어휘부의 구성에 대하여

김미영 동아대학교 어학연구소 1992 언어와 언어교육 Vol.7 No.-

The extent we should lexical component as a preparatory step for the research of lexical component has been outlined in this dissertation. All of one-word vocabularies, word stems and affixes should be listed in the morpheme inventory of lexical component, compound words, idiomatic expressions phrases and lexialzed words including regular word formation rules should also be registered in the lexical component. For this task morphological and semantic characteristics of the individual vocabulary should be closely examined. As the lexical items, one of lexical component, should include subordinate categorization features, phonetic features and irregular features, more elaborate and diverse study about lexical component is yet to be carried out.

수사학의 탄생설에 관하여

양태종 동아대학교 어학연구소 1997 언어와 언어교육 Vol.12 No.-

Wenn man die eigentliche Geschichte der Rhetorik vom Mythos der G tter und Heroen unterscheidet, liegen nur zwei wichtige Quellen f r unsere Kenntnis der rhetorischen Anf nge vor :Die eine von Aristoteles und die andere von Timaios. Bei diesen beiden Quellen sind aber nur Wann und Wo gemeinsam, die anderen Beschreibungsdetails, z.B. Wer, Was, Wie, Warum sind voneinander verschieden.Aristoteles sieht in den Restitutionsprozessen nach dem Sturz der Tyrannis die Entstehungsvoraussetzungen f r die Rhetorik und beschreibt die Geschichte der Verfasser der Rhetoriktheorie. Da es aber keine Zeugnisse der Prozesse in Sizilien gibt, liegt der Vermutung nahe, daβ er die historischen Tatsachen in Athen auf Sizilien r ckw rts projiziert.Timaios stellt die drei Sizilianer Korax, Tisias und Gorgias an die Spitze der Geschichte, beschreibt in Anlehnung an die Isokrateer die Geschichte der praktischen Beredsamkeit und glorifiziert die Kultur seiner Heimat einerseits, die Theorie seiner Lehrer anderseits.Wenn wir von der Autorit t der Vermittler und der Glaubw rdigkeit der Nachricht absehen, sind die beiden Versionen "eine Genealogie, die der neuen Disziplin das Ansehen verlieh, das mit der Herkunft aus der 'neuen Welt' Sizilien verbunden sein mochte". Weiter sind die Versionen ein Resultat aus der Auseinandersetzung der beiden Hauptrichtungen der Rhetorikgeschichte. Die Theoriebezogenheit der aristotelischen Schule und die Praxisbezogenheit der isokrateischen Schule sind nicht nur gegens tzliche Str mungen der Rhrtorik, sondern auch erg nzende, da das Rhetorikgeb ude aus der theoretischen(= rhetorica docens) und der praktischen Rhetorik(= rhetorica utens) besteht.

화법 지도의 절차 모형 수립을 위한 연구

구현옥 동아대학교 어학연구소 1998 언어와 언어교육 Vol.13 No.-

AbstractThe goal of this paper to present an outline for teaching Speech Art, focusing on the practical aspects and guiding student participation.This is a general plan that will take place over a 14 week long semester. The goal of the first 4 weeks of class is to educate students about the necessity of Speech Art education, and to create an atmosphere in which students participate in class activities.From the 5th to the 8th week of class, the teacher explain about preparing and planing for a speech and instruct how to explain about something and express one's own thoughts logically.From the 9th to the 12th week, the teacher groups students together so they can work on improving their speech and communication skills. The teacher also gives instruction on such matters as debating techniques, or simply, how to carry on a normal dialogue with people.During the last 2 weeks of class, the teacher constructively criticizes speech and offers suggestions on how to improve their techniques and styles.As for listening skills, its more effective to teach them at the same time as speech communication is being taught. Let me give the following ideas as examples : Whenever a student finishes making a speech, tell the losteners to summarize the speech. Another idea also might be to let the students ask questions relevant to the topic of the speech, or to let them evaluate its content.The evaluation should be made in a way that makes total scores apparant to the teacher easily. Especially for the skill that need improvement, the teacher must refer to the evaluation easily track the student progress.

영어 속격의 기능과 의미

성창섭 동아대학교 어학연구소 1998 언어와 언어교육 Vol.13 No.-

Abstract This paper explores the properties of the English genitive with a focus on its type, function, and meaning. It is said that the genitive has two forms: [NP's N] and [N of NP]. The former is preferred to the latter or the only grammatical type when the possessor NP is high in animacy scale and topicality. The reverse holds in the opposite situation, however. The functions of the genitive are dual. It acts as a modifier and a central determiner. All the elements preceding the possessor NP belong to the possessed N in the first case and qualify ths possessor NP in the second case. The genetive is of eight kinds when seen in terms of the semantic relation between the possessor NP and the possessed N: possessive genitive, subjective genitive, objective genitive, origin genitive, descriptive genitive, appositive genitive, partitive genitive, and qualifying genitive.

