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- 검색키워드
- 주제어 : past tense -əss- (검색결과 3 건)
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송상헌 고려대학교 언어정보연구소 2015 언어정보 Vol.20 No.-
In human language, a single linguistic form can be used to convey different meanings. One of the most representative forms which involve such a relation between form and meaning in Korean is the verbal inflectional morpheme (e/a)ss. This morpheme is responsible for the past tense by default, but in more than a few cases it does not necessarily denote an event that happened in the past. This article probes into the past tense morpheme in Korean (e/a)ss in a way of comparative corpus linguistics. In order to create the findings using a data-based method, the present study explores a bilingual parallel corpus in which a sentence in one language is aligned to the corresponding sentence in the other language. The parallel data the current work makes use of is the Sejong English-Korean Bilingual Corpus. Exploring the parallel data, this corpus study provides a quantitative analysis of (i) which linguistic form in English the past tense morpheme in Korean corresponds to and (ii) which verbs are more frequently associated with the non-past meanings when they are combined with (e/a)ss.
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송상헌 고려대학교 언어정보연구소 2015 언어정보 Vol.0 No.20
Language Information. Volume 20. 75-104. In human language, a single linguistic form can be used to convey different meanings. One of the most representative forms which involve such a relation between form and meaning in Korean is the verbal inflectional morpheme (e/a)ss. This morpheme is responsible for the past tense by default, but in more than a few cases it does not necessarily denote an event that happened in the past. This article probes into the past tense morpheme in Korean (e/a)ss in a way of comparative corpus linguistics. In order to create the findings using a data-based method, the present study explores a bilingual parallel corpus in which a sentence in one language is aligned to the corresponding sentence in the other language. The parallel data the current work makes use of is the Sejong English-Korean Bilingual Corpus. Exploring the parallel data, this corpus study provides a quantitative analysis of (i) which linguistic form in English the past tense morpheme in Korean corresponds to and (ii) which verbs are more frequently associated with the non-past meanings when they are combined with (e/a)ss.
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이용 한국어문교육연구회 2015 어문연구(語文硏究) Vol.43 No.2
In this paper, we examine usefulness of the knowledge about Korean language history in Korean language education, focusing the reason why ayo doesn't appear after -ass-. This problem is brought from experience in the education field up. It is difficult to explain without knowledge of the Korean language history. In Korean language history, prefinal ending marker -ass/əss- was formed by grammaticalization of combination of ending marker -a/ə and existence verb iss-. Because -ass- has the historical information of iss- even after grammaticalization, -ass- needs -əyo, when it combines with ayo/əyo. In addition to these explanation, the reason why nappayo appears, not nappəyo, is explained, focusing on the vowel harmony and vowel system. Then we deal with the usefulness of the knowledge about Korean language history in Korean language education on the basis of explanation. For this purpose we arranged the existing study and the case for grammar in Thonbury(1999), and then try to connect it with the necessity and usefulness of the knowledge about Korean language history in Korean language education. Finally, basic problems which are related with the application of the knowledge about Korean language in Korean language education are discussed. 이 글에서는 韓國語敎育에서 韓國語史 知識이 有用할 수 있는지를 ‘-아요’가 ‘-았-’ 뒤에 나타나지 않는 理由를 中心으로 살펴보았다. 이 問題는 現場에서의 經驗을 土臺로 提起된 것으로 한국어교육의 현장에서 效率的 說明을 위해서는 때로 韓國語史에 대한 知識을 필요로 한다. 韓國語史에서 보면 ‘-았/었-’은 語尾 ‘-아/어’와 存在詞 ‘잇-’의 결합이 文法化하여 형성된 것이다. 文法化된 이후에도 ‘-았-’은 ‘잇-’의 素性을 가지기 때문에 ‘-았-’ 뒤에서도 ‘-어요’가 結合하는 것이다. 또한 ‘나뻐요, 바뻐요’가 아니라 ‘나빠요, 바빠요’로 나타나는 것을 母音造化와 母音體系의 變化를 中心으로 說明해 보았다. 그런 다음에 이러한 記述을 토대로 韓國語敎育에서 韓國語史 知識의 必要性이나 有用性을 다루어 보았다. 이를 위해 旣存에 論議된 것과 더불어 Thonbury(1999)의 文法敎育의 必要性을 정리하고 이것을 韓國語敎育에서 韓國語史 知識의 必要性이나 有用性과 連結해 보았다.
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