言語習得에 관한 새로운 理論과 우리 나라 英語敎育의 再檢討

鄭明佑(Myung-Woo Jung) 새한영어영문학회 1975 새한영어영문학 Vol.3 No.-

이중 터치를 이용한 보안 키패드 제안 및 구현

송진석 ( Jinseok Song ),정명우 ( Myung-woo Jung ),최정인 ( Jung-in Choi ),서승현 ( Seung-hyun Seo ) 한국정보처리학회 2018 정보처리학회논문지. 컴퓨터 및 통신시스템 Vol.7 No.3

스마트폰의 대중화와 금융서비스의 간편화에 따라 모바일 금융 서비스를 이용하는 비중이 늘어나고 있다. 하지만 기존의 금융 서비스를 위해 개발된 보안 키패드는 확률 분석 공격이 가능하며 보안 취약성을 지니고 있다. 이에 따라 본 논문에서는 이중 터치를 기반으로 한 보안 키패드 제안하며 이를 구현하였다. 이에 앞서 국내 모바일 금융 서비스의 모바일뱅킹과 모바일 간편 결제 서비스에서 사용되는 기존 보안키패드의 종류를 알아보고 취약점을 분석하였다. 더불어 본 연구에서 제안한 이중터치보안키패드와 기존의 보안키패드의 안전성을 기존의 키패드 공격(Brute Force Attack, Smudge Attack, 키로깅 공격, 어깨너머공격, Joseph Bonneau)의 인증 프레임워크를 활용하여 비교하였다. 분석된 결과에 따라 본 논문에서 제안하는 이중 터치를 통한 보안 키패드가 높은 안전성을 보여줌을 확인할 수 있다. 이중 터치를 통한 보안 키패드를 활용하면 보다 안전한 금융서비스를 이용할 수 있으며 그 외 모바일 환경에서 이뤄지는 서비스에 적용하여 안전성을 높일 수 있다. Due to the popularity of smartphones and the simplification of financial services, the number of mobile financial services is increasing. However, the security keypads developed for existing financial services are susceptible to probability analysis attacks and have security vulnerabilities. In this paper, we propose and implement a security keypad based on dual touch. Prior to the proposal, we examined the existing types of security keypads used in the mobile banking and mobile payment systems of Korean mobile financial businesses and analyzed the vulnerabilities. In addition, we compared the security of the proposed dual touch keypad as well as existing keypads using the authentication framework and the existing keypad attack types (Brute Force Attack, Smudge Attack, Key Logging Attack, and Shoulder Surfing Attack, Joseph Bonneau). Based on the results, we can confirm that the proposed security keypad with dual touch presented in this paper shows a high level of security. The security keypad with dual touch can provide more secure financial services, and it can be applied to other mobile services to enhance their security.

韓·英 音素의 比較硏究

鄭明佑 東亞大學校 1963 東亞論叢 Vol.1 No.-

Recent interest in descriptive linguistics has centered about systematics comparisons of linguistic structures and the problems arising in language learning due to differences between a student's native language and the language to be learned. A contrastive study of English and Korean for the purpose of elucidating points of similarity and differences in the structuring is urgensly needed. Unfortunately, no significant work has been done in this area. In this thesis the segmental phonemes of Korean are investigated with a view toward describing the segmental phonemes and allophones. Then the phone types in English and Korean are ccntrasted for the purpose of pointing out the problem areas of Korean students learning English. The author compares General American English with Korean spoken in the Pusan area, which is his dialect and represents a population of approximately six million. Chapters are divided into five. Chapter one discusses the reason why this contrastive study should be made as well as general idea how to point out the problem areas. The second chapter treats general features of Korean Phonemes with both English and Korean phoneme charts. The third chapter describes vowel system of English and Korean, and learning problems. Chapter four describes consonant system of English and Korean including consonant clusters, and learning problems. Chapter five finally lists numbers of English and Korean segmental phonemes and points out the English phone types which do not occur in the Korean language and, therefore, constitute the potential pronunciation problems for Korean-speaking people learning English.

