아이들의 Wh-의문문의 주어-조동사 도치구문 습득과 최적이론

임상봉(Lim Sang bong) 현대문법학회 1998 현대문법연구 Vol.14 No.-

The purpose of this paper is to examine whether the patterns of subject-auxiliary inversion in child English questions can be explained by the constraints in Grimshaw’s(1992) Optimality Theory account of inversion patterns in adult English questions. I briefly review the treatment of subject-auxiliary inversion within the Minimalist Theory. The theory claims that subject-auxiliary inversion is a subcase of head movement that moves an auxiliary across the sentence to the head of the presentential complementizer(CP) position in nonselected CPs. In this paper I try to show that the stages of acquisition in subject- auxiliary inversion and the patterns of inversion in child English. And I also show that an Optimality-Theoretic approach can explain several facts regarding the pattern of auxiliary inversion in child English. In addition, this paper argues that the constraints ranking of child English must be different from those of adult English to capture the characteristics of subject-auxiliary inversion in child English.

2008 개정교육과정에 따른 초등학교 6학년검정 영어교과서에 대한 교사들의 만족도 분석

임상봉 ( Sang Bong Lim ) 대한언어학회 2014 언어학 Vol.22 No.3

Textbooks are an important resource for teachers in assisting students to learn in classroom. They are the basis of school instruction and the main source of information for students and teachers. Korean schools which teach English as a foreign language depend heavily on the textbooks. Therefore the questions of how to choose qualified textbook for English class has long been a matter of the utmost concern for the teachers. Since 2012 the new elementary school English textbooks developed under the guidance of the 2008 revised national curriculum has been using by the sixth grade students. Therefore it is necessary to evaluate English textbooks for the purpose of checking up the problems and searching for improvements. Thus, this study aims to evaluate the 2008 revised 6th grade elementary school English textbooks and analyze teachers`` feedback on elementary English textbooks used in the sixth grades of elementary school. The data was collected by surveying 103 teachers in Gyeongnam province. The survey deals with 6 general categories: close scrutiny as to its objectives, language contents, teaching materials, accompanying classroom activities, design and illustration, teachers`` manual.

2007개정교육과정에 따른 초등영어 5,6학년 검정교과서의 문법항목 제시 순서의 적정성에 관한 연구

임상봉(Sang Bong Lim) 언어과학회 2015 언어과학연구 Vol.0 No.72

The purpose of this study is to examine the adequacy of sequencing of grammatical items in the elementary English textbooks based on the 2007 evised National Elementary English curriculum. To investigate whether the grammar items of 5th and 6th graders`` English textbooks were appropriately sequenced grammar test was conducted for two groups of the 613 fifth graders and 610 sixth graders. After that, the sequences of grammar items of the textbooks were compared to the accuracy order of each grammar items shown in the 5th and 6th students`` grammar test results respectively.

딥러닝을 이용한 항공기 소음 판별 모델링

임상봉(Lim Sang Bong),최수은(Choi Su Eun),양승현(Yang Seunghyun),민현정(Min hyeun Jeong),박상규(Park Sang Kyu) 한국소음진동공학회 2020 한국소음진동공학회 학술대회논문집 Vol.2020 No.6

“원리와 매개변인 이론”을 통한 영어의 공소화 분석

임상봉 ( Lim¸ Sang-bong ) 현대영미어문학회 1996 현대영미어문학 Vol.14 No.-

The purpose of this study is to recapture certain insights in elliptical constructions and to discuss a number of difficulties for which generative work has not, so far, offered solutions. Elliptical constructions are both challenging and fascinating, for among the many aspects of language that provide insights into its formal structures and properties, those which involve missing elements play a centeral role. Gapping is the name given to the process of deleting internal constituents in one conjunction of a conjoined sentence under identity with constituents in the other conjunct. The range of gapping constructions and their properties has never been studied fully. Therefore, in this paper I presented that gapping can be reduced in total to across-the-board Head Movement, sometimes in combination with across-the-board movement of that head’s complement. Reducing gapping to ATB Movement not only provides an explanation for the various properties of the gapping constructions in English, it also gives a framework for understanding a variety of its peculiarities.

