대화적 함축 : 그 발전과 확장 its development and extension

박선옥 진주여자전문대학 1990 論文集 Vol.13 No.-

Meaning of uttererance has two levels of meaning : one is "what is said" and the other is "what is implicated". Without considering "what is implicated", we often fall into misunderstanding. For instance, when someone (senior to me) said to me 'It's cold in here'. he doesn't want me to response 'Yes, it is.' He wants me to answer 'I'll close the window.' or he just wants me to close the window. This concept of conversational implicature can be related to the cooperative principle and maxims of conversation. Since the participants of talk exchanges should observe the cooperative principle, when we meet with apparent violation of maxim, we'll find that the participants observe the cooperation principle in deeper level. When we suppose this, the hearer finds out conversational implicature and understands "what is implicated" behind "what is said". According to conversational postulates of Gordon & Lakoff, we can formaiize conversational implicature, which explains indirect speech act systematically. Conversational implicature has 5 features ; It is cancellable, defeasible. non-detachable, calculable, non-conversational and non-determinable. It can be calculated from the literal meaning of the sentence under the supposing that speaker observes the maxims of conversation, or at least cooperation principle. Conversational Implicature can be extended to the structures of politeness and 'let's.' As the sentence becomes politer. it has more indirectness and therefore the process of conversational implicature interpretation becomes more complex. And non-literal use of 'let's' has conversational implicature of second-person interpretation. This paper has some limitations. First, it didn't apply the formalization to the data except from Gordon & Lakoff. Second, it didn't collect the Korean data corresponding to the English ones. Further study will compromise these limitations.

結束에 관한 硏究

박선옥 진주여자전문대학 1986 論文集 Vol.8 No.-

This study is to examine the characteristics of binding in trace theory and to find out the generalization of binding theory. Chomsky(1981) proposed the following binding principle. (A) An anaphor is bound in its governing category. (B) A pronominal is free in its governing category. (C) An R-expression is free. Binding is a kind of dependency relation between the bound anaphor and its antecedent. This relation has four properties : obligatoriness, uniqueness of antecedent, locality and prominence (that is c-commandness). Though a pronominal is free in its governing category, it can be coindexed with the argument in the matrix sentence. This argument must c-command the pronominal and it is called indirect binder and this relation is indirect binding. Embedded infinitive complement can get the deleted subject. This deleted subject (PRO) can be indexed in three ways : subject-control, object-control and arbitrary-control. When the matrix sentence has a direct object, the deleted PRO is coindexed with object and otherwise it is coindexed with subject. There are some exceptional verbs like ask and promise, which always let the PRO coindexed with subject. These verbs can have the feature [ +subject control ] in their lexicon. When there are no subject and object in matrix sentence, the PRO gets arbitrary control. The above binding principle can apply to specified subject condition and tensed S condition. Here we find out the generalization of this theory.

補助動詞 ‘버리다’와 ‘치우다’가 쓰인 구문에 대한統辭論的·意味論的 연구

박선옥 한국어문교육연구회 2006 어문연구(語文硏究) Vol.34 No.3

A Study on the Korean Auxiliary Verb Berida, Chiuda's Syntactics and Semantics Park, Sun-ok The purpose of this study is analysing characteristics of auxiliary verbs, ‘Berida' and ‘Chiuda', in their structuring sentences by comparing to other similar word constructions. Further it aims at articulating the grammatical meaning in their aspects and modalities. A auxiliary verb is always with another verb, therefore structure of compound words or compound explanatory verbs are considered as the similar word constructions. This study investigates relationships among these constructions and their characteristics in structuring sentences. The word constructions using the auxiliary verbs, ‘Berida' and ‘Chiuda', are weaker in their tendencies of cohesion than compound words ‘structures and are stronger than compound explanatory verbs' con- structions. The morphemes are best when are used with the following auxiliary verbs. The auxiliary verbs, ‘Berida' and ‘Chiuda', have grammatical meanings in terms of their aspects and modalities. The original meanings of these two auxiliary verbs are considered as ‘to perform' as a completed aspect. Both have modality meaning of emphasizing and resolving pressures or concerns of speakers. However ‘Berida' means completing an event faster and better than what ‘Chiuda' means. 이 연구의 目的은 국어 補助動詞 ‘버리다’와 ‘치우다’의 統辭的 特質을 隣接 構文과 비교대조하여 명확히 분석하고 相과 樣態의 文法的 意味와 그 표현 과정을 분석하는 데 있다.보조동사 구문은 複合動詞 구문이나 統辭的 句 구문을 이른바 인접 구문으로 설정할 수 있다. 보조동사 ‘버리다’와 ‘치우다’가 쓰인 구문이 복합동사 구성보다는 結束性이 약하고 통사적 구 구성보다는 강한 특성을 보이며, 이른바 先語末語尾 形態素 사용은 後行하는 보조동사에 결합되는 것이 가장 자연스럽다. 그런데 ‘버리다’와 달리 ‘치우다’는 논항 결정력을 가지고 있어 통사론적인 특질을 더 많이 가지고 있다. 보조동사 ‘버리다’와 ‘치우다’는 모두 完了相 표현과, 話者의 부담이나 걱정거리를 해소한다는 것과 强調의 樣態 의미를 가지는데, 보조동사 ‘치우다’는 ‘버리다’ 보다는 사건을 좀더 빠르고 시원스럽게 끝낸다는 의미가 있다.

