한국어 형태론의 문제점과 그 대안

최명옥 서강대학교 인문과학연구소 2007 서강인문논총 Vol.22 No.-

이 논문은 구조주의 형태론Structural Morphology과 생성형태론Generative Morphology 을 바탕으로 한 한국어 형태론의 문제점에 대해서 논의하고 한국어 형태론에 대한 필자의 견해를 제시함을 목적으로 한다. 이 논문에서 제시한 한국어 형태론에 대한 필자의 견해는 다음과 같다. ‘파생어’나 ‘합성어’ 등을 포함한 모든 단어는 역사적인 산물이므로 모두 어휘부에 등재되어 있다고 해야 한다. 그러므로 한국어 형태론은 공시형태론Synchronic Morphology과 통시형태론Diachronic Morphology(또는 역사형태론Historical Morphology)으로 구분하는 것이 좋다. 공시형태론에서는 ‘활용conjugation’과 ‘곡용declension’에 관여하는 언어요소들linguistic elements이, 통시형태론에서는 단어를 구성하는 언어요소들이 논의의 대상이 되어야 한다. 단어는 모두 공시형태소synchronic morpheme에 속하며 단어의 구성요소들은 모두 통시형태소diachronic morpheme에 속한다. 그리고 형태소는 그것의 이형태allomorph를 합리적으로 도출할 수 있는 단일형unique form으로 표시되어야 한다. The purpose of this paper is to discuss the problems with Korean morphology, which is based on structural morphology and generative morphology, and to show my opinions as a suitable alternative. The point I want to make is that every words including 'derivative' and ‘compound’ words are to be registered in lexicon, because words are historical products. Therefore, I propose to devide Korean morphology into two branches; Synchronic Morphology and Diachronic Morphology (or Historical Morphology). In synchronic morphology, the object of study should be the linguistic elements participated in conjugation and declension, and in diachronic morphology, it should be the linguistic elements forming words. All words belong to synchronic morpheme and all word formative elements belong to diachronic morpheme. In addition, a morpheme must be represented as a unique form from which derived its allomorphs reasonably.

방언 형태론의 연구 대상

채현식 한국방언학회 2008 방언학 Vol.- No.7

The purpose of this paper is to define the subjects of dialect morphology. Dialect Morphology is a sub-component of regional dialectology which is a field of dialectology. The subjects of dialect morphology is the same as that of general morphology if we think the purpose of dialect morphology is to establish morphology system of individual dialects. The core of morphology is in the lexicon. And the core subjects of dialect morphology lies in the speakers' lexicon of the dialect. The lists of stems and syntactic atoms(endings, particles) are in the lexicon, which are inserted to syntactic component as inputs. And words in the lexicon are organized inter-acting one another. While synchronic dialect morphology deals with synchronic structures of individual dialects, diachronic dialect morphology deals with the changes of the lexicon of individual dialects. Synchronic dialect morphology determines lists morphemes and words, and investigates morphological connections of words through establishing underlying forms of stems, syntactic atoms of individual dialects. Diachronic dialect morphology investigates diachronic changes of morphemes and word-formation of individual dialects. 이 논문은 방언형태론의 대상을 확정하는 것을 목적으로 한다. 방언형태론은 방언학의 한 분야인 지역방언론의 하위 분야이다. 방언형태론이 개별방언의 독자적인 형태론적 체계 수립에 목적을 둔다고 할 때, 그 연구 대상은 일반형태론의 연구 대상과 크게 다르지 않다. 형태론의 중심 영역은 어휘부이다. 따라서 방언형태론의 주요 연구 대상 역시 해당 방언 화자의 어휘부가 된다. 어휘부에는 통사부에 입력이 되는 어간, 조사, 어미의 목록이 저장되어 있으며, 어휘부 안에 저장된 단어들은 서로 연결을 맺으며 조직화되어 있다. 공시방언형태론은 해당 방언의 어휘부의 공시적인 구조를 연구 대상으로 삼는 반면, 통시방언형태론은 해당 방언 어휘부의 통시적인 변화를 연구 대상으로 삼는다. 공시방언형태론에서는 해당 방언의 어간과 조사, 어미의 기저형 설정을 통해 형태소 목록을 작성하고 단어들 사이의 형태론적 연결 관계를 탐구한다. 통시방언형태론에서는 형태소의 통시적 변화와 단어 형성을 다룬다.

