셸리(Percy Bysshe Shelley)의 시에 나타난 과학적 이미져리

양승갑 동아대학교 인문과학대학 영어영문학과 1997 동아영어영문학 Vol.13 No.-

One of the outstanding characteristics in Shelley's poetry is the scientific imagery. In his poems Shelley makes the most of the conflict between the scientific rationality and the poetic ideality. Examined from the view of writing, this dissonance works effectively to renew and freshen the ability of readers' recognition. And all this process can be called meta-narrative writing in modern terms. More important meaning of the scientific imagery in Shelley's poetry is that it reinforces Shelley's poetic idealism with its rationality. Shelley repudiates any belief in an object including God as the credulity if there isn't any effort to know its essence. Therefore Shelley wants his poetic idealism correctly understood and recognized by his readers. It is the scientific imagery itself that helps readers to penetrate Shelley's poetry. In other words Shelley's poetic idealism is presented for his readers embodied in the scientific rationality. Conclusively this proves that Shelley has already had a command of the superior writing style and a modern insight which surpass his own time.

중학생의 영어학습 방략 사용의 유형

박숙희 동아대학교 인문과학대학 영어영문학과 1997 동아영어영문학 Vol.13 No.-

This study identified Korean middle school sudent's use of language learning strategies, based on the factor analytic findings of one self-report questionnaire, the Strategy Inventory for Language Learning(SILL). 260 students in Onchun girl's middle school in Pusan area participated in this study, the major findings of the study are as follows: First, the students' five language learning strategies were identified in the SILL: Memory strategies, Cognitive strategies, Metacognitive strategies, Compensation strategies, and Social-affective strategies. In terms of the use of language learning strategies, students used more Memory strategies than Cognitive strategies. They also used more often Compensation and Memory strategies than we expected. Second, the results of this study show the evidence that strategies will be important factors in predicting students' academic achievements and in constructing English Strategies Traning Model-for listening, writing, speaking and leading-, calling for the more strategy-related research in the area of EFL.

초등 영어교육과정에 알맞는 지도방법

강명렬 동아대학교 인문과학대학 영어영문학과 1996 동아영어영문학 Vol.12 No.-

The elementary English curriculum has been focusing on the communication based on the phonetic language education rather than the letter. The roles of the teacher in the classroom should be those of adviser and facilitator to push forward the student-centered learning, which encourage teachers to produce the cooperative learning atmosphere, to develop the strategies of feedback and correction, and to provide a variety of learning activities. The contents of the learning moves to provide listening and learning practices. The learning methodologies can be dependent on the two elements: the learning environment and the learner. In the learning envirmnent, children tend to adhere the learning field and to be on the impulse of the moment. So they can attain the effective learning from the natural and practical language-learning. In the learner, children are low in learning experience and thougth. But they have strong imitative nature, they don't have strong self-consciousness of making mistakes in language learning, they easily understand even the mechanical sentence patterns which they apply to practical usages. The exceeding correction can shrink student learning activities. Therefore children should be taught under the process-centered methodology. Children like to practice physical activities so that they may express themselves greatly. Here they like to have a variety of the behavioral motions of language learning. Language activitities should be related to five minute's talk, role play, card play, jazz chant, physical motion, music, dance, game, picture, teaching procedure and visual material by using multimedia.

소설과 영화의 비유적 담론 : 『사랑하는 여인들』과『흔들 목마의 승리자』를 중심으로

윤여복 동아대학교 인문과학대학 영어영문학과 2002 동아영어영문학 Vol.18 No.-

우리가 비유적으로 말하거나 글을 쓸 때 글자 그대로의 의미를 수정하거나 확장시키는 식으로 단어들을 사용하게 된다. 우리들 대부분은 이런 일을 인식하지 못한 채 매일 하고 있다. 내가 글을 쓸 때, 밖에 비가 억수로 내리고 있다고 쓸 때, 사실 개와 고양이는 내 서재에 엎드려 자고 있을 뿐이다(영어로 비가 억수로 내리고 있다는 it is raining cats and dogs이다). "고양이와 개가 싸우듯이 비가 내린다", "소처럼 둔한", "종달새처럼 행복한"같은 비유는 이제 관용구가 되었다. 조나단 스위프트(Jonathan Swift)가 "고양이와 개들이 싸우듯 억수로 비가 온다"같은 표현을 1728년 만들었을때, 그 신선함 때문에 충격을 줬다. 이런 비유는 독자에게 비가 내리는 것을 새롭게 인식하게 해준다. 비유는 은유와 직유라는 두 가지 형태의 비유적 언어를 사용하는 방법이다. "같은"이나 "처럼"을 사용하는 비유는 직유라 불리고, 직접적 비유는 은유라 불린다. 직유와 은유는 사물을 인식하는 새로운 방법을 제시하기 위해 하나의 주체에서 다른 주체로 특성을 전이시킨다.

