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朴魯哲(Noh-cheol Park) 한국영어교육연구학회 2004 영어교육연구 Vol.- No.28
The purpose of the present paper is to suggest the necessity of using translation in teaching English as a foreign language and the possibility of applying translation to English education in two aspects; translation as a means of teaching English and translation as an additional skill in English education. This use of translation in the L2 classroom is not always accordance with current thinking within the field of language teaching and learning, where many scholars disregard translation as useless, even harmful for learners. Actually, using translation in teaching L2 has been a controversial issue. However, at least in Korea, translation is still widely used as a tool in English classroom, where it remains a compulsory element. And so far, most of translation educational programs in university have been focused on the training of students to understand the source text. In this situation, in which we can not banish translation from English classroom altogether, it would be better to use it both usefully and effectively. This study is consisted of the following form in each chapter. In Chapter 1 presents an introduction, the necessity and purpose of a study, of suggesting translation not only as a tool but also as the fifth skill in English education. In Chapter 2 concerns (1) explain on translation & equivalence of importance (2) modern linguistics & textuality (4) introducing on translation of multidimensional approaches. In Chapter 3 deals with the communicative of approach in translation theoretical background. In Chapter 4 deals with the history of English teaching methods and the position of translation in that history. In Chapter 5, translation is regarded as the fifth skill in English education. Emphasizes on the idea that this skill can help students learn English in an effective and interesting way. In conclusion, Emphasizes on making curriculum of translation studies in undergraduate and the usefulness of translation in teaching English.
영문법 학습에 있어서 타동사에 따르는 부정사/동명사의 결속구조
朴魯哲(Noh-cheol Park) 한국영어교육연구학회 2005 영어교육연구 Vol.- No.31
This study, which is based on the verb + infinitive/gerund construction, begins with the following questions : (1) What are the semantic differences between the infinitive and gerund? (2) Do verbs have semantic differences regarding future-past dichotomy in consideration of the following grammatical features: the verb 'want' always takes the infinitive as its object, not the gerund, the verb 'enjoy' takes the gerund, not the infinitive, and the verbs 'forget,' 'like,' 'begin', and 'stop' take both the infinitive and the gerund? (3) If yes, how can the verbs which have certain future and past distinctions be compatible with infinitive and gerund? In Chapter 2, this study finds that semantic differences the future meaning in (1a) and the past meaning in (1b) comes from the difference in the morphemes 'to' (infinitive) in (1a) and '-ing' (gerund) in (1b). This observation indicates that the infinitive carries the future meaning, whereas the gerund carries the past meaning. In Chapter 3, this study analyzes many example sentences in which verbs have both infinitive and gerund as their object and concludes that want-class verbs have future-oriented meaning, enjoyclass verbs have past-oriented meaning, and forget-class and likeclass verbs have both future-oriented and past-oriented meanings. In Chapter 4, this study suggests that to meet the condition of meaning compatibility, want-class verbs, which are regarding as having future meaning, should take infinitive as their object, and enjoy-class verbs with past meaning should take the gerund as their object. However, forget-class, like-class, begin-class and stop-class, which have both future meaning and past meaning, can take as their object both the infinitive and gerund, since the future meaning is compatible only with future-oriented meaning and past meaning is compatible only with past-oriented meaning. The following are examples of the possible combinations of the verbs using both the infinitive and the gerund. (4a) He wants to smoke. (4b)*He wants smoking. (5a)*She enjoys to smoke. (5b) She enjoys smoking. (6a) I forgot to smoke. (6b) I forgot smoking. (7a) They like to smoke. (7b) They like smoking. (8a) He began to borrow money. (8b) He began borrowing money. (9a) She stopped to smoke. (9b) She stopped smoking. The difference in meaning between the infinitival sentence (5a) and the gerundial sentence (5b) of the verb 'forget' is strict, but the difference in meaning between the infinitival sentence (6a) and the gerundial sentence (6b)of the verb 'like' is vague. There is no meaning difference between (7a) and (7b). In (9), the difference in meaning between (a) and (b) is not based on the future-past dichotomy, so (9) is an exceptional case to this study.
