영어의 두 수여동사구조의 의미차이

안승신 한국언어학회 1983 언어 Vol.8 No.2

영어의 재귀규칙과 명령규칙

안승신 이화여자대학교 외국어교육과 1975 Foreign language teaching Vol.- No.8

Ausnahme로서의 Hamlet

안승신 이화여자대학교 외국어교육과 1975 Foreign language teaching Vol.- No.8

국어의 두 가지 사동형의 의미에 대하여

安勝信 이화여자대학교 대학원 1976 硏究論叢 Vol.6 No.-

영어의 표준 비교문과 도치 비교문의 통사적 분석

안승신 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.1

Ahn, Seung Shin. “Syntactic Structures of Canonical Comparatives and Comparative Inversions in English”. Modern Studies in English Language & Literature 57.1 (2013): 167-97. This paper provides syntactic structures for the accounts of canonical comparatives and comparative inversions. I argue against the syntactic repair accounts by Merchant(2003) and for information structural approaches based on Selkirk(2005), Gergel et al.(2007), and Culicover & Winkler(2008). Adapting a feature-driven approach by Gergel et al., I propose that category FP is required for contrastively focused constituents and that feature [+f] should be assigned to the head of F and I. The category of FP and the feature [+f] show the interactions of syntax with phonology and syntax with semantics. The XP moved to SpecFP is pronounced with high pitch accent in the phonological component and it is interpreted as a contrastive focus in LF. (Korea National Open University)

영어의 Gapping 문장의 특성

안승신 한국방송통신대학교 통합인문학연구소 2010 통합인문학연구 Vol.2 No.1

In this paper, I outlined two contrasting analyses of gapping: ATB-movement accounts by Johnson(1996, 2009) vs. SM-accounts by Winkler(2005). In a subsequent step, I adopt a SM-account of gapping, basically recasting Johnsons DP-movement and ATB-movement in a derivational model, relying crucially on the prominent function of the phase, vP. More specifically, I am able to confirm that gapping involves movement of the remnants into a nonargument position at the left edge of vP ; and that the moved remnants receive a contrastive interpretation as a contrastive topic and a contrastive focus when the moved phase vP is sent to LF; and that the moved remnants receive a contrastive topic accent and a contrastive focus accent when the moved phase vP is sent to PF. 동사구에서 일어나는 삭제 현상으로는 동사구 삭제(VP-deletion), 유사 비우기(pseudogapping), 비우기(gapping), 그리고 벗기기(stripping)가 있는데, 본 논문에서는 조동사 없이 동사구의 한 요소를 남기고 나머지를 삭제하는 비우기를 다루었다. 비우기는 종속절에서는 나타나지 못하고 등위절에만 나타나며, 둘째 절의 남은 요소(remnant)는 첫째 절의 상관어와 대조적 강세 짝을 이룬다. 비우기의 남은 요소는 국지 조건(locality condition)을 준수하는데, 이것은 비우기가 이동의 현상으로 유도되는 것임을 입증해 준다. 이러한 특징의 비우기 문장을 설득력 있게 연구한 학자로는 많은 연구자들 가운데서 Johnson(1996, 2008)을 들 수 있다. 그의 DP-이동과 ATB-이동은 많은 비우기 현상을 설명해 준다. 그러나 DP-상승이동의 동기, 즉 음운적 강세 (accent)와 의미적 화제(topic), 초점(focus)으로서의 해석과, 최소주의 이론에서의 구조적 표시의 일관성을 위하여는Winkler(2005)의 기술이 보다 설득력이 있다는 것을 논하였다.

Try 동사를 중심으로 본 부정사와 동명사의 의미 차이

안승신 한국영어교육학회 1983 ENGLISH TEACHING(영어교육) Vol.- No.25

대학 온라인 교육의 위상 및 연계방식에 대한 고찰 : Mesa/Rio Salado 전문대학과Arizona State University를 중심으로

