본 연구의 목적은 미얀마인 어머니를 둔 다문화가정 미취학 자녀 의 한국어 어휘 습득 양상을 살펴보는 것이다. 본 연구에서는 이 아동들을 대상으로 어떠한 어휘 습득이 지체되었고, 이러한 어휘들의 특징은 어떠한 지 살펴 문제의 뿌리를 파악하고 그 해결점을 찾고자 하였다. 이를 위해 아동들의 수용어휘력 검사를 시행하였고 그것을 바탕으로 어휘의 발달 양상을 분석하였다. 조사 결과, 이러한 양상은 어머니의 한국어 습득 미완 결이 근본적인 이유로 간주되어 이를 보완하기 위해 결혼하여 한국으로 이민 온 미얀마인 여성들을 위한 보조 교육을 실행하는 방안을 채택하였다.

【벼리】문장은 완결된 내용으로 표현하는 최소의 언어형식이다. 이 문장의 확대를 통해 학습자들은 자신의 생각을 논리적으로 기술하여 하나의 글을 완성해 간다. 문장의 확대는 복문과 관계가 있다. 본고에서는 문장 연결 과제를 통해 외국인 학습자들의 복문 습득 양 상들을 살펴보고자 하였다. 실험은 3주 동안 초․중․고급 단계 외국 인 학습자 45명을 대상으로 하였다. 그 결과 접속문의 경우 대조와 이유가 모든 급에서, 나열은 초급과 고급에서 70%이상의 정답률로 습득을 하였으며 그 외 접속문은 완전 하게 습득을 못하였다. 내포문의 경우 관형절이 모든 급에서 80%이상 의 높은 정답률로 습득을 하였고 명사절은 초급이 47%로 습득이 아 직 진행 중이었으며 중급과 고급은 정답률에 차이가 있지만 습득이 이루어졌다. 혼합문의 경우 세 문장, 네 문장 연결하기 모두 정답률이 70%이하로 습득이 이루어지지 않았다. 이상에서 단순한 두 문장 연결의 접속문과 내포문에서 습득이 이루어졌더라도 문장 길이가 길어져 통사적으로 좀 더 복잡한 복문구조가 되면 문장 연결의 정확도가 떨어진다는 것을 알 수 있었다.

The purpose of this study is to investigate the early wh-movement acquisition of English native speakers from the perspective of Minimalist Program. Guasti and Rizzi(1996) propose the null auxiliary hypothesis that the structure of the questions where the verb is inflected with -ing includes a null auxiliary, the counterpart of the lexical be. They draw a parallel between the null auxiliary and the early null subject. Rizzi(1997) proposes that the CP system, like the IP system, is layered. ForceP is the highest project which determines the clausal type and FocusP's specifier is the landing site for wh-operators and whose head hosts inverted auxiliaries. Guasti and Rizzi(1996) argue that children's auxless questions are structures truncated below ForceP. Thus, the null auxiliary, like other early phenomena, finds its source in the mechanism of clausal truncation. The phenomena of early language acquisition reflects the process of acquiring functional categories as children grow.

We introduce a learning system for the sight reading of simple drum sequences. Sight reading is a cognitive-motor skill that requires reading of music symbols and actions of multiple limbs for playing the music. The system provides knowledge of results (KR) pertaining to the learner's performance by color-coding music symbols, and guides the learner by indicating the corresponding action for a given music symbol using additional auditory or vibrotactile cues. To evaluate the effects of KR and guidance cues, three learning methods were experimentally compared: KR only, KR with auditory cues, and KR with vibrotactile cues. The task was to play a random 16-note-long drum sequence displayed on a screen. Thirty university students learned the task using one of the learning methods in a between-subjects design. The experimental results did not show statistically significant differences between the methods in terms of task accuracy and completion time.

본 연구에서는 중국어권 학습자들이 한국어의 주격 관계절과 목적격 관계절 중에서 어떤 유형의 관계절을 좀 더 잘 습득하는지 알아보기 위해 학습자의 관계절에 대한 이해 능력과 산출 능력을 분석하였다. 이를 통해 두 관계절 유형의 습득 위계를 세우고, 나아가 두 관계절의 하위 유형의 습득 위계 또한 알아보았다. 그 결과 중국인 학습자의 관계절 습득 위계는 ‘주격 관계절 > 목적격 관계절’로 나타났다. 즉, 주격 관계절을 목적격 관계절보다 더욱 잘 이해하고 사용하는 것으로 나타났다. 하지만 두 관계절의 세부 유형 간에는 통계적으로 유의미한 습득 차이가 나타나지 않아 세부유형간의 습득 위계를 세울 수 없었다.

