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
제88권 (2016년 4월) 8건
1.
2016.04
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This paper aims to develop a derivational approach to the syntactic alternation of English transitive phrasal verbs such as take out the rubbish and take the rubbish out. It is argued that these two alternative verb phrases (VP) are equally derived from their more primitive rule or construction. This construction is often called ‘complex verb (or predicate)’ and notated as [V V P]. The complex verb structure interacts with the standard VP-shell structure through the canonical verb movement to yield the two alternative forms. The paper also offers suggestions for other issues that arise from the suggested analysis.
2.
2016.04
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The goal of this study is to investigate the use of the two English synonymous adjectives difficult and hard through BNC, and to examine Korean college students’knowledge of difficult/hard+noun expressions. The main findings of this paper are as follows. First, The adjective difficult is mainly (83.33%) used to mean ‘not easy to do or deal with’, while hard is mainly (60%) used as idiomatic expressions. Second, both adjectives have different meanings according to the nouns which they are combined with (hard rock/life, difficult decision/concept), and sometimes they have a radically different meaning even when they are combined with the same noun (difficult man, hard man). Third, The average score of the subjects was as low as 54.50%. Fourth, The average score by type is in the order of hard+noun (77.19%), difficult+noun (45.46%) and difficult-hard+noun(38.34%), which shows that the subjects’ overall knowledge of difficult/hard+noun combinations is considerably poor and unbalanced. This result implies that Korean learners of English need to study English, not just memorizing individual words, but with a focus on chunks.
3.
2016.04
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This paper explores ways of quantifying wellformedness based on Information Theoretic concepts such as Phonological Complexity (PC). Goldsmith (2002) proposed that as the wellformedness of a representation increases, PC, which is computed from the probabilities of component unigrams and bigrams of words, becomes lower. The purpose of this paper is to propose the revised PC which reflect the effect of syllable numbers in Korean verb stems and words, and examine whether the correlation of phonological markedness between the revised PC and the wellformedness holds for glide formation in Korean, which has been thought to occur to avoid marked VV sequences. The statistical analyses of the hiatus and glide formation show that not only wellformedness but also revised PC significantly differ. Furthermore, Pearson correlation test of the hiatus and glide formation can provide significant correlation between the revised PC and the phonological wellformedness. Pearson correlation test of 32 stems which have one or two syllable reveals a statistical significant negative correlation coefficient between the revised PC and the phonological wellformedness.
4.
2016.04
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It is highly likely that Korean college students often commit inadvertant speech errors of replacing /t/ or /d/ with palatoalveolar /ʧ/ and /ʤ/ in the consonant clusters of /tr/ and /dr/. The writers presume that this is due to their confusion about the place of articulation of /t/ and /d/ with /ʧ/ and /ʤ/ /in /tr/ or /dr/ sequence, their lip-rounding difference from that of /ʧ/ and /ʤ/, and finally students’ inaccurate knowledge about the phonetic constraint of */ʧr/ and */ʤr/ in English syllable structure. Under such hypotheses this study analyzes the responses from an experiment group of fifteen Korean college students based on phonetic theories and probes into possible background reasons for this over-production as a form of speech errors.
5.
2016.04
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The main purpose of this study is to find out dimensions of English learning style which is manifest in English underachieving student in high school. In this study, 148 English underachieving high school students responded to questionnaire when it comes to English learning style. The items in the questionnaire were based on Learning Style Inventory (LSI) by Kolb (2007) who categorized student's learning style. The subjects' responses to the questionnaire were submitted to SPSS version 20.0 to analyze the salient dimensions of English learning style. The statistical results of factor analysis revealed three dimensions of English learning style of underachieving student: self-direction, creativity and reactivity. The contribution of three dimensions to English proficiency has been investigated through regression and cluster analysis, in which the more dimensions they had, the higher they had English proficiency level. The findings of this study showed that English learning style held by underachieving student could be explored on the basis of differentiated features in isolation from intermediate and high level student.
6.
2016.04
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Korean is classified into classifier languages, which require a classifier regardless of whether nouns are count or mass, while English is a typical non-classifier language, where only mass nouns require classifiers when counting. While most of the previous studies have focused on the acquisition order of classifiers based on their semantic features (e,g, human, shape, function, etc.), it should be noted that the correct use of classifiers requires syntactic knowledge as well as semantic knowledge (K. Lee and S. Lee, 2009). However, little is known about the L2 acquisition of syntactic knowledge related to classifier construction such as EPP feature (Byun and Ha, 2015). Against this background, this study aims to articulate what must be acquired by English-speaking learners for the correct use of Korean numeral-classifier constructions, and to investigate whether the syntactic properties are acquirable for them. 85 adult English-speaking learners at four proficiency levels (low intermediate; high intermediate; low advanced; advanced) and 31 native Korean speakers performed an elicitation task. The findings show that the advanced group produced the correct classifier constructions in the majority of cases in a similar way to the native speaker (NS) control group, while the lower proficiency groups supplied classifiers significantly less frequently than the NSs. The overall group results suggest that highly proficient learners have successfully acquired the required syntactic knowledge, even though its complete acquisition is delayed until advanced stages of L2 development.
7.
2016.04
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This study investigated the impact of a telecollaborative project with Australian peers on development of Korean elementary school students’ intercultural communicative competence. 57 Korean elementary school students of grade five participated in the project with 11 topics for 8 months. The responses from the 46 participants in the three ICC surveys and the data from 11 voluntary interviewees were analyzed to discover the changing process of their ICC over time within the Bennett’s DMIS framework. The research revealed that the participants were ethnorelatively oriented at the onset of the project, and at the end of the project even though they temporarily displayed an enthnocentric orientation while participating in the project. Among the participants, some shifted toward ethnocentric orientation; however, they still kept the ethnorelative orientation more intensively than the ethnocentric orientation. Examining in great detail, prior to the start of the project, they were ready to accept cultural differences uncritically, and finally reached at the adaptation stage, which is the last second stage in DMIS. Lastly, the pedagogical implication and the limitations of the study were also discussed.
8.
2016.04
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The present study examined the effects of gender and grade level on English reading comprehension proficiency of young Korean English as a Foreign Language (EFL) Learners. Through a nationwide reading comprehension assessment event, nine hundred seventy-nine young Korean EFL learners in Korean elementary school grades 1 through 6 were tested for their English reading comprehension measures. Statical analysis was conducted to investigate between and within group differences as well as possible interactional effect of gender and grade level. Results showed significant main effects of gender and grade level on reading comprehension. However, there was no interactional effect of gender and grade level on English reading comprehension of the young Korean EFL learners.
