간행물
현대문법연구 KCI 등재 Studies in Modern Grammar
- 발행기관 현대문법학회
- 자료유형 학술지
- 간기 계간
- ISSN 1226-3206 (Print)2713-5780 (Online)
- 수록기간 1992 ~ 2021
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 745DDC 425
권호리스트/논문검색
제69권 (2012년 9월) 11건
1.
2012.09
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This paper proposes a syntactic account on interpretations of idioms, which vary depending on voice alternations in Korean. There exist asymmetries on whether an idiom maintains its idiomatic interpretation despite its voice alternation. This paper shows that the principle of idiomatic interpretations (Marantz 2008, Bruening 2010) directly accounts for the asymmetries of idiomatic interpretations, coupled with the syntactic structures of two types of passives and causatives proposed in this paper. The discussions in this paper support the theory of Distributed Morphology, which holds that idiomatic interpretations are post-syntactically added from the Encyclopedia.
2.
2012.09
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This paper addresses the problem of the establishment of the category adjective in Korean. With respect to this problem, there have been two camps, one of which advocates the existence of adjectives while the other refutes adjective as an available syntactic category in the language. In this paper, we will see, based on the uniformity principle in Chomsky 2001 and the universality of lexical categories proposed by Baker (2003), that Korean indeed has the category adjective.
3.
2012.09
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The purpose of this study is to find out educational method of Equality Particles, {mankeum/cheorum/kachi} for Korean learners. In Korean linguistics, these morphemes can not be explained clear. Moreover in Korean language education, only some limited meaning of {mankeum/cheorum/kachi} is introduced at the level 2, and then their actual usage is showed many errors. To identify the semantic similarities and differences of {mankeum/ cheorum/kachi}, it is used Sejong 21'th century's Project corpus and Korean learner's error corpus. As a result, {mankeum} is used as a bound noun and a particle, {cheorum} as a particle and {kachi} can be used as a particle and a adverb. In this case investigations, {mankeum}'s meaning is extended, "the difference between a certain amount of> different levels of degree> degree of similarity of> equivalence" In contrast, {cheorum} has the meaning of 'degree of similarity' and 'equivalence' between two comparative objects. Lastly, {kachi} is derived from {katta} as an adjective and has the meaning 'equivalence' like {cheorum}. (SoonChunhyang University)
4.
2012.09
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It is well‐known in the literature of Korean linguistics that the difficulty with the semantic treatment of –ess lies in the fact that it can be used to refer to a past eventuality or a perfect eventuality, depending on the context of use. For this reason, after pointing out that it is of no use to posit that –ess is a past tense marker, a perfect marker, or both, this paper argues that –ess itself is neither a past tense marker nor a perfect marker, which completely departs from the previous treatments of –ess . To put it differently, -ess is indeterminate between a past tense marker and a perfect marker across the sentences in which it occurs. The context of use serves to resolve its indeterminacy by presenting the most salient semantic interpretation that may arise from –ess .
5.
2012.09
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This paper purposes to show a need for an effective commensuration between the questions of the National Examination for English Teacher Recruitment and the curricular components of the Departments of English Education. It analyzes the questions of Recruitment Exam for the past 12 years and the curricular components of the Departments of English Education of six representative universities sampled on a location basis, in order to see whether or not the curricula of Departments of English Education are adapted and are commensurate with the categories of the questions of the Teacher Recruitment Examination. This paper claims that, when the curricular components of the Departments of English Education are designed for the Teacher Recruitment Exam, this would be a better way in view of helping to get students over the hump of passing the Teacher Recruitment Examination.
6.
2012.09
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This paper aims to explore the problematic nature of the use of adverbial connectors employed in NNS and NS academic essays by using two different corpora from Korean university students and from English native speakers in the UK. Combining corpus-based and discourse analytic approaches, the study focuses on the frequency and distributions of adverbial connectors, thus investigating in what ways this can affect the rhetorical features in terms of the text cohesion and structure. The results indicate that the Korean sample students shared the problem of other L2 writers with the overuse of overall connectors, but they showed a strong preference for using colloquial and spoken forms of adverbial connectors. On semantic relations, the overuse problem occurred in the listing, in particular, reinforcing types of the adverbial connectors. The noteworthy difference is that the mechanical repetitions of listing and contrasting ideas, and connecting them in a cause-effect sequence was identified more frequently in the Korean student texts than in the native student ones. However, counter-argument is more preferred in the argumentative context of the native student texts with more overt use of contrastive connecting items. Finally, most of the misused connectors were identified to simply repeat the ideas in the same viewpoint, which may have led to a failure in developing logical sequences in argumentative discourse. Another misuse type of connectors may derive from sociopragmatic transfer from L1 to L2. The findings thus may give some pedagogical implications for teaching alternative strategies to raise culture-specific register awareness and understand the different semantic types of adverbial connectors.
7.