지각된 부모의 양육태도와 또래괴롭힘 방어행동 간의 관계에서 자아존중감과 방어효능감의 매개역할: 또래괴롭힘 방어자를 대상으로

박선옥,이은희 한국정서행동장애학회 2020 정서ㆍ행동장애연구 Vol.36 No.3

The purpose of this study was to investigate the effect of perceived parenting attitudes on the defense behavior of peer bullying defenders and whether self-esteem and defense efficacy play a mediating role in the defense behavior of peer bullying defenders. For this purpose, a survey was conducted on 1,200 male and female students enrolled in elementary and junior high schools in Gimhae and Miryang, Gyeongnam. Among 1,083 respondents to the survey, the results of 276 classified as peer bullying defenders through covariate structural model analysis are as follows. First, it was found that the parents' affectionate parenting attitude had a positive effect on self-esteem. Second, it was found that the democratic parenting attitude of parents had a positive effect on the defense efficacy. Third, it was found that self-esteem plays a mediating role between parents' affectionate parenting attitude and defensive behavior. Fourth, it was found that a sense of protective efficacy played a mediating role between the parents' democratic parenting attitude and defensive behavior. Fifth, there was a double mediating effect of self-esteem and defense efficacy between parents' affectionate parenting attitude and defensive behavior. This study suggests that parental education focused on the parent's affectionate and democratic parenting attitude is necessary in order to increase peer bullying defenders' peer bullying defense behavior. The significance of this study is that it has been confirmed that peer bullying defense behavior is increased in a way that enhances defense efficacy. 본 연구에서는 지각된 부모의 양육태도가 또래 괴롭힘 방어자의 방어행동에 미치는 영향과 또래괴롭힘 방어자의 방어행동에 자아존중감과 방어효능감이 매개역할을 하는지 알아보고자 하였다. 이러한 목적으로 경남 김해시와 밀양시의 초등학교와 중학교에 재학 중인 남녀 학생 1,200명을 대상으로 설문조사를 실시하였다. 설문 응답자 1,083명 중 또래 괴롭힘 방어자로 분류된 276명에 대해 공변량 구조모형 분석을 통해 알아본 결과는 다음과 같다. 첫째, 부모의 애정적 양육태도가 자아존중감에 정적 영향을 미치는 것으로 나타났다. 둘째, 부모의 민주적 양육태도가 방어효능감에 정적 영향을 미치는 것으로 나타났다. 셋째, 부모의 애정적 양육태도와 방어행동 간에 자아존중감이 매개역할을 하는 것으로 나타났다. 넷째, 부모의 민주적 양육태도와 방어행동 간에 방어효능감이 매개역할을 하는 것으로 나타났다. 다섯째, 부모의 애정적 양육태도와 방어행동 간에 자아존중감과 방어효능감의 이중매개효과가 나타났다. 본 연구는 또래괴롭힘 방어자의 또래괴롭힘 방어행동을 높이기 위해서는 부모의 애정적이고 민주적인 양육 태도에 초점을 맞춘 부모교육이 필요함을 시사하며, 부모의 애정적이고 민주적인 양육행동이 또래괴롭힘 방어자의 자아존중감과 방어효능감을 증진시키는 방식으로 또래괴롭힘 방어행동을 증가시키는 것을 확인하였다는 데에 본 연구의 의의가 있다.

