한·중 인식 양태 표현과 양태 부사의 결합양상 대조 - 확실성 정도를 중심으로

정미홍 한남대학교 한남어문학회 2020 한남어문학 Vol.41 No.-

본고는 한·중 인식 양태 표현과 양태 부사의 결합양상을 검토하여 이의 공통점과 차이점을 찾아내고, 한국어 인식 양태의 확실성 정도를 깊이 밝히 는 데에 목적이 있다. 여기서 한국어와 중국어 인식 양태 표현과 양태 부사 와 결합할 때 확실성 정도를 따라 규칙적인 공기관계가 이룰 수 있는지를 확인하기 위해 의미 중심적 접근방법을 통해 살펴봤다. 한국어 인식 양태 표현은 화자의 추측을 나타내며 확실성 정도도 함께 드러낸다. 중국어 인식 양태 표현은 화자의 추측을 표현하지만, 확실성 정 도를 표현할 때 정태동사 앞에 오는 양태 부사를 통해 실현하는 경우가 많다. 한국어 인식 양태는 확실성 정도가 낮은 부사와 결합할 경우에 확실 성 정도가 높은 부사와 결합할 수 없는 반면에, 중국어 인식 양태 중에 ‘要’ 와 ‘会’는 양태 부사와 결합할 때 확실성이 낮은 부사나 확실성이 높은 부사 나 모두 제약을 받지 않는 것으로 가장 큰 차이점으로 보인다. 이외에 한국 어 인식 양태와 중국어 인식 양태는 양태 부사와 결합할 때 그 확실성 정도 를 따라 규칙적인 공기관계가 이루어지는 점은 서로의 공통점으로 보인다. The purpose of this paper is to examine the combined patterns of Korean-Chinese recognition epistemic modality and modal adverbs to find commonalities and differences between them, and to clarify the degree of certainty of Korean epistemic modality. Here, when combining Korean and Chinese epistemic modality and modal adverbs, we examined through a semantic-oriented approach to see if a correspondent relationship can be achieved according to the degree of certainty. The epistemic modality of the Korean represents the speaker's guess and also reveals the degree of certainty. Epistemic modality in Chinese expresses the speaker's conjecture, but when expressing the degree of certainty, it is often realized through modal adverbs preceding the static verb. Korean epistemic modality can not be combined with highly certain adverbs when combined with low certainty adverbs, whereas ‘要’ and ‘会’ among Chinese epistemic modality are adverbs with low certainty or high certainty when combined with modal adverbs. That is the biggest difference between Korea epistemic modality and Chinese epistemic modality. In addition, other of the Korean epistemic modality and the Chinese epistemic modality form a correspondent relationship according to the degree of certainty when combined with modal adverbs, it seems to be a common point of each other.

동적양상(능력)과 인식양상(가능)의 변별기준 고찰 -『김병매사화(金瓶梅词话)』, 『홍루몽(红楼梦)』, 『인녀영웅전(儿女英雄传)』의 ‘능(能)’과 ‘회(会)’를 중심으로

최정미 ( Choi Jung Mi ),최재영 ( Choi Jae Young ) 한국외국어대학교 중국연구소 2021 中國硏究 Vol.87 No.-

Pursuant to the Polysemous Characteristics of modality auxiliary verb, modality auxiliary verb like “neng(能)”, “hui(会)” and “keyi(可以)” not only have the meaning of dynamic modality(ability) but also the meaning of deontic modality(permission) or epistemic modality(possibility). From one perspective, the meaning of dynamic modality(ability) can be derived into deontic modality(permission) or epistemic modality(possibility), and this is the perspective that is commonly accepted in Western linguistics. However, due to the Polysemous Characteristics, “neng(能)”, “hui(会)” and “keyi(可以)” are often interpreted ambiguously, rendering the necessity of establishing a relatively clear standard to differentiate the three modalities. Prior studies have examined the grammaticalization from dynamic modality(ability) to deontic modality (per mission) and differentiation standard between dynamic modality(ability) and deontic modality(permission). However, there is a relative lack of research on the grammaticalization from dynamic modality(ability) to epistemic modality (possibility) and differentiation standard between dynamic modality(ability) and epistemic modality (possibility). Therefore, based on prior research outcomes, this paper presents the below semantic and syntactic standards for differentiating the two modalities. (1) Orientation of meaning (2) influence on listener (3) A subject’s grammatical person and semantic features (4) Volition of verbs (5) Type of sentence and co-occurrence with negative adverb ‘bu(不)’ Meanwhile, this paper have analysed sample sentences from representative literature works from the Yuan, Ming, and Qing Dynasties (『Jinpingmeicihua(金瓶梅词话)』, 『Hongloumeng(红楼梦)』, and 『Ernüyingxiongzhuan(儿女英雄传)』) based on the above differentiation standards and then examines the grammaticalization from dynamic modality(ability) to epistemic modality(possibility). Moreover, we can confirm that the above differentiation standards are applicable to the era from Early Modern Chinese to Modern Chinese. The greatest..

