2016년 한국영어학학회 / 한국언어정보학회 봄 공동학술대회 발표논문

편집부 한국영어학학회 2016 한국영어학학회 학술대회 논문집 Vol.2016 No.1

한국적 영어학과 영어 코퍼스의 활용

고광윤(Goh Gwang-Yoon) 한국영어학학회 2005 영어학연구 Vol.- No.19

English linguistics of Korea, despite its considerable development and growth for thc last 50 years, has continued to lag behind that of not only the US and the UK but also many European countries and even Japan as well. The current state of English linguistics of Korea seems to be closely related, above all, to our lack of the native speaker's intuition about English and the failure in developing a successful model of Korean-style English linguistics which enables us to overcome our weaknesses and limitations and to make the best use of our strengths. The purpose of this paper is to show the possibility of developing a model of internationally competitive Korean-style English linguistics, which is proposed to be based on the ingenious use of English corpora I will first briefly review and evaluate the study of English linguistics in Korea. Then I will consider the question of how English corpora such as the BNC can and/or should be used for dealing with certain problems in English linguistics. I will conclude this paper by suggesting future directions for Korean English linguistics in connection with important problems confronting us.

한국인의 영어 호격과 동격 발화에 나타나는 억양 양상 연구

김기호,김선미,남기춘 한국영어학학회/한국영어학학회 2010 영어학연구 Vol.16 No.1

한국의 영어학(그 과거와 미래)

조성식 한국영어학학회 1995 영어학연구 Vol.- No.1

한국인 EFL 학습자의 영어 재귀사 해석에 미치는 화용정보의 영향

유기윤(Yoo Ki Yun),김수연(Kim Soo Yeon) 한국영어학학회 2016 영어학연구 Vol.22 No.3

This article investigates differences in interpretations of English reflexives between Korean EFL speakers and English native speakers in terms of the c-command constraint. We examine whether Korean EFL learners selection of a non-c-commanding NP as an antecedent for an English reflexive is caused by L1 transfer or induced by different processing strategies between a mother tongue and a foreign language. The results show that, during the initial processing period, Korean EFL learners employ different strategies from English natives’ to resolve the interpretation of reflexives: EFL learners are reacting to pragmatic factors, while English native speakers are relying on syntactic factors at the initial stage of processing. This result supports the Shallow Structure Hypothesis of Clahsen and Felser(2006) in that during the first stage of parsing in a timed task, proficient EFL speakers interpret English reflexives according to the contextual information when biased sentences are given.

Jespersen의 Analytic Syntax와 한국어 통사 분석: 1²1(21) & S0 0 1(3) X*

장석진 한국영어학학회 2003 영어학연구 Vol.- No.16

Chang, Suk-Jin. 2003. Jespersen's Analytic Syntax and syntactic Analysis of Korean: 1²1(21) & S0 1(3) X. English Language and linguistics 16, 131-160. This paper has a two-fold purpose: (I) explicating Jespersen's system of symbolization in his Analytic Syntax (1937) and (2) analyzing Korean constructions syntactically in the framework of Analytic Syntax. Jespersen's system of symbolization, together with his functional approach to grammar rooted in notions like nexus, junction, and ranks, enables us to look into the deep insight of the workings of English and to disambiguate structura1 meanings by distinctly symbolizing the same surface form by means of a string of annotated symbols such as small subjects (s), half-subjects (½S…½S), coindexing (S₂...S₂), stars, alternatives (s/3), zero (S0), and brackets ( [ ], for extraposition). In the course of exercises analyzing major syntactic constructions of Korean a la Analytic Syntax, the following augmentations or modifications are made: (i) subtyping V into V" (processive verb, or verb), Vd (descriptive verb, or adjective), and v¹ (linking verb, ar copula), (ii) adding indices: " (utterer) and h (hearer), (ⅲ) an augmented use of '+' (e.g. S0+h). (iv) category change;V¹(nominalization), V² (adnominalization), V³ (adverbialization), (v) subtyping X (nexus-substantive) into X0 (processive nexus-sustantive) and X0 (descriptive nexus-substantive), and (vi) adding discourse functions: topic ( ¹) and focus ( ¹).

