본고는 의미 중심 형태 교수법(Focus on Form) 중에서, 입력 처리활동(Input Processing Activities:IPA)을 활용한 문법 수업이 한국어 학습자의 시제 학습에 효과가 있는지를 알아보고자 한다. 한국어 학습자들은 초급-중급-고급 과정을 거쳐 다양한 형태의 문장들을 접함에 따라 문법에 대해 많은 관심과 궁금증을 갖고 있다. 이에 비해 이러한 학습자들의 관심을 해결해 줄 수 있는 교사들의 교수 방법 안내와 대책이 부족한 것이 현실이다. 그래서 본고는 의사소통능력을 향상시키기 위해서는 문법적 능력의 성장이 뒷받침되어야 한다는 생각 하에 한국어 초급 학습자들에게 교사로부터 주어지는 입력을 이해하고 처리하는 구조화된 입력 활동(Structured Input Activities)을 수행하게 함으로써 목표 문법에 주목하도록 하는 IPA를 적용하여 그 효과를 검증하고, 효과적인 문법 지도 방안을 알아보는 데에 목적이 있다.

외국어로서의 한국어 교육의 일차적인 목표는 의사소통 능력을 향상시키는 것이다. 의사소통 능력이란 말하기와 듣기, 읽기와 쓰기까지 포함하기에 어느 것 하나 소홀히 할 수 없다. 하지만 최근 한국어 교육에서 읽기와 쓰기의 연구는 짧고, 구체적인 쓰기 교육에 대한 방안도 부족한 실정이다. 또한 유창성의 흐름에 따라 학습자들이 말하기보다 쓰기 실력은 그 아래 단계에 머무는 한계가 드러나고 있다. 본고에서는 그 해결책의 하나로 문법지식을 활용한 일기쓰기를 제안하고자한다. 일기는 학습자들의 경험을 토대로 생각과 느낌을 표현하게 해 주면서 말하기를 확대시키는 도구가 되기도 한다. 또한 문법지식을 활용한 일기쓰기 연습을 통해 오류를 최소화하고 다음 단계로 나아갔을 때 정확하고 안정된 표현을 사용할 수 있도록 도움을 줄 것이다. 따라서 직접 학습자들에게 실험을 통해서 그 효과를 확인하고자 한다.

The purpose of this paper is to examine what grammatical functions and meanings the for-to-Ⅴ construction possessed in the early Middle English religious prose Holy Maidenhood (original title: Hali Meidhad). It has been claimed that the for-to-Ⅴ construction arose in the early Middle English period. From the 19 examples containing for-to-Ⅴ sequences in Holy Maidenhood, it is found that they could have diverse grammatical functions such as subject, complement, and adjunct, and various meanings other than `purpose.` These findings are against Jespersen`s (1909-49, Ⅴ) and Mustanoja`s (1960) arguments that the for-to-Ⅴ construction originally expressed `purpose.`

Discourse is where linguistic forms are subjected to semantic and grammatical changes through meaning negotiation between interlocuters. This paper aims to describe emergence of various grammatical items from one of discourse strategies, i.e. rhetorical questions. It shows that certain rhetorical questions are grammaticalized into various grammatical markers, and sometimes into lexical items. It claims that some of these developments exhibit the reversal of intersubjectification by losing their capabilities of directly reflecting the speaker-addressee relationship; that grammaticalization and lexicalization are not entirely discrete processes but intertwined, each even making use of certain identical processes; and that grammar and lexicon, rather than being two separate entities, form a continuum.

This paper attempts to explore the grammaticalization of the [The fact is that] construction in order to substantiate the synchronic extensions of [The fact is that] > [The fact is,] > [Fact is,] (Kim 2001, 2003a) found in the present-day corpus (COBUILD 2000). In other words, this study is to examine whether such present-day extensions can be observed historically or not. For the historical data ARCHER (A Representative Corpus of Historical English Registers) Corpus (1999) and OED (Oxford English Dictionary 1989) will be used. These data will reveal that [the fact is that] construction has evolved along the grammaticalization path: [The fact is this.] + independent sentence [The fact is that] + complement clause > [The fact is,] + main clause > [Fact is.] + main clause. To conclude, this paper verities our claim that seemingly superficial THAT deletion and THE deletion do not represent optional ommission or performance errors but fit into the systematic language changes: the present- day variations reflect different stages in historical grammaticalization.

