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단어의 생성과 마찬가지로 새로운 어미의 형성에도 문법 요소의 결합과 변화 과정에서 찾을 수 있는 일정한 원리가 있을 것이다. 이 논문에서는 강릉방언에서 실현되는 어미 ‘-잔쏘, -장가, -잔나’ 등의 분석을 통해 이들 어미의 형태소 구성과 문법 기능의 변화, 생성 원리 등을 밝히고자 한다. 먼저 2장에서는 강릉방언의 종결어미에 대한 선행 연구와 ‘-잔쏘’류 어미의 분석 가능성을 검토한다. 그리고 3장에서는 강릉방언의 ‘-잔쏘’류 어미가 공시적으로 분석 가능하지만 독립된 하나의 문법 단위로 쓰이는 평서형 복합 종결어미라는 점을 논증하고자 한다. 이는 ‘-잔쏘’류 어미를 ‘-지 않-소’나 ‘-잖-소’로 분석하게 되면 이들 어미가 담당하는 문장종결법이 달라진다는 점을 통해 증명할 수 있다. 이러한 논의에 이어지는 4장의 내용은 복합종결어미의 생성에 작용하는 원리에 대한 것이다. 이 논문에서 추론한 어미 생성의 원리는 다음 두 가지이다. 첫째, 새로운 어미의 생성에는 기존의 종결어미 목록이 적극적으로 관여하며 그 결과 어미 목록 내의 형태론적 유사성이 유지된다. 둘째, 새로운 어미에는 반드시 새로운 의미가 덧붙게 되는데 ‘-잔쏘’류의 경우는 동일한 등급의 단일어미에 ‘확인’ 및 ‘강조’의 의미가 부가된다. Words are formed by grammar rules found in the combinational and modifying process of grammatical elements, and the same is true of the development of the final endings. In this study, the final endings realized in Gangneung dialect, such as ‘-jansso, -jangga, -janna’, are analyzed. The aim of this study is to examine some developmental characteristics of these final endings, e.g. morphemic constructions, changes of grammatical function, generative principles, etc, through the above-mentioned analysis. In section 2, the previous study on the final endings of Gangneung dialect is done, and then the possibility of analyzing the ending "-jansso" and its kind is examined. In section 3, it is proved that the ending ‘-jansso’ and its kind are declarative complex final endings that can be analyzed synchronically but serve as an independent grammatical unit. The basis of this proof is the following:when analyzing the ending ‘-jansso’ into ‘-ji anh-so’ or ‘-janh-so’, sentence final mood of this ending alters. Section 4 deals with the principles working on the development of the complex final endings. Two principles of the development of the complex final endings deduced in this study are the following. First, existing inventory of final endings is highly involved in the development of the final endings; there are lasting morphologic similarities within the inventory of final endings. Second, new meanings need to be added to the new final endings, and in case of the ending ‘-jansso’ and its kind, the meaning of ‘confirmation’ and ‘emphasis’ is added to the single final endings of the same level.
There is a double passive and causative affixes in Gangneung dialect such as nakkiki- nwiki- geolliki- deulliki- gamgiki- sumgiki-. And then, these -iki-, -liki-, -giki- which form derivatives are double passive and causative affixes, which unite them to -i-, -li-, -gi-, -ki-. This study is to research the formation of the reason and the fundamentals. The synchronic morph of double passive and causative affixes is -iki-, -liki-, -giki- , which is based on diachronic, lexicalization and linguistic feature. These double passive and causative affixes relate to -ki-, innovation form, which can constitute the scope of a derivative. That is, -kican appear diversely, because it involves strengthening and morphological uniformity of an affix inventory. And then, the formation of double passive and causative affixes renders lexicon optimal.
'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.
