「に格」を取る漢語サ変動詞の連体述語の意味類型

남미영 대한일어일문학회 2019 일어일문학 Vol.81 No.-

It's as it is well-known that a study of a motify predicate has been argued with an Sino-Japanese Verbs much from a side in sono. By writing, an Sino-Japanese Verbs, its syntactic structure was analyzed targeted for the motify predicate. The result which did mechanism of "Sino-Japanese Verbs +mono " as a dater of a search like a duty discussion seems to be the next. "Rule" was most for being put in front of the motify predicate of an Sino-Japanese Verbs. You appear by the shape as "+ Sino-Japanese Verbs + mono". I considered to choose such position as the meaning of the reason on the construction and the Sino-Japanese Verbs first by writing and appear, shared more Sino-Japanese Verbss of this kind with several meaning stereotypes and analyzed its feature. "motify predicate of an Sino-Japanese Verbs+ mono" plays the role on the construction of a complex sentence and sense of stability can keep by putting "rule". It isn't inevitable as the rule a motify predicate of an Sino-Japanese Verbs asks, anyway, a taken adverb-like ingredient is built into a put construction. "Rule" but another reason that it's desired is also considered according to the static and abstract implication a stem of Chinese-style reading of kanji in an Sino-Japanese Verbs has. Or when "rule" is put because not the location of the activity. After every typing the meaning type of the motify predicate of an Sino-Japanese Verbs, "rule" was divisible though it was based on the contents above-mentioned, and syntactic* analyzed semantically, it's possible to state syntactic placing by the meaning feature of the Sino-Japanese Verbs and the motify predicate functions organically, and that a construction as "+ Sino-Japanese Verbs + mono" is being built..

Cross-cultural E-mail Communication in EFL: A Case Study of a Group of Korean University Students

남미영,박분주 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.3

As a greater emphasis is placed on language use in authentic social contexts, emailing has become a tool that provides students with the opportunity for the genuine communication in this globalized world, particularly in the limited EFL learning environment, where students desire real-life communication. This study investigated how a group of 27 Korean first-year university students perceived cross-cultural email interactions with L2 Chinese email pals and how their perceptions changed over time, what they learned, and what problems they faced in exchanging emails. Data was collected through open-ended pre and post-epaling questionnaires, interviews,and students' email messages. Findings revealed that the students seemed to acknowledge the importance of crosscultural communication with L2 students from different EFL contexts, but problems also occurred. In addition, there were some changes in students' perceptions on exchanging emails with L2 pals. The number of students who preferred native speakers increased. Other findings and implications will be also discussed.

아침 영어방송 운영 사례

남미영 한국초등영어교육학회 2005 한국초등영어교육학회회보 Vol.- No.19

「のは · のを · のが」における代名詞『の』の有様

南美英 중앙대학교 일본연구소 2015 日本 硏究 Vol.0 No.38

[o/wa, no/ga, no/wo] all constructions had a degree higher than a pronoun of appearance of the complementizer, no/wa except for a construction, no/ga,, no/wo,, it can see a construction being used overwhelmingly as complementizer. It was analyzed in syntactic way. no/wa there was difference between a few frequencies, but the pronoun which receives the person, time and the location by a construction found out that it’s used freely. Next, no/ga,, the person, time and the location compared by a construction, and had an occurring frequency higher than a complementizer in turn for few pronouns for the pronoun occurring frequency, but the pronoun which shows a place was low relatively. But it’s a pronoun, no/ga, a construction and the semantic restrictions don’t operate to show a construction the person, time and the location. It’s last, no/wo,, the construction is different from two constructions above-mentioned, no/war and, no/ga”, it’s a complementizer that it’s maine like a construction or but apparent, it’s so overwhelming that there is no comparison when the occurring frequency is seen, no/wo, there were few pronouns for a construction. This, no/wo, to indicate a pronoun by a construction, anyway, it’s with the place which isn’t taken.

連体動詞の属性と状態性

南美英 중앙대학교 일본연구소 2014 日本 硏究 Vol.0 No.36

It will be able to say that the next demonstration so far, are summarized. Although, in Japanese sentence structure, adjectives and nouns can be used predicatively, they lack motional [active] expressions. So, mainly, their primary function is to indicate stativity. In the case of the predicate verb, [active] means a major feature, but the significant semantic function of the status property can not be overlooked. The predicate verb that includes stativity has state condition from the beginning or sometimes it has the condition, depending on the sentence structure. This paper specifies sentences that attains the stative meaning by [Properties] as well as by syntactic structure. [Changes steady state], but not invariant to perform the change, condition persists for type [adjective persistent state changes] will be. And finally, after a temporary change lasting Temporary changes in steady state can be mentioned. State of verb et al would then take on a strong “state property” and is located in the attributive predicate is closely related to the main noun, it should be considered as one group. Compared to the predicate is a predicate overdue order Status Name stands out was discussion about the limitations of predicate types. As a result, when indicates stativity, the “ru” shows its limit to some extent limit.