아이들의 Wh-의문문의 주어-조동사 도치구문 습득과 최적이론

임상봉 ( Lim¸ Sang-bong ) 현대영미어문학회 1998 현대영미어문학 Vol.16 No.2

The purpose of this paper is to examine whether the patterns of subject-auxiliary inversion in child English questions can be explained by the constraints in Grimshaw’s (1993) Optimality Theory account of inversion patterns in adult English questions. I briefly reviewed the treatment of subject-auxiliary inversion within the Minimalist Theory. The theory claims that subject-auxiliary inversion is a subcase of head movement that moves an auxiliary across the sentence to the head of the presentential complementizer (CP) position in nonselected CPs. In this paper, I tried to show that the stages of acquisition in subject-auxiliary inversion and the patterns of subject-auxiliary inversion in child English. And I also showed that an Optimality-Theoretic approach can explain several facts regarding the pattern of auxiliary inversion in child English. In addition, this paper argued that the ranking constraints of child English must be different from those of adult English to capture the characteristics of subject-auxiliary inversion in child English.

초등학교에서의 영어 어휘지도에 관한 연구

임상봉 ( Lim¸ Sang-bong ) 현대영미어문학회 1995 현대영미어문학 Vol.13 No.-

With the advent of the age of internalization, early English education is becoming our major concern. In order to live in the world, we must name it. Names are essential for the construction of reality for without a name it is difficult to accept the existence of an object, an event, a feeling. Naming is the means whereby we attempt to order and structure the chaos and flux of existence which would otherwise be an undifferentiated mass. Therefore, the teaching of vocabulary and grammar has always been a central aspect of foreign language teaching. For centuries, in fact the only activity of language classrooms was the study of grammar and vocabulary. After all, words are basic building blocks of language; in fact, survival level communication can take place quite intelligibly when people simply string words together- without any grammatical rules applying at all. However, it is curious to reflect that so little importance has given to vocabulary in modem language teaching. Both the behaviorist / structural model and the functional / communicative model have, in their different ways, consistently underplayed it. Pride of place has been given to structure or functions. And yet, as any learner of a foreign language knows only too well, words are essential, and the lack of them leads to feelings of insecurity. The purpose of this research is to present a new vocabulary teaching method using the vocabulary which is used in elementary school for the effective vocabulary teaching. To this end I have discussed the aim of early English education, the importance of vocabulary in language learning, the selection of vocabulary and a variety of vocabulary teaching methods. Specific vocabulary teaching methods for nouns, verbs, adjectives, adverbs are presented. And I also discussed what is the most effective way to teach vocabulary. “It is now recognized that students learn language more effectively if they use it in a meaningful context. Researchers agree that grammar and vocabulary should not be taught as a separate units. The emphasis is placed on “doing”; it is by communicating that we learn to communicate. Communication requires more than just a knowledge of structures; it requires the ability to receive and transmit messages. When considered from this perspective, language becomes a means of communication, not an end in itself. Most commonly, the purpose of foreign language study is to be able to communicate fluently with the native speakers of the target language. For this purpose, foreign language learning should be focused on creating linguistically sensible and socially accepted discourse rather than just avoiding spelling mistakes and grammatical errors. In this paper, I came to realize that the best way to help students to learn vocabulary is to learn vocabulary in the context. The best internalization of vocabulary comes from encounters with words within the context of surrounding discourse. Rather than isolating words, attend to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply.

언어의 보편성에 관하여 -영어와 한국어의 공소화를 중심으로-

임상봉 ( Lim¸ Sang-bong ) 현대영미어문학회 1994 현대영미어문학 Vol.12 No.-

This paper aims to critically study the deletion of a verb, a so-called gapping phenomena, right node raising and to reveal the language universals in two types of languages: Korean and English on the basis of Heavy NP Shift and VP deletion. Elliptical constructions are both challenging and fascinating, for among the many aspects of language that provide insights into its formal structures and properties, those which involve missing elements play a central role. It may seem rather surprising that the several analyses of gapping within generative grammar in the last decade have not succeedded in formulating a coherent rule of deletion for this apparently simple phenomena. Gapping is the name given to the process of deleting internal constituents in one conjunction of a conjoined sentence under identity with constituents in the other conjunct. A number of attempts have been made to analyse the gapping phenomena. What all these accounts of gapping have in common is that they are demonstrably inadequate and fail to provide a principled solution for the problems posed by gapped sentences. It is interesting to find that a similar phenomena in Korean, with a minimal difference in the position where verb deletion occurs. Unlike in English, the verb is deleted in the first conjunct of gapping structures in Korean. Still. Korean gapping constructions are similar to English gapping in that the remnants and their correspondents carry a heavy focus. But this phenomenon has been treated either gapping (Ross(1967)) or right node raising (Mailing(1972)). This paper tries to argue for an analysis which views them as one phenomenon and give an analysis for gapping in English and Korean, based on Jayaseelan (1990). What I would like to do is to develop Jayaseelan(1990). He argues that gapping is a heavy NP shift of the focused NP followed by VP deletion. In the course of discussion, I have found parallelism between English and Korean gapping phenomena, right node raising. I have adopted a HNPS+VP deletion analysis for the English gapping constructions. As there is no procedure like HNPS in Korean, I propose s-structure focus movement analysis followed by PF deletion for the Korean gapping constructions. To conclude, despite many differences between English and Korean gapping constructions. I have argued that they are basically the same phenomena in that focused phrases are required to move out of VP using the mechanism available in each type of language. And I also found that the differences between them have been caused by the other parametric differences. As a result, this paper reaffirmed there is language universals in the two languages- Korean and English.