영어 동족목적어 구문 연구

성창섭 동아대학교 인문과학대학 영어영문학과 1997 동아영어영문학 Vol.13 No.-

This paper examines the properties of the so-called cognate object construction in English and argues for the argument status of the objects. It is shown that cognate objects after pure intransitive verbs need to be modified, must be morphologically of the same origin with the verbs, and are registant to passivization in unmarked cases. As for the grammatical status of the cognate objects, it is argued that they are internal arguments of objects of the preceding verbs, not adjuncts. The supporting evidence comes from the fact that cognate objects are subject to passivization (in marked cases), non-cooccurrence with other objects, adjacency requirements, long wh-movement and though-movement, and VP-preposing.

Metaphor & Inference - Responsible Devices for Functional Extensions in the Grammatical Categories

Choo, Young-jae 동아대학교 인문과학대학 영어영문학과 1997 동아영어영문학 Vol.13 No.-

한국어의 시제 형태소들이 시제 뿐만 아니라 상 이나 양태를 두루 나타내는 현상을 설명한다. 특히 시제 형태소, -ㄴ, -ㅆ 들의 문법범주 기능확장에 주목하고, 그와 유사한 현상들을 영어의 그것과 대조하여본다. 그리고 이들의 양태적 쓰임에 있어서도 그 하위 범주인 인식/행동 규제적 쓰임새에 두루 나타나는 헌상을 관찰 한다. 이러한 문법 형태소들이 다의적 으로 쓰이게되는 인식적 기저를 비유와 추론에서 찾아 볼려한다.

영어 타동사의 유형별 분석

성창섭 동아대학교 인문과학대학 영어영문학과 1988 동아영어영문학 Vol.4 No.-

영어 부가의문문의 기능과 응답에 관한 연구

윤희백 동아대학교 인문과학대학 영어영문학과 1990 동아영어영문학 Vol.6 No.-

In chapter 2 the literature on the function of the tag question is reviewed and presuppositions of 'yes' or 'no' answers for various forms of yes/no questions are discussed intensively. It has teen shown that the commonest function of the tag question is a kind of cognition checking, and that the commonest form is a type of the affirmative statement to which the negative tag is added. Tag questions are examined from the viewpoint of discourse : not as an intra-sentential problembut as an inter-sentential problem, for example, the statement and the tag are considered as a sentence respectively. Chapter 3 concerns the kinds of answer which were give to tag questions in the corpus. Answering tag questions appears somewhat optional if there are no modifications, additions, or corrections to be made to the information presented in the statement part of tag questions. However, if the speaker wants a stronger confirmation of what s/he has said, if s/he wants to be sure that the confirmation is vocalized, s/he uses a complete sentence confirmer.

변이음 규칙에 관한 연구

천강우 동아대학교 인문과학대학 영어영문학과 1991 동아영어영문학 Vol.7 No.-

영어 전치구문 분석

박성원 동아대학교 인문과학대학 영어영문학과 2001 동아영어영문학 Vol.17 No.-

The purpose of this study is to reconsider syntactic analyses of the preposing constructions in English. Multi-specifier CP construction and CP-Split construction are being studied only within syntactic analysis. To expose sentence-external factors in syntactic analysis, I accept Valldui(1992)'s trinormial hierarchical structure. In his theory, the sentence is articulated into 'focus' and 'ground', while the latter is further subdivided into the 'link' and 'tail'. On this basis, I assume the following sentence structure for the information structure: {(theme) [topic][focus][tail]} Theme' is the component linking context with preceding discourse, and setting up the background for introduction of topic and focus. Therefore, 'theme' is the factor preferentially base-formed in speaker's consciousness at the time of utterance for hearer's understanding. So, it has divided-intonation phonetically and a pause in the sentence. In addition, the thematic component has weak crossing, differing from focus(wh-) and topic components. 'Topic' is the component performing an emphatic and contrastive function. So, it has stress. However, 'topic' is part of discourse-presupposition because it appears in the preceding discourse. 'Focus' is the component contrasted with presupposition factors-topic and theme. It is unmarkedly located in the sentence-final position, but markedly only wh-component is located in the sentence-initial position. Therefore, it plays the role of intonation nucleus in a sentence as new information. Topic and focus together can appear in a sentence. However, because wh-component is marked-focus, topic component cannot be preposed when wh-component appears. With the division of theme, topic and focus, we can assume CP construction both in embedded clauses and in main clauses, as shown below: embedded clauses [CP [±finite] [CP [ThemeP] [CP2 [TopP][CP1 [FocusP]]]]] main clauses [CP [ThemeP] [CP1 [FocusP]]] or [CP [ThemeP [CP1 [TopicP]]]