모델 기반 외란 관측기와 Waterfall 해석을 이용한 광 디스크 외란 분석
최진영(Choi, Jin-Young),이광현(Lee, Kwang-Hyun),전홍걸(Jun, Hong-Gul),이문노(Lee, Moon-Noh),양현석(Yang, Hyun Seok),박노철(Park, No-Cheol),박영필(Park, Young-Pil) 한국소음진동공학회 2006 한국소음진동공학회 논문집 Vol.16 No.1
A novel disturbance measurement method, model based disturbance observer (MBDO) for optical disk drives (ODDs), is proposed and the disturbance analysis using the proposed method is performed under various conditions. In ODDs, the quantitative and qualitative analysis for the generated disturbance during normal operation is very important to successful servo loop design. However, the disturbance measurement is difficult, and high precision measurement is necessary. Furthermore, the conventional disturbance measurement method using a LDV (laser Doppler vibrometer) has many difficulties in eccentricity direction due to the vertical movement of an optical disk. To solve this problem, the MBDO is proposed. First, the relationship between the servo loop for ODDs and the generated disturbance are briefly reviewed. Second, the principle of the MBDO is introduced, and the disturbance measurement results, which are measured by the MBDO and a LDV, are compared. In these experiments, test DVD-ROM disks are used to generate quantitative/qualitative disturbance. Then, the disturbance analysis under various conditions is performed using waterfall technique. This technique clearly shows the disturbance trend from the inner part of an optical disk to the outer part of it. Finally, the various disturbances measurement results are summarized and some remarks for it are commented.
수사 의문문(Rhetorical Question)의 번역 방법에 관한 연구 : An Analysis of the English and Korean Versions of Bible
朴魯哲 한국영어교육연구학회 2003 영어교육연구 Vol.- No.27
The purpose of this study is to analyze the function and the characteristics of rhetorical questions in the English and Korean versions of Bible. And it also amis at showing how the rhetorical question should be translated into the Korean without any misunderstanding of Korean Bible receptors. This study emphasizes dynamic equivalence rather than formal equivalence in the process of translation. Dynamic equivalence is based on the principle of equivalent effect in the target text. In other words, dynamic equivalence focuses on the idea that the relationship between target culture readers and the message should be close to the relationship between the original readers and the message as possible. Formal equivalence, however, is to allow target culture receptors to understand as much of the source language context as possible. For the study, the examples of 'Rhetorical Questions' are taken from the Bible, which contains plentiful 'figures of expression'. To develop a translation method, a theory of textuality is also considered. It has been discussed the characteristics of rhetorical questions which are closely related to 'figures of expression'. First of all, it has been surveyed the translated texts with the declarative sentences of certainty, and then with the declarative sentences of uncertainty. Next, it deals with rhetorical questions translating into the declarative sentences of evaluation and obligation.
朴魯哲 한국영어교육연구학회 2004 영어교육연구 Vol.- No.28
The purpose of the present paper is to suggest the necessity of using translation in teaching English as a foreign language and the possibility of applying translation to English education in two aspects; translation as a means of teaching English and translation as an additional skill in English education. This use of translation in the L2 classroom is not always accordance with current thinking within the field of language teaching and learning, where many scholars disregard translation as useless, even harmful for learners. Actually, using translation in teaching L2 has been a controversial issue. However, at least in Korea, translation is still widely used as a tool in English classroom, where it remains a compulsory element. And so far, most of translation educational programs in university have been focused on the training of students to understand the source text. In this situation, in which we can not banish translation from English classroom altogether, it would be better to use it both usefully and effectively. This study is consisted of the following form in each chapter. In Chapter 1 presents an introduction, the necessity and purpose of a study, of suggesting translation not only as a tool but also as the fifth skill in English education. In Chapter 2 concerns (1) explain on translation & equivalence of importance (2) modern linguistics & textuality (4) introducing on translation of multidimensional approaches. In Chapter 3 deals with the communicative of approach in translation theoretical background. In Chapter 4 deals with the history of English teaching methods and the position of translation in that history. In Chapter 5, translation is regarded as the fifth skill in English education. Emphasizes on the idea that this skill can help students learn English in an effective and interesting way. In conclusion, Emphasizes on making curriculum of translation studies in undergraduate and the usefulness of translation in teaching English.