Hawthorne qua Psychologist in The Scarlet Letter

Sung Myun Hong 경희대학교 언어정보연구소 1979 언어연구 Vol.1 No.-

Hawthorne qua Psychologist in The Scarlet Letter

The English present perfect and simple past tense

윤영은 경희대학교 언어정보연구소 2012 언어연구 Vol.29 No.3

As is well known, the English present perfect incorporates temporal anteriority as part of its meaning. However, such conflicting phenomena like the ‘definiteness effect’ and the ‘lifetime effect’ are observed, along with the pastness of the perfect. In this context, a variety of theories utilizing concepts such as ‘indefinite past,’ ‘perfect state,’ and ‘extended now’ have been proposed as major theories on the perfect among others, but not without theoretical defects. Recently, Meyer-Viol and Jones (2011) also propose a formal account of the English present perfect and simple past tense, based on the notions of ‘reference time,’ ‘event time,’ and ‘speech time.’ They account for the definiteness effect and the lifetime effect by analyzing the perfect to have its reference time at the speech time, while the simple past tense to have its reference time at the event time, in line with Reichenbach (1947). Given this, it is proposed in this paper that these previous theories and observations including Meyer-Viol and Jones’s generalizations are met with numerous counterexamples, and that the difference between the English perfect and simple past should be accounted for by classifying the English perfect into the three uses, i.e., Experientials, Resultatives, and Universals. In addition to the semantics of the three uses of the perfect, pragmatic competition between the perfect and simple past is proposed to play a role in deciding which of the two constructions should be chosen, in line with Schaden (2009).

Persistence and division of labor in grammaticalization: The case of out of and from in English

이성하 경희대학교 언어정보연구소 2012 언어연구 Vol.29 No.3

English preposition from and the secondary preposition out-of are essentially identical in terms of their functions of marking the point of departure, i.e. ablative. Despite the shared commonalities, however, the two prepositions exhibit a range of differences. Of intriguing relationship among polysemies of out-of is one of antonymy noted in Rhee (1996, 2000), where out-of can mark ‘association’ as well as ‘privation’ or ‘dissociation’. Unlike out-of, from does not exhibit such semantic versatility, and the usage closest to ‘dissociation’ of from is designating an object that needs to be separated for the sake of protection or prevention. This research is an endeavor to look into the factors that enable and limit the range of functions of these near-synonymous prepositions. The limiting factors are largely due to the fact that out-of developed from a periphrasis with the compositional meaning from the motional/directional adverbial out and directional preposition of, whereas the original adjectival/adverbial ‘forward’ meaning of from engendered ‘onward’, ‘on the way’, ‘away’, etc., and underwent categorial shift into a preposition. The fact that source constructions of grammatical markers not only affect the change but also determine the path and the result strongly supports the source determination hypothesis. A comparison of the two forms reveals interesting aspects with respect to principles and mechanisms in grammaticalization, including (i) semantic persistence, (ii) functional specialization, (iii) perspective shifts, (iv) subjectification, (v) categorial and semantic divergence, among others.

Explicit instruction in an EFL writing class: A process-genre perspective

Sun-Young Kim,Jiwon Paek 경희대학교 언어정보연구소 2020 언어연구 Vol.37 No.S

The present study examined the role of explicit writing instruction in an EFL college writing class from the perspective of a process-genre approach to teaching. To evaluate the effect of explicit instruction on writing improvement, a writing rubric was used, which measured the five areas of writing development such as ‘Purpose’, ‘Organization’, ‘Elaboration’, ‘Voice’, and ‘Grammar. L2 writing proficiency was used as a unit of analysis to evaluate writing development. Specifically, the students in two proficiency groups were required to perform the set of genre-writing tasks, Narrative and Argumentative essays, under pre-test and post-test conditions. The results showed that explicit instruction under the process-genre approach helped to improve students’ writing skills, but the relative effects differed according to L2 writing proficiency. More specifically, the more proficiency group showed the improvement in the four areas of the rubric measures except for ‘Grammar.’ On the other hand, the less proficiency group experienced the improvement only in two rubric measures, or ‘Organization’ and ‘Purpose.’ This indicates the important role of L2 writing proficiency in incorporating a process-genre approach into traditional writing classrooms. This paper argues that L2 proficiency should be considered an essential part of teaching practices under the process-genre approach to writing.

부정극어와 의문문의 의미와 화용

홍민표(Hong, Minpyo) 경희대학교 언어정보연구소 2010 언어연구 Vol.27 No.3

Previous literature on the semantics and pragmatics of English negative polarity items and questions is critically reviewed in this paper. Various attempts to solve the puzzle behind the English any are classified into two major groups, namely semantically motivated approaches and those that are pragmatically motivated. It is argued that the two most-widely accepted views (the domain-widening approach of Kadmon & Landman (1993) and the scalar assertion approach of Krifka (1995)) are different from other approaches in the sense that they are pragmatically motivated and can provide greater explanatory adequacy than the semantics-based accounts. The paper also discusses the negative polarity items in interrogative sentences and provides a future direction of research on polarity-sensitivity phenomena.

