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윤웅진 장로회신학대학교 기독교교육연구원 1990 교육교회 Vol.- No.172
이 논문의 목적은 서독의 제 2차 세계대전 종전 이후의 "평화교육학"적 논의들을 개괄적으로 소개하려는데 있다. 이 논문은Ⅰ.서독에서의 평화교육론의 전개과정, Ⅱ. 평화교육학의 기본문제들, Ⅲ. 학교에서의 평화교육, Ⅳ. 맺는말로 전개했다.
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Sentence Connector가 이해의 과정에 미치는 영향
윤웅진 부산대학교 사범대학 1991 교사교육연구 Vol.22 No.-
The aim of this paper is to survey the function and comprehension effect of sentence connectors. Coherence is semantic relation between the underlying propositions. Thus we can not explain it only in the surface structures. There are three ways linguistically representing the coherence relation, cohesion(signalling through lexicon(s) and grammar), sentence connector, and Φ(null marker). The function of sentence connector is defined as explicitly expressing the illocutionary value existed between successing sentences, whereas in the case of cohesion, we should infer illocutionary value through the cohesion. Therefore, in reading, comprehending the semantic relationship is easier through sentence connectors than through cohesions. This is the reason why sentence connectors are more frequently used in the expository text than in the narrative text. Because expository prose typically consists of "difficult" semantic material, whereas story material tends to consist of easy semantic content. hlowever, readers are generally not conscious of this function of sentence connectors. In this respect, students need to use sentence connectors effectively when reading their expository text.
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윤웅진,김진석 부산대학교 사범대학 1996 교사교육연구 Vol.33 No.-
The purpose of this paper is to survey the relationship between temporal structure and tenses in establishing temporal structure such as reference time decided by temporal adverbs, and to propose temporal structure considering the interaction between temporal system and lexical aspect. It argues that several prior frameworks proposed by Dismore(1982). Couper & Kuhler(1987), Spejewsky & Carlson(1993), and Lo Cascio(1986) tried to explain temporal relation in English discourse by using reference time. The reference time has an important role in progressing a sequence of events. In this respect, the establishment of the reference time must be explained in discourse. It also argues that the framework proposed by LoCascio(1986) needs to be revised due to excluding lexical aspect which is an indispensable element in determining temporal relation. In this paper, the revised framework adding LoCascio(1986)'s framework to features of lexical aspect is proposed and the theoretical validity of the frame is testified in discourse.
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윤웅진 부산대학교 사범대학 1988 교사교육연구 Vol.16 No.-
The aim of this paper is to find out the sources of different conditions of Move-α(exceptional cases of bounding node and governing barrier) and prove our hypothesis that those differences may be related to different behaviour of main verbs. For the aim, first of all, we will prove the necessity of the abstract underlying structure different from the surface structure Secondly, we will define the conditions and motivation of Move-α and then will specify more conditions by bounding theory. Next, we will argue that complement construction should be classified into VP complement and NP complement, and then underlying structure of NP complement clause should have the form Δ+S instead of it+S. Finally, we will apply the Δ+S construction to the bounding theory and governing theory. From this application, we will see the cause of exceptional cases in bounding nodes and governing barriers. And thus we will make a single function node S, NP as bounding node and governing barrier in English. To conclude, through our discussion, we will prove and argue the relation between syntactic behaviours of verbs, i.e., the exceptional cases in bounding nodes and governing barriers may be correlated to the different underlying structure of complement clauses.
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윤웅진 부산대학교 어학연구소 1989 언어연구 Vol.- No.11
The aim of this paper is to find out the sources of different conditions of Move-αand to prove the hypothesis that those differences may be related to the differences of other behaviors of main verb i.e. those of deep structure. Our hypothesis is: complement clauses must be classified into noun phrase and verb phrase and the underlying structure of the former is NP=NP+S-Bar, that of the latter S-Bar. And bounding nodes(directly related to the Move-α) and barriers to the government(directly related to the case-assignment) can be unified into NP and S-Bar. Under the condition that the NP immediately dominating S-Bar is [NP e], the function of bounding node is blocked.
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윤웅진 부산대학교 언어연구교육원 1997 언어연구 Vol.15 No.1
This paper examined 1) the relationship between EFL reader's overall comprehension and their comprehension of coreferential pronouns. 2) effects of pronoun identification processes on overall comprehension. and 3) their various strategies for different structures of coreferential ties. Subjects were 74 high-level EFL students from a girls' high school in Pusan. Overall comprehension was measured by a immediate recall protocols, and coreferent comprehension was measured by coreferent-identification task corelationship was found between overall comprehension and the comprehension of coreferential pronouns. Surprisingly. no effects of pronoun identification processes on overall comprehension were evidenced. Finally, subjects were found to use various strategies for different structures of coreferential ties. Results suggest that the EFL reader should use various strategies to identify the referent of pronoun used in different context.
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외국어 학습에서 동기의 중요성과 교사의 역할에 관한 염구
尹雄鎭 울산과학대학 1984 연구논문집 Vol.9 No.1
외국어를 가르치고 배운다는 것은 대단히 복잡한 과정이다. 이러한 복잡한 과정을 효과적으로 진행하기 위하여는 어떠한 교수법이든 학습자의 심리적 배경을 이해하여야 한다. 즉 학습자가 외국어 학습에서 느끼는 심리적 부담감을 파악하여 이의 경감을 위해서 필요한 처방을 하여야 하는 것이다. 이에 가장 중요한 것은 학습자의 동기 유발인 것이다. 따라서 학습자의 동기를 유발시키기 위해서 제반 학습환경을 조성, 운영하는 방법을 교사가 알아야만 한다. 즉 교사는 학습자가 행위에 적극 참여할 수 있도록 하기 위해서 부단한 노력을 기울여야 한다는 것이다. It is very complicated process to learn and teach foreign Language, In this situations, we have many teaching methods. We, however, don't believe strongly which method is valuable without understanding their psychology. So we study their psychological defences in learning foreign language and determine what we should do to eliminate these defences. Motivation is the most important factor. We know how to make and operate the environments of language learning and we teachers should continue to endeavor for making efficient environment and for students to participate in their activities.
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