Earticle

The purpose of this paper is to investigate a Scalar Approach and to develop a new Syntactic Model about English Aspectual Classes. To conduct this subject, this research was mainly based on Beavers(2006, 2008a,b, 2009)’ researches and closely linked to quantifying semantic definitions of aspectual classes. The results from this study would be applied to syntactic projection process. and through this study, I would like to establish a new method on a syntactic model of aspectual classes. Ultimately, it is hoped that learners and researchers on English can correctly understand compositions and readings about English. Based on conceptions of a scalar approach, quantification, and degree affectedness on aspectual classes, I would attempt to modify Demirdache and Uribe- Etxebarria(2005, 2007) in syntactic approaches.

This study presents a diachronic syntactic analysis of William Shakespeare’s works, with particular focus on King Lear, examining marked word order, the use of periphrastic do, and variations in pronoun usage. The analysis reveals significant insights into marked word order, indicating that Shakespeare used specific forms of marked word order not just for rhythm but to construct a unique linguistic world of intricate syntax. A detailed examination of the use of periphrastic do shows the increasing prevalence of periphrastic do in various syntactic environments, including emphatic affirmatives, negative declaratives, interrogatives, and negative imperatives. Additionally, the research explores the nuanced usage of second-person pronouns and possessive adjectives, and particularly the distinctions between thou (thee, thy) and ye (you, your). It demonstrates how Shakespeare strategically used these forms to convey social hierarchies, emotional nuance, and shifting power dynamics among characters. By adopting a diachronic syntactic approach, this research contributes to a deeper understanding of Early Modern English syntax and Shakespeare’s role in its development from Old English and Middle English to Present-day English.

This paper is designed to show the diachronic syntactic changes from Old English (OE) to Present-day English (PE), taking the Parable of the Rich Man and Lazarus (Luke 16:19-31) as a specific illustrative example. The focus is on tense, aspect, and modality; It is described and explained how the tense, aspect, and modality of OE changed to those of PE through Middle English (ME) and Early Modern English (ENE). Concerning the changes of the tense, aspect, and modality of the English language from OE through ME and ENE to PE, these are characterized as the changes from contextualization to decontextualization. For example, the OE sentence We doþ ealle Drihtnes word, þe he spræc (Exodus 24:3) is literally translated as ‘we do all the Lord’s words which he spoke.’ This word-for-word translation corresponds to the PE sentence We will do all the words which the LORD has spoken! In OE the meaning of the simple present was determined as being either the simple present tense or the future depending on context, this being the result of contextualization (disambiguation strategy by context). However, in PE the simple present and future tense are differentiated in form, as shown above for PE sentence; this results from the process of decontextualization.

This paper is designed to show the diachronic syntactic changes from Old English (OE) to Present-day English (PE) by noting such changes in English Bible versions from the Anglo-Saxon Version of 995 A.D. (AS) (OE) through the Wycliffe Version of 1389 A.D. (Wycliffe) (Middle English (ME)) and the Tyndale Version of 1526 A.D. (Tyndale) (Early Modern English (ENE)) to the New International Version of 2011 A.D. (NIV) (PE). I take the Parable of the Prodigal Son (Luke 15:11-32) as a specific illustrative example. The focus is on word order, with particular reference to Verb-2(Second), reflexivization, impersonal construction (null-subject parameter), and tenses employed (preterit vs. present perfect, and simple present vs. future tense). I find the diachronic syntactic changes in the English language result from parameter resetting mediated by markedness. For example, concerning the tenses, in OE, the present and future tenses were in free variation, and the preterit and present perfect were in free variation with ambiguity. The present tense signified future as well as present, and the preterit signified present perfect as well as past. By AVOID AMBIGUITY PARAMETER, the present and preterit tenses, which were ambiguous, became marked and were then replaced by future and present perfect, respectively.