한국(韓國) 한문(漢文)문법(文法)의 형태론(形態論) 교육론(敎育論) 연구(硏究)

( Jae Chul Ahn ) 한국한자한문교육학회 2014 漢字 漢文敎育 Vol.33 No.-

이 논문은 한국에서 한문문법 형태론 교육이 이루어져야 할 연구 방향을 제시한 논문이다. 이 논문에서 주로 초점을 맞추어 살펴보려 한 것은 한국인이 한문문법 형태론 지식을 통해, 흥미를 가지고 漢文 原典에 다가가 해석 능력을 향상시키는 것과 敎授者 입장에서 학습자에게 형태론적으로 한문을 교육시키는 것을 연구하는 것이다. 즉, 이 논문에서 주로 살펴 보려한 것은 형태론 교육의 목표, 형태론 교육의 내용(품사론, 어휘 분류와 방법), 형태론 교육론의 교수법, 형태론 교육론의 평가법 등이다. 1. 형태론 교육의 목표1.1 형태소의 개념과 유형을 안다. 1.2 형태소의 기능과 의미구조에 대하여 안다. 1.3 형태소와 형태소의 결합관계를 안다. 1.4 품사의 개념과 분류 기준을 안다. 1.5 단어의 분류와 그 방법을 안다. 1.6 허사의 기능을 안다. 2. 형태론 교육의 내용2.1 품사론2.1.1 `品詞`는 단어(어휘)를 의미와 기능에 따라 분류하여 공통된 성질을 가진 것끼리 모아 놓은 단어들의 갈래다. 단어는 보편적으로 문법적 특성에 따라 가름한다. 문법적 특성은 형태(form), 의미(meaning), 기능(function)에 따른 특성이며, 이 기준에 따라 구분한 單語(語彙)群을 `품사`라 하고, 이러한 `품사에 대한 연구`를 `品詞論`이라 한다. 2.1.2 한국 학교문법에서는 품사를, 10품사로 구분하고 있다. 10품사는 實詞와 虛詞로 구분한다. `實詞`에 속하는 품사로는 名詞, 代名詞, 數詞, 動詞, 形容詞, 副詞 등이 있고, `虛詞`에 속하는 품사로는 介詞(前置詞), 連詞(接續詞), 語助詞, 感歎詞 등이 있다. 2.2 單語(語彙) 分類와 그 方法2.2.1 漢字語의 性格:현재 사용하고 있는 어휘의 개념은 단어, 낱말, 語詞, 한자어 등의 개념과 유사한 개념으로 統稱되고 있다. 한자어의 성격은 한문 체계로 보면, 한자어는 漢字, 漢字語, 漢字成語로 이루어진 `漢字 語彙`의 한 갈래로써, 한문의 單語, 句, 文章의 기능을 모두 포함하게 되는 문법 구조를 이루고 있다. 한문 체계 속에서 볼 때, 한자는 한자어와 명확하게 구분된다. 한자는 그 자체로 문법 구조를 이루고 있지 못하지만, 한자어는 단어, 어휘이면서 문장의 통사 구조를 갖추고 있다. 한문 체계에서 한자어는 2~3음절의 어휘만을 일컫는 것이 타당성이 있다 할 수 있다. 2.2.2 漢字語 語彙의 分類:近代以前은 `漢文文語`에 나타나는 한자어를 중심으로 하고, 근대이후는 `신생 한자어휘` 연구를 중심으로 하고자 한다. 2.2.3 單語의 形成 方法에 따른 分類:單語는 일반적으로 單純語와 複合語로 나뉜다. 단순어는 다시 單音節單純語와 多音節單純語로 구분하고, 복합어는 다시 合成語와 派生語로 구분한다. 合成語는 다시 類似語와 相對語, 統辭的 構造語로 나누고, 派生語는 `基語+接辭`의 구조로 된 것과 `接辭+基語`로 된 것으로 나뉜다. 2.3 形態論 敎育論 敎授法2.3.1 語彙에 관한 敎授法에 대한 硏究는 單語의 짜임의 경우, `造語分析法`등의 교수 수업 방법이, 단어의 갈래 및 어휘(성어)의 경우는 `言語活用法` `索出法`, `比較學習法` 등이 효과적이다 할 수 있다. 2.3.2 語彙의 字義와 語義에 도움이 되도록 하기 위한 교수법으로는, `字義 분석을 통한 지도방안`과 `語義 분석을 통한 지도 방안`이 효과적이라 할 수 있다. 2.3.3 多音節 語彙의 敎授·學習法으로는, `故事成語`의 경우, 기존의 `토의학습법, 역할놀이 학습법`등이 있다. 이외에, 壓縮性을 띤 다음절 어휘는 `이야기를 중심으로 이해하는 학습법`, 隱語的 성격을 띤 어휘는 `어휘를 變容 활용하여 특징을 이해하는 학습법`, 형용적인 성격을 띤 다음절 어휘는 `擬聲語와 擬態語의 특징을 이해하는 학습법`이 효과적이다. 2.4 形態論 敎育論 評價法 硏究漢文(文言文)에 대한 형태론 교육론 평가는 형태론의 교수-학습 연장선상에서 이루어져야 한다. 또한 한문과 형태론 교육론의 평가는 궁극적으로 다른 언어와 마찬가지로 형태소들의 문법적 기능과 의미기능, 결합의 원리들을, 실제의 자료를 통해 학습자 스스로 발견하게 하고, 그 과정에서 관찰력, 판단력, 분석력, 종합력 등을 평가하여야 할 것이다. 한국에서 형태론 교육론 평가법은 현행 중·고등학교 한문교과에, 현행 교육과정에 기반을 둔 漢文科 成就基準 및 成就水準이 개발이 되어 있다. 본고에서는 중학교 어휘 영역의 성취 기준 및 성취 수준의 경우만을 살펴보았다. 2.4.1 中學校 漢文 語彙領域의 成就基準 및 成就水準중학교 한문교과의 `어휘` 영역의 교육과정 내용과 성취기준 그리고 단위 성취수준에 대한 記述은 교육과정 어휘영역에 대한 각각의 내용요소에 대하여 성취기준을 상세하게 마련하였으며, 각 성취기준에 따라 성취수준을 다시 `상, 중, 하`의 3단계로 설정하였다. 그리고 어휘영역의 성취기준 단위 성취수준을 기술할 경우, 성취수준(상, 중, 하)간에 질적인 차이를 구분할 때, `상`수준은 `설명할 수 있다`, `중` 수준은 `말할 수 있다`, `하` 수준은 `조사할 수 있다`라는 行動動詞를 사용하였다. 또한 `상` 수준에서는 `구별하다`, `활용하다` 등의 어휘를 사용하여 `중` 수준과 도달한 정도에 차이를 두어 구별하였다. This thesis suggests the research direction of educating morphology of Classical Chinese Grammar in Korea. This thesis mainly focuses on two things. First, developing Korean`s interpretation ability to the original text through the knowledge about morphology of Classical Chinese Grammar. Second, studying the way instructors teach Classical Chinese in morphological methods. In other words, we will look through the objects, contents, instructing methods and evaluation method of educating morphology. The objects of educating morphology1.1 Know the concept and type of morpheme. 1.2 Know the function and structure of morpheme. 1.3 Know the combination relationship of morpheme. 1.4 Know the concept and classification of a part of speech. 1.5 Know the classification of words. 1.6 Know the function of an expletive. 