한국어 ' - 어 ( 서 ) ' 구문

성태수(Tae Soo Sung) 대한언어학회 2000 언어학 Vol.8 No.1

Sung, Tae-Soo. 2000. On Korean `-ese` Construction. Linguistics 8-1, 59-85. Korean morpheme `-e` can be substituted for `-ese`, in which case `-ese` carries three kinds of meanings: causal, time-restricted, and motivational. More precisely to consider the three relations above, on the one hand, we can find that they have a lexical meaning of `possessing` in common. On the other, `-ese` is assumed to be utilized as a kind of functional category, in that it stands for `resultative meaning`. The `-ese` constructions include two events in a sentence, of which the first event accounts for a cause and the second represents its effect to the first event. Inserted to the end of the first clause representing a cause, `-ese` plays a role of connecting the first and the second clause representing an effect. `--ese` that is [+lexical] as well as [+functional] is an affix, combined with the lower lexical verb. This category will be called FP. The [+L, +F] category has a strong morphological property to be checked off by means of merging of `-ese` to the position of F. However, comparing Korean `-ese` constructions and Chinese `-de` constructions, we can find out a discrepancy that the identification of pro in the lower clause is under Tang (1998)`s GCT, in Chinese `-de` constructions, but not in Korean `-ese` constructions. The reason stems from a parameter that Korean `-ese` constructions, but not Chinese `-de` constructions, has an AgrP, immediately dominated by FP. (Namseoul University)

-이다 구문의 통사구조

성태수 ( Tae Soo Sung ) 대한언어학회 2004 언어학 Vol.12 No.2

영어 중간문 형성제약

성태수 ( Tae Soo Sung ) 한국현대언어학회 2005 언어연구 Vol.21 No.1

접두사 UN-의 의미적 양상

성태수 ( Tae Soo Sung ) 한국현대언어학회 2006 언어연구 Vol.21 No.3

On Using Films to Develop Students’ Reading Skills in the MALL Classes

Tae-Soo Sung(성태수) 한국컴퓨터정보학회 2017 한국컴퓨터정보학회논문지 Vol.22 No.11

Exposed to a great many media and technology resources, EFL students seem to lack the motivations for learning on the basis of the conventional teaching methods. For this reason, in teaching English, finding teaching methods and materials appropriate to make the learning experiences for EFL students more engaging and interesting has become more challenging than ever. This is the main reason why English language teachers always keep searching for more motivating teaching sources. Although most of course books have CD‘s and DVD enclosed, these turn out to be less authentic and not very engaging for students. In order to bring diversity into the classroom, many teachers use films in EFL teaching. Films are usually seen as a media that attracts students’ attention and tend to present language in a more natural (interactive) way as well. What is more important is that films offer a visual context aids which help students understand and improve their reading skills. This paper analyzes the effects of using films in the EFL classroom. Moreover, It shows that films as a teaching resource play a very effective role in developing students reading and communication skill. Last but not least, mobile phones are used as a main supplementary device in that either group is recommended to watch a movie anytime and anywhere.

모바일폰을 이용한 영어 문법 학습에 관하여

성태수(Tae-Soo Sung) 한국컴퓨터정보학회 2018 한국컴퓨터정보학회논문지 Vol.23 No.9

Using mobile technology in educational and learning environments has attracted a lot of attention in recent years. In this mobile environment, mobile phones have been used to enhance the effectiveness of education in the field, which has been recognized through numerous experimental studies so far. The study was proposed and conducted to find out how much the use of mobile phones can have to improve the grammatical knowledge of EFL students. Introduction of 95 intermediate courses to Chungnam area The second grade students of 4-year college participated in this study. Everyone in the experimental and control groups was given the opportunity to review and recur to use the six grammar formats, including the current complete tense, simple past tense, direct and indirect question sentences, and comparative and superative-based methods. During the class discussion, the participants of the group record their voice on their cell phones, analyze the mistakes in the expressions recorded as a task after the class, and explain the results in the next session. However, in the class of the control group participants, this recording process is omitted. Participants benefited from mobile learning were much more positive in multidimensional grammar tests than those in control groups.