This research examines the L2 output of young Korean ESL learners with respect to early child English grammar. From the comparison of the frequency of clause elements between L1 and L2 clause elements with respect to semantic theta roles, both language data showed that the ""agent-action-object"" structure was most prevalent. The dominant clause structures of Korean ESL language data were the SVO and the SVA structure. The frequencies of the V, the VO, and the SV structure in EFL language data were higher than those of Korean ESL utterances. The syntactic development of the Korean ESL language data was formed around the SVO and the SOA structure, whereas the EFL language data did not reveal any specific order of the development. Much more English language input should be provided to the students in natural ways for their acquisition and we should take into consideration the language difficulty and the natural development of English clause structure at the same time when developing EFL textbooks.

Cha, Mi-yang. 2014. Syntactic Maturity in EFL Composition: A Case Study of an Overseas Language Program. Journal of Linguistic Studies 19(1), 127-150. The present study compares syntactic maturity in the English composition written by Korean university students. 54 participants were divided into two groups: 27 exchange students and 27 domestic students. While exchange students joined a 15-week overseas language program, domestic students took an English writing class in Korea during the same period. Pre- and post tests were undertaken, and five syntactic measures were employed for the analysis: words per T-unit, words per clause, clauses per T-unit, subordination ratio, and number of T-units. Each measure was analyzed to assess the differences between the groups before and after the treatment period, and statistical analyses followed. Results showed that students in both groups attained significant growth of syntactic maturity in writing, generating longer production units containing greater clausal density and more complex structural items after the treatment period. No significant differences were found in growth of syntactic maturity between the two groups after 15 weeks. It is unlikely that overseas language programs play a particularly distinctive role in developing syntactic maturity within a 15-week period. (Namseoul University)

Le but de cette étude est d’arriver à une analyse raisonnelle pour l’acquisition parallèle d'une capacité syntactique et de compétence d’interprétation et de traduction. Les résultats de l’étude sur les nécessités et espérances des étudiants de premier degré fournissent des donnés pour l’enseignement de l’interprétation et de la traduction aux étudiants coréens. L’analyse d’échantillon d’erreur syntactique aura des conséquences sur l’instruction de la grammaire pour la promotion de la compétence en interprétation/traduction. Les coordinateurs et instructeurs de programme qui enseignent l’interprétation et la traduction aux étudiants de premier degré doivent modifier leurs perspectives et approches dans l’enseignement aux étudiants de premier degré à travers des objectifs, personnalisés et des programmes établis pour une acquisition équilibrée de la compétence linguistique en interprétation/traduction.

The present study examines the interpretation of Korean relative clauses (RC) by English speakers of L2 Korean. The purpose of the study is to see if these learners employ the same parsing strategy as native Korean speakers in the processing of a complex NP followed by a RC. Processing strategies were investigated with two different conditions, which were distinguished from each other by animacy presence in the second NP of a complex NP (e.g., chayk-ul ilk-nun apeci-uy atul ‘the son of the father who is reading a book’: [+ani, +ani] condition vs. kyosil-ey iss-nun haksayng-uy chayk ‘the book of the student who is in the classroom’: [+ani, -ani] condition). Korean speakers showed equal preference in the [+ani, +ani] condition, while they showed low attachment (LA) preference in the [+ani, -ani] condition. On the other hand, English speakers showed LA preference in both conditions. We assume that this LA preference by the English speakers might have been due to either the universal processing principle (recency) or influence from their L1, both of which make the same attachment site. The source of the Korean speakers diverging behavior is discussed on the basis of difference in verb meaning used in each condition. The discrepancy between the two language groups leads us to propose that English speakers do not rely on the same processing strategies as Korean speakers.

