형태소인식의 한국어와 영어 간 전이와 읽기 쓰기와의 관계

김지연,김상미,조증열 한국심리학회 산하 한국발달심리학회 2015 한국심리학회지 발달 Vol.28 No.2

This study investigated cross-language transfer from Korean morphological awareness to English, and the relationship between morphological awareness and word reading and writing in Korean Hangul and English, among Korean 5th graders. The results show that Korean morphological awareness contributed to English morphological awareness over and above English vocabulary. Specifically, derivational and compound awareness in Korean uniquely explained derivational awareness in English, and Korean compound awareness explained English compound awareness. In addition, English morphological awareness contributed to Hangul reading and writing over and above Korean vocabulary and morphological awareness. The final beta values indicate that English derivational awareness independently explained significant variance in reading and writing in both Korean and English. In addition, Korean derivational awareness explained English reading, and Korean compound awareness explained Hangul writing. Our results suggest that morphological awareness transfers from Korean to English, and that derivational awareness is important in reading and writing in both Korean and English. 본 연구는 초등학교 5학년 학생들을 대상으로 한국어의 형태소인식에서 영어 형태소인식으로 전이되는지의 여부와, 한국어와 영어의 형태소인식이 한글과 영어 읽기 및 쓰기와 관련이 되는지를 살펴보았다. 그 결과, 한국어 어휘력을 통제한 후에 한국어 형태소인식은 영어 형태소인식에 기여하는 것으로 나타났다. 구체적으로 한국어 합성 및 파생 형태소인식은 영어 파생 형태소인식의 변량을 고유하게 설명하였고, 한국어 합성 형태소인식은 영어 합성 형태소인식을 설명하였다. 또한 한국어 어휘력과 형태소인식을 통제하고 영어 형태소인식은 한글 읽기와 쓰기를 유의하게 설명하였다. 최종 베타 값을 보면 영어 파생 형태소인식은 영어와 한글의 읽기 및 받아쓰기의 변량을 고유하게 설명하였다. 한국어 파생 형태소인식은 영어읽기를 설명하였으며, 한국어 합성 형태소인식은 한글 받아쓰기를 설명하였다. 본 연구의 결과는 형태소인식이 상위언어적 기술로 한국어에서 영어로 언어 간 전이되는 것을 시사한다. 또한 파생 형태소인식은 초등학생의 영어와 한글의 읽기, 쓰기에 중요한 것을 시사한다.

Unsupervised Learning of English Morphology

Yoon, Taewoon,Iwanska, Lucja 啓明專門大學 産業開發硏究所 1999 啓明硏究論叢 Vol.17 No.2

본 논문은 영어 형태소의 자동획득에 대한 접근방법을 제시하였다. 이 방법은 사람의 한 습득방법과 흡사하다는 점과 문맥적인 지식이나 특별한 어휘집이 필요 없다는 점에서 특이하다. 또한 풍부한 온라인 데이터가 사용되어 진다는 점도 장점이 된다. 제안된 알고리즘은 영어의 형태소에 대한 일반적인 지식과 문장으로부터 토큰화 되어진 단어와 단어의 빈도수를 활용하였다. 실험은 획득에 사용된 매개변수의 연구와 매개변수의 값들로 자동획득을 수행하였다. 결과로는 습득된 접사(접두사와 접미사)들과 각 접사와 관련된 단어들이 획득되었다. 획득된 접두사와 접미사의 습득률은 precision, recall, 그리고 F-Measure에 의해서 측정되었고, 실험을 통해서 자동획득은 어려웠지만 가능하다는 결론을 얻었다. This paper describes a novel approach to unsupervised learning of English morphology loosely motivated by human learning. This approach does not need Pre-existing knowledge about morphology as well as a special lexicon. Data for learning are currently available in many documented or undocumented articles through on-line corpora or over the networks. The proposed algorithm utilizes two inputs: generic knowledge of English morphology and a list of word-frequency pairs obtained from a textual corpus by text tokenization. The output consists of two lists: learned prefixes and their stems grouped by their prefixes, and learned suffixes and their stems associated with their suffixes. We developed and tested an algorithm capable of automatic acquisition of English prefixes and suffixes. The results of acquisition are evaluated by precision, recall and F-Measure. From the experiments it was demonstrated that automatic acquisition is possible but difficult.