대학 교양영어교육의 목표와 내용

정명우 釜山大學校 師範大學 1986 교사교육연구 Vol.12 No.-

Unlike the middle-school and high-school English course there is no set objectives for the college English course by the Ministry of Education. Therefore, college objectives are different from professor to professor and from college to college. As a result, English proficiency ratings of Korean college students are in a hundred different ways from poor to good. For this reason the writer has attempted to set up standard goals as follows: 1. Reading Competence Able to conduct extensive reading of prose with about 6,000 vocabulary. The reading speed is 200 words per minute with more than 70 % of comprehension. Syntactical levels are similar to those of high-school text-books. Materials higher and more difficult than these can be read intensively with use of a dictionary. Able to appreciate literary works grasping the theme and thought. 2. Listening Competence Able to understand AFKN news as well as the conversation among native speakers with more than 70% of comprehension. Syntactical levels are equal to Book 3 of middle-school English text-book or Book 1 of high-school text. 3. Speaking Competence Able to conduct impromptu speech for three minutes with a command of 4,000. English words and with grammatical correctness on the levels of Book 2 and 3 of middle-school text. The content includes Korean culture and current topics. 4. Writing Competence Able to write on a variety of essays with clarity and correctness using 300 English words. Syntactical levels are equal to Book 3 of middle-school text or Book 1 of high-school text.

언어전이의 재검토

정명우 釜山大學校 師範大學 1988 교사교육연구 Vol.17 No.-

A historical survey of language transfer and its relationship with interlanguage studies has been discussed, in this paper, with special reference to the major papers in these areas in order to contribute to a deeper understanding of interlanguage and ultimately, of a foreign language learning. The study of language transfer which is an important way of looking at interlanguage has some long history dating back to Lado in 1957 in which he developed it on the basis of Contrastive Analysis. The field of interlanguage studies, on the other hand, is comparatively new dating back to Corder in 1967 and Selinker in 1969 and 1972. The interlanguage refers a system which is neither the system of native language nor the one of the target language, but an intermediate system between the two. Contrastive Analysis was successful in demonstrating interference from the native tongue but failed to explain other sources of errors. The Error Analysis movement in the late sixties and early seventies focused on the creative aspects of language learning and tried to explain those learners' errors which were unable to explain by Contrastive Analysis. This trend, which prevailed for a decade, stressed the similarities of the native language and a second language aquisition and suggested that language transfer was not important. In the past few years, however, such researchers as Schachter and Kellerman have come to realize that the phenomenon of language transfer is indeed central to the second language aquisition process, and Lado's narrow concept of language transfer has undergone expansion. Finally, we should note that Corder in 1983 suggested a broader term 'mother tongue influence' for what we have been calling 'language transfer.'

早期 英語敎育에 관한 理論的 硏究

정명우 釜山大學校 師範大學 1977 교사교육연구 Vol.4 No.1

English as a foreign language has long been taught in this country beginning at the age of eleven or twelve: in the early years of secondary education. But recently, neu-rophysiologists set the best age for learning foreign languages in a nonnatural situation as between the ages of four and ten. Because at this stage they think that the brain is still plastic enough for the child to acquire another language with ease, yet the mother tongue is not sufficiently established to cause undue interference in the learning process. Therefore, in recent times, there have been increasing opinions among linguists maintaining that the age of eleven or twelve is already too late. It is claimed that we are not utilizing the natural ability to learn languages which the younger child posesses and which is already waning as the child approaches his teens. As a result the elementary school foreign-language(FLES) programs have spread rapidly in the developed countries. The writer strongly feel that by now the FLES program should be established in this country too. For that purpose the writer has attempted, in this paper, to discuss seven-teen problems mainly on how English as a foreign language should be taught to the children of elementary school level in this country as well as eight-point requirements necessary for the FLES teacher.

Oral Approach 재평가

정명우 釜山大學校 師範大學 1975 교사교육연구 Vol.2 No.1

The publication of Chomsky's Syntactic Structures in 1957 and advances thereafter in linguistic and psychological theories had . caused much unrest in the English teaching profession in this country as well as other nations. The oral approach in languag teaching, begun in the 1940s and based on the notion of patterning in language and on the operant conditioning model of psychological theory, had faced a counter-revolution that claimed the so-called cognitive code-learning theory as its basis. The latter position is based on the fact that the concept of patterning in language is not adequate to account for many facts about the grammars of natural languages. This sophisticated and powerful theories, however, have not enabled us to develop effective practical approaches so far. In other words, while the theories which describe many problems of second language learning are seemingly sound, the problems they were supposed to explain have not disappeared. Students of foreign languages still require intense oral practice of grammatical contrasts to overcome influences from native language structure. Pattern practice techniques of the Oral Approach were developed for this purpose and are no less effective as a result of revisions in theoritical matters.

