• Lingua Humanitatis
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• v.1 no.2
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• pp.221-228
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• 2001

This article criticizes Professor Nam-Sik Park's understanding and proposals on the educational implementation of English Linguistcs in Korea. First of all, this article claims that 'studying English' cannot be the primary goal of 'doing English linguistics', arguing that the curriculum related to the English linguistics should not be altered on the basis of the practical use of English linguistics. The article furthermore criticizes Professor Park's narrow view on the 'practicalism'. Criticism is also addressed to Professor Park's undesirable and unduly clear-cut dichotomy on 'data' versus 'theory', 'subject' versus 'object', 'theoretical linguistics' versus 'applied linguistics', and 'English linguistics' versus 'linguistics', while the author's fundamental emphasis is given to the idea that humanistic understanding of English language is neccessary for proper and extensive comprehension and application of English linguistics in Korea.

• MALSORI
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• no.33_34
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• pp.127-136
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• 1997

• Speech Sciences
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• v.7 no.3
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• pp.139-149
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• 2000

Studying language by the quantitative linguistic method is not a recent development. Lately however, the interest in the quantitative linguistics has increased according to the demand on communication between human and human or between human and machine. We are required to transfer the system of the natural language onto machine. This requires the study of quantitative linguistics because we are unable to seize the characters of the tiny linguistic units and their structure in an intuitive way. In fact, the quantitative linguistics treats the internal structure of the language by the relation between the linguitic units and their quantitative characters. It is natural then that there is this growing interest in quantitative linguistics. In addition, Korean linguists take interest in the quantitative linguistics, although quantitative linguistics in Korea is not advanced by the level of the statistical analysis. Therefore, this present study shows how statistics can be applied in the field of linguistics through the two texts written in French: Lovers of the Subway and Our life's A. B. C.

• Lingua Humanitatis
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• v.5
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• pp.7-36
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• 2003

In this paper I am arguing in favour of more vigilance on the part of the Korean linguistics' melieu and, if deemed necessary, a more solid epistemological foundation of the Korean Linguistics. The purpose of this work consist in providing some epistemological inquiry on the major orientations and tendencies which are manifested in the reception of western linguistic theories. I might call this point of view as a critical approach to the philosophy and history of Korean linguistics. In the first section, I gave a short description of the model of the linguistic historiography which can be applied to the history of the Korean linguistics. In the second section, I am concerned with the comparative epistemology of the development of linguistic ideas produced in the West and East. In the final section, I made some critical reflections on the limits of Korean linguistics.

• Korean Journal of English Language and Linguistics
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• v.3 no.1
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• pp.133-155
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• 2003

The purpose of this paper is to survey the definition and scope of English Education as an academic discipline or science, relating to English linguistics, linguistics and applied linguistics. English Education has come to be regarded as fulfilling its true function when it is based on the solid scientific principles and methods of such related sciences as linguistics, English linguistics, psycholinguistics, sociolinguistics, sociology, psychology and pedagogy. English Education is, therefore, an independent and specialized applied science, interrelated with the sciences mentioned above. Thus, English Education is defined as an academic discipline which is concerned with the concrete teaching and learning of English, and which is based on the scientific methods, applications and evaluations of English. As a science, English Education has three elements: content, process and methods. Content, which concerns input, consists of the fundamental interrelated sciences and English language skills. Process refers to research methodology and analysis. Methods are the application of the theories and the processes.

• Journal of applied mathematics & informatics
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• v.22 no.1_2
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• pp.21-38
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• 2006

Programmed grammars, one of the most important and well investigated classes of grammars with context-free rules and a mechanism controlling the application of the rules, can be described by graphs. We investigate whether or not the restriction to special classes of graphs restricts the generative power of programmed grammars with erasing rules and without appearance checking, too. We obtain that Eulerian, Hamiltonian, planar and bipartite graphs and regular graphs of degree at least three are pr-universal in that sense that any language which can be generated by programmed grammars (with erasing rules and without appearance checking) can be obtained by programmed grammars where the underlying graph belongs to the given special class of graphs, whereas complete graphs, regular graphs of degree 2 and backbone graphs lead to proper subfamilies of the family of programmed languages.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.162-168
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• 2023

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.

• Proceedings of the Korean Society for Language and Information Conference
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• 1996.02a
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• pp.53-62
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• 1996

• Lingua Humanitatis
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• v.5
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• pp.37-53
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• 2003

In this paper I have considered the subject related with 'the identity of Korean linguistics.' When I have pondered upon the subject I found that all the researches should not be regarded as a part of Korean linguistics only because they followed the scientific methodology. Moreover, it isn't right to accept any of the studies of Korean linguistics only because they relied on the tenet of western linguistic methodology. Although till 1960's various western linguistic methods were introduced to Korean scholars and applied to account for Korean language, abruptly, since 1970's, most theories have inclined to follow tendency of American linguistic trend. Pupils who want to study modem linguistic theories prefer to study at the universities of America rather than other countries in Europe. However, it is necessary to blow that the history of American linguistics isn't really as long as that of European nations and that the humanities has developed fur a long time since the Greek period. If we attempt to contemplate the procedure of the invention of Korean alphabetic system (Hun-Min-Jung-Um) it will be easy to find the fact that the theoretic approaches used to observe and analyze Korean language in 15th century are as good as the most up-to-date theories which have been introduced recently. Therefore, I tried to show that the historical awareness of linguistic theories deserves special emphasis in order to understand the reality of Korean linguistics correctly.

• Proceedings of the Korean Society for Language and Information Conference
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• 2001.06a
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• pp.231-235
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• 2001

Language is not abstract. We use language to communicate out thoughts and emotions. Films are the most public form of arts, where language is all essential part; however, there have been, if any, few films the main theme of which is language. Although language may not be the main theme of films, we can find many kinds of information relating to language and linguistics by careful examination. In reference to some films, we can talk about subjects in the fields of theoretical linguistics such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. In addition, subjects in applied linguistics such as sociolinguistics and computational linguistics may be discussed with reference to other films.