2. The contents of educating morphology2.1 Theory of a part of speech2.1.1 `A part of speech` is the group of words with similar characteristics classified according to functions and meanings. Generally, words are classified by grammatical features. Grammatical features includes forms, meanings and functions. A group of words that are sorted by these features is called `A part of speech`, and the research about these groups of words is called `Theory of a part of speech`. 2.1.2 Words are grouped in ten parts in Korean school. Ten parts of speech are sorted to a substantive and an expletive. A substantive contains a noun, a pronoun, a numeral, a verb, an adjective and an adverb. An expletive includes a preposition, a conjunction, a particle and an exclamation. 2.2 Classification of words2.2.1 Characteristics of `Classical Chinese words` : `Classical Chinese vocabulary` consists of `characters`, `words`, and `idioms` in the respect of system of Classical Chinese. `Classical Chinese words` are one part of `Classical Chinese vocabulary` and make grammatical structure that contains the functions of words, phrases and sentences. In the system of Classical Chinese, `Classical Chinese characters` are clearly different from `Classical Chinese words`. `Classical Chinese characters` cannot make grammatical structures, but `Classical Chinese words` make syntax structure of sentences. It is proper to say that `Classical Chinese words` are di- or trisyllabic words in the system of Classical Chinese. 2.2.2 Classification of `Classical Chinese words` : This study mainly focuses on `Written language` before modern ages, and `newly made words` after modern ages. 2.2.3 Classification of words by formation methods : In general, words are sorted to `Simplex` and `Compound`. `Simplex` consists of monosyllabic simplex and multisyllabic simplex. `Compound` consists of compound, which is classified to an analogous term, a relative term and structural term, and derivative, which is classified to `root+affix` structure and `affix+root` structure. 3. Instructing method of morphology3.1 When educating the organization of words, `Coined-word-segmentalization method` is effective, and when educating the sort of words, `Language-application method`, `Search-out method`, and `Comparative-learning method` are effective. 3.2 `Instructing method through analyzing meanings of characters` and `Instructing method through analyzing meanings of words` are helpful to educating characters of Classical Chinese and words of Classical Chinese, respectively. 3.3 When educating multisyllabic vocabulary, `discussion, play-a-role method`, `comprehending-through-tales method`,`comprehending-transformative-use-of-vocabulary method`,`comprehending-characteristics-of-onomatopoeic-and-mimesis method` are effective to teaching idioms, compressive words, argot, and adjective words, respectively. 4. Evaluation method of instructing morphologyEvaluation of instructing morphology about Classical Chinese should be done as an extension of `teaching and learning morphology`Instructing morphology about Classical Chinese can be evaluated by following questions. "Can learners find, by on their own, grammatical functions, meanings and combination principles of morphemes through real materials?" And we can evaluate learners abilities of observation, judgement, analysis and synthesis in that process. In Korea, achievement levels and standards are developed, which are based on current curriculum of Classical Chinese subject in middle?high school. So we studied evaluation method of instructing morphology by these criteria.