2012.09
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A role of students' affective factors in assessing their non-native teachers of English. Studies in Modern Grammar This study investigated the relationship between non-native English as a Foreign Language (EFL) students’ perceptions of their non-native teachers and their own affective variables. A total of 189 subjects in this study responded to a Likert-type scale instrument that measured their self-directed learning behavior, anxiety, class participation, their perceived teachers’ teaching ability, closeness with their teachers, and anxiety aroused in the presence of their teachers. Following principal factor analyses to check the construct validity of each construct, canonical correlation analysis was performed to understand to what extent subjects’ perceptions of their non-native teachers of English can be related to their affective states are related. The results indicated that the two sets were moderately correlated in two functions with canonical coefficients 0.52 and 0.37, suggesting that perceptions of non-native teachers may be related to learners’ affective states. Further analyses showed that students who reported high on self-regulatory learning behavior and classroom participation were likely to feel that their teacher was close to them, were still likely to feel anxious, and tended to feel positive about their teacher’s teaching ability. In addition, this study found that students with low foreign language anxiety were likely to manifest low belief in their teacher’s teaching ability, were likely to feel distant from their teacher, and likely to have the fear of negative evaluation.
8.
2012.09
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This paper explores the particle to by revisiting the issue of its association with Negative Polarity Items (NPIs). This paper argues that to in NPIs needs to be construed as a marker for its negative sensitivity by arguing against the claim that to in NPIs is identical to even, and quantificational (Sells 2001a, 2001b, 2006, Gill and Tsoulas 2006, An 2007). The main claim is threefold. First, the particle to in NPIs does not display the same scopal behavior as even does. Second, the reading provided by to in NPIs is not identical to that created by even. Third, to in NPIs allows its multiple occurrences with creating Negative Concord reading, whereas multiple to s construed as even are construed ungrammatical or pragmatically odd. Consequently, this paper claims that to in NPIs morphologically marks its negative sensitivity which needs to be distinguished from the item EVEN in light of the lexical approach to English even claiming that even is lexically ambiguous between a normal even and an NPI even (Rooth 1985, Rullman 1997, Giannakdiou 2007).
9.
2012.09
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Recent studies on sentence processing show that late learners of a second or foreign language, those who begin learning after puberty, differ from native speakers (and early L2 learners) as to how they comprehend complex sentences in real time. One construction in which this difference has been discovered is in the processing of non-local dependencies where constituents are displaced, such as in sentences containing wh-dependencies: The nurse who the doctor argued that the rude patient had angered ___ is refusing to work late. This paper presents a brief overview of recent findings investigating this issue. To this end, differences and similarities between L1 and L2 speakers in employing lexical and syntactic information to resolve these types of dependencies are discussed. In particular, the L2 learners appear to associate the fronted wh-phrase directly with its lexical subcategoriser, without postulating an intermediate gap position. Our result is argued to render support to the hypothesis that L2 learners under-use syntactic information in L2 processing, which causes them difficulty in processing the L2 input in a native-like fashion.
10.
2012.09
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This study investigated Korean university learners' perception of native English speaking teachers(NESTs) and non-native English speaking teachers (NNESTs) in the University English for academic purpose. Questionnaire survey and interview data collection were implemented. For the questionnaire survey, 118 students participated for NEST courses and 127 for NNEST courses. Among them 10 students(5 from NEST, 5 from NNEST) were interviewed to consolidate the data. The results revealed that students perceived more positively in the English speaking courses by NEST with regard to improving their listening and speaking ability, NESTs' teaching attitude which intrigued students to participate in the class, trying to ask questions in class, and keeping their tense during the class with English language code. However, students in NNEST courses felt less anxiety, used more L1 in group work, and tended to ask questions later the class in Korean than in NEST course. Students in NNEST courses perceived positively about L1 use as long as it is controlled. These findings are valuable implications for NNESts to manage their EAP courses effectively.
11.
2012.09
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This study examines whether formulaic sequences might be stored and retrieved as wholes in a holistic fashion rather than analytically. Another goal is to see whether the processing of L2 sequences is affected by L2 proficiency, grammaticality and length of expressions. Grammaticality judgment task was conducted and data was collected from Korean L2 English learners of low- and intermediate-level of proficiency. First, results showed that formulaic sequences were responded more rapidly and accurately than nonformulaic sequences. This provides additional support for the claim that formulaic sequences are stored and processed as single lexical units even in L2 speakers' mental lexicon. Second, the formulaicity effect was constant at both levels, indicating that formulaic sequences are acquired and processed from the early stage of L2 development. Finally, it was found that grammatical sequences were processed more quickly and accurately than ungrammatical ones and that shorter expressions were judged faster and more accurately than longer ones, implying more efficient processing and less memory load for shorter and grammatical expressions. Building on the results in the present study, we propose a formal account for the quicker and accurate processing of formulaic sequences with reference to psycholinguistic model and processing constraints.