This study is intended to design efficient method for Korean Grammar Education using the Corpus of Spoken Korean in the 7th curriculum. In this curriculum two subjects - `Language and Korean - Knowing Korean` and `Trimming Korean` - are proposed. The former deals with fundamentals in `Knowing Korean` while the latter deals with the category of attitude. Also, in the 7th curriculum a distinctive, student-oriented learning method, called `Inquiry Session,` is suggested. The `Trimming Korean` aims to foster desirable attitudes in Korean language life, and the `Inquiry Session` and the `Trimming Korean` are related in cognitive perspective and emotional perspective, respectively. The Corpus of Spoken Korean has two merits. First, it helps the Korean language education be free from the knowledge of Korean language tilted toward written language. And students can accept it naturally since they use it in daily life and thus can detect any change easily. In this study the system and morphology of vocabularies are discussed by comparing the Corpus of Spoken Korean with that of Written Korean in the top 50 most-frequently-used words. At the same time, a teaching and learning program is worked out on the word formation of the words used in spoken Korean during the inquiry session in the `Knowing Korean` and ways to use spoken language materials for the `Trimming Korean` are discussed.

This paper discusses the functions of `as well as` in comparison with `and`. Our analysis of the KJV and the NIV of the Bible shows that `as well as` has been grammaticalized into a new coordinator, being in functional competition with the old coordinator `and`. This paper reveals that `as well as` has similar but different characteristics from `and`. Firstly, the distribution of the grammatical categories of the elements `as well as` coordinates are more limited--i.e. mostly NP and PP--than `and`. Secondly, `as well as` tends to coordinate syntactically more complex and less integrated elements than `and`. Thirdly, `as well as` tends to coordinate semantically more heterogeneous elements than `and`, which reflects iconic tendencies.

"You may not agree with Chomsky`s work, but it would be both short-sighted and unscholarly to ignore it." (Smith 2000:vi) Sung-Hyuk Park. 2002. Chomsky`s Conception of Language and Grammar. Studies in Modern Grammar 31, 25-46. Chomsky`s views on human language and the nature of linguistic inquiry are very widely referred to, but equally widely misrepresented. Such widespread misunderstanding of Chomsky`s linguistic ideas seem, especially in Korea, to be due in part to misinterpretation of his conception of language and grammar. The purpose of this paper is to reexamine Chomsky`s conception of language and grammar with a view to helping Korean critics of Chomskyan theory understand it in a reasonable manner. According to Chomsky, "there is a faculty of language FL, a component of the human mind/brain dedicated to language," and "FL undergoes state changes under triggering and shaping influences of the environment." The most important and basic assumption of Chomskyan theory is the internalist conception of knowledge of a language, according to which such knowledge is constituted solely as part of the psychology of individuals. This special notion is accordingly referred to as "I-language," where I is to suggest "individual," "internal," and "intensional." The notion of language that is being investigated is the language of an individual (I-language), not the language of a community or a country or an era. An I-language L is thus defined as the language of an individual whose FL is in a state L (S?). The notion of grammar should then be conceived of in the same vein: the term "grammar" is the linguist`s theory of the I-language, universal grammar (UG) being the theory of the initial state S? of FL, which is uniform for the species.

Eunil Kim . 2002. A Functional Appro ach to Eng li sh Educ ation . S t ud ie s in M od e rn Grammar 27, 105- 121. This study is to explore how Functional Grammar can contribute to English Education. As noted in Brown (2000), the human organism approaches any new problem with an existing set of cognitive structures : Previously learned material interferes with subsequent material. Korean learners of English will use whatever previous experience they have had with Korean in order to facilit ate English learning process. This study tries to develop teaching materials that help Korean student s overcome the interfering effect s of Korean on English, focusing on how the Korean and English grammars code semantic domains such as animacy, volitionality, inchoation and functional domains of voice and tense/ aspect .