화용 표지 you know의 통사적 위치에 따른 기능

주미경 동아대학교 어학연구소 1997 언어와 언어교육 Vol.12 No.-

말터(Topos)나누기

양태종 동아대학교 어학연구소 1996 언어와 언어교육 Vol.11 No.-

AbstractTopoi sind Stellen, and denen sich Argumente verbergen. Wenn man die Argumente der Beweisfuhrung herausfinden will, muB man zuerst die Topoi klassifizieren, denn Verborgenes ist gewo hnlich leicht aufzufinden, falls sein Sitz markiert ist. Also ist die Suche nach Argumenten identisch mit der Einteilung der Topoi.Durch Analyse der antiken Methoden der Klassifikation wird folgendes klar: 1) trotz seiner bloBen Sammlung der Topoi ohne bestimmte Prinzipien ist die Einfuhrung der Einteilung in die Rhetorik Verdienst des Aristoteles, 2) der Auctor ad Herennium stellt eine durchsichtigere Gliederung dar, aber nur in der Vermutungsfrage, 3) Cicero geht in seinem Jugendwerk aus von der Zweiteilung der Topoi in Person und Sache, welche, anders als bei dem Auctor, nicht nur auf die Vermutungsfrage sondern auch auf die anderen Fragen verwendbar sind, 4) in seinen spateren Werken fuhrt Cicero eine andere Methode ein, und zwar durch die Weglassung der ganzen Personen- und einiger Sachentopoi einerseits, durch den Einsatz einiger neuer Topoi anderseits. Charakteristisch fur diese Methode ist der Ausganspunkt von der Zweiteilung der sog. Uberzeugungsmittel in die technischen und die nicht-technischen, 5) Quintilians Einteilung schlieBt sich mit kleineren Verbesserungen an die des fruheren Ciceros an.Dieser geschichtliche Bericht uber die Einteilungen der Topoi zeigt schlieBlich, daB sie nur Versuche sind, d.h. die Systematik der Topoi-Lehre jetzt noch offen bleibt, weil wegen der unzahlbaren Fulle von Argumenten aus jedem Topos gattungsweise Einteilung nicht hinlanglich ist und es die Natur der Sache nicht erlaubt, alle einzelnen Arten durchzugehen. Die Offenheit des Systems wartet noch auf unsere Antwort.

음소첨가 현상에 대한 복선음운론적 접근 : 함안 지역어를 중심으로

구현옥 동아대학교 어학연구소 1995 언어와 언어교육 Vol.10 No.-

This paper examines fortition in morpheme strings and consonant in sertition in the Ham-an dialect. Fortition occurs in the Ham-an dialect in morpheme strings under the following conditions : first, when subordinate compounds have either of the following syntatic structure : ① ??, ② ??. and second, when subordinate compounds with the structure of ?? 로를)??, focus on ??. Fortition also occurs when a derivation with the structure of ?? results in that derivation's gaining word status. In addition, the Ham-an dialect preserves the stable syllable structure CVC by consonant insertion in the case of unstable syllables such as CVC + VC, CV + CVC, or CV + V.

오놔부인(Madame d´Aulnoy)의 《요정이야기》에 등장하는 부모의 상징적 의미

태선영 동아대학교 어학연구소 2000 언어와 언어교육 Vol.15 No.-

Madame d'Aulnoy e´tait le prmier e´crivain qui faisait entrer les contes dans la litte´rature au 17e sie`cle. Bien peu de critiques se sont inte´resse´s par ses contes bien qu'ils soient les plus imprie´s en France apre`s ceux de Perrault et qu'ils soient des mate´riaux tre`s pre´cieux au niveau de l'interpre´tation des contes. Les Me^mes me´thodes ne sont pas adopte´es dans ce travail que les autres spe´cialistes se servant souvent des the´ories de Propp, de Greimas et de Freud. Cette e´tude est consacre´e a` saisir l'intention de la conteuse en essayant de trouver un sens symbolique des parents dans ses contes qui influencent directement les he´ros. D'abord, les vrais pe`res don't la plupart sont des rois de´sirent des enfants pour assumer leur ro^le dans la famille. Malgre` leur bonne intention ils sont mauvais par rapport aux pe`res adoptifs a` cause de leur e´goi¨sme, de la femme et de leur autorite´ a` de´fendre. Ensuit les varies me`res sont incapables de render heureux leurs enfants en de´pit de leur souhaits. Les mara^tres sont toujours les me`res nuisibles pour leur envie et leur inte´re^t L'e´crivain de´crit a` travers ses contes comment et pourquoi les parents sont mauvais. Ils croient que les enfants comple`tent leur vie et appartiennent a` eux, ce qui entrai^ne le malheur fatal des parents ainsi que des enfants. Madame d'Aulnoy veut dire en de´limitant le ro^le des parents dans les contes que le bonheur ne pourrait e^tre obtenu que par la soumission aux re`gles de la nature.

프랑스 민담 <<돼지왕>>에 등장하는 인물의 상징성

태선영 동아대학교 어학연구소 2001 언어와 언어교육 Vol.16 No.-

There 존재문의 수의 일치에 관한 연구

박희태 동아대학교 어학연구소 2001 언어와 언어교육 Vol.16 No.-

The purpose of this study is to examine the number agreement properties of the there existential constructions in English. To achieve this purpose, we show the origin of the constructions and introduce the proceeding studies and theories. All of the studies have tried to explain the origin of the there existential constructions, but haven't been good enough to show the number agreement properties. The movement and insertion-oriented analyses showed how the locative there could appear in the subject position, but they couldn't clarify the number agreement between existential verb be and the postverbal NP. Baker(1989) uses three frames for the there existential constructions. He assumes that the word there is invisibly marked with the number of the lower subject, and it is passed on to the verb phrase. His assumption is that the numbr agreement here is accomplished by way of the link between the lower subject postverbal NP and the higher subject there. But this is not peculiar to the there existential constructions alone. The Recursive Categorical Syntax Approach (Brame 1987) is incompatible with transformational devices. Instead of the base rules in generative transformational grammar, it makes use of a mechanism called Word Induction. This device mechanically connects words together; hence, phrases, clauses, and sentences are produced. Word Induction comprises three submechanisms, which are l-Induction, d-Induction, and dl-Induction. These subcategorized argument categories of the number, the person and the tense. Therefore, this shows the number agreement between there, verb be, and the postverbal NP in the there existential constructions.