• Cross-Cultural Studies
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• v.25
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• pp.483-527
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• 2011

The main focus of this dissertation is the comparative research of Korean and Chinese adjectives. With the comparison and contrast of the concepts, features and usages of Korean and Chinese adjectives, we have concluded some similarities and differences. The aim is to help Chinese learners who study Korean better understand the features of Korean adjectives and use them more easily. Korean belongs to 阿?泰?族 and expresses meanings with pronunciation; however, Chinese belongs to ?藏?族 and expresses meanings with characters. There are many similarities between those two languages that look completely different, such as pronunciation and grammar at some extent. Even the Chinese words in Korean are quite similar to Chinese. However, the two languages are very different from each other, from the detailed grammatical view. For instance, the auxiliary word in Korean and Chinese is completely different. Then, Korean has a concept: ?尾that does not exist in Chinese at all. Especially, about categories of words, it is very important and difficult to distinguish adjective and verb for the Chinese Korean-learners. One reason of the challenge is that some Korean adjectives are categorized as verbs in Chinese. For example, "like", "dislike", "fear" in Korean are "psychological adjective" however, they are "psychological verb" in Chinese. The differences in categorization always mislead learners in understanding whole articles. At the same time, they cause more problems and difficulties in learning other grammatical items for Chinese Korean-learners. Based on that, the dissertation is helpful for Chinese learners who are studying Korean. Starting from the most basic concepts, the second chapter focuses on analyzing the similarities and differences between Korean and Chinese adjectives. The correct understanding of adjective is the basis of accurate learning of it. With the comparison of concepts and primary comprehension of adjective, the third chapter analyzes in detail about the features of Korean and Chinese adjective from grammar and meaning. Based on those features, we analyze the detailed usages of Korean and Chinese adjective in articles; especially we provide the detailed explanations of adjective changes in different tense and ?尾 changes in using with noun and verb. The fourth chapter emphasizes the similarities and differences of adjective meanings in Korean and Chinese. We have provided the comparative analyses from six different views, which could be helpful for Chinese Korean-learners. Until now, there are few comparative studies of Korean and Chinese adjectives. About this dissertation, some limitations also exist in such an area. However, we hope it could provide some help for Chinese Korean-learners, and more profound research will be developed in the future.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.131-148
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• 2003

This paper, conducted within the GB framework, investigates inversion phenomena in the functional categories, Focalization Phrases and Topicalization Phrases. The leading idea of this paper is that formal feature checking in these two functional categories is mostly responsible for inversion in which either verb or auxiliary verbs appear in front of subjects and also it will try to find an answer to the following questions: "What are the features that trigger the inversion?" and "Can all the inversion constructions explained by Haegeman's Focalization & Topicalization?" My discussion is largely based on English inversion constructions such as wh-inversion, negative inversion, and adverbial inversion. Also I will show there are some problems in Topicalization and Focalization analysis to explain some inversion constructions and present Rizzi(1999)'s analysis for those problems.

• Journal of KIISE:Software and Applications
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• v.26 no.9
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• pp.1132-1140
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• 1999

한국어에서 보조사로 인해 발생하는 격 모호성(case ambiguity) 문제를 해결하는 알고리즘을 개발하였다. 이 알고리즘은 용언의 하위범주화 사전, 용언과 그 용언의 보어가 되는 체언간의 선택 제약, 체언의 의미 정보를 제공하는 시소러스 등의 구문.의미 지식과 더불어 몇 가지의 휴리스틱 규칙을 이용하며, 필수 보어의 생략이 흔한 한국어의 특성에 잘 대응한다. 중규모의 하위범주화 사전 및 시소러스를 이용한 실험에서 만족할 만한 성능을 보였다.Abstract An algorithm is proposed for the resolution of case ambiguity caused by the use of auxiliary postpositions in Korean language. The algorithm utilizes verb dictionary which provides subcategorization information and selectional restrictions, and the thesaurus as well as a set of simple heuristic rules. The algorithm is appropriate for Korean language where required complements are often omitted. The algorithm performed successfully in an experiment using medium-sized subcategorization dictionary and thesaurus.