On Advantages and Disadvantages of Compulsory Major Convergence

Tae-soo Sung(성태수),Chi-woon Joo(주치운) 한국컴퓨터정보학회 2019 한국컴퓨터정보학회논문지 Vol.24 No.3

The government has proposed a development model for universities to strengthen the capacity of the College of Humanities as part of the university restructuring policy in line with the trend of the times, and encouraged each university to voluntarily induce the establishment of the humanities development plan through financial support under their own individual conditions. With the decline in the school-age population due to the declining fertility rate, the rapid change in the industrial structure has highlighted the decline in the employment rate of the students of the humanities. Therefore, the government is implementing university grading based on the results of the university structural reform evaluation, and pressing low-grade universities through reduction of capacity and reduction of support. In the course of this change, universities have designated the College of Humanities as the primary target of integration with other majors or and its disintegration. This study examines the direction of the government`s attempt to change the humanities in the era of the Fourth Industrial Revolution, and suggests a precedent example during the reform of the humanities college. If the humanities college is integrated with practical studies such as management, design, IT, CT, and engineering, the strengths of the humanities can be highlighted. However, the results of this study suggest that many variables such as consideration of students` aptitudes and interests in the integration process of majors, autonomy in major selection, understanding between departments integrated, and demand for a single major before integration or disintegration should be considered. In addition, an example of a local private university shows that the hasty attempt to integrate or disintegrate the humanities can rather lead to various educational harms.

오갈피의 열수추출액이 고지방식이에 의한 비만유도 흰 쥐의 지방 축적에 미치는 영향

성태수(Tae-Soo Sung),손규목(Gyu-Mok Son),배만종(Man-Jong Bae),최청(Cheong Choi) 한국식품영양과학회 1992 한국식품영양과학회지 Vol.21 No.1

Spague-Dawley 흰쥐를 고지방식이로 6주간 식이하면서 오갈피의 열수추출액을 경구투여하여 지질, 지단백질, 담즙산, 중성스테롤, 코티졸 및 인슐린 함량을 측정하였다. 고지방식이와 오갈피(ACR군) 열수추출액을 각각 투여한 흰쥐의 혈청중 총콜레스테롤, 중성지질 및 유리지방산의 농도는 고지방식이로만 사육한 군(CON군)에 비해 낮았으며 인지질과 HDL-cholesterol 농도는 다소 높았다. 또한 간과 부고환의 지방성분들을 조사한 경우에도 같은 결과를 얻었다. Low density lipoprotein(LDL)과 very low density lipoprotein(VLDL)은 고지방식이가 급여되는 동안 정상군보다 대조군에서 증가하였고 오갈피 투여군은 대조군에 비하여 LDL과 VLDL은 감소하였으나 HDL은 증가하였다. 그리고 인슐린과 코티졸의 혈중농도는 비만유발로 인해서 높게 나타났으나 실험군은 전반적으로 낮은 경향을 보였고 분변을 통한 담즙산과 중성스테롤의 배설량은 오갈피 급여군이 대조군에 비하여 증가하였다. 이상의 결과로 보아 오갈피 투여군이 지방합성을 억제함으로써 고지방식이에 의한 비만 유발성 개선효과를 나타내었다. This study was carried out to evaluate the effect of Acanthopanacis Cortex boiling extract solutions on the fat accumulation in the obese rats induced by the oral high fat administration for six weeks. Total cholesterol, neutral fat and adipose acid of ACR groups were lower than the control group. During the feeding experiment, LDL and VLDL were increased while HDL was decreased in all groups. Insulin and cortisol were higher than the control group, due to the fat accumulation. Based on the above results, it was shown that it is possible to improve fat accumulation induced by high fat dietary through using the oral administration of Acanthopanacis Cortex boiling extract solutions.

부정접두사 Dis-에 관하여

성태수 ( Tae Soo Sung ) 글로벌영어교육학회 2005 Studies in English education Vol.10 No.2

모바일폰을 이용한 프로젝트 프로젝트 수업

성태수(Sung Tae Soo) 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.3

This article investigates the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as encouraging students to take an active part in the classes. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, or commercial) and produced the video contents using a mobile phone for a presentation made at the end of the semester. The students are allowed to do video-based mobile phone projects and they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze their responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introducing better mobile phone-based project classes.