A dialect is a form of a language that is spoken in a particular area. The purpose of this paper is to consider the research method and the necessity of the regional dialect. In Chapter 2, I discuss the necessity of the dialect research as the record of the regional culture and the apprehension of language phenomenon. Based upon this premise, the research method of regional dialect is argued in chapter 3. In 3.1 on the subject of the dialect survey and systematization, I will analyze the efficiency into the dialect survey of narratives and the dialect dictionary. And in ‘3.2. Optimality Theory and dialect analysis’, I try to prove that OT is a way to explain the dialect data more effectively. As a consequence, the most important of this paper is that the dialect data must be complementary to the theory of language.(Gangneung-Wonju National University)
이 논문의 목적은 영어 교실에서 문법 교육이 필요한지를 조사해보는 것이다. 의식의 역할이라는 이론에 의하면 목표언어 규칙에 대한 의식적 깨우침은 학생들로 하여금 목표언어를 올바른 형태로 좀 더 정확하게 사용할 수 있게 한다. 영어교실에서 문법을 가르치는 것에 대해 반대하는 주장들도 있는데 의사소통 접근법에서는 목표언어의 문법적 자질들을 습득하기보다는 상호 의사소통을 중요시하고 있으며 Krashen의 입력 가설에서는 제2 언어를 배움에 있어 때가 되면 자연스럽게 문법적 요소들을 습득하게 되므로 영어교사들은 학생들에게 문법교육을 할 필요가 없다고 보고 있다. 이해할 수 있는 입력만이 언어학습에 필요하고 충분하다고 보는 것이다. 이와는 반대로 문법교육에 찬성하는 여러 가지 다른 주장들이 있는데 중간언어에 있어서의 화석화 현상이 바로 명확한 문법지도가 중요하다는 증거들 중의 하나이다. 문법교육을 실시하지 않으면 틀리게 배운 언어가 그대로 굳어지게 된다는 것이다. 형태에 대한 강조 연구도 문법교육이 필요하다는 것을 보여준다. 영어교실에서 문법교육은 학생들로 하여금 영어를 보다 적절하고 정확하게 쓸 수 있도록 도와준다. 효과적인 문법교육을 위해서 교사들은 학생들에게 의사소통적 활동들을 통한 적절한 방법들을 제공해야한다. 이 논문은 영어 교육에서 의사소통 능력이 강조된다 해도 영어 교실에서 문법 교육이 꼭 필요하다고 결론짓는다. The purpose of this paper is to examine if grammar instruction is necessary in the ESOL classroom. According to the theory of role of consciousness, conscious awareness about the target language rules helps the students produce correct forms of the target language and use the target language more accurately. There are arguments against teaching grammar in the ESOL classroom. The communicative approach emphasizes the learners' reciprocal communication rather than acquisition of grammatical features in the target language. Krashen's Input hypothesis assumes that learning a second language is done by natural sequence and that language teachers do not have to provide the students with grammar teaching. Only comprehensible input is necessary and sufficient for language learning. On the contrary, there are arguments for grammar teaching in the ESOL classroom. Fossilization in interlanguage is one of the evidences that explicit grammar instruction is important. Focus on forms study also shows that grammar teaching is necessary. Grammar instruction in the ESOL classroom helps the students use English more appropriately and accurately. The teachers should provide the students with appropriate ways for effective grammar instruction through many communicative activities. This paper concludes that even though communicative competence is emphasized in English teaching, grammar teaching is necessary in the English classroom.
This study is to examine how Korean speakers realize English stress on the homographic words. Experiments were performed by Korean speakers three times, before stress instruction, immediately after instruction, and six weeks after instruction. First, duration, fundamental frequency, and intensity of the vowel in a stressed syllable of three homographic words produced by Korean speakers were compared with those of native speakers of English. The result shows that when the words were used as nouns, before instruction Korean speakers had shorter duration and lower fundamental frequency in the stressed vowel than the native speakers, which indicates that Korean speakers did not assign the primary stress on the first syllable of the nouns. After instruction, the values of duration and fundamental frequency were increased and the differences between two groups were decreased. Next, the values of these stress features measured three times were analyzed in order to find out how they changed through instruction. The analysis shows that after instruction the values of three features were increased compared to the ones before instruction, and that the biggest change was in duration of the vowel and the next was fundamental frequency. Six weeks after instruction, the values of duration and intensity were decreased than those immediately after instruction. This means that instruction is helpful for Korean speakers to assign the stress for the English homographic words, and that instruction and practice are needed repeatedly.
'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.
The purpose of this paper is the suggest teaching model for developing academic writing proficiency of university students. The educational objectives of university writing are not only to increase expression abilities and thinking skills but also to develop academic writing skills. In this paper academic writing includes report, research paper and dissertation for academic activity in university. I proposed curriculum based on lecture and presentation for improving academic writing ability of university students. The contents of the writing lecture is based on the writing process, i.e. selecting subject, collecting data, structuring, writing and revising. Attendance at this lecture give a presentation on their paper, and then take questions from the students. In the process, the students can improve their reading and presentation skills, as well as their writing ability.
The glottal stop /?/ of Korean is an abstract phoneme which does not realize. The majority of studies accept this phoneme, though. That is because there is no explainable alternative as well as it can be a brief explanation. However /?/ appears in paradigm of conjugated endings such as [ant’a], [kamt’a], [k?lk’u], [k?lt’?na] and [k?r?mun], that the ending of the words are changed as a glottalization in Gangneung dialect. That is why, contrary to accepted study, this study involves ``regular conjugation, a list of ending, surface, morph``. In consequence, /?/ in the previous study appears a phonological nonuniformity but we know that surface has a rule in general. That is, these lists of ending preserve morphological uniformity as a surface list of ending. I describe this study as an Output-Output identity constraint in Optimality Theory.
The purpose of this paper is to investigate the current states and issues of the study on the Gangwon regional dialect. The trends in the study and the task for the study would be analyzed in this paper. In the first stage of the research, the research lists on Gangwon regional dialect are collected. Then they are classified according to the standards of ‘dates, regions, material types, study object’, etc, and features of them are analyzed respectively. They can be summarized in the following points:an increase in the volume of research started after the 1970s, an imbalance in the volume of research between the regions, an interaction between dialect database and the research results, disparity of the research between the fields of study, etc. The issues of the Gangwon regional dialect research are suggested on the basis of the above analysis, summarized in ‘balance’ and ‘extension’. In other words, gaps in the research between Yeongdong and Yeongseo and narrow research fields restricted to the fields of Phonology and contrastive method should be rectified. Also examining the study object of the dialect database and the research results and developing research methodology are required. And the device for extending the research results of linguistics to the fields of language education and literary should be sought.