L2 Learner Corpus Analysis of Modal Expressions in Written Text

고성란,김봉규 21세기영어영문학회 2014 영어영문학21 Vol.27 No.1

This study aims to compare different uses of epistemic modality used in both non-native texts (NNT) and native texts (NT) of writers based on the frequency of epistemic modality. In addition, there is an insightful exploration of how these different usage of modality should be tackled in order to foster the pragmatic competence of L2 learners in second language teaching and learning environment since the use of epistemic modality is a crucial area of pragmatic failure in the work of L2 learners. In order to answer the research questions, the range and frequency corpus program was used to show the total frequency of word usage including different types of epistemic modality. 180 NNT and 152 NT were collected and analyzed based on the categorization of epistemic modality. The study shows that can and should are prominent features, taking a higher frequency in NNT of writers among other modal expressions used. On the other hand, would and might are the ones much less used in comparison to ones in NT. In addition, NNT of writers tend to overuse a number of epistemic modality such as think, know, always, and a lot of, indicating the lack of awareness of using various types of epistemic modality particularly used by NT of writers such as would, might, seem, perhaps, likely and so on. This study also demonstrates a number of misused examples of epistemic modality which are corrected by native writers. These cases indicate the possibility of first language transfer and weak pragmatic competence of learners in second language learning environment.

L2 Learner Corpus Analysis of Modal Expressions in Written Text

( Sung Ran Koh ),( Bong Gyu Kim ) 21세기영어영문학회 2014 영어영문학21 Vol.27 No.1

This study aims to compare different uses of epistemic modality used in both non-native texts (NNT) and native texts (NT) of writers based on the frequency of epistemic modality. In addition, there is an insightful exploration of how these different usage of modality should be tackled in order to foster the pragmatic competence of L2 learners in second language teaching and learning environment since the use of epistemic modality is a crucial area of pragmatic failure in the work of L2 learners. In order to answer the research questions, the range and frequency corpus program was used to show the total frequency of word usage including different types of epistemic modality. 180 NNT and 152 NT were collected and analyzed based on the categorization of epistemic modality. The study shows that can and should are prominent features, taking a higher frequency in NNT of writers among other modal expressions used. On the other hand, would and might are the ones much less used in comparison to ones in NT. In addition, NNT of writers tend to overuse a number of epistemic modality such as think, know, always, and a lot of, indicating the lack of awareness of using various types of epistemic modality particularly used by NT of writers such as would, might, seem, perhaps, likely and so on. This study also demonstrates a number of misused examples of epistemic modality which are corrected by native writers. These cases indicate the possibility of first language transfer and weak pragmatic competence of learners in second language learning environment.