「のを」と關わる動詞の意味類型

남미영 한국일본근대학회 2015 일본근대학연구 Vol.0 No.47

日本語を學習する際、「のを」構文をまとまった文型をもって習得したことがない。「のを」構文にあたって、主節との自然な結び付きに導く文型を完成し、規定化することが本稿の目指す究極的な目標であるため次のように分析を行った。單獨では自立できない「の」を機能上から見ると、屬格、代名詞、補文標識という役割を果たすことになる。本稿は「のを」構文を500例集めて代名詞「の」の出現回數を調べると28例ぐらいであったのに對して、補文標識「の」は472例と見つかった。代名詞「の」が僅かだったというこは、「のを」構文の主な役割は補文標識の「の」であることを意味する。 「の」が取れる動詞タイプと「のを」構文が取れる動詞タイプには何らかの差がある。前者に含まれる動詞タイプのはずであるものの、「のを」構文ならではの動詞タイプの存在は認るべきである。本稿では補文標識「の」の「のを」構文をより綿密に考察して、後接する主節動詞に特定の意味類型が見つかり、タイプ別に分けることができた。まず、半數以上を占める「認知·感覺·觀照」タイプが擧げられる。中にも「見る、待つ」を代表とする觀照タイプは出現頻度の高さからして、「のを」構文と呼應する主節動詞として規定·文型化を試みる必要がある。次に「中止·回避·制限」を表す抑止タイプも一定の出現率で表れている。 上記の考察を通して、後接する主節動詞には意味的制限があることが分かり、これを規定し、文型化することができた。今後はこれを機に、「のを」だけではなく、「の」を巡る構文に對象を擴大し硏究を行っていきたい。 [no] which receives noun phrase the function of a genitive, a pronoun, and a complement mark. [no] in [no·o] syntax is mostly restricted to the function of a pronoun and a complememt mark. From this research, it states as follows. The semantic type of the main clause verb which comes after [no·o] syntax can be collected into some types. It will state to order with appearing high frequency. The contempltaion type "miru" and a "matsu" appeared by the highest frequency. And they were recognition, feeling, and a control type. Since [no·o] syntax is regulation-ized as a sentence type by Japanese language education and is not learned, it is very difficult for the student who studies [no·o] syntax. This research is helpful to the student who learns the sentence type of [no·o] syntax through regulation-izing of the semantic type of the main clause verb of [no·o] syntax. It will future subject is a sentence type of [bo wa] and [no ga] syntax.

미국에서 본 호스피스 자원봉사자의 활동

남미영,Nam, Mi-Yeong 한국가톨릭호스피스협회 2004 호스피스 Vol.29 No.-

분산 저장 시스템을 위한 부분접속 복구부호

남미영,김정현,송홍엽,Nam, Mi-Yeong,Kim, Jeong-Hyeon,Song, Hong-Yeop 한국통신학회 2015 정보와 통신 Vol.32 No.6

본고에서는 분산 저장 시스템의 성능 척도를 규정하고 그 중, 복구 과정에서의 부분접속수를 향상시킬 수 있는 부호화 기법에 대해 살펴본다.

한국 문학에 끼친 이솝우화의 영향 연구 (Ⅰ)

남미영 한국국어교육학회 1989 새국어교육 Vol.45 No.1

특수학교 교사의 발달장애학생 여가교육에 대한 경험 및 인식

남미영,이미숙 한국특수아동학회 2017 특수아동교육연구 Vol.19 No.3

연구목적: 본 연구는 발달장애학생의 여가교육에 대한 특수학교 교사의 경험과 인식을 살펴보고자 하였다. 연구방법: 본 연구는 질적연구방법 으로 포커스 그룹 인터뷰(Focus Group Interview) 방법을 실시하였다. 연구 참여자는 특수학교에서 여가활용 교과를 지도한 경험이 있는 4명의 특수교사를 대상으로 구성되었다. 연구결과: 발달장애학생은 체험활동 경험과 선호하는 여가활동 표현에 제한이 있으나, 여가활동을 경험한 후에는 만족감을 나타낸다고 하였다. 그리고 교사들은 발달장애학생이 미디어, 예술, 여행, 스포츠 등의 여가활동을 선호한다고 하였다. 또한 교사들은 발달장애학생이 자신의 연령에 적합한 여가활동을 체험하여 혼자서도 수행할 수 있는 것, 여가활용 교과의 다양한 운영과 평가 기준 마련, 물질적·환경적 지원, 교사의 전문성 신장이 필요하다고 하였다. 결론: 특수학교 교사들은 발달장애학생의 질적인 여가교육을 실현하기 위해 학교 현장에서 적용 가능한 ‘여가 활용’ 교과 교육의 실제적 운영 방향을 제시하였다. Purpose: The purpose of this study was to examine the experiences and recognition of special school teachers about the leisure education for students with developmental disabilities. Method: The study used Focus Group Interview(FGI) as a qualitative research method. The research participants were consisted of 4 special school teachers who had experiences teaching leisure activities at special schools. Results: The study revealed that the students with developmental disabilities had a limited experience in the leisure activities. The teachers mentioned that the students with developmental disabilities preferred leisure activities such as media, arts, travel, and sports. In addition, the teachers suggested that the students with developmental disabilities should be able to experience leisure activities appropriate to their age, perform those by themselves, provide various management and evaluation standards for leisure using curriculum, provide material and environmental support, and enhance professionalism of teachers’ abilities. Conclusion: In order to realize the qualitative leisure education of the students with developmental disabilities, the special school teachers suggested the practical operation direction of 'Leisure utilization' curriculum applicable at the school site.