영어 부정 도치문의 역사적 연속성

김혜리(Hye-Ree Kim) 신영어영문학회 2006 신영어영문학 Vol.35 No.-

The purpose of this paper is to explore whether or not negative inversion in English is historically continuous. Fischer (1992) claims that negative inversion disappeared at one time in the Middle English (ME) period and the inversion rule afterwards is a renewed grammaticalization. Nevalainen (1997) argues that negators have a broken history of V-2 but the rule is revived in Early Modern English. This paper argues that the sentence-initial negator ne used in Old English (OE) and ME is not the same grammatical category as the Modern English (ModE) fronted negators, and thus ne-initial sentences should not be considered in comparison with ModE negative inversion. It is examined whether there is a genuine occurrence of negative inversion in OE and/or in ME. The examination shows that such a construction did occur in both OE and ME, and it is thus concluded, contra Fischer (1992) and Nevalainen (1997), that negative inversion is historically continuous.

민속복식의 가변성 스타일링 유형분류

김혜리(Hye Ree Kim),전혜정(Hei Jung Chun) 한국복식학회 2011 服飾 Vol.61 No.8

Many varieties in folk costumes have inspired fashion designs for a long time. Each country, with a unique style of its own reflects their own traditions, beliefs, customs and morals into their traditional costumes. The traditional methods of creating different ways of drapery methods by using only a rectangular piece of cloth have been passed down from generation to generation and it is still used today. This way of styling has been developed mainly in the Middle East, Asia and Africa and the modifiable ways of creating drapery wearing methods are as follows. The first modifiable styling method is changing the purpose of wearing costumes according to the needs and the wants of the person who wears it. The second method is exposing the knots on the surface of the garments and by doing this, there was no visible difference on the aesthetic formation and it did not alternate for a long time. This means that simple knot shapes have been used to tie edges of rectangular fabrics. The third method is a wrapping type of modifiable styling method, which has been used most commonly in folk costumes because there are lots of ways to wrap a rectangular cloth around the body. The fourth way is the fixed type of modifiable styling method and this method can only be noticed only in the Moroccan Izar using fibulas and belts to alter the shape of the Izar. The fifth method is the composite type of modifiable styling method. This method starts by cutting out cylindrical shapes of fabrics and then wraps or twists it to fit the body. The most significant character of modifiable styling methods in folk costumes is to use rectangular cloths, which varies only in ratio of length, width and sizes. Therefore, this study suggests that rectangular cloths can create enormous amounts of fashion styling which can be easily adapted and created in everyday fashion life.

기후변화 적응을 위한 바람길숲 형성 및 공간별 설계 방향 연구: 진주 망진산을 중심으로

김혜리(Hye Ree Kim), 박소진(So Jin Park), 안시현(Si Hyun Ahn), 이춘석(Chun Seok Lee) 인간식물환경학회 2023 인간식물환경학회 학술대회 Vol.2023 No.1

유아교사의 교사 효능감과 대인관계 스트레스가 행복감에 미치는 영향

김혜리(Hye-Ree Kim),조형숙(Hyung-Sook Cho) 중앙대학교 한국교육문제연구소 2013 한국교육문제연구 Vol.31 No.4

본 연구의 목적은 유아교사의 교사 효능감 및 대인관계 스트레스가 그들의 행복감에 미치는 영향에 대해 분석하는 것이다. 이를 위해 서울, 경기, 인천, 충북, 충남 지역에 소재하는 유치원과 어린이집 교사 343명을 대상으로 설문조사를 실시하였다. 회수된 설문지 337부(회수율 98%) 중 응답이 불성실한 설문지 71부를 제외하고 총 266부를 최종 분석에 활용하였다. 수집된 자료는 빈도분석, 기술통계, Pearson의 단순적률상관분석, 중다회귀분석을 통해 처리하였다. 연구 결과, 첫째, 유아교사의 교사 효능감과 행복감은 다소 높은 수준인 반면, 대인관계 스트레스는 낮은 것으로 나타났다. 둘째, 유아교사의 교사 효능감, 대인관계 스트레스, 행복감 간에는 통계적으로 유의한 상관관계가 있었다. 특히 유아교사의 행복감은 교사 효능감과는 정적인 상관관계를, 대인관계 스트레스와는 부적인 상관관계를 보였다. 마지막으로 유아교사의 교사 효능감과 대인관계 스트레스는 유아교사의 행복감을 35% 설명하는 것으로 나타났으며, 대인관계 스트레스가 교사 효능감에 비해 그 영향력이 더 큰 것으로 확인되었다. The purpose of this study was to examine the impact of teacher efficacy and interpersonal relationship  stress of early childhood teachers on their happiness. The subjects in this study were 343 teachers who  have been working at kindergartens and child-care centers in Seoul, Incheon, Gyeonggi, Chungbuk, and  Chungnam province. After a survey was conducted, the answer sheets from 266 respondents among the  collected ones were analyzed. Frequency analysis, descriptive statistics, correlation analysis and multiple  regression analysis were conducted to examine research questions. The findings of this study can be summarized as follows. First, happiness and teacher efficacy scores of  early childhood teachers were all above average. But interpersonal relationship stress scores were below  average. Second, according to the results of correlation analysis, there was a significant positive  correlation between happiness and teacher efficacy of early childhood teachers. However, there was a  significant negative correlation between happiness and interpersonal relationship stress. Third, according  to the results of multiple regression analysis, teacher efficacy and interpersonal relationship stress of  early childhood teachers were predicting variables for their happiness. In particular, interpersonal  relationship stress was the most influential variable when it comes to determining the level of their  happiness.