This study examines large-grained, medium-grained, and fine-grained measures, as different dimensions of syntactic complexity, and their relationship with academic writing proficiency in the abstract sections of academic prose. We sampled 237 texts written by expert academic writers of research articles, PhD level L1 Persian writers, and MA level L1 Persian writers. Using one-way multiple analysis of variance (MANOVA) and ordinal logistic regression, we compared the abstracts in terms of their syntactic complexity and checked the predictability of large-grained, medium-grained, and fine-grained measures in academic writing proficiency. The findings revealed that the differences among the groups were not large enough for clausal and sentential measures of dependent clauses per T-unit, and clauses per sentence to show statistical significance. However, the differences among the groups on length-based measures of mean length of T-unit, and mean length of clause along with noun phrase measures of clauses per nominals, noun premodifiers, and prepositional phrases reached significance. Analysis of fine-grained measures of noun phrase complexity shows that four indices that measured the number and variation of dependents in the texts made unique statistically significant contribution to the prediction of academic writing proficiency. These findings suggest the importance of incorporating complementary measures of syntactic complexity (i.e., large-grained measures) as integral parts of L2 writing instruction practices. The implications of the findings in relation to L2 academic writing pedagogy are discussed.

This study aims to suggest ways to use the results of this research for the Japanese instruction and learning by considering of syntactic features in Passive sentences from the educational perspective for the Koreans studying Japanese. In this study, first, A. analyzed types of passive clauses appearing in the corpus frequently, B. analyzed passive clause categories in the textbook and explained the precautionary points for instruction. Passive clauses are categorized into 4 types according to classification of SUZUKI, Sigeyuki (1972) and syntactic and semantic characteristics of each type were examined in A. In addition, the verbs introduced at the beginner level were selected out of frequently appearing predicate verbs, and they were presented by lexical meaning. In B, the examining objects were 6 types of textbooks for beginner and intermediate levels published in both Korea and Japan and analyzed 1. Categorizing passive clauses, 2. Type and structure of presented passive clauses, 3. Frequently appearing types and verbs. Finally, precautionary points for instruction were suggested from the perspective of native Korean speakers. This study is currently based on the literary corpus, and it aims to examine which type of corpus will appear in colloquial corpus in the future.

본고는 ‘アジアな女’, ‘ワインな気分’ 등 명사에 부가되는 ‘ナ’(이하’N1＋ナ＋N2’)에 관한 형태･통사적 연구이다. ‘N1＋ナ＋N2’의 형태적 특징으로 ‘ナ’에 부가되는 선행 요소를 종류별로 분류하면 가타카나어 명사가 특징적이며 이는 가타카나어 명사에 ‘멋있다’ 등의 좋은 이미지가 있고, 종래의 표기법에서 벗어남으로써 통례와 다른 의미가 나타나기 때문이다. 또한 후행명사는 모달리티성을 가지는 단어가 부가되는 점이 특징적이며, 그 이유는 선행명사의 성질에 관계없이 모달리티성을 갖는 후행명 사에 촉발되며 ‘ナ’가 선택되기 때문이다. 그리고 선행명사의 요소로 실제로는 명사 한 단어뿐만 아니라 구에서 문장까지 광범위하게 ‘ナ’가 부가되기도 한다. 통사적 특징은 ‘N1＋ナ＋N2’가 3가지로 분류되며 ‘술어용법’과 ‘연체용법’ 2가지 모두를 겸비하는 가장 형용사다운 ‘N1+ナ’와 ‘술어용법’만을 가지는 ‘가짜형용사’ ‘N1+ナ’로 나눠지며, 또 하나는 ‘술어용법’과 ‘연체용법’ 2가지를 겸비하며 나아가 해석을 형용사가 아니라 맥락에 의존하는 ‘화용론적 추론’이 필요한 ‘N1＋ナ＋N2’가 있음을 밝혔다. 외견상으로는 ‘N1＋ナ＋N2’명사구는 통사적으로 모두가 비슷한 양 상을 띠는 것으로 보이나, 실제 깊이 관찰해 보면 그 통사성 및 형용사성은 한결같 지 않음을 알 수 있다. ‘N1＋ナ＋N2’명사구에서 ‘ナ’의 가장 중심적인 기능은 ‘선행명사에서 ナ형용사의 연체용법을 만드는 파생접미사’로 볼 수 있으며. 이는 단순한 오용이 아니라 언어학 적으로 합당한 하나의 현상임을 말할 수 있다.