영화를 활용한 영어 학습 방법

이연화(Lee, Yeonwha) 경희대학교 언어정보연구소 2010 언어연구 Vol.27 No.2

The purpose of this study is to develop a movie-based text as a teaching tool and propose a technique of presenting a movie in classes. Firstly, the researcher analyzes the importance of using movies and finds how to use movies as teaching materials in the classroom, focusing on Forrest Gump. Movies as an instructional media in classes offer benefits in the form of the authenticity of language, the provision of cultural context, the existence of visual supports, and the enhancement of motivation. Even though many teachers are interested in movies as teaching contents, they are not sure what and how to teach. Therefore, this study shows an example of an activity and task-based lesson plan based on Forrest Gump. Secondly, this paper investigates the result of 30 student surveys to measure the efficiency of the model class. The result of the study suggests that the students are satisfied with the movie-based class and recognize a movie as an excellent learning tool to motivate themselves. In future research there should show more specifically how students’ English has improved and what is the most effective teaching method. And it is expected to develop various movie-based texts to improve their English ability.

Evaluation and bias in negative yes-no questions

Margarita Dimitrova(Margarita Dimitrova ) 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.3

The goal of the present work is to discuss the properties of negative yes-no questions capitalising on data from Bulgarian. Negative yes-no questions have traditionally been considered a case of expletive or pleonastic negation, i.e. the negation marker is void of negative content and does not contribute to the negative interpretation of the structure. In view of this property, given languages, like Bulgarian and other Slavic and Balkan languages, display an intriguing blocking of Negative Concord in yes-no questions (Dimitrova 2020a) which prevents the co-occurrence of the negation marker and n-words (Laka 1990). Rather, the negation marker is only compatible with positive indefinites underlying the speaker’s bias towards the positive value of the proposition (Ladd 1981). Considering the data from Bulgarian and building on some intriguing patterns between negative yes-no questions and given types of subjunctive main and embedded clauses (Giannakidou 2016; Dimitrova 2020b), we propose that the negation marker is not expletive but rather contributes to the expression of the speaker’s evaluations and kind of attitude, displaying a relation to the domain of nonveridicality (Giannakidou 1998; Yoon 2011).

Numeral classifiers in Korean -ki nominalizations

Michael Barrie(Michael Barrie ),정희련(Heeryun Chung),안덕호(Duk-Ho An) 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.3

This paper discusses the structure of numeral classifiers in two types of Korean -ki nominalizations. In the first type (NOM-ki), the object is a full KP, and the properties of numeral classifiers are identical to those of any full KP nominal. In the second type (GEN-ki), the object is a bare nP, and is missing the functional structure necessary for hosting numeral classifiers. As such, the numeral classifier simply adjoins to nP and gives rise to idiosyncratic or culturally relevant readings only. We argue that the Div head is part of the functional spine in Korean. Div is responsible for making the nP countable and able to semantically compose with the numeral classifier. In a full KP object (in NOM-ki), Div is present, and the numeral classifier composes Div+nP, giving rise to standard counting semantics. In a bare nP object (in GEN-ki), Div is absent. The numeral classifier cannot semantically compose with nP. We argue, following Harley (2009), that a non-compositional meaning can arise akin to compounds.

Focus effect story of relative clause extraposition

이승한(Seung Han Lee) 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.3

This study proposes that relative clause extraposition (hearafter RCE) is employed to produce stronger focus effect (i.e., pitch increase) on main predicate, thus delivering speaker′s illocutionary acts more remarkably. At first glance, data of relevance here drawn from BYU-BNC, COCA, and Buckeye Speech Corpus provide us with a principal finding that not only is the heaviest weight of relative clause likely to be one trigger for extraposition, but discourse-based RCE is also classified into four types under the assumption of extraposed relativizer as cohesive device. More to the point, we highlight the duration of silent pause occurring in the hitatus between main predicate and extraposed relative pronoun in order to prove discontinuous structure of RCE. Unexpectedly, the length of silent pause decreases when the information on extraposed relative clause loads more than thirteen words. This idiosyncratic behavior leads us to assume that focus effect determiners are hierarchically ordered and also their combinations are ranked according to different degrees of focus effect. It is thus no coincidence that extraposition of relative clause is highly favored over its canonical construction, thereby rendering focus effect more salient. We go a step further in claiming that focus cohesion principle provides a plausible explanation for the decreasing pause duration of RCE with the help of one questionnaire survey. Suffice to say, focused main predicate of RCE hauls its neighboring constituent, thereby leading to collapse of grammatical device, decrease of pause duration, and even misunderstanding of utterance.

English let alone construction: A discourse-oriented nonderivational approach

권영국(Young-Kook Kwon),김종복(Jong-Bok Kim) 경희대학교 언어정보연구소 2022 언어연구 Vol.39 No.3

The expression let alone, starting to be used as an NPI (negative polarity item) in the 1760s, displays peculiar syntactic, semantic, and pragmatic properties that are quite unpredictable from general grammar rules. This paper investigates these grammatical properties further while referring to the attested data extracted from corpora like COCA (Corpus of Contemporary American English). It also discusses several challenges to the postulation of clausal sources and application of move-and-delete operations. The paper then sketches a discourse-oriented construction approach that could offer a more feasible account for its general as well as idiomatic properties. In particular, it shows how the construction in question is interrelated with other related constructions such as parenthetical subordinating clauses modifying a nonveridical situation as well as ellipsis constructions that require a parallelism condition between an ellipsis clause and its antecedent clause.