중세영어 for-to-부정사의 지역적 분포와 역사적 변천

김혜리(Hye-Ree Kim) 신영어영문학회 2004 신영어영문학 Vol.28 No.-

Whereas the for-to-infinitive is ungrammatical in Modern Standard English, it was widely used in Middle English. This paper aims to examine dialectal distributions of the for-to-infinitive in Middle English on the basis of the diachronic part of the Helsinki Corpus. It is found that the for-to-infinitive was first used in the West Midland Dialect at the beginning of the Middle English period and then spread into the rest of England from the late thirteenth century. The frequency marks its peak in the late fourteenth and the early fifteenth centuries and begins to decrease from the middle of the fifteenth century onward. However, the abrupt decrease starts from the beginning of the sixteenth century, the beginning of the Early Modern English period. These findings, different from Mustanoja (1960), will contribute to the new understanding of the for-to-infinitive.

형용사/분사+V-ing 구문의 통시적 변화에 대한 코퍼스 기반 연구

김혜리(Hye ree Kim) 현대문법학회 2016 현대문법연구 Vol.90 No.-

In the Present-Day English adjectives and participles are often followed by a preposition plus V-ing (hereafter called PG construction). However, some adjectives and participles can be immediately followed by V-ing without an intermediate preposition (hereafter NG). Therefore, such adjectives/participles can have both NG and PG constructions. This article investigates 13 such predicates (happy, comfortable, bored, tired, fed up; busy, engaged, occupied; late, quick, slow, done, finished) in the Corpus of Historical American English (COHA) and examines the frequency changes of their NG vs PG structures in American English from 1820 to 2009. The findings of this study are as follows: (i) NG is a more recent structure than PG, (ii) the frequency of NG has gradually increased over time with most predicates, (iii) except engaged, the percentage of NG to PG was higher in the late 1900 than the early 1800, and with some predicates NG is more preferred than PG in the Present-Day English, (iv) as shown by the fact that some predicates were more resistant to the change, a linguistic innovation does not apply simultaneously but spread gradually across the relevant lexical items/structures.

과학 교사-연구자간 협력적 워크숍에서 사회적 중재를 통한 집합적 이해 과정: “갈등”양상을 중심으로

김혜리 ( Hye Ree Kim ),이선경 ( Sun Kyung Lee ),김찬종 ( Chan Jong Kim ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.10

최근 급변하는 사회와 함께 교육의 변화를 요구하는 목소리가 높아지면서, 교육의 질적 향상과 직결되어 있는 교사 전문성에 관한 논의가 활발히 이루어지고 있다. 이에 따라 교사의 자질을 향상, 발전시키기 위한 각종 교사 교육 프로그램이 제안되었고, 또한 그 러한 프로그램의 효과를 확인하기 위해 다양한 연구 들이 뒤따랐다. 특히 프로그램의 목적이 교사의 변화 를 전제하고 있다는 점에서, 대부분의 연구들이 교사 의 지식, 신념, 또는 실행 등 교사의 개인적 변화에 주안점을 두어 왔다. 그러나 교사의 마음(mind)은 사회 적으로 형성된 것으로서(Edwards, 2001), 교사의 변 화는 사회적 맥락과의 상호작용에 의해 중재되어 나타난다고 볼 수 있다. 즉 개인 주체가 어떻게 시스템 안에서 상호작용하는지, 집합적인 측면에 대한 탐색 이 요구된다고 할 수 있다. 이에 본 연구는 교사- 연구자간 협력적 워크숍에서의 집합적 이해(collective understanding) 양상과 각 양상에 따른 사회적 중재과정을 살펴보기 위해 구성원간의 상호작용 자체를 분석하였다. 워크숍 기간 동안의 소그룹 활동을 녹화 한 비디오 및 오디오 자료를 주 자료원으로 하였으며, 상호작용을 통해 드러난 집합적(collective) 측면을 포착하기 위해, 녹화물과 전사본을 상호작용 사회언어학(interactional sociolinguistic)에 근거하여 분석하였다. 또한 집합적 이해 양상에 따른 맥락적 요소 들의 중재과정을 기술하기 위해 활동 시스템(activity system)을 도입하였다. 분석 결과, 참여교사들은 집합적 이해와 관련하여 갈등을 통해 지식을 구성하였으며, 활동 시스템 내 목적, 규칙, 역할 등에 의해 그 과정이 중재되고 있음을 확인하였다. 또한 교사가 가르치기 위해 어떻게 배우는지를 이해하기 위해서는 교사교육에 대한 사회문화적 관점이 필수이며, 교사 의 전문적 담화가 교사의 전문성 발달과 관련하여 매 우 중요한 역할을 하고 있음을 확인하였다. Recently, there have been growing interest in teachers` professional development since teachers were regarded as a critical factor in the context of the reform efforts. Along with these efforts, educational researchers have continued to implement various programs to improve teachers` subject matter knowledge, beliefs, and their practices. Although considerable researches have been done regarding the efficiency of these programs, most of them have focused on individual teacher`s change. However, a “teacher`s mind is socially formed” (Edwards, 2001). This perspective indicates that teacher change is necessarily viewed in terms of social mediational process between individual and the social context. This study examines the interactions between teachers and researchers in order to explore the mediational processes and the aspects of collective understanding, which has emerged from the collaborative workshop. The data were collected from small group activities in a workshop and then analyzed using interactional sociolinguistic approach. Futhermore, activity system was employed to describe the social mediational process. The findings show that participating teachers constructed knowledge through conflict regarding collective understanding. This process of collective understanding was mediated by object, rules, and roles within each activity system. Findings from the study suggest that the sociocultural perspectives to teacher education are essential in understanding how teachers learn to teach and that teachers` professional discourse can play a significant role in teachers` professional development.