韓國漢文文法的形態論敎育論硏究

安載澈 한국한자한문교육학회 2013 국제한국한자한문교육학회 학술대회 Vol.2013 No.1

This thesis suggests the research direction of educating morphology of Classical Chinese Grammar in Korea. This thesis mainly focuses on two things. First, developing Korean’s interpretation ability to the original text through the knowledge about morphology of Classical Chinese Grammar. Second, studying the way instructors teach Classical Chinese in morphological methods. In other words, we will look through the objects, contents, instructing methods and evaluation method of educating morphology. 1. The objects of educating morphology 1.1 Know the concept and type of morpheme. 1.2 Know the function and structure of morpheme. 1.3 Know the combination relationship of morpheme. 1.4 Know the concept and classification of a part of speech. 1.5 Know the principle of words formation. 1.6 Know the function of an expletive. 2. The contents of educating morphology 2.1 Theory of a part of speech 2.1.1 ‘A part of speech’ is the group of words with similar characteristics classified according to functions and meanings. Generally, words are classified by grammatical features. Grammatical features includes forms, meanings and functions. A group of words that are sorted by these features is called ‘A part of speech’, and the research about these groups of words is called ‘Theory of a part of speech’. 2.1.2 Words are grouped in ten parts in Korean school. Ten parts of speech are sorted to a substantive and an expletive. A substantive contains a noun, a pronoun, a numeral, a verb, an adjective and an adverb. An expletive includes a preposition, a conjunction, a particle and an exclamation. 2.2 Principle of words formation 2.2.1 Characteristics of ‘Classical Chinese words’ : ‘Classical Chinese vocabulary’ consists of ‘characters’, ‘words’, and ‘idioms’ in the respect of system of Classical Chinese. ‘Classical Chinese words’ are one part of ‘Classical Chinese vocabulary’ and make grammatical structure that contains the functions of words, phrases and sentences. In the system of Classical Chinese, ‘Classical Chinese characters’ are clearly different from ‘Classical Chinese words’. ‘Classical Chinese characters’ cannot make grammatical structures, but ‘Classical Chinese words’ make syntax structure of sentences. It is proper to say that ‘Classical Chinese words’ are di‐ or trisyllabic words in the system of Classical Chinese. 2.2.2 Classification of ‘Classical Chinese words’ : This study mainly focuses on ‘Written language’ before modern ages, and ‘newly made words’ after modern ages. 2.2.3 Classification of words by formation methods : In general, words are sorted to ‘Simplex’ and ‘Compound’. ‘Simplex’ consists of monosyllabic simplex and multisyllabic simplex. ‘Compound’ consists of compound, which is classified to an analogous term, a relative term and structural term, and derivative, which is classified to ‘root+affix’ structure and ‘affix+root’ structure. 3. Instructing method of morphology 3.1 When educating the organization of words, ‘Coined‐word‐segmentalization method’ is effective, and when educating the sort of words, ‘Language‐application method’, ‘Search‐out method’, and ‘Comparative‐learning method’ are effective. 3.2 ‘Instructing method through analyzing meanings of characters’ and ‘Instructing method through analyzing meanings of words’ are helpful to educating characters of Classical Chinese and words of Classical Chinese, respectively. 