This paper presents a morphological and syntactic study of ‘N1＋ナ＋N2’, such as ‘アジ アな女’, ‘ワインな気分’. As for the morphological features of ‘N1＋ナ＋N2’, antecedent nouns are characteristic of Katakana when they are classified by word types. The reason is that Katakana has a good image, and it is intended to express the different meanings of the words by deviating from the original orthography. The element of antecedent nouns not only adds simple nouns but also phrases and sentences. As for syntactic features, consequent nouns of ‘N1＋ナ＋N2’often have modal words, because the modal element of consequent nouns inspires ‘ナ’regardless of any antecedent nouns. Furthermore, ‘N1＋ナ＋N2’is classified by three syntactic functional types. Firstly, there is ‘N1＋ナ＋N2’,which has the function of both a ‘predicate form’and ‘adnominal form’. Secondly, there is ‘N1＋ナ＋ N2’,which only has the function of a ‘predicate form’. Lastly, there is ‘N1＋ナ＋N2’,which has a ‘predicate form’and an ‘adnominal form’, and requires ‘pragmatic inference’. Instances of ‘N1＋ナ＋N2’all appear to be syntactically similar at first glance, but the syntactic and adjectival features are not actually uniform when they are considered in more detail. The prototypical function of ‘ナ’in ‘N1＋ナ＋N2’uses a derivational suffix, which creates the adnominal form of the ‘ナadjective’.

本研究では沢田(1993)によって明らかになった日本語の主観的助動詞の意味統語論的特質,すなわち,主観的 助動詞は否定(negation)の作用域(scope)に含まれないこと,過去(past)の作用域に含まれないこと,疑問(interroga tive)の作用域に含まれないこと,条件節の内部に生起しないこと,文代用形の指示範囲から除かれることを説明した.そ れからなぜこれらの意味統語論的制約が発生するかを[接近可能性]という概念にもとづいて簡潔に説明した.最後に は,主観的助動詞と判断副詞(いわゆる陳述副詞)との兩立可能性の有無をみることによって本研究で提案した[接近 可能性]は多様な反例までも説明できることを述べた.

As other alternating verb constructions, there are more than mere difference in the order of internal arguments in Spray-Load alternation constructions. Many semantic/pragmatic differences also can be found between the alternants. One of the differences is that when the argument which takes GOAL/CONTAINER role is an NP, we can interpret that the argument is affected wholly by the argument which is given THEME/CONTAINEE role. In the other alternant, where the argument which takes GOAL/CONTAINER role is an PP, the argument is affected only partially by the other argument which bears THEME/CONTAINEE role. Although some semantic and pragmatic conditions should be met for the holistic reading in the GOAL/CONTAINER NP argument, these conditions alone can not account for the reason that holistic reading can only be found just in one alternant. Ultimately, it can be found that the syntactic structure might be the basis for semantic/pragmatic conditions to be applied to the constructions which might result in the construal difference in two alternants, and thus from the finding it can be conjectured that many semantic/pragmatic phenomenon might depend on the syntactic structures.

Translators encounter tough problems in song translation: [1] the translated text should be as singable as the original lyric, and [2] the translated song should arouse the same deep emotion as the original music. The former condition imposes a number of formal constraints on song translation: e.g. matching syllables with musical notes, observing the beat and the rhythm of the original music, etc. The latter condition dictates functional requirements for translating songs. The goal of this paper is to figure out crucial factors that determine the emotion of the original song, and to propose appropriate translation strategies that help preserve the emotion in the target language. For this, we hypothesize that syntactic and prosodic parallel structures should contribute to the emotion of the song. Then, we investigate how these structures are translated by professional translators into singable Korean lyrics when they are asked to translate musical numbers in the English language. After all, we have found out that the translated texts do not coincide among translators when ST includes both syntactic and prosodic parallel structures, and that prosodic parallel structures are more difficult to translate than syntactic parallel structures. Based on this, we discuss practical methods of preserving the emotion of the original song in the translated language.