영어 Remember와 Forget의 비한정 보충의 최근 변화에 대한 코퍼스 연구

김혜리(Hye ree Kim) 한국영미어문학회 2014 영미어문학 Vol.- No.115

The objective of this paper is to investigate diachronic changes for the past two centuries in nonfinite complementation of the English verbs remember and forget. COHA (Corpus of Historical American English) was used to examine the frequency changes of several types of nonfinite complements and their competitors. Our findings are as follows: (1) the use of the gerund complement of remember has increased over time; (2) the gerund has never been in competition with the present infinitive as a complement of remember, which can be verified in terms of either their nonequivalent meanings or the patterns of their frequency changes; (3) during the early 1800s remember+gerund was equally competing with remember+perfect infinitive, but since then the gerund outdid and the two competitors progressed oppositely. In Present-Day English remember+gerund has almost completely replaced remember+perfect infinitive; (4) although remember+present gerund was equivalent in meaning with remember+perfect gerund, the latter has never been equally competing with the former, and therefore the increase of the use of the (present) gerund has nothing to do with that of the perfect gerund; (5) the increase of remember+gerund has no significant relationship with the use of remember+finite complement (i.e. that-clause). (6) the frequency of forget+gerund was very low, especially compared with that of forget+infinitive. (7) forget+ perfect infinitive has never used, and forget+perfect gerund was extremely low. All these show that two different lexical items, even though sharing many semantic features, develop along different paths over time, and no sweeping generalization is derived for these historical changes.

영어 동명사의 기원과 통시적 변화

김혜리(Hye ree Kim) 한국영미어문학회 2015 영미어문학 Vol.- No.119

While the gerund is a very productive verbal system in Present-day English, it was not in Old English. The purpose of this paper is to investigate the earlier history of the form V-ing to understand when, how, and why the V-ing became a verbal gerund. The analysis of data reveals that the reanalysis from nominal to verbal gerund occurred during the Middle English period. As regards the cause of the change, this paper argues that the loss of case ending, particularly that of the genitive plural with an objective meaning, and the fixation of the word order are the main factor, while the previously proposed factors also contributed to a certain extent, such as the surface confusion of V-ing between gerund and present participle, the structural ambiguity between nominal and verbal gerund, and the necessity for a new verbal category to be used following prepositions.

영어 동사의 보충어로서 정형절과 부정사절의 변이

김혜리(Hye ree Kim) 한국영미어문학회 2018 영미어문학 Vol.- No.130

This paper examines subject-control (e.g. promise, guarantee, agree, learn, decide) and object-control verbs (e.g. persuade, convince, remind, advise, instruct) which can take both finite (i.e. that-clause) and infinitival (i.e. to-infinitive) clauses as their complements and accounts for structural factors determining the distribution of the two competing constructions. The quantitative analysis of the data from the Corpus of Contemporary American English (COCA) containing 570+ million words reveals the following: Compared with the simple structure of a subject-control verb immediately followed by a complement clause, a more complex structure in which a personal object (or a preposition plus personal object) is inserted before the complement clause has a far higher frequency of the occurrence of the finite complement. The same applies to the object-control verbs: Compared with the structure of the verb plus personal object plus complement clause, the insertion of prepositional phrase before the complement clause leads to a higher rate of the use of the finite complement. This shows that a more explicit form (e.g. finite clause) is preferred to a less explicit form (e.g. infinitival clause) in cognitively more complex environment and supports Rohdenburg’s Complexity Principle.