The Order of Acquisition for Effective English Learning

Lee, Song Yi 경기대학교 인문학연구소 2020 시민인문학 Vol.38 No.-

본 연구에서는 한국 대학생의 문법 형태소 습득 순서를 찾고 Brown (1973)의 형태소 순서 연구 결과와 비교 하였다. 본 연구를 위해 경기도 소재의 대학에서 영어 비전공자 신입생 50 명을 대상으로 학기 중에 3번에 걸쳐 인터뷰를 진행했 다. 인터뷰는 이 연구에서 분석하는 형태소를 포함하는 응답을 이끌어 내도록 설 계되었다. 인터뷰 대상자가 주어진 질문에 상황에 맞는 형태소로 응답했다면 해 당 형태소를 습득한 것으로 간주하였다. 이 연구의 형태소 습득 순서와 Brown의 연구의 습득 순서를 비교한 결과, 두 연구는 대부분 다른 순서를 가졌지만 몇 가 지 주요한 유사성이 있음을 보여 주었다. 습득 순서에서 현재진행형이 먼저 나타 나고 불규칙 과거형이 규칙 과거형 이전에 나탔다는 점에서 두 연구가 유사점을 보였다. 주요 차이점은 contractible copula 습득 순서가 현재 연구에서 두 번째 인 반면 Brown의 연구에서는 마지막 순서였으며, 관사 습득 순서는 현재 연구에 서 마지막이었다는 것이다. This study attempted to find the acquisition order of grammatical morphemes in Korean university students and make a comparison to that found in Brown's (1973) morpheme order study. 50 freshman students who were studying a major other than English at a university in Korea were interviewed three times. The interviews were designed to elicit responses containing the morphemes in this study. If the interviewee supplied the correct morpheme for a given obligatory context, the morpheme would be considered to be acquired. The comparison of the morphological acquisition order of this study to that of Brown's study showed that the two studies had mostly a different order, but also had some similarities. They were similar in that the present progressive emerged first and that irregular past emerged before regular past. The main differences were that the contractible copula was second on the present study whereas, it was at the bottom on Brown's study and that the article was last on the present study.

영어 wh-의문문 습득 및 영어 교육 이론적 함의에 대한 연구

이일재 ( Il-jae Lee ),김홍기 ( Hongki Kim ) 한국외국어대학교 외국어교육연구소 2016 외국어교육연구 Vol.30 No.3

이 논문에서는 L2 영어 발화 시 발생되는 장거리 wh-의문문의 한 유형으로서 wh-범위 표시를 연구하였다. 이 구조는 영문법에서는 비문이다. 하지만 영어를 모국어로 습득하는 혹은 외국어로서 습득하는 성인에게서 문법적인 장거리 wh-의문문 습득 이전 발달단계로서 필히 나타나게 된다. 한국인 그리고 몽골인 영어 화자의 경우 이 단계가 화석화된 경향을 보였지만 이는 극히 자연적인 현상으로 간주할 수 있다. 그 이유로는 루마니아어, 힌디어, 헝가리어, 러시아어 등 여러 자연언어에서 사용되는 구조이기 때문이다. 또한 본 논문은 wh-허사와 종속절사이에 간접적 의존이 존재한다는 주장을 받아들여 wh-허사는 복합절로 구성된 *Do you think who bought the clothes? 와 같은 비문법적인 yes-no 의문문을 구해 wh-의문문으로 인식시키기 위해 최후의 방법으로 나타나는 것으로 분석하였다. 위 문장에서 종속절 Spec-CP에 위치한 `who`는 수량구(QP)를 따라 주절로 이동하는데 실패한 상태를 나타내고 있으며 이는 영어 문법 습득이 아직 완벽하지 않았음을 보여준다고 할 수 있다. 결국 수량구는 wh-허사 `what`을 임시적인 Q-형태소로서 사용하며 취하는 구조는 yes-no 의문문이 아니고 wh-의문문임을 나타내는 것으로 분석하고 있다. This paper brings about the emergence of a sort of long-distance (LD) wh-question in the production of L2 English, which is called wh-scope marking (WSM). Although this structure is ungrammatical in English grammar, children acquiring English as mother tongue and adults acquiring it as a second language (L2) undergo a developmental stage of WSM prior to the production of grammatical LD wh-question. However, L2 learners like Korean and Mongolian adults seem to be literally fossilized with WSM, which is indeed not very unnatural, as this structure is readily available in natural languages like Romani, Hindi, Hungarian, Russian, among others. As this paper adopts the Indirect Dependency approach over the Direct Dependency approach, between the wh-expletive `what` in matrix Spec-CP and its commanding embedded CP. It is argued that the wh-expletive is a last resort to realize the structure as a wh-question, not a bi-clausal yes-no question such as *Do you think who bought the clothes? The meaningful `who` in embedded Spec-CP has failed to pied-pipe the Quantifier Phrase (QP) to matrix Spec-CP, possibly due to immaturity of English grammar. Hence, the QP draws on `what` as a temporary Q-morpheme indicating that the intended question is a wh-question, not a yes-no question.