인식양태 ‘要’의 미래시간 의미 분석

金世美(Kim, Se-mi) 중국어문학연구회 2021 중국어문학논집 Vol.- No.129

The purpose of this study is to examine the action of modality at each stage until ‘要’ is used in the meaning of future time. First of all, this study classified modality into three categories such as agent‐oriented modality, speaker‐oriented modality, and epistemic modality. Agent‐oriented modality means that internal‐external conditions exist for the agent in relation to the completion of the behavior indicated by the main predicate. Speaker oriented modality is the form used to direct commands to the second person. Epistemic modality is the speaker"s attitude toward the true value or factual state of a proposition. The development path of modality was similarly derived from agent‐oriented modality to speaker‐oriented modality and epistemic modality. Next, this study explored the grammaticalization process of ‘要’. ‘要’ starts from the noun ‘waist’ and derives the meaning of ‘important’, and then the meaning has been expanded to the verbs of ‘stitch’, ‘bind’, ‘block’, and ‘require’. The auxiliary verb ‘要’ gained independent status through two competitions with the auxiliary verb in the consent relationship. The first was a competition with the obligation auxiliary verbs ‘當’ and ‘須’, and the second is competition with the volition auxiliary verb ‘欲’. It was weak in the beginning, but gradually won the competition and replaced other auxiliary verbs. In the process of developing the meaning of the auxiliary verb ‘要’, the meaning of ‘obligation’ appeared first, and the meaning of ‘volition’ and ‘future time’ appeared later. It can be seen that the development of the meaning of modality of ‘要’ also progressed from agent‐oriented modality to epistemic modality. Lastly, this study examined the future time expressed by the modality auxiliary verb ‘要’. What we generally know as the future meaning of ‘要’ expresses the meaning of future time, but contains the meaning of modality to some extent. Accordingly, this study presented a composite marker of epistemic modality and future time between modal and postmodal. Also, to the simple future, ‘要’ went through the paths of ‘longing > volition > prediction > future’ and ‘obligation > volition > prediction > future’. It is hoped that the analysis of this study will be helpful in understanding the action of modality in the process of expanding the meaning of ‘要’.

헝가리어의 양태표현에 대한 연구

박수영 한국외국어대학교 외국어 종합연구센터 언어연구소 2003 언어와 언어학 Vol.0 No.32

This paper examines the system of modality and it's linguistic expressions in Hungarian. The modality as a semantic category is distinguished between deontic modality and epistemic modality, which is concerned with speaker's attitude on the proposition or the meanings what is expressed in sentence. Epistemic modality is concerned with the speaker's assumptions or assessment of possibilities. Deontic modality encompasses meanings such as permission and obligation. The semantic features of modality are distinguished between 'necessity' and 'possibility', each of which are combined with 'deontic' and 'epistemic' modality. This means that the deontic and epistemic distinction cuts across the necessity and possibility distinction. deontic modality epistemic modality necessity obligation speaker's confidence possibility permission possibility In Hungarian the linguistic forms of modal expressions are the modal suffix -hat/-het and the modal verbs kell, lehet and szabad. The modal suffix -hat/-het has the semantic feature 'possibility' and expresses both deontic and epistemic modality. The modal verb kell has the semantic feature 'necessity' and lehet and szabad have possibility. From the syntactic viewpoint, the modality can also be distinguished between speakeroriented modality and subject-oriented modality. The term 'speaker-oriented modality' defines that the syntactic structure of the modal sentence with modal verb is different from that of it's basic sentence, that is, the speaker doesn't appear on the surface structure of modal sentence. On the contrary, the subject-oriented modality means that the sentence with the modal suffix has the same syntactic structure as it's basic sentence, so the personal category of sentence-subject is important condition to determine modal meanings. deontic modality epistemic modality szabad 'permission' lehet 'possibility' speaker-oriented kell 'obligation' kell 'speaker's confidence' subject-orented -hat/-het 'permssion' -hat/-het 'possibility' Speaker-oriented modality expresses the subjectivity of semantic meanings, that is, speakers attitude is directly reflected by syntactic structure with modal verbs in Hungarian. Subject-oriented modality expresses objectivity of semantic meanings, speaker s attitude is indirectly expressed by the subject of sentence. The distinction between subjectivity and objectivity of modal meanings can be firstly used to describe deontic possibility expressed by the modal verb 'szabad' and the modal suffix '-hat/het'.

