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邊明燮 제주대학교 1986 논문집 Vol.22 No.1
The purpose of this paper is to examine the nature and occurrence of the errors which are produced by a native speaker of Korean learning English. An error analysis was administed in order to test the predictions in learning speech sounds in English Special emphasis is laid on the error analysis and pronunciation problems in terms of the first language interference on the part of a Korean learner of English. In addition, a contrastive study of English and Korean phonologies is made, whenever necessary, and some probable problems for Korean students learning English pronunciation are analyzed and discussed on the basis of the error analysis. I have concentrated my discussion on pronunciation, namely, the similarities and differences between the sound systems of English and Korean and the difficulties encountered by a Korean student in learning English pronunciation. The pronunciation problems faced by a Korean student in learning English pronunciation have been illustrated. Some suggestions on the teaching of English pronunciations are also made in order to tackle every phase in the teaching and learning of English pronunciation On the whole, by applying an error analysis in leaching English as a foreign language, one can predict and spot interference and learning problems of the student of a foreign language. The instructor can use the analysis in setting up the progression of the teaching of speech sounds in English. He will know which ones to stress and which ones will cause few problems by the amount of deviation of the native language of the student.
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변명섭 한국언어연구학회 2000 언어학연구 Vol.5 No.-
This paper reviews the brief history of language policies of the Korean government on the romanization of Korean and discusses the controversial areas of both the old system (i.e., the 1984 version of the MOE system, based on the McCune-Reischauer system) and the new system, which was adopted in July, 2000. Either of the two different systems is inherently fallible for the romanization of Korean. They both have merits and drawbacks. In light of this, what should be regarded as most crucial in determining which system is preferable is not the linguistic perfection of the system, but rather the attitude of the users to the system in real life.
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변명섭 한국언어연구학회 1999 언어학연구 Vol.4 No.-
Difficulties of understanding in intercultural circumstances are often cultural as much as, or more than, linguistic in nature. Effective intercultural communication requires not only a good competence in the target culture involved but also a good awareness of the components of miscommunication in different cultural contexts. Cultural barriers to language learning are highly variable and differ across cultures. In Korean EFL context, principal elements of intercultural miscommunication or conflict involve cultural differences and presuppositions in (1) collectivistic and individualistic value dimensions, (2) high-context (nonoral) and low-context (oral) communication patterns, (3) polychronic and monochronic time patterns. In dealing with the content and approaches of intercultural communication competence in Korean EFL context, it is necessary to incorporate such target areas of intercultural miscommunication or conflict, as well as intercultural communication skills, into a cultural awareness program or training.
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변명섭 미래영어영문학회 2014 영어영문학 Vol.19 No.1
The term dialect refers to a variety of a language that is a characteristic of a particular group of the language's speakers. Any variety of a language constitutes "a dialect", including any standard varieties. There are no firm criteria for deciding whether one is dealing with two dialects of one language, or two different languages. Non-linguistic factors play a role in determining the difference between languages and dialects. The distinction is therefore subjective and depends on the language policies of the users. Standard English is, in this sense, a language, and its varieties or dialects are considered to be socially subordinated to national standard language. Today, as a result of the global spread of English, there exist a number of English varieties, sub-standard English, or New Englishes in the world, particularly in the Outer Circle of English. I suggest that the direction of language policies treat these New Englishes, the second-language varieties of English, as autonomous Englishes, not subordinated to British or American Standard English, as they reflect the genetic principle of language universals, historical and social forces, covert prestige and local solidarity, markers of identity, and linguistic rights of a particular group of the language's speakers.
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변명섭 제주대학교 1994 논문집 Vol.39 No.1
The social history of language as a descriptive discipline of sociolinguistics is concerned with correlations between linguistics and social factors. An interdisciplinary sociol-inguistics, divorced from the theoretical problems of linguistics, anthropology, sociology, and biological evolution, is not likely to make significant contributions to our full understanding of the knowledge of language or social behavior. So is the case with Black English Vernacular (BEV) for that matter. Regardless of many controversies over the genesis of BEV, this paper claims an African-American cultural continuity for BEV, taking the position of the creolists who see the early slave-trade pidgin as an essential link in this history. This pidgin was brought by African slaves to America, where it first creolized, i.e., expanded in vocabulary and structure as it became the native language of subsequent generations of speakers, and later decreolized, i.e., assimilated toward white speech, and lost many of its creole characteristics. As the legitimacy of a creole kin, BEV involves three different kinds of evidence : (1) historical writings, (2) age-grading, and (3) younger generation linked with older generation in linguistic data. This kind of social history of BEV shows the immense social, chronological, and stylistic variability characteristic of creoles as evidence of the inadequacy of the static theoretical models. In view of sociolinguistics, therefore, it is descriptively inadequate to attempt to describe anything as complex and dynamic as BEV in terms of a set of categorical rules for one idiolect, i.e., the idealized competence of a single unvarying speaker. The discipline of the social history of language will develop to adequately accommodate the nature of language variation rather than try to adjust to homogeneous invariant systems which are dscribed within the traditional categorical view.
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