3.3 When educating multisyllabic vocabulary, ‘discussion, play‐a‐role method’, ‘comprehending‐through‐tales method’, ‘comprehending‐transformative‐use‐of‐vocabulary method’, ‘comprehending‐characteristics‐of‐onomatopoeic‐and‐mimesis method’ are effective to teaching idioms, compressive words, argot, and adjective words, respectively. 4. Evaluation method of instructing morphology Evaluation of instructing morphology about Classical Chinese should be done as an extension of ‘teaching and learning morphology’ Instructing morphology about Classical Chinese can be evaluated by following questions. “Can learners find, by on their own, grammatical functions, meanings and combination principles of morphemes through real materials?” And we can evaluate learners abilities of observation, judgement, analysis and synthesis in that process. In Korea, achievement levels and standards are developed, which are based on current curriculum of Classical Chinese subject in middle·high school. So we studied evaluation method of instructing morphology by these criteria.

표준 국어 문법 형태론 분야의 특징과 활용

구본관 ( Koo Bon-kwan ),황화상 ( Hwang Hwa-sang ) 서강대학교 언어정보연구소 2018 언어와 정보 사회 Vol.34 No.-

This paper aims to describe the characteristics of the morphology in the standard Korean grammar and to examine the way it will be utilized. The morphology in the standard Korean grammar is composed of three major parts, that is the morphological units(morpheme, word), word class, and word formation. The composition of the morphology in the standard Korean grammar is not much different from that of the general morphology. But the morphology in the standard Korean grammar is considerably different from the general morphology in details such as the grammatical category of ida(be), the governing and restrictive function of affixes, the kind of the irregular conjugation, and so on. The morphology in the standard Korean grammar can play many important roles as a reference morphology. First, it can provide the basis of a theoretical description of Korean language. Second, it can provide the theoretical basis for revision of practical grammar(such as school grammar, Korean language educational grammar, and so on), Korean dictionary, and Korean language standard. Third, it can form the basis of the general public’s language life.

Polyetherimide/Dicyanate Semi-interpenetrating Polymer Networks Having a Morphology Spectrum

Kim, Yu-Seung,Min, Hyun-Sung,Kim, Sung-Chun The Polymer Society of Korea 2002 Macromolecular Research Vol.10 No.2

The morphology, dynamic mechanical behavior and fracture behavior of polyetherimide (PEI)/dicyanate semi-interpenetrating polymer networks (semi-IPNs) with a morphology spectrum were analyzed. To obtain the morphology spectrum, we disported PEI particles in the procured dicyanate resin containing 300 ppm of zinc stearate catalyst. The semi-IPNs exhibited a morphology spectrum, which consisted of nodular spinodal structure, dual-phase morphology, and sea-island type morphology, in the radial direction of each dispersed PEI particle due to the concentration gradient developed by restricted dissolution and diffusion of the PEI particles during the curing process of the dicyanate resin. Analysis of the dynamic mechanical data obtained by the semi-IPNs demonstrated that the transition of the PEI-rich phase was shifted toward higher temperature as well as becoming broader because of the gradient structure. The semi-IPNs with the morphology spectrum showed improved fracture energy of 0.3 kJ/$m^2$, which was 1.4 times that of the IPNS having sea-island type morphology. It was found that the partially introduced nodular structure played a crucial role in the enhancement of the fracture resistance of the semi-IPNs.

