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
제73권 (2013년 9월) 11건
1.
2013.09
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Kiss (1998), on the basis of the language material from Hungarian and English, has claimed that information focus has no syntactic relevance and has no distinguished position in the sentence. This paper, however, shows that her claim may not hold in the languages such as Korean, which actively employs scrambling for the purposes of shifting information and prosodic structures in varying speech contexts. Languages of this type use scrambling (or syntactic detachments) to dislocate both the non-focal and the focal entities (which represent a topic and a contrastive constituent, respectively) away from their canonical positions. Scrambling, on the other hand, does not affect constituents bearing all-new information focus; they stay in-situ, and are typically anchored to the position immediately before the verb in the sentence. This observation is made on the basis of (i) relative degree of phonetic prominence of the two types of focus (Rochemont 1986, Pierrehumbert & Beckmann 1988, Kratzer & Selkirk 2007, etc.), and (ii) the default position occupied by the constituents bearing information focus from the viewpoint of information structure, which was first proposed by Vallduví 1992 and has been widely discussed in literature (Kiss 1998, Vallduví & Engdahl 1998, and Tomioka 2007, among many others).
2.
2013.09
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It has been a common view in the literature since Yang (1984, 1988) that caki ‘self' is a long distance anaphor, subject to parameterizaton of the binding domain across languages. I suggest that caki ’self' is a local anaphor with a DP structure including pro. I also suggest that a null argument in Korean has a DP structure with pro, too, based on the wide range of similarities with caki ‘self.' The present proposal for caki ’self' and the null argument has a nontrivial theoretical implication for anaphors and null arguments in languages typologically akin to Korean.
3.
2013.09
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Merge is assumed to come free in minimalist program. The logic for this assumption is that we could not even utter a sentence because it’s the cheapest way. With Merge as an indispensible operation in grammar, this paper explores the nature of a feature that serves as the trigger of Merge. In recent terminology, the feature in question is called an edge feature EF. Based on the observation that movement always targets a functional head, this paper tries to show that non-functional lexical items really have a limitation in the number of Merge, that is to say, they can merge just once and for all.
4.
2013.09
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The primary purpose of this paper is to show the syntactic structure of reduplicative copula is is constructions found in recent speeches. Perhaps it should be regarded as a pleonasm, a kind of repetition. But the advantage of analyzing it from the perspective of syntax becomes clear when we derive the structure based on recent syntactic assumptions. The non-standard structure of pseudo-cleft structure, whP is is that ... can be interpreted as being the product of unpacking the topic phrase in C-domain, while leaving the focus phrase in vP domain. The linking of the two phrases is manifested by the reduplication of BE, the first one being the Case marker, the second one being the focus marker inserted late.
5.
2013.09
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The purpose of this paper is to examine the effectiveness of corrective feedback on second language (L2) composition from both theoretical and practical perspectives. While it has been claimed that corrective feedback on L2 composition should be provided to student writers to prevent their errors from becoming fossilized, it has also been claimed that corrective feedback on L2 composition is useless because student writers make the same mistakes repeatedly even when they are corrected. Before we conclude that corrective feedback is wholly ineffective, however, a close reexamination seems warranted. This paper will approach the issue of corrective feedback on L2 composition from the perspectives of both those in favor of and those against it. By clarifying various issues, this paper seeks to provide educators with a better understanding of L2 composition teaching and learning.
6.
2013.09
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The Korean language demonstrates some confusion in the number distinction of the first person possessives wuli ‘our’ and nay ‘my.’ Several studies have attempted to explain the reasons, but little research has investigated the acquisition and distribution of the two pronouns among children. Thus, this paper asks three questions: first, what pattern young native speakers of Korean such as elementary schoolers demonstrate regarding the usages of the two person possessives; second, when Korean speakers acquire the variations; third, whether or not such sociolinguistic factors as gender play a role in the distribution. This study investigates the patterns in the distribution of the wuli + NP and nay + NP that are produced by 60 elementary-school subjects through an oral Discourse Completion Test (supplemented with pictures). The data demonstrate that even the children make the wuli-nay distinction consistently, predominantly opting for the “canonical” forms. This study, therefore, empirically demonstrates that the number distinction between wuli and nay is prescriptive at best. However, the data do not present a clear pattern of age or gender influence on the distribution.
7.