본 논문은 한국의 다문화사회화가 현재 우리나라에서 큰 관심의 대상이 되는 영어 학습 자체에는 어떤 영향을 미칠 것인가? 영어를 제3언어로 습득하는 것이 제2언어로 습득하는 것과 같을 것인가? 다르다면, 어떻게 다를 것인가? 그에 대비하여 영어습득연구자가 혹은 영어교사가 알아야 할 사항은 어떤 것들이 있을까? 등의 언어 습득에 관한 연구들에서 제시되고 있는 이슈에 대한 연구 결과를 검토하여 이에 따른 전망을 제안하고자 한다. 따라서 언어습득 이슈 제기를 통해 제2장에서 타 언어 문화권에서 실시된 제1, 제2, 제3 언어 습득에 관한 언어학적 연구를 개관하고, 제3장에서 그 연구결과들 자체의 해석과 관련하여 한국적 다문화사회에서의 영어 습득에 어떤 시사점을 지니는지를 논의하였다. 제 4장의 결론에서는 L1, L2, L3습득과 관련된 선행연구들을 통해서 복수의 기습득된 언어를 가지고 L3 영어에 접하게 될 학생들이 결코 불리하지 않다는 결론을 얻고, 이를 통해 한국 다문화사회에서 언어 교육이 나아갈 방향을 전망하였다.

본 연구는 암묵적 학습의 전략으로 제안되고 있는 유사학습방식과 기존의 명시학습방식을 골프 퍼팅과제를 중심으로 비교분석함으로서 퍼팅기술 획득에 암묵적 운동학습의 효과를 검증하는데 목적을 두고자 하였다. 연구의 대상은 골프에 사전경험이 전혀 없는 대학생 30명(평균 24. 6세)을 대상으로 하였고, 실험설계는 집단 및 반복측정에 의한 3X5 혼합설계(Mixed Design)로서 독립변인은 학습형태(3수준 ; 암묵집단, 명시집단, 통제집단), 반복요인(5수준 ; 시행블럭)이었고, 종속변인은 골프 퍼팅수행오차(항상오차, 가변오차, 전체오차), 골프퍼팅수행의 지식(전략 혹은 수행지식), 주관적 평가점수(5점 척도)였다. 주요결과는 다음과 같다. 첫째, 습득단계에서 골프퍼팅의 수행지식은 명시집단이 암묵집단과 통제집단에 비해 많았고, 습득단계에서 골프퍼팅 수행 오차는 세집단 모두 블럭이 증가함에 따라 감소하였으며, 골프 퍼팅수행의 가변오차와 전체오차는 세 집단간 차이가 없었다. 둘째, 파지단계에서 항상오차와 전체오차는 암묵과 명시집단이 통제집단에 비해 적었고, 가변오차는 집단간에 유의한 차이가 없었다. 셋째, 전이단계에서 모든 오차와 주관적 평가는 집단간에 유의한 차이가 없었고, 학습자의 주관적 평가와 퍼팅수행간의 관계는 각 집단에서 상관이 유의하지 않았다. 결론적으로 골프퍼팅 기술획득에 암묵적 학습방식의 하나인 유사학습이 효과가 있다는 점이 입증되었다. 이에 대한 상세한 논의가 포함되었다.

I investigate the parsing strategies of relative clause (RC) attachment preferences by Korean speakers and English learners of Korean as a second language. RC can modify either NP1 or NP2 as its host when the antecedent consists of a complex NP as in `kyosil-ey iss-nun haksayng-uy chayk`, where either haksayng or chayk can be interpreted as a host. Two test methodology (a picture identification test and a written questionnaire test) were used to examine the parsing preferences by the two language groups. The results show that Korean speakers and English speakers converged or diverged depending on the test methodology. While the two language groups behaved similarly in the former test, they did not in the latter test. A strict working memory capacity and lack of knowledge about the verb semantics by L2 learners were assumed as possible reasons for the different parsing preferences. Based on the findings, I propose that native speakers and L2 learners do not have the same source of computational system and that different types of tests are necessary to get a clearer picture of L2 processing system in psycholinguistic research.

Seok-Hwa Yoon. 2001. Earning Dividends on Lexical Knowledge. Studies in Modern Grammar 25, 139-155. In this paper, we argue that natural language processing requires dictionaries more sophisticated than any currently available. This paper describes a project to meet that need by automating lexicography. The automated lexicography system undertaken here "runs syntax in reverse," examining sentences to detect lexical features by their syntactic effects. This project envisions processing large bodies of edited, free text, such as newspapers, in order to identify the lexical features of words. The project described here focuses initially the acquisition of lexical features in the area of aspect. The requirements for acquiring these features for a large segment of the language are examined. The conclusion is that automated lexicography, while complex, is feasible and worthwhile.