Seongha Rhee. 2001. Grammaticalization of Verbs of Cognition and Perception. Studies in Modern Grammar 24, 111-135. This paper is an exploration of the grammaticalization phenomena displayed by the verbs of cognition and perception. Drawing upon cross-linguistically attested data, this paper shows that verbs of cognition and perception predominantly grammaticalize into epistemic markers. This is a natural consequence because the grammaticalized markers exhibit semantic residue of the source items, which, in this case, make direct reference to the sources of the human construal of the world affairs. This paper explicates how other grammatical functions are developed from these verbs. In so doing it also argues that the features that are selected for grammaticalization are those that are experientially salient features in conceptual event schemas.

Kangsub Lee. 1998. Does Grammar Instruction Interact with Learning Style? Studies in Modern Grammar 21, 149-181. This study extended earlier studies regarding the effects of interactive small group tasks as opposed to traditional teacher-fronted grammar lessons. In particular, it investigated the effects of individual learning styles on students` achievement via the two instructional methods. A "Learning Style Profile" adapted from the Learning Style Profile (Keefe & Monk, 1986) was administered to a large group of Korean EFL college students to assess their learning styles and to establish associations between elements of their learning styles and their achievement on the proficiency tests. In particular, students were considered according to the type of formal instruction they received: grammar task group, grammar lesson group, and non-grammar group. The results of this study showed that learning style preferences were able to predict more than 70% of the participants with respect to which instructional method worked best for them. In addition, aptitude by treatment interaction analyses showed that visual learning style is best accommodated by traditional teacher-fronted grammar lessons. In sum, these findings indicate that formal grammar instruction is facilitated when there is a match between the instructional method and the learners` learning style.

Eunil Kim. 2000. A Grammar of Animacy. Studies in Modern Grammar 20, 71-96. This study discusses how the semantic domain of animacy is coded in syntax. This argues for the systematic coding of animacy in two different ways. First, the analysis of English and Korean grammars shows the systematic differences between them in animacy coding in all the linguistic levels of the grammars: Two different coding devices are used according to animacy in Korean while the same coding device is used regardless of animacy in English. Second, the typological study of 40 languages from all the language families also shows that grammars code aniamcy in a systematic way. Our study reveals that the typological differences in the case markings of associative and intstrumental, and the relationships between the types of case markings and inanimate subject constructions can nicely be accounted for in terms of animcay.

eo, Kyunghee. 1997. Effective Methods of Grammar Instruction. Studies in Modern Grammatical Theories 10: 139-156. The purpose of this paper is to suggest effective methods of grammar instruction which has been undervalued by some researchers. First, this paper discusses consciousness raising which can be defined as the deliberate attempt to draw the learner`s attention to the formal properties of the target language. Next, input processing instruction, the transition from input to intake, is found to be a better method than traditional grammar instruction which stresses the manipulation of output. Finally, a task-based approach -- integrating grammar instruction and communicative language use -- is recommended for effective grammar teaching.

Chung, Yung-sik. 1997. Polysemous Meaning of English Verbs. Studies in Modern Grammatical Theories 10: 115-147. To explain the systematic relationships among the interrelated meanings, this study adopts the lexical network approach proposed by Langacker(1991). The relationships among a large number of related senses of a polysemous lexical item can be characterized in terms of relationships between a schema and its instances on the other, and all these relationships cannot be explained without taking human cognitive abilities into account. With reference to the cognitive processing, the following processes, among others, are found to be at work: First, the systematic relationships among the various meanings of a lexical item are obtained by applying the profile shift to the same conceptual base. The relationships between transitive verbs and corresponding intransitive verbs are remarkable examples of the profile shift. Second, semantic extension from the concrete meaning to the abstract meaning results from the domain shift. Therefore, a word can refer to many objects or events, and the semantic category of a word consists of entities referred to by the word. The purpose of this study is to show that these cognitive principles operate on language by investigating the process of semantic extension of verbs, and to show the systematic relationships among the interrelated meanings of a lexical item based on the semantic analysis of affect verbs such as the English `break` etc.