15세기(世紀) 한국어(韓國語) 인식(認識) 양태(樣態)의 하위(下位) 범주(範疇)에 대(對)한 고찰(考察) -인식(認識) 양태(樣態) 형식이 표현하는 양태 의미를 중심으로-

김경혜(金景慧) ( Kim¸ Kyoung-hue ) 한국어문교육연구회 2021 어문연구(語文硏究) Vol.49 No.3

본고는 15세기 한국어 인식 양태의 하위 범주, 정확히는 인식 양태 범주의 하위 의미 영역 설정 가능성을 모색하고자 하였다. 이를 위해 본고에서는 15세기 한국어에서 인식 양태 형식으로 ‘-니-’와 ‘-리-’를 선정하고, 이들이 담화 텍스트 상에서 표현하는 인식 양태의 의미에 주목하였다. 그 결과 ‘-니 -’와 ‘-리-’는 인식 양태의 핵심 의미인 ‘명제의 확실성의 정도에 대한 화자의 판단’ 의미를 표현함에 있어 ‘-니-’는 ‘확정/단정의 확실성 판단’의 의미를, ‘-리-’는 ‘추측에 기반을 둔 확실성 판단’, ‘개연성 판단’, ‘가능성 판단’ 의미를 표현하는 맥락에 두루 사용 가능함을 확인하였다. 또한 본고는 인식 양태 형식인 ‘-니-’와 ‘-리-’가 인식 양태 범주 이외의 ‘증거성과 의외성’에서 논의되는 의미 성분 역시 표현함을 확인하였다. 즉 ‘-니-’는 ‘추론에 의한 명제의 확실성 판단 의미’를, ‘-리-’는 ‘추리/추론에 의한 명제의 확실성 판단 의미’와 ‘새로 앎’의 의미를 표현하였다. 그리고 이때 ‘명제의 확실성에 대한 화자의 판단’의미는 인식 양태 형식이 표현하는 공통 의미로 핵심 의미 영역에, ‘추리, 추론’과 ‘새로 앎’은 부차적 의미로 부차 의미 영역에 설정하였다. The purpose of this study is to establish the semantic domain of epistemic modality in 15th-century Korean. To this end, this study examined the subcategories of 15th-century Korean epistemic modality, selecting -ni- and -ri- in expressions of the speaker’s attitude toward propositions in 15th-century Korean. This is because -ni- and -ri- express the speaker’s judgment of the certainty of the proposition, which is the key meaning of the category of epistemic modality. It was confirmed that -ni- and -ri- express the meaning of “the speaker’s judgment on the degree of certainty of the proposition,” which is the core meaning of epistemic modality. In addition, this paper confirmed that the epistemic modality forms -ni- and -ri- also express evidentiality and mirativity in addition to epistemic modality. -ni- expressed “the meaning of determining the certainty of a proposition by inference,” and -ri- expressed the meaning of “determining the certainty of a proposition by reasoning/ inference” and “new knowledge.” At this time, the meaning of “judgment on the certainty of the proposition” became the core semantic area with a common meaning expressing epistemic modality, and “inference,” “reasoning,” and “new knowledge” became a secondary semantic area with secondary meanings.