2013.09
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This article is a diachronic study of different constructions involving the verb DARE from Old English (OE) to Modern English (ModE). With regard to the Late ModE (lModE) change, this paper examines the Corpus of Historical American English (COHA) covering 1810 to 2009. It is found that the general tendency is a decline of the frequency of DARE in terms of both the modal auxiliary and the main (lexical) verb uses in American English. However, the frequency of the auxiliary use, contra Taeymans (2004), has more rapidly decreased, while that of the main verb use has less drastically dropped. The blend constructions have had a low frequency throughout the past 200 years. Yet, the inflected blends(e.g. dared, dares) showed gradual decrease of frequency, whereas the DO-support blends did not. This study also examines historical changes from OE to Early ModE (eModE). It is found that lexical and modal properties coexisted from OE to Early Middle English (eME), the modal ones climaxing during the eME period. This paper argues that the grammaticalization from lexical to modal was triggered before the OE period and thereafter until eME is the period of gradual extension. From the lME period lexical properties increasingly occurred, which led Beths (1999) and Taeymans (2004) to argue for degrammaticalization. This paper accounts for the same phenomenon in terms of renewal, a natural process in grammaticalization. There are lME evidences showing phonological and semantic reductions of DARE, which necessitated a renewal of DARE. This study, moreover, shows that the words of the same category can follow different paths of change with time.
8.
2013.09
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This study explores Korean learners' knowledge of adverb positions in L2 English. A questionnaire of 28 items, constructed based on Ernst's (2002) scope-based theory of adverb positions, was administered to 56 Korean university students and 17 native English speakers. The data analysis revealed the following: 1) The Korean students' knowledge of adverb placement diverged from that of the native speakers in several aspects, possibly due to L1 influence or limited L2 proficiency. 2) Scope reversal errors incurred by incorrect adverb placement were relatively frequent in the learners' responses, with the low and mid proficiency groups exhibiting higher error rates. 3) The scope of manner adverbs was observed to be acquired before that of clausal adverbs, and speech act adverbs before evaluative and subject-oriented adverbs. 4) L1 influence was manifested in the avoidance of the s-final position for manner adverbs and in the interruption of the verb and object by an adverb. The status of the Interface Hypothesis in L2 acquisition (Sorace & Filiaci, 2006) was discussed in light of the results.
9.
2013.09
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This study investigated the grammar learning strategies of high school students and any effect of their usage of those strategies on grammar test scores. To understand different types of grammar learning strategies, the 148 students were asked to indicate their extent to which they use as to 16 statements concerning grammar learning. Their responses to the 16 Likert type scale instrument were factor analyze and the results identified four distinct dimensions of strategies: ‘reflecting on the pre-existing knowledge', 'asking for assistance', 'applying knowledge', and 'taking autonomous actions'. After the identification of the four types of strategies, their strategy scores were related to subjects' grammar test scores by the application of logistic regression analysis. The multi-variate statistics results indicated that students with lower scores on the grammar test actually used higher frequency of reflecting strategy than those subjects with higher scores on the test, which was contrary to researchers' expectations. The unexpected result was interpreted in terms of the dimension of declarative knowledge of grammar with which subjects whose grammatical competence has not established tend to be more exploratory in employing the strategy than those students who have already acquired those declarative grammar skills. With the clear item loading onto each factor, the instrument may be used for assessing high school students' grammar study strategies, a part of English learning behavior.
10.
2013.09
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The English word that occurs in a variety of usages, the complexity of which tends to confuse EFL students. This study investigated what might be the hierarchy of difficulty among eleven usages of that. The usages were initially categorized into 11 different functions. To test the knowledge about these functions, 66 items were created with six questions per usage and given to 487 Korean high schools students. Mean scores calculated for each usage were taken as indicators of difficulty, and thus an initial hierarchy of difficulty with 11 levels was established. By means of repeated measures ANOVA, sets of means with no significant difference were merged into single categories of difficulty. This procedure resulted in four remaining categories in order from easiest to most difficult for students to learn. They were: (A) complementizer of a subject clause, demonstrative pronoun; (B) complementizer of an object clause, relative adverb, objective relative pronoun, complementizer of an appositive clause, subjective relative pronoun; (C) adverbial conjunction, demonstrative determiner; and (D) adverb. Cross-validation demonstrated that the same order of hierarchy was maintained for both schools and genders. An exception was found for a group with lower English proficiency where only the usages in category A were easier while those in the other categories were equally difficult. These findings may help EFL teachers and textbooks authors predict the relative difficulty that students might experience in processing and acquiring usages of that.
11.
2013.09
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The present study investigated five Korean university students' use of resources during a 16-week studyabroad program in the Philippines. Data collected included the students' self-report on their experience and course materials from the three language courses and one major course. The findings revealed the benefits of a study-abroad program in the Philippines, and it was of note that a lot of learning took place through intensive one-on-one interactions with their tutors. As such, the tutors emerged as the major source of assistance, and they also played the role of a cultural bridge because it was through the tutors that the participants were exposed to local places and events. With the exception of pronunciation, the participants reported no problems in communicating with their tutors or local students. It seemed that the participants' achievement heavily relied upon their relationships with their tutors.
