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이종각 혜전대학 1997 論文集 Vol.15 No.-
This study is to establish the general semantic interpretation scheme of progressive aspect in English within the framework of cognitive grammar of Langacker (1982a, 1982b, 1987, 1991). I propose that the progressive aspect form, "be + V-ing" has meaniung, and the present participle morpheme 'V-ing' focuses attention on a single, arbitrarily selected internal point relative to a process. As an auxiliary element, 'V-ing' is restricted to perfective predicates and is always accompanied by 'be'. 'V-ing' stativizes the trajectory by restricting to s single, arbitrarily selected internal point; it defines a state relative and internal to the perfective process. BE(ING(RUN)) describes the continuation through an indefinite time span of the location of the subject somewhere within the trajectory defined by the perfective predicate RUN. The meaning BE(ING(RUN)) is expressed as a schema. I have observed and described that the prototype, the basic meaning and the extended meaning construct a network of the meaning schema. The prototype is a schematized representation of the typical instance. The protype of the progressive aspect form. "be + V-ing" has the meaning, which stativized the temporal characterics on a point in the middle part of the perfective process, and the verb 'be' extends the stativity by 'V-ing'. The progressive aspect expresses the basic meaning of continuity, incompleteness, and duration. The basic meaning of the progressive aspect extend to the meaning of the future, the repetitive, the momentary, the temporary, and the metaphorical. These are regarded as the extended meaning of the progressive aspect. The relationship of the meanings can be shown in a schema of the prototype, the basic meaning and the extened meaning.
李鍾珏 大田工業大學 1990 한밭대학교 논문집 Vol.7 No.1
Owing to the lack of and/or inconvenient data, designing of electrical installations in accordance with the Electrical Installation Code requires much time and efforts in Korea. Even the very design data, under the provision of the Wiring Regulation, has some inconsistency with the Korean Industrial Standard. Several date presented in this paper will provide designers with convenience in designing of branch-circuits and feeders for general illumination, according to the our standards.
이종각 한국교육학회 1987 敎育學硏究 Vol.25 No.2
교육사회학 분야에 있어서 한국 교육학의 연구과제와 방법에 관한 주제발표의 기회를 아직 학문의 깊이가 일천한 저에게 주신 학회 여러분에게 감사의 말씀을 드립니다. 그동안 교육사회학의 탐구영역, 방법, 과제에 관해서 여러학자들께서 많은 주문을 해왔읍니다. 저는 이 자리를 빌어 그러한 주문을 거듭하거나 정리하기 보다는, 한국에서의 교육사회학이 “한국적”으로 되어야 한다는 한가지 주장만 하고자 합니다. 저는 “한국적인 것은 보편적인 것이며, 보편적이라고 믿었던 것이 특수적인 것이다.”라는 다소 형식논리상 역설적인 감을 주는 주장을 전개하고자 합니다. 우선, 교육사회학의 역사를 회고하고, 그 다음 한국적 교육사회학의 문제를 다루고자 합니다.
이종각 혜전대학 1994 論文集 Vol.12 No.-
In this study English language teaching and learning model in junior colleges has been studied. In Korea English has been taught, for most part, through grammatical analysis and translation which is based on the structural syllabus. As a result, at the end of the school education students' abilities are limited to deal with linguistic forms; their communicative abilities have not been developed. Thus communicative competence should be the objective of English language teaching and learning, and in order to develop the communicative competence I discuss some implications of recent studies on communicative approach, relating them to the current teaching and learning English in junior colleges. It is proposed that Practical Living English, General Culture English, and Specific Major English should be included in newly suggested English Teaching and Learning Curriculum in junior colleges. According to the new curriculum the text should be constructed to help the students get the communicative competence, using the new syllabi. The teaching and learning method of proportional model and balance model for the communicative competence should applied for communicative activities among students and teachers. The evaluation of the teaching and learning should be graded on the basis of the communicative competence in the receptive skills and expression skills. In conclusion the improvement in these main areas would enable the English education in junior colleges to prepare students to communicate in English better than the program in past years has been able to.