안승신 한국방송통신대학교 미래원격교육연구원 2015 평생학습사회 Vol.11 No.1

온라인 원격고등교육이 본격적으로 도입된 지 10여 년이 지났지만, 한국에서 온라인 교육은 여전히 부가적인 교육으로서의 위상을 넘어서지 못하고 있다. 이는 테크놀로지의 선진성의 문제가 아니라, 고등교육을 바라보는 시각 및 기술과 교육의 접목에 대한 관점의 문제이다. 이 연구에서는 미국 애리조나(Arizona) 주의 메사 전문대학(Mesa Community College)과 리오 살라도 전문대학(Rio Salado Community College), 그리고 애리조나 주립대학교(Arizona State University)의 교육에 대한 사례연구를 통해, 온라인 고등교육이 어떤 방식으로 유연화 되어야 할 것인지를 살펴보고자 한다. 구체적으로 온라인 교육과정의 내용과 수업방법을 살펴보고, 학교 간의 협력 체제 및 교육과정 특성 검토를 통해 학생들이 어떻게 효과적으로 고등교육을 받고 있는지를 검토한다. 이는 한국의 고등교육, 특히 한국방송통신대학교를 중심으로 한 원격고등교육의 미래전망 및 운영과 관련하여 개선할 점과 학습자 중심 체제로의 전환이 의미하는 바를 제시해 준다는 데서 의미를 가진다. This paper aims to examine the cooperative postsecondary online education system by looking at the online programs operated at Mesa/Rio Salado Community Colleges and Arizona State University. Maricopa County, located in Arizona, includes and surrounds the city of Phoenix and is the most populous country in the state, serving more than 260,000 students each year. In that county there are ten community colleges, which constitute the Maricopa Community Colleges system (MCCs). Each college is individually accredited, yet part of a larger system―the Maricopa County Community College District―which is one of the largest providers of higher education in the United States. The District offers approximately 1,000 occupational programs (degrees and certificates), and 37 academic associate degrees. It is the largest provider of health care workers and job training in Arizona, making it a major resource for business and industry and the place to be for students seeking education and job training. Among the ten campuses, the largest campus college is Mesa Community College (MCC), and the largest online college is Rio Salado Community College (RSC). These colleges have flexible course delivery options, including field based, hybrid, in person, independent study, Internet, mixed media, print-based, private instruction, evening, weekend and open-entry/open-exit choices. Students can learn in the manner that is best suited for them. If students see a four-year degree in their future, the colleges have transfer agreements with public and private colleges and universities that enable seamless transitions to four-year institutions. In addition, students learn with the lowest tuition rates compared with other colleges or universities and do not have to sacrifice work, family and other commitments to attain an education. With flexible Monday start dates (at RSC), they can enroll in online classes tailored to their own schedule, wherever and whenever they want, with 100 percent online and 100 percent flexible enrollment. In Arizona, there are three state universities―Arizona State University (ASU), University of Arizona, and Northern Arizona University, among which ASU is the largest and highest ranking school. The students who gain the required credits may transfer to these universities or take an associate degree to transfer to these universities. The students who enroll in ASU online programs, located anywhere and without constraints, have access to the educational opportunities of a great research university and all of its faculty. ASU online program students can learn the same content from the same excellent faculty who teach on the ASU’s four campuses. In sum, MCCs in Arizona offer a variety of community-based online programs and services to help their diverse student populations achieve their educational goals. And the cooperative academic partnership between MCCs and some 40 four-year institutions ensure success for students who want to achieve their goals.

Where Do Binding Conditions Apply?

안승신 한국현대영어영문학회 2010 현대영어영문학 Vol.54 No.2

As many researchers suggest, there are some asymmetries between Condition A and Conditions B/C. First, Condition A is a positive coreference binding, whereas Conditions B and C are negative noncoreference bindings. Secondly, Condition A exhibits optional reconstruction whether the related movement rule is A-movement or A'-movement, while Conditions B and C exhibit obligatory reconstruction when A'-movement is involved. I argue that these asymmetric properties can be properly described in a derivational approach. However, the Binding Theory in what is called a strong derivational approach, is too strong to account for various binding relations. This is why an alternative Binding Theory is needed. The asymmetry between A-movement and A'-movement in Conditions B and C, is originally related to a theory of Case (cf. (Lebeaux 2009)). I adopt his idea in part, but my derivation for binding is quite different from his. Conditions B and C are not required to apply at every point in the derivation as suggested by Lebeaux, rather they must apply only to some point in the derivation, to which Case is assigned. Based on a derivational approach, I propose an alternative Binding Theory, in which Case position plays a crucial role.

영어의 양상 조동사의의미연구

安勝信 한국영어영문학회 1990 영어 영문학 Vol.36 No.3