A Development of English Derivational Suffixes among Korean EFL Students

박채희,홍효창 한국중앙영어영문학회 2018 영어영문학연구 Vol.60 No.1

This paper examines English L2 derivational suffix development among Korean EFL learners. Two groups of middle school students, seventh (N=18) and ninth (N=16) graders, were given both real word sentence completion task and pseudoword sentence completion task. The task materials measuring students’ knowledge of derivational suffixes include seven types of derivational suffixes (-able, -ful, -ive, -ment, -ness, -ion, and -ly). Twenty sentences were created and students were asked to complete the sentences using a given base form of word. The results indicated that 1) the suffixes -able, -ive, and -ment were regarded as rather difficult morphemes for the students to choose in those syntactic contexts than the suffixes -ly, -ful, -ion, and -ness; 2) the developmental accuracy in suffixes such as -able, -ive, -ment, and -ness was found; 3) the knowledge of derivational suffixes in each part of speech was developed across grades with suffixes denoting adjective being the most difficult, and 4) a developmental accuracy in the performance of noun category was found. Further discussions and implication for the learning of derivational suffixes in EFL were addressed.

중학교 1학년 영어 교과서의 영어 형태소 도입 순위와 자연적 순서 가설과의 상관관계 연구

송해성,Sohng, Hae-Sung 한국영어어문교육학회 2003 영어어문교육 Vol.9 No.1

The purpose of this study is to investigate the correlation between the introduction order of 9 English morphemes in the English textbook used in the middle school and the learning order of the morphemes by the 7th graders learning English as a foreign language. The subjects are 139 students in two middle schools, who learn English with different textbooks. The introduction order of each morpheme in two textbooks was examined according to its quantity and frequency. Data on the real learning order were collected through the written SLOPE test, and each morpheme was ranked by its group score. The introduction order of each morpheme in the textbook and the real learning order were analyzed by Spearman rank order correlation. It was shown that the correlation between the two was very low. This means that those textbooks do not take the learning order of English morphemes into account. Also it was shown that in the earlier stage of learning English the introduction order of each morpheme in the textbook had much influence on its learning order, but in the later stage such influence reduced gradually. This means that the learning order of English morphemes approaches the natural order as time passes by.

A Study on How Elementary English Textbooks Address Grammatical Morphemes

Park, Miae 한국중앙영어영문학회 2022 영어영문학연구 Vol.64 No.2

This study aimed to investigate nine English functors’ order and input frequency in the current five series of elementary English textbooks. Key expressions in each lesson were scrutinized to determine the order in which the nine functors were introduced in the textbook series. As for the input frequency of each functor, two main dialogs from the 3rd to 6th grade, scripts for role-playing in the 3rd and 4th grade, and reading texts in the 5th and 6th grade were scrutinized. The findings of this study were as follows: First, the five textbook series introduced the nine functors in the same order, introducing the five functors in the 3rd grade and the remnant functors in the 5th grade, using similar key expressions. Second, the nine functors showed a large variance in input frequency in accordance with the order that they were introduced: The earlier the functors were introduced, the more frequently they occurred in the textbook series. Third, the functors’ order and input frequency might contribute to explaining the disparity of the plural ‘-s’ in the ESL and EFL morpheme order and the difference in the emergence of the auxiliary ‘be’ between elementary and middle school students in EFL settings. Suggestions were made concerning materials development for EFL child learners and teaching English functors to them.

