A Variety of Grammatical Constructions - Double-Accusative Constructions in Korean Revisited -

Yeon Jaehoon(연재훈) 한국어학회 2019 한국어학 Vol.85 No.-

한국어문법에서 많은 주목을 받아온 이중대격구문 중에서 이 논문에서는 소유주상승이중대격구문(External Possession type DACs)의 특성을 다시 중점적으로 다루었다. 소유주상승 이중대격구문은 다른 대격구문들과는 다른 특성을 보여준다. 소유주 명사구와 피소유주 명사구는 단일 구성성분을 형성하지는 않지만 소유주가 항상 피소유주에 선행하는 특징을 보인다. 몇 가지 목적어 판단 기준에 의하면, 소유주 대격명사구가 진정한 목적어이며 피소유주 대격명사구는 목적어의 기능을 잃고 초점적인 해석을 받는다고 판정하였다. 이중대격구문의 문법성은 기본적으로 의미-화용적 지식과 언어외적 지식에 좌우되기 때문에 이 구문을 통사적이거나 형식적인 문법 기제에 의해서 설명하려는 어떤 시도도 성공할 수 없다고 보았다. 이중대격 구문의 문법성을 결정하는 가장 중요한 요소는 제한적 관점의 ‘분리(불)가능’((in)alienable)이라는 자질이 아니라 ‘인접성’(contiguity)과 ‘영향입음’(affectedness) 자질이라고 보았다. 기존의 의미역을 대체하는 자질로서의 ‘인접성’과 ‘영향입음’ 조건은 의미역이 아니고, 문맥과 언어외적 지식을 포함하는 인지-화용적 개념으로 이해할 필요가 있다. 따라서 이중대격 구문의 해석과 문법성 수용의 정도도 문맥과 언어외적인 지식을 고려할 때에만 더 정확해질 수 있다는 점을 강조하였다. In Korean, there are constructions in which the accusative particle ul/lul occurs on more than one NP within a single sentence. Among many types of the so-called ‘Double Accusative Constructions’ (DAC), an External Possession (EP) Type DAC (Payne & Barshi, 1999) is the main concern of this paper. It has been questionable whether DACs are genuine double object constructions. We have argued that DACs can be regarded as structures in which there is only one real object, but two Acc-marked NPs, based on some object diagnostics. We have examined the constraints acting upon Korean EP type DACs while arguing that Korean DACs cannot be fully explained solely based on syntax or semantics without considering some pragmatic and cognitive factors. We have shown that ‘contiguity’ and ‘affectedness’ are the two most important factors in determining constraints on felicitous EP type DACs. The notion of ‘contiguity’ and ‘affectedness’ is more appropriate than any other factors such as the distinction between alienable and inalienable possession to characterise more accurately the relationship between the possessor and the possessee in Korean EP type DACs. It is also noted that ‘contiguity’ and ‘affectedness’ cannot be thematic roles or semantic roles because what counts as ‘contiguous’ and ‘affected’ is context-dependent and cognitively/pragmatically interpreted. The degree of acceptability and interpretation of DACs depend on pragmatics and extra-linguistic knowledge.

유럽 한국어 교육의 쟁점과 과제

연재훈(Jaehoon Yeon) 국제한국어교육문화재단 2015 국제한국어교육 Vol.1 No.2

We have discussed various issues surrounding Korean language education in Europe so as to suggest effective ways of teaching Korean language to university students. There are common assumptions in language teaching, but many of these assumptions can be disputed and have sometimes led to undesirable consequences. Teaching methods and curricula can be varied depending on various factors. This paper has discussed the purpose of Korean language learning and teaching, curriculum and syllabus, and teaching methods in European universities. The other issues discussed in this paper include: Do we need to teach grammar and use grammatical terminology in the classroom? Do we need to teach ‘culture’ in a language classroom? Is it effective to use the target language alone? Is translation practice useful for enhancing linguistic ability? Are pattern practices and rote learning necessary for language learning? As a conclusion, the use of eclectic methodology has been recommended for a variety of programmes. Explicit grammar teaching in the learner’s first language can also be an important aspect of language learning for university students and adults.

보문절, 내핵관계절, 분열문에 나타나는 ‘것’의 통사의미론

연재훈(Jaehoon Yeon),박종원(Chongwon Park) 사단법인 한국언어학회 2021 언어학 Vol.- No.90

This article aims to develop a coherent syntactic-semantic analysis of the bound noun ‘kes’ employed in three grammatical constructions in Korean: factive, IHRC (Internally Headed Relative Clause), and cleft constructions. We demonstrate our Cognitive Grammar-based approach not only sheds light on the nature of the constructions in question but also provides reasonable accounts of hitherto ignored data in the literature. Although extensive research has been conducted on the properties of ‘kes’ in each said construction, very few proposals have been made on the generalized function of ‘kes’, which is applicable to all three constructions. In teasing out the properties of the bound noun ‘kes’, we first identify two types of ‘kes’ in Korean. While one has a specific contentful meaning translated as ‘thing’, the other exhibits a schematic meaning that indicates its involvement in the process profiled by the predicate in the adnominal clause. We demonstrate that the ‘kes’ adopted in the three constructions in question is the latter case. For both factive and IHRC constructions, we argue that the notion of zone activation is at the heart of the constructions. While what is grammatically encoded as a subject or an object is the adnominal clause headed by ‘kes’, what actually interacts with the matrix predicate is the adnominal clause itself in the factive construction and one specific participant of the adnominal clause in the IHRC construction. Since zone activation is a species of metonymy, we further demonstrate that both constructions ultimately exhibit metonymic properties. We then argue that the ‘kes’ employed in the cleft construction is identical to the ‘kes’ in the other two constructions. In accounting for the unacceptability of the inverted cleft construction, we demonstrate that the unacceptability is attributed to the involvement of ‘kes’ in the subject nominal position; as a schematic noun, it cannot be referential, thereby yielding an undesirable specificational copular structure.