명령은 화자가 청자에게 어떠한 행위를 해 줄 것을 요구하는 행위이다. 이런 명령은 언어적　의사소통에 있어서 반드시 필요한 것으로서 인간과 인간의 동작 및 인간관계와 밀접하게연관된다. 중국어와 한국어에 모두 명령문이 있으며 완전한 명령문의 문법적 구조를 구성하려면 양 언어 모두 네 가지 요소가 필요하다. 즉, 언어주체(S), 명령동사(V1), 행동주체(O), 동작행위(V2)이다. 중국어 명령문의 완전한 문법 구조는 “S+V1+O+V2” 이고 한국어는 “S는O에게 O가 V2(-어/아라)고 V1” 이며 보통 “O가 V2(-어/아라)”로 쓰인다. 이 논문에서는어휘문법적 층위에서 명령문을 구성하는 언어주체(S), 명령동사(V1), 행동주체(O), 동작행위(V2)가 중국어와 한국어에서 각각 어떻게 다르게 나타나는가 하는 것을 기술하고 대조분석했다. 이 논문에서 진행한 대조분석 연구는 한국어와 중국어의 명령문 관련　연구뿐만　아니라,그 결과물은 한국인을 위한 중국어교육과 중국인을 위한 한국어교육에 응용할 수 있으며 교재편찬, 문법표현의 배열, 학습자 오류의 해석 연구에 기초 자료가 된다.

Order is that a speaker asks a hearer for doing a thing. This order is whatis surely necessary for communication between human beings, and closelyrelated with human beings, and their movement, and interpersonalrelationship. Both of Chinese and Korean languages have imperative sentences, and bothneed four elements to form a syntactic structure of the perfect imperativesentence: the speaker (S), verb conveying an order (V1), performer of anaction(O), and action verb (V2). Complete syntactic structure in Chineselanguage is “S+V1+O+V2”, and imperative sentences in Korean“S+O+V2+V1”. This thesis described how differently the speaker (S), verbconveying an order (V1), performer of an action(O), and action verb (V2)comprising imperative sentences are appeared in Chinese and Koreanlanguages and carried out contrastive analysis in the lexical point of view. Contrastive analytical study conducted in this thesis can be of help to thestudies of Korean and Chinese imperative sentences, the results can be appliedto teach Chinese for Koreans and to teach Korean for Chinese people and canprovide basic information for compilation of teaching materials, arrangementof grammatical expression and interpretive study of leaners’ mistake.