WINNEBAGO PHONEMES

鄭明佑 東亞大學校 1968 東亞論叢 Vol.5 No.-

美國土語 Winnebago語에는 다음과 같은 音素가 分析되었다. 1. 5個의 母音素 : /i, e, A, o, u/ 2. 1個의 半母音素 : /w/ 3. 18個의 子音素 : /p, b, t, k, g, ?, c, J, s, z, s, z, x, r, h, m, n, r/ 4. 3個의 强勢音素 : / ', ' / 5. 母音의 길이는 音素가 된다. 6. 母音(/i/, /A/, /u/의 경우)의 鼻音化도 音素가 된다. 7. 子音連續은 단지 2個의 子音連續, 즉 c+c의 現象만 나타난다.

英語와 國語의 音聲差異 解決에 관한 硏究 : 釜山地方 學生의 美國 中西部 英語 習得을 中心으로

鄭明佑 東亞大學校 1967 東亞論叢 Vol.4 No.-

Recent interest in structural liguistics has centered about systematic comparisons og linguistic structures and problems arising in language learning due to differences between a learner's native language and the language to be learned. A contrastive study of English and Korean phoetics for the purpose of elucidating points of similarity and differences in the structuring is urgently needed. Unfortunately, no significant work has been done in this area. In this dissertation the major phone types in English and Korean are contrasted for the purpose of pointing out the problem areas of Korean speakes learning English. The writer will compare General American English, largely equated with the variety of English which is spoken by people living in the midwest of the United States, with Korean spoken in the Pusan area which is the writer's own dialect and represents a population of three millon. Chapters are divided into seven. Chapter on discusses the reason why this study should be made as well as the importance of phonetics in language learning and the principles how to point out the problem areas. The second chapter treats vowel system of English and Korean, and learning problems which are listed as folows: (1) [i] (2) [æ] (3) [a] (4) [u] (5) [??] The third chapter describes consonant system of English and Korean, and learning problems which are listed as follows: (1) released [p'] in a syllable -final position (2) released [p] in a syllable-final position (3) [p] after [s] (4) released [??] (partial-voiced[b]) in a syllable-fianl position (5) the point of articulation for the initial [t'] (6) the point of articulation for the initial [t] (7) released [t'] in a syallbal -final position (8) released [t] in a syllable-final position (9) [t] after [s] (10) released [??] in a syllable-final position (11) released [k'] in a syllable-final position (12) released [k] in a syllable-final position (13) [k] after [s] (14) released [??] in a syllable-final position (15) [f] (16) [v] (17) [θ] (18) [ð] (19) [s] in a syllable-final position (20) [z] (21) [??] (22) [??] in a syllable-final position (23) [з] (24) [t??] in a syllable-final position (25) [dз] in a syllable-final position (26) [l] (27) [L] (back l) (28) [r] Chapter four discusses consonant clusters of English and Korean, and learning problems which are listed as folows: (1) [p'r-] (2) [t'r-] (3) [fr-] (4) [gr-] (5) [dr-] (6) [k'r-] (7) [θr-] (8) [br-] (9) [??r-] (10) [st-] (11) [ sp-] (12) [sm-] (13) [sk-] (14) [sn-] (15) [sf-] (16) [sl-] (17) [p'l-] (18) [k'l-] (19) [pl-] (20) [fl-] (21) [gl-] (22) [gl-] (23) [θw-] (24) [fj-] (25) [str-] (26) [skr-] (27) [spr-] (28) [spl-] (29) [-nd] (30) [-nt] (31) [-st] (32) [-ns] (33) [-Ld] (34) [-ks] (35) [-Lf] (36) [-ŋk] (37) [-kt] (38) [-ŋdз] (39) [-Lv] (40) [-Lt] (41) [-sk] (42) [-Lp] (43) [-Ls] (44) [-Lk] (45) [-Lθ] (46) [-mp] (47) [-nt??] (48) [-ft] (49) [-sp] (50) [-Lm] (51) [-Ldз] (52) [-Lp] (53) [-L?] (54) [-dθ] (55) [-dz] (56) [-Ln] (57) [-rb] (58) [-rd] (59) [-rf] (60) [-rg] (61) [-rdз] (62) [-rf??] (63) [-rk] (64) [-rL] (65) [-rm] (66) [-rn] (67) [-rp] (68) [-rs] (69) [-rt] (70) [-rv] (71) [-rz] (72) [-r??] (73) [-rθ] (74) [-Lt??] (75) [-mf] (76) [-ps] (77) [-pt] (78) [-nθ] (79) [-n??] (80) [fθ] (81) [-tθ] (82) [-b??] (83) [-g??] (84) [-L??] (85) [-m??] (86) [-v??] (87) [-ŋz] (88) [-ðz] (89) [-fs] (90) [-ts] (91) [-θs] (92) [-bd] (93) [-gd] (94) [-dзd] (95) [-md] (96) [-ŋd] (97) [-ðd] (98) [-зd] (99) [-vd] (100) [-zd] (101) [-??