Processing semantic and phonological factors in derivational morphology by Korean L2 learners of English

Myung-Kwan Park,Wonil Chung 경희대학교 언어정보연구소 2012 언어연구 Vol.29 No.3

This paper examines L2 processing of derivational morphology in English. Derivational morphology in English is known to differ from inflectional morphology, in that unlike the latter whose well-known example is regular and irregular verbal morphology, the former varies in light of regularity. That is, derivational morphology does not display a categorical, regular and irregular distinction, but involves semantic and phonological/phonetic factors in shaping its various word structures. We focus on these aspects of derivational morphology to examine how Korean L2 learners of English comprehend semantic and phonological factors in processing derivational morphology. We use the event-related potentials (ERPs) paradigm to capture the finer-grained time course of processing it. It is shown in this paper that L2 learners of English start with processing both simple and derivationally complex words on the phonological level, as can be seen from the finding that only phonological/phonetic priming effects arise in the early N400 time window (324-400㎳). But at the immediately following stage of processing they engage in processing derivationally complex words on the semantic level, as can be seen from the finding that only semantic priming effects arise in the late time interval (400-476㎳). Since for L1 native speakers this semantic processing in fact starts in the early N400 time window, L2 learners of English are taken to be a little slower than LI native speakers in processing derivationally complex words. Furthermore, unlike L1 native speakers, the L2 learners are found to have difficulty in understanding cumulative features of semantic and phonological/phonetic properties in processing morphologically related words.

Processing semantic and phonological factors in derivational morphology by Korean L2 learners of English: An ERP cross-modal priming study

박명관,정원일 경희대학교 언어정보연구소 2012 언어연구 Vol.29 No.3

This paper examines L2 processing of derivational morphology in English. Derivational morphology in English is known to differ from inflectional morphology, in that unlike the latter whose well-known example is regular and irregular verbal morphology, the former varies in light of regularity. That is, derivational morphology does not display a categorical, regular and irregular distinction, but involves semantic and phonological/phonetic factors in shaping its various word structures. We focus on these aspects of derivational morphology to examine how Korean L2 learners of English comprehend semantic and phonological factors in processing derivational morphology. We use the event-related potentials (ERPs) paradigm to capture the finer-grained time course of processing it. It is shown in this paper that L2 learners of English start with processing both simple and derivationally complex words on the phonological level, as can be seen from the finding that only phonological/phonetic priming effects arise in the early N400 time window (324-400ms). But at the immediately following stage of processing they engage in processing derivationally complex words on the semantic level, as can be seen from the finding that only semantic priming effects arise in the late time interval (400-476ms). Since for L1 native speakers this semantic processing in fact starts in the early N400 time window, L2 learners of English are taken to be a little slower than L1 native speakers in processing derivationally complex words. Furthermore, unlike L1 native speakers, the L2 learners are found to have difficulty in understanding cumulative features of semantic and phonological/phonetic properties in processing morphologically related words.