Pseudomonas aeruginosa에 의핸 생합성되는 향진균성물질(PAFS)의 생산성 증가 및 생산균주의 배양생리학적 특성 연구

박선옥,송성기,윤권상,정연호,이상종,정용섭,전계택 한국미생물 · 생명공학회 2000 한국미생물·생명공학회지 Vol.28 No.6

Selection of high producer strain, optimization of production medium and cultivation in bioreactor system were carried out in order to produce an antifungal substance, PAFS in large amounts which sources and 41 kinds of nitrogen sources, a synthetic medium consisting of fructose(70 g/1) and ammonium sulfate (10g/l) and a complex medium including galactose(30g/l), fructose(20g/l) and cottonseed flour(35g/l) were determined as opti-mized media for PAFS production. In bioreactor studies examining physiological characteristics of the pro- ducer microorganism with the complex medium, typical pattern of diauxic growth was observed as demonstrated by the result that fructose was not used before almost exhaustion on readily utilizable carbon source, galactose. When galactose was supplemented additionally during the fermentation period. PAFS pro-ductivity did no increases any more, indicating that large portion of the added galactose was used for cell growth instead of biosynthesis of the secondary metabolite. It was deduced that PAFS production could be enhananced by employing fed-batch operation in order to overcome the apparent phenomenon of catabolite repression and /or inhibition.

국어 보조동사 ‘대다’의 의미 연구

박선옥 한국어의미학회 2004 한국어 의미학 Vol.14 No.-

Park, Sun-ok. 2004. A Study on the Meaning of Korean Auxiliary Verb ‘Daeda’. Korean Semantics, 14. The purpose of this study is to analyze closely the meaning of Korean auxiliary verb ‘daeda’. The semantic character of auxiliary verb has the grammatical meaning of aspect and modality and the meaning of pragmatics, according to the state of pragmatics. The basic meaning of auxiliary verb ‘daeda’ is the meaning of incomplete aspect ‘repetition’. It means the contents of the proposition stated by main verb, that is, repetition of the act composing of the scene. And the auxiliary verb ‘daeda’ means the modality, similar to the speaker's judgment, that is, the speaker's psychological attitude. the modality, first, represents the ‘emphasis’ of proposition. Second, it represents the judgement of the speaker’s ‘excessiveness of degree’ on the repetition of the act. The auxiliary verb ‘daeda’ has the pragmatic meaning of the speaker’s negative value judgment of the contents of utterance. And it also represents the meaning of ‘abasement’.

대학생의 프레젠테이션 역량에 대한자기효능감과 평가 분석

박선옥 중앙대학교 다빈치미래교양연구소 2022 교양학연구 Vol.- No.19

이 연구에서는 <사고와 표현(발표와 토론)> 강좌 수강생을 대상으로 프레젠테이션 역량에 대한 자기효능감의 변화를 살피고 프레젠테이션 실행에 대한 자기평가와 동료평가의 양상을 비교 분석하였다. 이를 바탕으로 학습자의 프레젠테이션 역량 발달을 위한 방안을 모색해 보았다. 프레젠테이션 역량은 구성, 내용, 언어적 표현, 전달, 매체인데 전체 학생의 강의 수강 전 자기효능감 사전조사 결과 대비 강의 수강 후 사후조사 결과는 모든 역량에서 향상을 보였다. 사전조사에서는 내용>전달>매체>언어적 표현>구성 순으로 역량이 높게 나타났는데 사후조사에서는 내용>구성>언어적 표현>매체>전달의 순서였다. 역량 향상도는 구성>언어적 표현>내용>매체>전달 역량의 순이다. 또한 강의 수강 후 학습자의 역량은 높아진 평균을 중심으로 강의 수강 전보다 고르게 분포하였다. 프레젠테이션 실행에서 프레젠테이션 역량에 대한 자기평가와 동료평가 평균점수는 언어적 표현>내용>구성・매체>전달의 순서로 나타났다. 그리고 모든 역량에서 자기평가보다 동료평가의 점수가 더 높게 조사되었으며 동료평가의 표준편차가 더 적게 나타났다. 이를 바탕으로 프레젠테이션 역량 강화를 위한 교과목 운영 방안으로 다음과 같은 것을 제안한다. 첫째, 학습자에게 정연하게 정리된 프레젠테이션 역량의 수행 수준을 분명하게 제시하여야 한다. 둘째, 학습자가 프레젠테이션 실행에 대한 불안감과 자신감 결여, 청중의 시선에 대한 부담을 해소할 수 있도록 해야 한다. 셋째, 매체와 전달 역량을 높일 수 있는 교육 내용을 구안해야 한다. In this study, changes in self-efficacy in presentation competency were examined for students of the <Thinking and Expression (Presentation and Discussion)> course, and the aspects of self-evaluation and peer evaluation of presentation execution were comparatively analyzed. Based on this, we tried to find a way to develop learners' presentation competency. Presentation competency consists of composition, content, verbal expression, delivery, and media. Compared to the results of the self-efficacy pre-test for all students before taking the lecture, the post-test results after taking the lecture showed improvement in all competencies. In the preliminary survey, competence was found to be high in the order of content>delivery>media>verbal expression>composition. Competency improvement is in the order of composition>verbal expression>content>media>delivery capacity. In addition, the learner's competency after taking the lecture was distributed more evenly than before the lecture, centering on the increased average. In the presentation execution, the average score of self-evaluation and peer evaluation of presentation competency appeared in the order of verbal expression>content>composition/media>delivery. And in all competencies, peer evaluation scores were higher than self-evaluation, and the standard deviation of peer evaluation was smaller. Based on this, when operating a course to strengthen presentation competency, first, it is necessary to clearly present the level of performance of an ordered presentation competency to the learner. Second, the learner should be able to relieve the anxiety and lack of confidence in the execution of the presentation, and the burden of the audience's gaze. Third, it is necessary to devise educational contents that can enhance media and delivery capabilities.