• Language and Information
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• v.18 no.1
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• pp.33-52
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• 2014

This paper proposes a unified structural account of some instances of the English Modals and Semi-auxiliaries. The classification and the syntactic/structural description of the English Modal auxiliary verbs and verb-related elements have long been the center for many proposals in the history of generative syntax. According to van Gelderen (1993) and Lightfoot (2002), it was sometime around 1380 that the Tense-node (T) appeared in the phrasal structures of the English language, and the T-node is under which the English Modal auxiliaries occupy. Closely related is the existing evidence that English Modals were used as main verbs up to the early sixteenth century (Lightfoot 1991, Han 2000). This paper argues for a bi-clausal approach to English Modal auxiliaries with the infinitival particle 'to' such as 'ought to' 'used to' and 'dare (to)' 'need (to)', etc. and Semi-auxiliaries including 'be to' and 'have to'. More specifically, 'ought' in 'ought to' constructions, for instance, undergoes V-to-T movement within the matrix clause, just like 'HAVEAux' and all instances of 'BE', whereas 'to' occupies the T position of the embedded complement clause. By proposing the bi-clausal account, Radford's (2004, 2009) problems can be solved. Further, the historical motivation for the account takes a stance along with Norde (2009) and Brinton & Traugott (2005) in that Radford's (2004, 2009) syncretization of the two positions of the infinitival particle 'to' is no different from the 'boundary loss' in the process of Grammariticalization. This line of argument supports Krug's (2011), and in turn Bolinger's(1980) generalization on Auxiliaryhood, while providing a novel insight into Head movement of V-to-T in Present Day English.

• MALSORI
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• no.56
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• pp.127-134
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• 2005

Although the narrative development and the acquisition of the Korean grammatical morphemes by monolingual Korean-speaking children have been studied extensively, little is known about the narrative characteristics and the processes through which native speakers of other languages (L2 speakers) use the Korean grammatical morphemes. To understand the similarities and differences between L1 and L2 narrative skills and Korean grammatical morpheme use, 13 native Chinese-speaking college students who are learning Korean as a second language were studied. L2 participants used significantly fewer words, subordinate clauses, connective morphological endings, and pronouns per T-unit. Their speech also illustrated significantly more omission and confusion (substitution) errors in the use of auxiliary words and verb endings. Some of the syntactic and morphological factors need to be considered for the intervention of speakers with limited Korean proficiency.

• The KIPS Transactions:PartB
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• v.12B no.3 s.99
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• pp.323-328
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• 2005

This study is sentence generation for Augmentative and Alternative Communication. The object of sentence generation is to use in augmentative and alternative communication which is designed for those who are nonspeaking disorders. AAC generates human voice with using a sentence which is made up by the users. In order to construct a sentence, lexical information was adapted for a concept of augmentative and alternative communication. The lexical informations consist of noun types which can be connected to verbs, auxiliary words, conjugation of verbs and verb types. The system was made using lexical information and the usefulness of the sentence generation was measured by the system. The system constructed has functions of generation and saving right sentences, searching and inputting vocabularies.

• Annual Conference on Human and Language Technology
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• 2011.10a
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• pp.143-147
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• 2011

본 논문에서는 한국어로 입력된 문장을 분석한 결과로부터 그에 해당하는 영어 대역문을 생성하는 과정에서, 어떻게 한국어의 보조용언을 영어 대역문에 반영 할 것인가를 다룬다. 특히 대화체 분야를 다루는 한영 자동번역 시스템에서는 한국어의 보조용언 생성이 대역문의 품질을 향상시키는데 중요한 위치를 차지하기 때문에, 한영 자동 번역에서의 자연스러운 영어 보조용언 생성을 위한 방법론을 제안한다. 첫째, 기존 패턴 기반 한영 자동 번역 엔진과 한국어 말뭉치를 형태소 분석한 결과를 살펴보고, 자연스러운 보조 용언 대역어 생성의 어려움을 살펴본다. 둘째, 자연스러운 보조용언 생성에 필요한 양상을 규칙화 한 지식을 기반으로 자연스러운 단일 보조용언 생성을 위한 방법을 제시한다. 셋째, 두 개 이상의 보조용언이 연속해서 나타나는 다중 보조용언의 생성 방법을 제시한다. 마지막으로, 실험과 결론을 통하여 본 논문이 제안하는 방법론을 사용했을 때, 자동 번역 엔진의 성능 평가 지표 중 하나인 BLEU와 NIST점수의 변화를 나타내봄으로 그 성능을 보인다.