영어 조동사의 인식 양상 위계와 한국 대학생의 습득 실태

정태구,노경희 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.3

Epistemic modal auxiliary verbs such as must or may express some degrees of certainty or doubt of a situation described, and literature has shown some disagreement on the relative degrees of certainty expressed by English modal verbs. The purpose of this study is to present the epistemic modality hierarchy of English modal auxiliary verbs based on empirical data analyses, which can be used as a reference for L2 English learning, and to investigate some problems with its acquisition by Korean learners of English. For this purpose, an online survey was conducted on 39 native English speakers and 54 Korean college students to investigate how they perceive the degrees of certainty of seven modal verbs (must, will, would, should, may, might, could). Statistical analyses of the survey results showed the following. First, the modality hierarchy of the modal auxiliary verbs derived from the native speakers is formed into three groups: will, must, and would belong to the strong modality group, should to the medium group, and might, may, and could to the weak group. Second, the strong group expresses a certainty level of approximately 80% or 90%, the medium group 60% to 70%, and the weak group 40% to 50%. Third, the past tense form of the modal auxiliary verbs doesn't play a role in the strength of epistemic modality. Fourth, the problems of Korean students regarding the auxiliary verbs lay in the strong modality group: they perceive that will and would express much lower degrees of certainty than the native speakers do. Finally, it discusses some causes of the problems with the Korean students. 영어의 인식 양상 조동사는 어떤 상황에 대한 확신이나 의심의 정도를 표현하는데, 문헌에 보고된 각 조동사의 상대적 확신도는 연구에 따라 차이가 있다. 본 연구의 목적은 영어학습자에게 준거가 될 수 있는 영어 인식 양상조동사의 확신도에 대한 위계를 원어민 화자들의 인식을 바탕으로 도출하고자 하며, 인식 양상조동사의 습득에서 나타나는 한국 학생들의 문제점을 파악하고자 한다. 이러한 목적으로 영어 원어민 화자 39명과 한국 대학생 54명을 대상으로 7개의 양상조동사(must, will, would, should, may, might, could)의 확신도를 척도로 나타내도록 설문조사를 실시하였다. 응답 자료를 통계 분석한 결과는 다음과 같다. 첫째, 원어민 화자의 응답에서 도출한 조동사의 양상 위계에서, 고강도 그룹에 will, must, would의 세 개의 조동사가 포함되며, 중강도 그룹에는 should가 포함되고, 저강도 그룹에는 may, might, could의 조동사가 포함된다. 둘째, 고강도 그룹의 조동사는 대략적으로 80% 또는 90% 이상의 확신을 표현하고, 중강도 그룹의 조동사는 대략적으로 60%~70% 정도의 확신을 표현하며, 저강도 그룹의 조동사는 대략적으로 40%~50% 정도의 확신을 표현한다. 셋째, 양상조동사의 과거시제형이 영어 원어민과 한국인 영어학습자의 인식 양상 강도에서 어떤 역할을 하지 않는다는 것이다. 넷째, 한국 학생들의 문제점은 고강도 그룹에서 나타나는데, 한국 학생들은 will과 would의 확신도를 원어민 화자들의 준거에 비해 훨씬 낮게 인식하고 있었다. 마지막으로, 한국 학습자들이 영어 조동사의 인식 양상을 배우기 어려운 이유가 무엇인지를 논의하였다.

한국어와 중국어 인식 양태 중의 ‘개연성’ 표현 비교 연구

학수 한국언어문학회 2022 한국언어문학 Vol.120 No.-

, It is a consensus in grammar research that a sentence is composed of two parts: proposition, which expresses objective facts, and modality, which expresses the speaker’s subjective modality. Therefore, a good command of modal expression can better promote and enhance the interpersonal communication ability of Korean learners. There are many differences in grammar between Korea and Chinese in the expression of modality. This difference will affect Chinese Korean learner’s learning of Korean modal expression. Therefore, it is necessary to conduct a comparative study on the grammatical items representing modality in Korea and Chinese. Modality is traditionally classified as ‘epistemic modality’ and ‘non-epistemic modality’. Based on the theory of ‘epistemic modality’, this study selected the modal expression of probability as the research object. From the three aspects of ‘meaning’, ‘form’ and ‘pragmatics’, the comparative study of complete structure of Korea for probability and Chinese modal verb is conducted. The purpose is to provide basic information for Chinese Korean learners in their education around the expression of probability.

아랍어의 양상표현 방식에 관한 고찰 -인식 양상을 중심으로-

사희만(Sah Hee Man) 한국아랍어아랍문학회 2010 아랍어와 아랍문학 Vol.14 No.1

Modality can be defined linguistically as the attitude taken by the speaker toward the contents of the message uttered by the speaker himself. Therefore modality is an area of subtle syntactic and semantic distinctions. In Arabic grammar, little has been known about the grammatical category of modality. This paper mainly deals with the epistemic modality, because it covers the important semantic areas such as the possibility and necessity in the modal sentences. It relates to what one knows to be in fact the case or to what one judges to be possible or likely on the basis of prior knowledge. The epistemic modality will be discussed in its relation to the deontic modality from the perspective of semantic change. Real examples are cited to illustrate the theoretical points covering both the Classical Written Arabic and Spoken Arabic as well. It has been concluded that the epistemic modal sentences can be expressed by the various linguistic devices and modes of modality and the modal expressions were grammatically structured. The semantic connection between the different types of modality could be found to be used in Arabic.