t] (102) [-t??t] (103) [-rps] (104) [-rst] (105) [-rts] (106) [-mpt] (107) [-mps] (108) [-Lbz] (109) [-Ldz] (110) [-Lmz] (111) [-dθs] (112) [-fts] (113) [-fθs] (114) [-kts] (115) [-Lfs] (116) [-Lks] (117) [-Lps] (118) [-Lts] (119) [-Lθs] (120) [-mfs] (121) [-nθs] (122) [-ŋks] (123) [-Ldзd] (124) [-Lft] (125) [-L??t] (126) [-kst] (127) [-ksθ] (128) [-ndθ] (129) [-lfθ] (130) [-ŋks] (131) [-ŋkθ] (132) [-Lnz] (133) [-Lvz] (134) [-rbz] (135) [-rdz] (136) [-rgz] (137) [-rLz] (138) [-rmz] (139) [-rnz] (140) [-rvz] (141) [-pts] (142) [-sks] (143) [-sps] (144) [-sts] (145) [-tsθ] (146) [-rfs] (147) [-rks] (148) [-rps] (149) [-Lmd] (150) [-Lvd] (151) [-ndзd] (152) [-rbd] (153) [-rdзd] (154) [-rLd] (155) [-rmd] (156) [-rnd] (157) [-rvd] (158) [-nt??t] (159) [-nst] (160) [-ŋkt] (161) [-pst] (162) [-Lt??t] (163) [-Lkt] (164) [-Lpt] (165) [-Lst] (166) [-mft] (167) [-skt] (168) [-spt] (169) [-rt??t] (170) [-rkt] (171) [-rpt] (172) [-rmpθ] (173) [-ksts] (174) [-ksθs] (175) [-Ltθs] (176) [-mpts] (177) [-ndθs] (178) [-ŋkθs] The fifth chapter treats stress and rhythm system of English and Korean, and learning problems which are listed as folows: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) sentence-stress (15) weak sounds of understressed words (16) thought group (17) stress-timed rhythm. Cgapter six described intonation of Engish and Korean, and learning problems which are listed as follows: (1) the difference between stress and pitch (2) 231 pattern (3) 23 pattern (4) 23231 pattern (5) 3231 pattern (6) patterns in contrasts and comparisons (7) patterns before a colon or a semicolon (8) pattern before a comma (9) pattern for alternatives (10) pattern for series (11) patterns for direct address (12) patterns for reiterative formulas (13) two kinds of intonation patterns for "How are you?" (14) two kinds of intonation patterns for "Good morning." (15) when the pitch 3 does not coincide with the last sentence-stress (16) patterns for direct address of mono-syllable at the end of a sentence (17) special intonations for "Will you drive to the office tomorrow?" (18) special intonation for "It's my brother who needs it." (19) patterns for making a question specific (20) patterns for answering sepcific questions (21) patterns for expressing contradictory ideas (22) 241 pattern for expressing emotional enphasis (23) 241 pattern for insisting on one's own idea (24) 231 intonation for an added meaning of irony. Chapter seven lists all the English phone types, which do not occur in the Korean language and, therefore, which constitute the potential pronunciation problem for Korean-speaking people learning English.

四十二 基本母音과 國語母音

鄭明佑 東亞大學校 1964 東亞論叢 Vol.2 No.1

While teaching a graduate course in phonetics about twenty years ago, Professor George L. Trager was not satisfied with existing analyses, particularly with the twenty cardinal vowels' system of the International Phonetic Association, which does not provide enough vowels forming a measuring instrument against which all vowels actually heard in so many languages in the world may be tested. For this reason he decided to work out a satisfactory analysis, and in 1958 completed forty-two cardinal vowels in the seven-row vowel chart based on the following dimensions: tongue height, tongue position, lip form, relative muscular tension. The writer is not quite satisfied with the existing classification of Korean vowels. Since being based upon the I. P. A. system it treats the vowels very erroneously. For instance, "ㅓ" in the Seoul dialect is mistaken for a back vowel [?]. The writer believes that it obviously belongs to a central vowel [Ω] of the forty-two cardinal vowels. In this thesis, the writer has attempted to classify Korean vowels pronounced in Seoul and Pusan respectively according to the forty-two cardinal vowels' system, resulting in eleven vowels in Seoul and twelve in the Pusan area.