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The Relationship between Spatial and Temporal Uses of Demonstratives
Hyowon Song 한국언어과학회 2013 언어과학 Vol.20 No.4
This study is an extended version of the previous study of H. W. Song(2011). The former study(H. W. Song, 2011) investigates the spatial and temporal uses of demonstratives in 16 languages and finds that i) in all the languages investigated, spatial and temporal demonstratives are identifiable in three syntactic positions such as adnominal, pronominal and adverbial positions; ii) the temporal use is found in the three syntactic positions; iii) the formal constructions of the adnominal and pronominal demonstratives are almost always identical in their spatial and temporal uses if the sample has the temporal use of the demonstratives. The study also presents a possible explanation for the findings: a conceptual metaphor meaning that the target domain (more abstract such as temporal terms) is understood through the source domain (more concrete such as spatial terms)(Kövecses, 2010). With the findings and the relevant explanatory factor, this current research attempts to present an additional approach to the results of the formal similarities between the spatial and temporal demonstratives: the basic function of demonstratives, joint focus of attention, i.e. the communicative partners’ recognition to the same thing(Diessel, 2006) may cause less change in the demonstrative forms when they are used temporally.
Discussion about Word Formation Processes of English and Korean
Song, Hyowon(송효원) 새한영어영문학회 2019 새한영어영문학 Vol.61 No.4
This paper deals with word formation processes in English and Korean, and also introduces a new word formation type found uniquely in Korean. In the morphological research, word formation processes have been relatively settled down, so crosslinguistic investigation is the main topic, comparing the productivity of the word formation processes in various languages. The new trend is based on reanalyzing written forms (writing systems), and this paper argues that the reanalysis must be considered as a new word formation process. The emergence of graphic reanalysis termed in this study can be explained through the features of the Korean writing system (the syllable block system) and the frequent use of digital symbols like emoticons as a medium stage toward graphic reanalysis.
Korean College Students’ Perceptions of Gender-Biased and Gender-Neutral Terms
( Hyowon Song ) 현대영미어문학회 2023 현대영미어문학 Vol.41 No.1
This study attempts to investigate the extent to which Korean college students recognize the replacement of gender-biased terms with gender-neutral ones in English-speaking countries. This study argues that in the EFL situations like Korea, learners of English need to be informed about these social changes in the use of gender-related terms to avoid socially-sensitive language. This study used a survey to test the Korean college students’ perceptions about gender-biased and gender-neutral terms. The results show that most participants have never been educated about the replacement of gender-biased terms, and although they seem to be more easily aware of gender-neutral terms than gender-biased ones, they use both gender-biased and gender-neutral terms interchangeably. In conclusion, this study suggests that language educators should more emphatically inform language learners about gender-related issues in the language education environment. (Busan University of Foreign Studies)
Usability of Texts Written by the AI Text Generator
Song, Hyowon(송효원) 새한영어영문학회 2020 새한영어영문학 Vol.62 No.3
This research explores texts created by the AI text generator. Since artificial intelligence (AI) technologies were highly advanced, the world has had AI text generators programmed to generate unlimited writings. In this study, the texts provided by one public AI text generator, Talk to Transformer are investigated through two-way analysis approaches. First, 50 texts made by Talk to Transformer are structurally and textually analyzed, and second, the prospective users’ perspectives of the AI-written texts will be discussed through two survey experiments, involving two different groups (the native-like English speaking student group and the native professional group). The results show that there are few correlations in selections between human- or AI-written texts, but there are more negative evaluation remarks on the AI texts, such as “machine-like writings”, “sources from the Internet”, “all mimics from human writings”, etc. Such negative perspectives of the readers derive the doubtfulness and hesitation of using AI-written texts, especially in teaching environments.