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정영아 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
The purpose of this study is to examine Negative Polarity Items in English and to show that the monotonicity theory can explain the NPIs and their licensing contexts better. In the negative polarity phenomena, there are three problems to be resolved. licensing, sensitivity ,and diversity. Based on the semantic analysis of the large class of NPIs, this study shows two lexical semantic features, quantitative and informative values, and accounts for the peculiar distribution of NPIs. According to monotonicity theory, licensing contexts are basically divided into three hierarchies of negative expressions: monotone decreasing. antiadditive expressions and antimorphic expressions. Monotone decreasing expression licenses weak NPIs, antiadditive expression licenses NPIs of medium strength and antimorphic expression licenses strong NPIs.
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구현옥 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
The underlying tone is fixed when it is used alone as free-form. But the tone of grammatical forms like 'tossi, ssikkeut, jeopsa(affix)' which are not used alone is fixed when it is used with free-form. According to the opposition and neutralization, all the tones are neutralized behind /M/(middle tone) or /L/(low tone), but when an /H/(high tone) and /M/ are followed by /H/ they remain as they are. So underlying tone of grammatical form can be established only behind /H/. The tone of 'tossi' is /M/ when it becomes one syllable but it is realized /M²/ or /HM/ depending on vowel and consonant in case of two syllables. The tone of 'ssikkeut' is /M/ when its syllable is one and it is /HM/ when its syllable is two, but it becomes /H/ for honorific form or tense. The tone of sueffix is /HI/ when the derivation is /H^(n)/. But it is /M₁/ when its syllable is same or shorter than 'n' and becomes /H₁M^(n)/ when it is longer than 'n' in case of /H^(m)M^(n)/. The tone of preffix is /H₁/, /M₁/, /L₁/ when the derivation is /H^(n)/, /M^(n)/, /L^(n)/. But it is /M₁/ when its syllable is shorter than 'm' and becomes /H₁M^(n)/ when it is longer than 'm' in case of /H^(m)M^(n)/.
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우리말 접사의 기능변화 연구 : '-에/로'와 '니/아(어)'를 중심으로 Focus on 'e', '-ro' and '-ni', '-a/∂'
이양혜 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
This paper focuses on functional change of the Korean affixes. It is assumed that a derivational suffix bears a morphological function whereas case-marker and ending serve as syntactic function. Therefore, their domains of operation are different. However, as inflectional suffixes, '-e(에)', '-ro(로)' 'and '-ni(니)', '-a/??(아/어)' in Case-markers and endings are used in the formation of an adverb. These are that their syntactic role is converted into a morphological suffixes. This functional change is because that case-markers and endings are similar to suffixes. The similarity is, first, they both aren't to make a career of themselves. second, they both make compound particles with roots. third, they both are one-syllable. This original influence on these functional change is language speaker's cognitive change through that's because the cognitive change as a influence on the locational analogy.
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박유리 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
The word of Ancient Chinese Language is composed of simple word, derivation word, compound word and amalgam. One syllable-formed word and more than two syllables -formed word are belonged under the simple word. The derivation word is made up of word added prefix and word added suffix. Prefix includes '所', '第' etc., and suffix includes '然, 等, 若, 如, 焉' etc. he compound word consists of included compound word, co-ordinate compound word, co-ordinate compound word and fused compound word. The word, which functions as two parts of speech with one letter is contained in Ancient Chinese Language. It seems right that it is regarded as an amalgam in school grammar and the amalgam includes '諸', '전', '曷', '焉', etc.
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정경애 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
In this paper, I argue that a declinable word should be treated as a part of Korean Grammaticalization under the cognitive process. That is, Korean prefixes are made by the root of the Korean declinable word which are prefixation by generalization of meaning. Morphologic construction of Korean has a tendency to depend on affixes so that the study on Korean word-formation generally focuses on prefixation. In case of prefixation of Korean declinable word, we have set a standard for the propriety of affixes. But the study on prefixation of Korean declinable word was not codifiability. The chapters in this paper can be summarized as follows: chapter 2 includes a discussion about the concept and bounds of prefixation of Korean declinable word. I saw how the prefixes stand in Korean. And the prefixation of Korean declinable word was classified by the prefixation of a verb, the prefixation of a adjective, the prefixation of a adverd, and the prefixation of a modifier form. The chapter 3, as the conclusion of this paper describes the problems to be studied in the future.
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김영선 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
This paper examined how other theories analyzed non-synchronic ally explainable phonological phenomena: and based on the result of the analysis, investigated the solution for such phenomena. For this, the paper focused on w-gliding of Korean. Through discussions and arguments made up to date, it was understood that non-synchronically explainable phenomena are mostly the result of diachronic phenomena ;hence, this paper contended that elucidating these results under synchronic system is related to theoretical simplicities of each theories developed. This paper also argued that such theoretical simplicity stems from the explanatory adequacy that the theory itself has.
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중국어 학습을 위한 언어 구사 단계별 한국어와 중국어 비교
곽수경 동아대학교 국제교육원 2003 언어와 언어교육 Vol.18 No.-
本文章着眼于幼兒的母語學習過程和成人的外語學習過程之間有相同之處, 以隨着語言運用階段而比較母語和該外語, 爲了減少因兩種語言的不同的系統的混亂, 探索了更容易地學習外語的方法. 雖然把幼兒的母語學習科程造用于成人的外語學習, 可是如果把타們机械地活用的話, 却會引起學習上的混亂. 因爲兩者之間存在擧習環境和學習者的思考的明顯的差異, 所以如果掌握該外語的特徵和兩種語言之間的差異的話, 學習也會更容易, 說外語也會更准학. 因此, 本文章按照語言運用階段, 就是發音, 詞匯和文章這三個階段, 來比較韓國語和中國語的差異, 得到了如下的結論 第一, 在語音上, 韓國語和中國語的音節組成原理相當相似,可是因爲漢語병音用英文字母記錄, 所以會引起學習者的混亂, 可其數量不多. 還有, 韓國人原來習慣于用繁體字, 要學習中國語又要學簡體字, 所以學習者的心理負단比較大. 可是簡體字是以把繁體字變形或減少筆화而制造的, 所以如果憧其簡化原理, 學習一定會容易的. 第二, 在詞匯方面來看, 從古代韓國人借用漢字, 這也是相當有利于韓國人學中文的因素, 可是因爲曆史時間長了, 有了兩國語環境的變化和差異等的原因, 有些詞匯的意思和用法上發生了變化. 所以應該有對這些同形異義詞, 形近同義詞, 逆序詞的了解和把握, 才會說准학的中國語. 第三, 在句子上, 層位的分析是和意思把握有關係的相當重要的因素. 當然韓國語里也有層位的問題, 可是韓國語助詞和接詞非常發達, 在外型上可以把品詞比較容易區分出來. 在層位的分析方面上, 也沒有中國語那마不好區分. 還有, 韓國語的重点一般在句子後面, 而中國語和韓國語相反, 其重点在句子前面. 所以韓國人學中國語時, 需要盡快能塡補沒有助詞和接詞的空白部分幷把句子的重点放在前面的訓練.
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