3대째 우성유전된 Darier`s disease 의 1 예

박선옥,함정희,국홍일 대한피부과학회 1975 大韓皮膚科學會誌 Vol.13 No.3

Darier's diseaae is relatively rare dyskeratotic and inheritable dermatoses of an. autosomal irregular dominant gene. The authors observed one case of typical Dariers disease with the family hietory of three generatian of autoaomal daminant trait. 22 year-oid patient we observed has had the generalized pruritus and dark dirty and warty patehes distribnted almost on the whole skin surface especially on trunk, back and face for about 10 years. Histopathologically, the lesion showed lacunae, corps ronds and grains which are compatible with typical Dariers disease.

中古の文章『枕草子』の混種語について─ 『源氏物語』の混種語と対照して ─

박선옥 한국일본학회 2011 日本學報 Vol.86 No.-

本論文は、中古の文章『枕草子』における混種語と同時代の作品『源氏物語』における混種語を取り上げ、その実態について対照分析し、考察を加えたものである。まず、作品に用いられている総語彙数は、『枕草子』より『源氏物語』のほうが2倍以上も多いが、それぞれの作品に含まれている混種語の割合は、『枕草子』には178語(3.4%)、『源氏物語』には418語(3.7%)で、ほぼ同じであった。各々の作品で占める漢語の割合に比べては多くの混種語が存在していることに気づいた。次に、両作品の混種語を品詞によって分類してみると、両作品ともに他を壓して名詞と動詞とが顯著であり、全体の約90%を占めていた。そして、両作品において混種語の大部分を占める名詞と動詞の語例を語構成によって分類し、それらを対照してみると、混種語名詞の場合は、『枕草子』の場合は7種類、『源氏物語』の場合は8種類に分類された。そのなかで両作品ともに「漢語+和語」「和語+漢語」の語例が多く見られた。混種語動詞の場合は、その語構成が『枕草子』より『源氏物語』のほうがもっと多様であり、『源氏物語』においては三次的に結合している混種語も存在した。一次的混種語動詞の場合は、両作品ともに「漢語サ変動詞」のものが多数を占めており、複次的混種語動詞においても、漢語サ変動詞が構成要素として主に活躍して多くの混種語を生産していた。それから、『枕草子』も『源氏物語』も中古の女房によって書かれたものであるが、その語彙の使用には個人的片寄りが相当あった。また、『枕草子』にも『源氏物語』にも多く登場する混種語は、名詞の場合、官職名または人を表す語が多く、動詞の場合は、漢語サ変動詞がほとんどであった。それらは中古中期の女房たちがごく一般的に使っていたものであるといえるであろう。

공무원 사이버교육 학습만족도 영향요인 분석

박선옥,이근주 서울행정학회 2012 서울행정학회 학술대회 발표논문집 Vol.2012 No.2

본 연구는 공무원 사이버교육의 학습만족도에 영향을 미치는 요인을 탐색하고 실증분석한 후, 그 결과를 토대로 사이버교육의 학습만족도를 높이기 위한 정책적 시사점을 제시하고 있다. 중앙공무원교육원 사이버교육 이수자를 대상으로 학습자 변수, 학습환경 변수, 내용설계 변수가 학습만족도에 미치는 영향을 분석하였다. 분석 결과, 학습자 변수 중 영향을 미치는 요인은 학습동기와 학습태도의 적극성이, 내용설계 변수 중 내용구성의 타당성과 교수-학습자간 상호작용이 학습만족도에 유의미한 영향을 미치는 것으로 나타났다. 반면에 학습환경 변수의 하위요인은 학습만족도에 영향을 미치지 않는 것으로 나타났다. 결론적으로 본 연구는 실증 분석 결과를 바탕으로 사이버교육에 임하는 학습자의 동기부여 제고와 교육내용 향상을 위한 정책적 제언을 하고 있다.