영국 한국학의 발생과 발전-인물과 교육기관을 중심으로-

연재훈 ( Yeon Jaehoon ) 인하대학교 한국학연구소 2021 한국학연구 Vol.- No.61

이 논문에서는 런던대학교 소아스를 중심으로 영국의 한국학 발생과 발전에 대해 고찰하였다. 소아스에서의 한국학 발생 과정을 먼저 살펴보고 추가적으로 셰필드 대학, 옥스포드대학, 센트럴 랑카셔 대학 등 영국 지역의 한국학의 발생과 발전에 대해서 언급하였다. 영국 뿐만 아니라 유럽 한국학의 개척자라고 할 수 있는 빌 스킬렌드 교수의 이력에 대해서 살펴 보는 것으로부터 시작해서 인물과 교육기관을 중심으로 한국학의 발전 과정을 살펴보았다. 영국에 한국학 교수직이 처음 설치된 것은 1953년이었다. 영국에서 한국학은 다른 동양학이나 아프리카학과 마찬가지로 19세기말과 20세기초 식민지의 효율적인 경영이나 국제 정보 획득을 위한 전략적인 육성 정책으로 시작되었고 20세기 중반 이후 지역학으로서의 발전 시기를 거쳐 21세기를 맞아 새로운 전기를 맞고 있다. 언어, 문학, 역사 중심의 인문학적 지식의 관심과 흥미 대신 대중문화 중심의 관심과 흥미가 점점 자리를 잡아가고 있고 정치, 경제, 사회 등 사회과학 사례연구의 일환으로서 지역학이 연구 학습되는 추세로 가고 있다고 생각한다. In this paper, the origin and development of Korean studies in the UK have been reviewed with special focus on SOAS University of London. The development of Korean studies at SOAS was first examined, and additionally, the development of Korean studies in the UK such as Sheffield University, Oxford University, and Central Lancashire University were mentioned. Starting from looking at the career and achievement of Professor Bill Skillend, who was the pioneer of Korean studies in Europe as well as in the UK, I looked at the development process of Korean studies focusing on people and educational institutions in the UK. It was in 1953 that the first professorship in Korean studies was established in the United Kingdom. In Britain, Korean studies, like other Asian and African studies, began as a strategic fostering policy for the efficient management of colonies and as a tool of international information acquisition in the late 19th and early 20th centuries. Korean Studies has developed as an area studies in 20th century and is facing a new turning point in the 21st century. It seems that instead of the interests in the humanities knowledge centered on language, literature, and history, the interests centered on popular culture are gradually taking their place. Furthermore, regional studies are being studied and considered as part of case studies of social sciences such as politics, economy, and society.

허웅(1995/2000), 『20세기 우리말의 형태론』, 서울: 샘문화사, 1530면

연재훈(Yeon, Jaehoon) 형태론 2013 형태론 Vol.15 No.2

Extra-linguistic knowledge and Pragmatics in the Interpretation of Korean Relative Clauses

연재훈 ( Jaehoon Yeon ) 서강대학교 언어정보연구소 2021 언어와 정보 사회 Vol.44 No.-

This paper explores how morpho-syntactic and semantic constraints interact with extra-linguistic and pragmatic factors in the interpretation of Korean relative clauses. Relative clauses in Korean are qualitatively different from those in European languages. This paper demonstrates that the interpretation of Korean relative clauses depends on context and pragmatic factors. In prior research, particularly in formal syntax, pragmatic factors have been neglected in considering relative clauses. Extra-linguistic knowledge and pragmatic factors play important roles in acceptability judgements and plausibility conditions for the interpretation of relative clauses in Korean. We also propose that Korean relative clauses show similarities to topic constructions in Korean. The plausibility condition in relative clauses can be compared to the aboutness condition in topic constructions. Lastly, we have shown that various pragmatic information interacts with and contributes to appropriate interpretation of Korean relative clauses.

영어권 한국어 초급 교재 개발과 관련한 문제들

연재훈(Jaehoon Yeon) 서울대학교 국어교육연구소 2000 국어교육연구 Vol.7 No.-

대학 전공 한국어 교육의 몇 가지 쟁점과 과제

연재훈 ( Yeon Jaehoon ) 중국한국(조선)어교육연구학회 2019 한국(조선)어교육연구 Vol.14 No.-

There are common assumptions in language teaching, but many of these assumptions can be disputed and have sometimes led to undesirable consequences. Teaching methods and curricula can/should be varied depending on various factors. This paper has discussed various issues and tasks facing Korean language teaching and learning in university settings, including curriculum, syllabus, and teaching methods. Issues discussed in this paper include, but are not limited to, the question of grammar teaching, teaching culture, the use of grammatical terminology, and the exclusive use of target language in the classroom, and so on. We have also discussed whether translation practice, pattern practice, and rote learning are useful/necessary for language learning. We claim that explicit grammar teaching in the learner's first language can be an important aspect of language learning for university students and adult learners. We have proposed effective ways of teaching Korean language to university students and have also shown that the use of eclectic methodology has proven to be useful for a variety of programmes. Recently Korean language education has grown remarkably. According to the Modern Language Association (MLA), Korean saw a jump in enrollment from 2103 to 2016, and comes in at 11th among most taught languages in Higher Education in the USA. We have looked at various factors that have contributed to the growth of popularity in Korean, and provided proposals to further develop Korean language education in the years to come.

영국에서의 한국학 연구와 교육 현황

연재훈(Yeon Jaehoon) 한국학중앙연구원 1999 한국학 Vol.22 No.3