음운론과 형태론의 접면에 대한 일고찰

홍희정 어문연구학회 2023 어문연구 Vol.116 No.-

Phonology and morphology are separate branches of linguistics that are strictly distinct. However, when observing the linguistic phenomenon that actually appears in modern Korean, it can be seen that it is difficult to explain completely the phenomenon by choosing only one subfield. In particular, the alternation of morpheme has been drawn a lot of attention as one of the phenomena corresponding to the interface of phonology and morphology. The alternation of morpheme is a phenomenon in which the phonemes at the boundary change into other phonemes when morphemes and morphemes are combined, and the issue of whether it belongs to the domain of phonology or morphology has been discussed. In this process, the establishment of ‘morphophonology’, a new field that deals only with the alternation of morpheme, was also discussed. However, considering the problem of the unit called morphophoneme, it can be seen that the establishment of morphophonology is unnecessary. Accordingly, this study discussed the properties of the interface of phonology and morphology and the phonological phenomenon in irregular conjugation, one of the examples of such interfaces. It is certainly true that there are interfaces between phonology and morphology, which overlap each other, and through the linguistic phenomenon corresponding to these interfaces, we can understand phonology and morphology at a higher level. The phonological phenomenon in irregular conjugation is a representative linguistic phenomenon that can understand the interface between phonology and morphology. Unlike the regular conjugation, the phonological phenomenon that occurs in irregular conjugation is difficult to explain the combination of the stem and the ending with synchronic phonological rules or constraints. It is also impossible to generalize the phonological environment of predicates that shows the same pattern. Therefore, by examining the phonological phenomenon in irregular conjugation, it is possible to deepen the understanding of the interface of phonology and morphology. 음운론과 형태론은 엄밀히 구분되는 별개의 언어 부문이다. 그런데 현대국어에서 실제로 나타나는 언어 현상을 관찰하다 보면, 하나의 하위 부문만을 택하여 그 현상을 온전히 설명하기 어렵다는 것을 알 수 있다. 특히 형태소의 교체는 음운론과 형태론의 접면에 해당하는 현상 중 하나로 많은 관심을 받아 왔다. 형태소 교체는 형태소와 형태소가 결합할 때 그 경계에 놓인 음운이 다른 음운으로 변동하는 현상으로서, 이를 음운론의 영역에 속한다고 볼 것인지 형태론의 영역에 속한다고 볼 것인지의 문제가 논의되어 왔다. 이 과정에서 형태소의 교체만을 다루는 새로운 부문인 ‘형태 음운론’의 설정이 논의되기도 하였다. 그러나 형태 음운이라는 단위의 문제 등을 고려하면 형태 음운론의 설정이 불필요한 것임을 알 수 있다. 이에 본 연구는 음운론과 형태론의 접면이 가지는 속성과 그러한 접면의 예 중 하나인 불규칙 활용에서의 음운 현상을 논의하였다. 음운론과 형태론 사이에 서로 겹치는 부분인 접면이 있다는 것은 분명한 사실이고, 이러한 접면에 해당하는 언어 현상을 통해 음운론과 형태론을 보다 높은 수준에서 이해할 수 있기 때문이다. 불규칙 활용에서의 음운 현상은 음운론과 형태론의 접면을 이해할 수 있는 대표적인 언어 현상이다. 불규칙 활용에서 나타나는 음운 현상은 규칙 활용과는 달리 어간과 어미의 결합을 공시적인 음운 규칙이나 제약 등으로 설명하기 어려운 것이다. 또한 같은 양상을 보이는 용언들의 음운 환경을 일반화할 수도 없다. 따라서 불규칙 활용에서의 음운 현상을 살핌으로써 음운론과 형태론의 접면에 대한 이해를 심화할 수 있다.

How to generate creative ideas for innovation: a hybrid approach of WordNet and morphological analysis

Geum, Y.,Park, Y. American Elsevier 2016 TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE Vol.111 No.-

A creative ideation process occupies a substantial part of the innovation process. Among many techniques for ideation, morphology analysis has been employed as a prevalent method, whose success is critically affected by its dimensions and values. Despite the gravity of determining dimensions and values, previous literature has been simply subject to manual construction by some experts, which leads to significant subjectivity and bias in morphology building. For this reason, an analytic and objective way of morphology building is highly required. In response, this paper suggests a new way of morphology building to enhance creative ideation using WordNet. WordNet is a large lexical database of English, which provides a hierarchical network dictionary of words. WordNet's hierarchical relationship characteristic fits morphology analysis as its nature comes from a hierarchical structure of dimensions and values. The use of WordNet can be an excellent remedy for morphology building by employing two types of relationships: meronym/holonym for dimension construction and hyponym/ hypernym for value construction. Since dimension construction extends the contents of horizontal axis of morphology, it is called horizontal extension. Similarly, value construction extends the contents of vertical axis of morphology, thus it is referred to as vertical extension of morphology.