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
제84권 (2015년 6월) 7건
1.
2015.06
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This paper examines whether the concept of C-T inheritance in the sense of Chomsky 2008 and Miyagawa 2010 effective in the Korean agreement system. It further explores whether there is other possibilities than φ-feature inheritance in the C-T relation based on Miyagawa’s (2010) classification of languages into agreement-based languages and discourseconfigurational languages. We also briefly see that Korean subject honorification is a kind of φ-feature agreement, and that even Korean, a discourseconfigurational language, it can also manifest φ-agreement when there is a reason for it to do so. Then, we turn to the problem of the locus of φ-features, which since Chomsky 2008 have been assumed to originate from C. With respect to this issue, this paper argues that the seeminglyφ-feature agreements involving C can be better analyzed under the super-structure analysis for speech act a la Speas and Tenny 2003.
2.
2015.06
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The paper aims to explore the class of the English light verb give, as in She gave a sigh. Drawing on the standard and novel arguments and evidence, it is argued that the class is internally complex, assuming a structured cline. This cline is primarily divided into so-called true light verb and vague action verb types, each of which is further separated into two subtypes. These are GIVE A SIGH, GIVE X A KISS, GIVE X ADVICE, and GIVE X A DESCRIPTION (OF Y). The paper also offers a supplementary analysis of the two subtypes of the vague action verb, using the hybrid model of lexical conceptual structure and syntactic argument structure.
3.
2015.06
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The present study investigates the speech acts (Searle 1979) of the four forms of the kkunhta exchange (i.e., kkunhnunta, kkunhulkey(yo), kkunheya(ha)keyssta, and kkunhca) in telephone conversation closings in Korean. It demonstrates that the four cannot be simply lumped together with kkunhe(yo) let alone the annyeng exchange. First, kkunhnunta in telephone conversation closings serves either as an assertive or a commissive (the latter being far more likely). Its subject restriction and sentence type prevent it from functioning as a directive. Second, kkunhulkey(yo) serves only as a commissive. Its subjection restriction and sentence type as a “promissive-assurance” define its speech act as such. It thus formes the “notice/commissive-(silent) acceptance” pair or the “inform-(silent) acknowledge” pair. Third, kunheya(ha)keyssta operates either as a commissive when the elliptical subject is the speaker or as a directive when it is the addressee, bearing some resemblance to kkunhe(yo). However, even as directives, their functions are not identical. Last, kkunhca as a terminal proposal lies between a directive and a commissive. Also, even as a directive, its subject restriction (i.e., first-person plural) differs from that of kkunhe(yo), and accordingly, the adjacency pairs that it belongs to differs from those that kkunhe(yo) does. Overall then, the present study illustrates that the four forms of the kkunhta exchange are functionally distinct from the kkunhe(yo) and annyeng exchanges. Each of them performs different speech acts and belongs to different adjacency pairs.
4.
2015.06
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A color conveys a lot of meanings through language in our daily life. Such connotation of the color term arises from meaning extension of it, and the meaning extension of it is realized through our cognitive process. For this reason, this paper aims to analyze the connotation of the color term ‘red’ in various contexts and figure out the cognitive process of its meaning extension by elaborating how our cognitive mechanisms are combined and work in depth. In addition, this paper provides the characteristics of the meaning extension of the color term ‘red’ and verifies that it is not arbitrary but motivated by primarily human physical experience, along with social and cultural experience.
5.
2015.06
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The current study investigates the syntactic priming effects on sentence processing in Korean(L1) and English(L2) production through a measure of production time. The purpose of this study lies in investigating whether the priming condition facilitates the production process both in processors’ L1 and L2 production. Participants are 32 Korean native speaking (L1) university students who speak English as a second language(L2). The target structures were dative alternate structures: prepositional vs. double object dative structures in English and canonical(DAT-ACC) vs. scrambled(ACC-DAT) dative structures in Korean. The experimental paradigm involved the repetition of an auditory stimulus, followed by picture descriptions. The production time was measured by E-prime. As a result, while syntactic priming effects were observed both in L1 and L2 production, the syntactic primed condition did not reduce the production time in L1 utterances. However, the time was reduced in L2 utterances with failing in reaching to the statistically significant effects.
6.
2015.06
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This study explores views of mothers whose child attends a private kindergarten regarding the way their children learn English in kindergarten. We recruited eight participants in City A. We collected data through semi-structured interviews, and suggestions based on our findings are as follows. First, the level of difficulty for the English education programs in normal kindergartens are based on the parents' needs rather than the practical level for the children of early childhood. Also the English classes in Kindergartens that are allegedly specialized with English Education focus on memorizing more than the child can bear, which is not appropriate for the development of children in their early childhood. Second, without a proper goal in English education, a manual for appropriate English education for early childhood was in need. Third, while in a dilemmatic situation in choosing a proper early childhood education establishment, mothers’ would choose a normal kindergarten, focusing on whole-rounded education, and Kindergartens that are allegedly specialized with English Education for the English education. And for further level of education, they preferred the Natural approach and Phonics approach, which were appropriate for their level of difficulty. This research implies that dialogues among stakeholders and studies on teaching strategies relevant for young children should take place for more meaningful and appropriate English education in early childhood programs.
7.
2015.06
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The study aims at exploring ESL students’ meaningful literacy experience. This study involves 20 ESL students at a middle sized state university in the United States. For the data in this inquiry, the wiring task and student interview data were used and grounded theory was employed to analyze the data. The findings of the study revealed that ESL students perceive the meaningful literacy experience valuable in terms of self-expression, self-discovery, emotional relief, and enhancement of English vocabulary. However, some students considered the writing experience challenging due to the unfamiliar topic, vocabulary, and organization. The study also indicated that students have an opportunity to express diverse emotions in their writing piece. Based on the findings of the study, the impacts of the meaningful experience and pedagogical implication of meaningful literacy instruction in EFL contexts were discussed.