• 중국학논총
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• no.66
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• pp.105-126
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• 2020

Complement is a special grammatical phenomenon in Chinese. There is no complement in Korean, so complement teaching is a difficulty. There are some similarities between the degree complement with "de" and the modality complement. For a long time, there has been a phenomenon of fuzzy classification in the academic circle, which also affects the teaching of Chinese as a foreign language. There are several different views on these two kinds of complements in the current textbooks. This makes students and teachers feel very confused. From the perspective of Chinese teaching, the author analyzes the characteristics, classification and grammatical significance of these two kinds of complements, and investigates the four sets of current teaching materials. It is found that: some teaching materials are confused in terms of terms and classification; some teaching materials are not fully reproduced in terms of knowledge points; the students are prone to have partial errors, and the situation of the clutch words with modal complements is ignored by most teaching materials. Some textbooks overemphasize Verb Copying in the arrangement of modal complements. Most textbooks are lack of context. The author puts forward some teaching suggestions. In class, teachers should concentrate on speaking and practicing, and focus on the types of errors that students are prone to make. The textbooks should be arranged according to the outline, the two kinds of "similar" complements should be clearly classified, the context should be added appropriately, and the textbooks compiled in South Korea can be nationalized. Students should listen carefully, participate in classroom activities and interact with teachers. Ask for advice in case of any problem you don't understand..

• Korean Business Review
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• v.5
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• pp.241-274
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• 1992

General American English(=A.E.) has conservative elements as well as progressive elements. A.E. and B.E. are languages which have more similarities than differances. In this paper. I studied the process of English progress before the A.E. had come into being, and the historical background and the cahristics of A.E. coming into being. Considering the differences between A.E. and B.E. from spelling, pronunciation, vocabulary and grammar, I can give the outline as follows. A spelling 1. B.E. : au, ou $${\rightarrow}$$A.E. : a, o 2. B.E. : e $${\rightarrow}$$A.E. : i 3. B.E. : $${\ae}$$ oe $${\rightarrow}$$A.E. : e 4. B.E. : our $${\rightarrow}$$A.E. : or 5. B.E. : re $${\rightarrow}$$A.E. : er B. pronunciation 1. B.E. : [e] $${\rightarrow}$$A.E. : [i], [e], $$[\partial]$$ 2. B.E. : [a] $${\rightarrow}$$A.E. : 3. B.E. : [i(:)] $${\rightarrow}$$A.E. : [ai], $$[\partial]$$, $$[{\varepsilon}]$$ 4. B.E. : $$[{\ae}]$$ $${\rightarrow}$$A.E. : [e], [c] 5. B.E. : [ai] $${\rightarrow}$$A.E. : $$[{\ae}]$$, [e] 6. B.E. : [c] $${\rightarrow}$$A.E. : [e], [a], [o] 7. In case of "Vowel+[t]+Vowel", [t] is pronounced into [d] or [r] 8. In case of "-nt", [t] becomes a mute. 9. [t]+[j, l, m, n, r, u, or, w] $${\rightarrow}$$A.E. : [?] (=glottal stop) 10. B.E. : [w] $${\rightarrow}$$A.E. : [hw] 11. B.E. : [Voiceless consonants], [Voiced consonants] $${\leftarrow}$$A.E. : [Voiced consonants], [Voiceless consonants] C. Vocabulary The historical background and geographical conditions of those days caused lots of new compounds and neologies. D. Grammar Though we use "of" to indicate the possessive case of inanimate object, -s genitive is used in A.E. In the perfect tense, "have" is often omitted and also auxiliary verb "will" is used in any case

• Korean Journal of Cognitive Science
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• v.15 no.2
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• pp.33-42
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• 2004

There are many syntactic similarities between Japanese and Korean language. These similarities enable us to build Japanese-Korean translation systems without depending cm sophisticated syntactic analysis and semantic analysis. To further improve translation accuracy, we have been developing a Japanese-Korean translation system using these similarities for several years. However, there still remain some problems with regard to translation of inflected words, processing of multi-translatable words and so on. In this paper, we propose a new method for Japanese-Koran machine translation by using the relationships of two neighboring words. To solve the problems, we investigate the connection rules of auxiliary verb priority. And we design the translation table, which consists of entry tables and connection form tables. for unambiguous words, we can translate a Japanese word to the corresponding Korean word in terms of direct-matching method by consulting the only entry table. Otherwise we have to evaluate the connection value computed from connection form tables and then we can select the most appropriate target word.