지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Students seems to perform the three tasks in recognizing the parts of speech. Firstly they should recognize the objects of classification are words in the position of sentences, not the ones in meaning nor in reference. Then they try to find both the similarities and differences of positioning in sentences. Finally they construe major positional differences into parts of speech.
In classifying words into word-classes, students are hard to get the three tasks stated above, because grammatically accepted positions of words are hidden in their minds and they are unaccustomed to disclose the hidden ones. Every student as a native speaker knows word-classes as well as sounds and meaning in every word they use, so he/she can make grammatically ordered words sentences. But this knowledge about word-classes is not self-reflective, that is hidden to them.
If we make the implicit students' knowledge explicit by means of diagramming of hidden word-classes, students can classify word-classes more easily. Forms of each diagram should represent the implicit word-classes as they are in the student's mind.
Korean verbs govern two or more arguments and the governed ones does not show hierarchy as English shows. We make a diagram that have tow or more hooks as shown below (1)
(1) Diagram of verbs
〈이미지 참조〉
Postpositionals precede verb and they are followed by nominals, so they have a hook eye on the right to hook up to the verb and a hook on the left to hook on to a nominal. We get the form (4) below. Nominals precede prepositions and they are preceded by prenominals. They have two hook eyes, the one in the right is linked to postnominals, the other in the left to prenominals. We get the forms (3) for nominals and (2) for prenominals
(2) Prenominals (3) Nominals 4) Postnominals
〈이미지 참조〉
(5) Prenominal ending followed to verb-stem (6) nominal ending followed to verb-stem
〈이미지 참조〉
Korean verbs are divided into verb-stem and endings. One of the endings is prenominal ending. It can be drawn as (5), whereas nominal ending can be drawn as (6). These diagrams show similarities between prenominal words and nominal ones respectably.
Most adverbs are linked to verbs directly, so we get the diagram (7) for them provisionally. We can adjust the diagram later because they are preceded by comparative phrase.
(7) Adverb 〈이미지 참조〉
Note that these diagrams do not fit for English words, since English shows totally different syntax from Korean.
In classifying words into word-classes, students are hard to get the three tasks stated above, because grammatically accepted positions of words are hidden in their minds and they are unaccustomed to disclose the hidden ones. Every student as a native speaker knows word-classes as well as sounds and meaning in every word they use, so he/she can make grammatically ordered words sentences. But this knowledge about word-classes is not self-reflective, that is hidden to them.
If we make the implicit students' knowledge explicit by means of diagramming of hidden word-classes, students can classify word-classes more easily. Forms of each diagram should represent the implicit word-classes as they are in the student's mind.
Korean verbs govern two or more arguments and the governed ones does not show hierarchy as English shows. We make a diagram that have tow or more hooks as shown below (1)
(1) Diagram of verbs
〈이미지 참조〉
Postpositionals precede verb and they are followed by nominals, so they have a hook eye on the right to hook up to the verb and a hook on the left to hook on to a nominal. We get the form (4) below. Nominals precede prepositions and they are preceded by prenominals. They have two hook eyes, the one in the right is linked to postnominals, the other in the left to prenominals. We get the forms (3) for nominals and (2) for prenominals
(2) Prenominals (3) Nominals 4) Postnominals
〈이미지 참조〉
(5) Prenominal ending followed to verb-stem (6) nominal ending followed to verb-stem
〈이미지 참조〉
Korean verbs are divided into verb-stem and endings. One of the endings is prenominal ending. It can be drawn as (5), whereas nominal ending can be drawn as (6). These diagrams show similarities between prenominal words and nominal ones respectably.
Most adverbs are linked to verbs directly, so we get the diagram (7) for them provisionally. We can adjust the diagram later because they are preceded by comparative phrase.
(7) Adverb 〈이미지 참조〉
Note that these diagrams do not fit for English words, since English shows totally different syntax from Korean.
목차
Ⅰ. 들머리
Ⅱ. 품사 개념 이해의 실질적 효용과 부담
Ⅲ. 품사 개념 이해의 과정
Ⅳ. 품사 개념 인식을 위한 ‘품사 그림’ 구상
Ⅴ. 마무리
참고문헌
[Abstract]
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
영어 다어 동사 교수의 문제와 제안
영어학
2008 .06
-
基于数据库的现代汉语动量词与动词组合的再考
중국어문논총
2020 .01
-
Korean EFL Learners’ Acquisition of English Prenominal Adjectival Participles
영어학연구
2007 .01
-
영어의 격 연구
언어과학연구
2000 .06
-
경동사 구문에 대한 연구—술어명사의 역할을 중심으로
영어영문학21
2018 .01
-
Case and Word Order Variations in Nominal Clauses
어학연구
1992 .06
-
관형사절의 한영 기계번역을 위한 복합문 분절 방법에 대한 연구
우리말글
2010 .08
-
독일어 동사의 조어 유형
언어과학연구
2013 .03
-
현대중국어 시량사와 빈어의 어순 제약요소 연구
중국어문학논집
2016 .04
-
On the Class of the English Light Verb Give
새한영어영문학회 학술발표회 논문집
2014 .05
-
한국어 문장종결부 구조에 대한 불어권 화자의 이해 모색
담화와인지
2013 .08
-
한자 ‘기(氣)’로 끝난 단어들의 조어법 분석
한국학(구 정신문화연구)
2019 .09
-
동사에서 파생한 의태어 연구
한말연구
2017 .01
-
‘-음’과 ‘-기’의 문법 범주에 대한 일고찰
어문연구
2010 .01
-
한국어의 명사·부사 품사 통용 : 품사 통용어의 판별과 기술을 중심으로
언어
2015 .12
-
A Cognitive-Semantic Account for the Formation of Two-word and Three-word Verbs
언어학 연구
2015 .04
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0