준조동사 ‘BE TO’ 구문에 대한 통사적 분석

조남호(Cho Nahmho) 한국영어학학회 2017 영어학연구 Vol.23 No.1

The English infinitive can be used as a noun, adjective, or adverb equivalent. There are three types of ‘be+to-infinitive’ in English. The first type ‘be to-infinitive’ is one in which the infinitive is a noun equivalent. In the second ‘BE TO-infinitive’, the infinitive is considered to be an adjective equivalent acting as a subject complement. In the third ‘is to-infinitive,’ the infinitive is called a retroactive. This study has fully discussed the differences of these three types. They have an apparently identical construction in which the verb ‘be’ is followed by an infinitive, but in fact they have different syntactic and semantic characteristics. Jespersen(1940) classified English infinitives into three ranks: primary, secondary and tertiary. The verb ‘be’ of the first type ‘be to’ is a copula and the infinitive is Jespersen’s primary and so a nominal infinitive acting as a complement of ‘be.’ There are two kinds of infinitives as Jespersen’s secondary: retroactive and non-retroactive. Korean school grammar has argued that Jespersen’s secondary non-retroactive infinitive of ‘BE TO’ is a subject complement, and so an adjective equivalent. However, this argument has proved to be untenable. Unlike ‘be to,’ ‘BE TO’ cannot be divided into two units, i.e. the verb ‘be’ and ‘to-infinitive.’ The whole ‘BE TO’ as a unit is a modal idiom or quasi-auxiliary referring to several future meanings: arrangement, order, destiny, possibility, purpose, etc. The infinitive of ‘is to’ is a retroactive. It is an active infinitive which is said to have a passive meaning, but Jespersen(1940) looks upon the infinitive as active and as governing a preceding item as its (implicit) object.

스칸디나비아어와 영어

박영배 한국영어학학회 2000 영어학연구 Vol.- No.9

CMC 기반의 상호작용적 영어작문 수업 모형 개발

정양수(Jung, Yang-soo) 한국영어학학회 2010 영어학연구 Vol.16 No.2

The purpose of this study is to develop an instructional model of interactive English writing course conducted in CMC based environments. The theoretical premises that a newly developed model underlies are interactive learning, self-directed learning, peer editing/revision, and process-oriented writing. In this study, it is believed that the communication functions provided by CMC environment could be a fascinating medium for facilitating the interaction between students, students and instructors. This interaction manner of CMC could enable students to have ample opportunities to revise their own writing drafts or other students' drafts continuously by the means of giving and receiving feedback from each other. The newly developed model will be helpful for instructors who plan to design a writing course in CMC-based language learning environments.

Language Transfer in Parsing Relative Clauses

Ho Han 한국영어학학회 2012 영어학연구 Vol.18 No.1

The aim of this study is three-folds. The first is to see if Korean EFL learners have any preferences for ambiguity resolution of English relative clauses (RC). The ambiguity arises from the modification of RCs, as seen in the sentence Someone shot [NP1 the servant] of [NP2 the actress] who was on the balcony, where the RC may modify either NP1 or NP2. In L1 processing, preferences in modification have been observed across languages including Korean. I will reexamine the case, focusing on Korean EFL learners's processing English RCs. The second is to find out if L1 transfer to L2 operates in the resolution of RC attachment ambiguity, and if there is any correlation between L2 proficiency and RC attachment preferences. The third is to figure out the reason why they prefer a certain type of interpretation, with the experimental results from this study as well as previous studies. From the findings from the offline questionnaire from two groups, it will be argued that L1 influences L2 processing in the ambiguity resolution of English RCs, and, in addition, L2 proficiency does not affect RC attachment preferences. The Turning Hypothesis will be adopted to explain the findings.