture discourse, Walsh's (2001) and Cullen's (1998) coding paradigms, which were originally used to analyze teacher talk in face-to-face classrooms, were modified to analyze data in the present study. The structure and the characteristics of online lecture discourse are identified and discussed in the results section, and they are expected to provide researchers and educators with useful information on the nature of online lecture discourse.

Direct instruction of word stress in Russian language classes in South Korea

유학수,Andrea Rakushin Lee 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.-

This study examined how direct instruction of word stress impacts Russian as a Foreign Language (RFL) students’ accuracy of commonly mispronounced words in Russian. Furthermore, it aimed to provide recommendations for how instructors can improve word stress instruction for RFL students. Most native speakers of Korean underestimate the role of word stress in learning RFL and are not aware of its importance in the Russian phonetic system. The Korean language is classified as a non-stress language, which can be problematic for learners of languages with word stress, including Russian. This case study comprised 88 students studying in RFL courses at two universities in South Korea. Data included a compiled list of commonly mispronounced words in Russian, student observations, and linguistic interviewing. Results indicate that pedagogically similar word pairs demonstrate a critical function in differentiating stress in the Russian phonetic system. Word pairs have different meanings but are similar in terms of sound composition (e.g., Бороди́ н – Бородино́ / Borodin (surname of a man) – Borodino (name of the village); временна́я форма – вре́менная форма / tense – temporary form; время лети́ т – время ле́ чит / time flies – time cures). They include words with similar spellings but different accents (i.e. *[nófki] are understood as но́ жки(legs), and *[nafkí] as носки́ (socks), because a good rhythm (the contrast of stressed and unstressed syllables) makes the words intelligible even to Korean RFL learners with pronunciation deficiencies.

영어 좌향전위구문과 주제화구문의 주제구문의 구조적 차이

조의연 경희대학교 언어연구소 2001 언어연구 Vol.18 No.-

There are two different positions on the word order of English topicalization and left-dislocation. Birner and Ward (1998) assume that the topic phrase of topicalization is preposed and that of left-dislocation is not. On the other hand, Lambrecht (1994) proposes that the two syntactic constructions have a topic position independent of the following clause and have the same syntactic structure. Based on Lasnik and Saito (1992), this paper shows that the topic expression of left dislocation occupies a base-generated topic phrase dominating the CP while the topic expression of topicalization constructions is adjoined to IP, being moved from an argument position. This explains why the topic phrase of topicalization cannot occur on the left of the topic phrase of left dislocation as observed by Ziv (1994) as well as providing a structural reason for the unlinked topic NPs in English observed by Lambrecht. (Dongguk University)

Mr. Chomsky on the Phoneme

( Larry G. Hutchinson ) 경희대학교 언어연구소 1990 언어연구 Vol.9 No.-