회계전공자의 실무역량 강화를 위한 PBL 수업의 효과 분석

주해봉 ( Ju Hae-bong ),김영락 ( Kim Young-rok ),이종승 ( Lee Jong-seung ),임상종 ( Lim Sang-jong ) 한국세무회계학회 2017 세무회계연구 Vol.0 No.51

본 연구는 회계전공자들이 졸업 후 사회에 진출하였을 때 실무역량의 부재로 인하여 다시 실무중심의 교육을 받는데 많은 자원과 시간을 투자하는 현실을 인식하고 대학에서의 회계 관련 과목의 학습이 기업현장에서 필요한 실무역량을 효과적으로 향상 시키는지 살펴보고자 하였다. 기존의 강의식 학습방법은 실무역량을 제고하는데 한계가 있으며, 이를 보완하기 위해서는 실무에서 발생하는 사건에 대해서 스스로 문제점을 진단하고 해결방향을 제시할 수 있는 문제해결능력을 가져야한다. 이에 연구자는 비구조적인 문제를 가지고 자기 주도적으로 팀별 학습을 진행 할 수 있는 PBL(Preblem-Based Learing)이 실무역량을 강화시키는데 적합한 학습방법이라고 판단했다. 선행연구를 바탕으로 PBL의 적용사례들을 분석해본 결과의사소통능력, 협동학습능력, 문제해결능력, 통합능력, 자기주도 학습능력과 같은 요소가 실무역량을 향상시키는데 긍정적인 영향을 미치는 것으로 나타났다. 본 연구는 K대학교 세무회계정보과 회계 관련 과목을 수강하는 학생들을 대상으로 진행되었으며 실험군인 PBL 수업의 수강생들과 대조군인 강의식 수업의 수강생들의 학습효과 설문조사를 통한 비교분석을 실시하였다. 연구결과 검증하고자 했던 모든 측정항목에서 PBL 적용 수업이 더 효과적으로 나타났다. 특히 협동능력에서 가장 큰 차이를 보였으며 다음으로 문제해결능력, 자기주도 학습능력, 통합능력, 의사소통능력 순으로 나타났다. The purpose of this study is to recognize the fact that accounting majors invest a lot of resources and time in getting back to the practice-oriented education due to the lack of practical ability when they enter society after graduation. And to see how they effectively improve their working capacity. The existing lecture learning method has limitations in enhancing the practical ability. In order to compensate for this, it is necessary to have problem solving ability to diagnose problems and to present solutions for the events occurring in the work. Therefore, the researcher decided that PBL (Preblem-Based Learning), which enables self-directed team-based learning with unstructured problems, is a suitable learning method for strengthening practical skills. Based on previous studies, it was found that factors such as communication ability, cooperative learning ability, problem solving ability, integration ability, self-directed learning ability have positive effects on improving working capacity. The purpose of this study is to investigate the effect of PBL class in the experiment group and the students in the control class. The results of the study showed that PBL-based instruction was more effective in all the items to be tested. In particular, they showed the greatest difference in cooperative ability, followed by problem solving ability, self-directed learning ability, integration ability, and communication ability.

국내고속화도로에서의 CPX및 갓길 소음도 상관 관계 연구

양승현(Seung Hyeon Yang),임상봉(Sang Bong Lim),이영진(Yeong Jin Lee),김진환(Jin Hwan Kim),조우영(Woo Yong Cho),박상규(Sang Kyu Park) 한국소음진동공학회 2019 한국소음진동공학회 학술대회논문집 Vol.2019 No.10