Lim, Sang-bong. 1998. Acquisition of Subject-auxiliary Inversion in Child English and Optimality Theory. Studies in Modern Grammar 14, 349-364. The purpose of this paper is to examine whether the patterns of subject-auxiliary inversion in child English questions can be explained by the constraints in Grimshaw`s(1992) Optimality Theory account of inversion patterns in adult English questions. I briefly review the treatment of subject-auxiliary inversion within the Minimalist Theory. The theory claims that subject-auxiliary inversion is a subcase of head movement that moves an auxiliary across the sentence to the head of the presentential complementizer(CP) position in nonselected CPs. In this paper I try to show that the stages of acquisition in subject-auxiliary inversion and the patterns of inversion in child English. And I also show that an Optimality-Theoretic approach can explain several facts regarding the pattern of auxiliary inversion in child English. In addition, this paper argues that the constraints ranking of child English must be different from those of adult English to capture the characteristics of subject-auxiliary inversion in child English.

PAK Young-soo. 1998. English Sounds and the Degree of Their Acquiring Difficulty. Studies in Modern Grammar 13, 79-106. This paper has intended to analyze the sounds of English and Korean including segmental and suprasegmental phonemes, and make a contrastive analysis between the sound systems of two languages, finally attempting to measure the degree of difficulty for Korean speakers to acquire English sounds. First, the vowels and consonants of two languages are accurately described, and allophonic variations are represented with phonological rules. In order to make a contrastive analysis of English and Korean, 8-order contrastive situations are set up, downgradingly from 1 to 8. In analyzing vowels average formant frequency of both English and Korean is used. The result of contrastive analysis of both languages is aligned according to 8-order contrastive situations. English vowels are allotted to the orders 1-2-4-7-8, but the nature of difficulty is relatively simple. The situation of consonants is somewhat different. The English consonants are allotted to the orders 1-2-3-4-7-8. But the orders 2, 3, 4 each has three subdivisions among themselves. This means that consonant sounds are complicated and presents more difficulty to Korean speakers. In order to prove the validity of these phonological orders, a test has been made with /b, s, d/ (order 7), /v, θ, ð/(order 2), and /r, l/(dark `l`: order 1, retroflexed `r`: order 2). The result roughly corresponds with the order theoretically set up: the achievement of order 7 sounds is much higher than that of order 2. The difference of syllable structure of English and Korean generally lies in the combinations of consonants and vowels. The structure of Korean syllable is (C)V(C), while English can have a structure of (C)(C)(C)V(C)(C)(C)(C) combination. As a result, Korean speakers are liable to insert vowels between English consonants, creating Foreignism. Each English word has its own stressed syllable, and the speaker of Kyungsang dialect has his own stress pattern: that is, puts stress on penultimate syllable as in *sha´mpoo, *gu´itar, etc. This stress pattern of Kyungsang dialect causes errors in the pronunciation of its speakers, as evidenced by the frequent erroneous pronunciation of everyday words like recent, orchard, insect, etc. The difficulty of English rhythm arises from the inherent difference of two languages: English keeps stress-timed rhythm and Korean syllable-timed rhythm. The average achievement of a performance test by 62 college freshmen with 20 short utterances is 44.7%, which indicates the difficulty of English rhythm to Korean speakers. This paper has made a rather thorough contrastive analysis between English and Korean sounds. Especially, with regard to syllable structure and prosodernes, extensive field tests have been made. Hopefully the result of this research can be utilized in effective teaching of English to Korean students.

The purpose of this study is to discuss and compare two approaches to using linguistic universals in the explanation of second language acquisition. The first approach is "Universal Grammar approach" within which the notions of parametric variation and markedness have been applied to second language acquisition. The second approach is "typological approach" which used the notion of implication to explain universals in second language acquisition. It is suggested that both the UG and the typological approach make many of the same fundamental assumptions about the nature of interlanguage and how such data are to be explained and that two approaches make different claims as to whether the grammars of primary languages and interlanguages are identical with respect to universals. More evidences are needed to decide which approach is better in explaining universals in second language acquisition.

In second language acquisition, some of the parameterized principles of UG seem to be obstacles rather than aids with the result of many errors in the actual use and interpretation of the target language. The purpose of this study is to suggest some ways to learn and use properly English anaphors and pronominals which are reported to be one of the most difficult categories for Korean students. The results obtained from the study are summarized as follows: 1) The blind application of Binding principles for English anaphora to Korean anaphoric expressions should be reconsidered. Parametric studies on the governing category for caki and ki should be counted in teaching or interpreting-self and he(she). 2) Honorification in Korean should be taken into consideration. Many Korean anaphoric expressions have no equivalents in English, which has no way to show social difference between speaker and hearer. 3) Ki, which is of relatively recent origin, is not widely accepted as equivalent for he. Some studies even show that ki is not a pronominal, but a deictic expression. From the above results, we can conclude that many errors in learning and using English anaphora can be attributed to the fact that simple translation method has been used in teaching English anaphora without considering the different parametric values between the two languages.