A Development of English Derivational Suffixes among Korean EFL Students

Park, Chae Hee,Hong, Hyo-Chang 한국중앙영어영문학회 2018 영어영문학연구 Vol.60 No.1

This paper examines English L2 derivational suffix development among Korean EFL learners. Two groups of middle school students, seventh (N=18) and ninth (N=16) graders, were given both real word sentence completion task and pseudoword sentence completion task. The task materials measuring students’ knowledge of derivational suffixes include seven types of derivational suffixes (-able, -ful, -ive, -ment, -ness, -ion, and -ly). Twenty sentences were created and students were asked to complete the sentences using a given base form of word. The results indicated that 1) the suffixes -able, -ive, and -ment were regarded as rather difficult morphemes for the students to choose in those syntactic contexts than the suffixes -ly, -ful, -ion, and -ness; 2) the developmental accuracy in suffixes such as -able, -ive, -ment, and -ness was found; 3) the knowledge of derivational suffixes in each part of speech was developed across grades with suffixes denoting adjective being the most difficult, and 4) a developmental accuracy in the performance of noun category was found. Further discussions and implication for the learning of derivational suffixes in EFL were addressed.

러시아어의 영어 외래어 표기 연구

변군혁 ( Byun Koon Hyuk ) 배재대학교 한국-시베리아센터 2020 한국시베리아연구 Vol.24 No.3

본 연구의 목적은 러시아어에 나타나는 외래어 표기에서 영어에서 유래한 외래어들이 러시아어에 어떤 방식으로 유입되는지 살펴보기 위해 여러 가지 요인을 통해 분석하는 것이다. 외래어는 한 언어의 어휘목록을 풍부하게 하지만 동일한 단어를 서로 다르게 표기함으로써 청자들에게 혼란을 가중시키는 결과를 낳기도 하므로 언어 체계 내에서 외래어 표기에 대한 이해는 매우 중요하다고 볼 수 있다. 러시아어 외래어 표기에서 영어 차용 외래어의 전사 방식을 분석한 결과 철자, 발음, 형태소, 문법 등의 다양한 요인들이 작용함을 알 수 있다. 이 중 철자와 발음에 의한 방식이 외래어 표기에 생산적으로 작용하고 관용적으로 사용되는 형태소에 의한 표기 방식도 중요하게 작용한다. The purpose of this study is to analyze how foreign words derived from English are introduced into Russian through various factors. Foreign words enrich the vocabulary list of a language. However, sometimes foreign words make confusion for listeners by transcribing the same word differently. In particular, same proper nouns that are used differently cause many problems. Therefore, it can be considered that understanding of transcription of foreign words within a language system is important. There are a variety of factors that determine the input of foreign words to recipient languages. As a result of analyzing transcription of foreign words borrowed from English in Russian, it can be seen that various factors depending on spelling, pronunciation, morpheme, and grammar work. Among them, factors due to spelling and pronunciation work productively, and factors due to morphemes that are used idiomatically also play a large role.

On the Acquisition of Wh-Questions and Its Theoretical Implication in English Education1

이일재,김홍기 한국외국어대학교 외국어교육연구소 2016 외국어교육연구 Vol.30 No.3

This paper brings about the emergence of a sort of long-distance (LD) wh-question in the production of L2 English, which is called wh-scope marking (WSM). Although this structure is ungrammatical in English grammar, children acquiring English as mother tongue and adults acquiring it as a second language (L2) undergo a developmental stage of WSM prior to the production of grammatical LD wh-question. However, L2 learners like Korean and Mongolian adults seem to be literally fossilized with WSM, which is indeed not very unnatural, as this structure is readily available in natural languages like Romani, Hindi, Hungarian, Russian, among others. As this paper adopts the Indirect Dependency approach over the Direct Dependency approach, between the wh-expletive ‘what’ in matrix Spec-CP and its commanding embedded CP. It is argued that the wh-expletive is a last resort to realize the structure as a wh-question, not a bi-clausal yes-no question such as *Do you think who bought the clothes? The meaningful ‘who’ in embedded Spec-CP has failed to pied-pipe the Quantifier Phrase (QP) to matrix Spec-CP, possibly due to immaturity of English grammar. Hence, the QP draws on ‘what’ as a temporary Q-morpheme indicating that the intended question is a wh-question, not a yes-no question.