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대상지배적/행동지배적 언어유형론과 영어와 한국어 복수표지의 상호작용
박기성(Kiseong Park) 한국중원언어학회 2017 언어학연구 Vol.0 No.44
The purpose of this study is to investigate the interaction between the linguistic typology of object-dominant vs. action-dominant languages and plural markers in English and Korean. This paper argues that the ‘deul’ marked elements induce the pluralities of eventuality in Korean and that the pluralities of eventuality have something to do with the verb-centered characteristic of action-dominant languages. The followings are discussed in this paper. First, the plural marker ‘deul’ for nouns produces the distributive readings, which activates the repetitive or plural eventualities. Second, the presences of ‘deul’ marker for adverbs and verbs in a sentence can be accounted for by the notion of plural eventuality, which supports the action-dominant function of a ‘deul’ marker. Third, the ‘deul’ marker applied to non-count nouns demonstrates that the main function of the marker is to mark the plural eventualities rather than the plural entities. Fourth, the plural or repetitive event readings for plural subjects in English are derived from the implicatures from the restricted verbal classes and aspects of the predicates and the distributive readings of the predicates.
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인터페이싱(interfacing) 언어를 이용한 새로운 한국어 교육방법
김희숙(Heesook Kim) 한국중원언어학회 2008 언어학연구 Vol.- No.13
Globalization appears to make only English ever dominant. Based on the number of speakers, English fully deserves to be called a major language. In terms of influence, English turns out to be unmatched. These features present a great tumbling block for other languages, including Korean, to spread worldwide. However, on second thought, we find that if we use the English language, which as a byproduct of globalization, has acquired the status of being the interface or the global language, we could make Korean more easily accessible to the foreign language speakers interested in learning Korean. The fact that we can deliver what we think or how we feel to others in English, even though not perfectly, suggests that we might belong to the same epistemic community, based on English to some extent. It leads us to the claim that when teaching Korean to other language users, if we adopt English as an aid or an intermediary, the result would be far more productive than the traditional approach.
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Transition of Phonological Rule Application in Learner Speech
김종미 한국중원언어학회 2013 언어학연구 Vol.0 No.28
In the development of learner speech, we expect both the decreasing interference of native phonology and the increasing acquisition of target phonology. We examine how these two types of phonological interaction occur as the learner proficiency increases. For this study, we collected 2,804 word data of L2 English in isolation form and embedded in sentences. These data were elicited from 92 Korean adult learners of American English. Our results indicate that the learner speech may suppress the L1 rule application in significantly earlier stage of language learning than the stage when an L2 rule applies. Furthermore, the L1 rule in learner speech is different from the L1 rule in native speech.
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김상태 한국중원언어학회 2014 언어학연구 Vol.0 No.31
The purpose of this study is to assess the recognition of Korean graphemes by native and nonnative writers. For this research purpose, the following research data sources were constructed based on Korean graphemics. Questionnaires and surveys wereconducted to Korean and Chinese students at Cheongju University. The SPSS 18 statistics was used for data analysis. The findings of data analysis show the factor that nonnative writers have difficulty in writing Korean is two: internal and external. The internal factor is the change of Korean vowel system. The external factor is two: one is the discrepancies of consonant system between Korean and Chinese, the other is a disagreement of secondary grapheme between two languages. Therefore, the present results also have some implications for learning Korean writing. Nonnative instructors should be aware of how strongly both the knowledge of L1 and L2 affect nonnative writers' recognition of L2 graphemic system.
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