본 연구의 목적은 베트남어에서 한국어로의 문장구역 시 전향식 통 역 기법의 적용 가능성을 실증적으로 검증하는 데 있다. 이를 위해 베 트남어 기사와 연설문을 분석 대상으로 설정하고 문장구역 시 양 언어 간 구조적 차이를 극복하여 동시성을 확보할 수 있는지를 탐구했다. 특히, 베트남어 시간 표시 명사 ‘khi’의 의미 변화를 중심으로, 통역 과 정에서 품사 전환과 의미 재구성이 동시성 확보 및 인지적 부담 완화에 미치는 영향에 대한 분석을 진행했다. 이 과정에서 전향식 통역 기법 의 적용과 분절하기·예측하기·반복하기·단순화하기·전환하기 등 다 섯 가지 하위 전략의 활용 양상을 실증적으로 검토했다. 연구의 주요 내용은 다음과 같다. 본 연구는 먼저 베트남어(SVO, 고 립어)와 한국어(SOV, 교착어)의 언어 유형적 차이가 통역에서 유발하는 인지적 부담과 EVS(Ear-Voice Span) 조절의 어려움을 극복하기 위한 다양한 기법에 대해 검토했다. 이어서 ‘khi’의 문장 내 위치 변화가 정 보 구조와 초점 형성에 미치는 영향을 분석하고, 이를 시간·이유·조건등 다양한 의미로 전환하는 과정에서 적용 가능한 통역 전략을 제시했 다. 또한, 각 전략별 사례 분석을 통하여 전향식 통역에서 의미 단위 최소화, 구조 재배치, 어휘 기능 전환 등이 작동하는 구체적 양상과 그 효과를 검증했다. 그 결과 복문 중심의 베트남어 문장을 단문 중심의 정보 단위로 재 구성하거나, 발화 순서를 유지한 상태에서 의미를 조기 확정하는 방식 이 동시성 확보에 효과적임을 확인했다. 구체적으로 ‘khi’를 맥락에 따 라 ‘때’가 아닌 ‘왜냐하면~때문이다’ 등으로 의미를 전환하면 출발어 어순을 유지하면서도 자연스러운 목표어 산출이 가능해져 동시성과 인 지적 효율성이 향상되는 것으로 나타났다. 또한 분절·예측·반복·단순 화·전환하기 전략은 개별적으로 작동하기보다 상호 결합되어 구조적 간극 해소와 정보 흐름 제어에 기여함을 알 수 있었다. 이를 통해 전향 식 통역은 단순한 대응 기법이 아니라 정보 구조를 재구성하고 발화 수 용 방향을 조정하는 인지적·기술적 메커니즘으로 기능함을 확인할 수 있었다. 이러한 결과는 향후 베트남어·한국어 통역 교육에서 동시성 확보와 실무 적합성을 동시에 강화하는 교수·학습 모델의 구축에 기여 할 수 있을 것으로 기대된다.

This study aims to empirically verify the applicability of linear interpreting (a prospective strategy maintaining the original utterance order) in sentence segmentation from Vietnamese into Korean. For this purpose, Vietnamese news articles and speeches were selected as primary data, and the research examined whether the structural differences between the two languages could be overcome while securing simultaneity. Special attention was given to the Vietnamese temporal noun khi, with an in-depth analysis of how part-of-speech shifts and semantic restructuring during interpreting influence simultaneity and alleviate cognitive load. In the analytical process, linear interpreting techniques were applied in rendering the source language (Vietnamese) into the target language (Korean), and the use of five sub-strategies-segmentation, anticipation, repetition, simplification, and conversion-was empirically investigated. First, the study reviewed various techniques designed to overcome the cognitive demands and challenges of Ear-Voice Span (EVS) control arising from the typological differences between Vietnamese (SVO, isolating) and Korean (SOV, agglutinative). Next, it analyzed how the positional variation of khi within a sentence affects information structure and focus formation, and proposed interpreting strategies for its semantic transformation into temporal, causal, or conditional expressions. Furthermore, case analyses demonstrated how meaning unit minimization, structural rearrangement, and functional shifts of lexical items operate in linear interpreting. The analysis confirmed that restructuring Vietnamese complex sentences into simple, discrete information units, or determining meaning earlier while maintaining the original utterance order, is effective in securing simultaneity. The results indicate that converting the meaning of khi in context from “when” to expressions such as “because” enables the preservation of source language word order while producing natural target language output, thereby enhancing simultaneity and improving cognitive efficiency. In addition, the five substrategies tend to operate in combination rather than in isolation, helping to bridge structural gaps and control information flow. Finally, linear interpreting functions not merely as a direct matching method but as a cognitive-technical mechanism for reconstructing information structure and adjusting the direction of reception by the listener. These findings are expected to contribute to the development of pedagogical models for Vietnamese-Korean interpreting education that simultaneously enhance simultaneity and practical applicability.

본 연구는 ‘-고 싶-’ 구문에서 ‘NP2’에 후행하는 ‘이/가’와 ‘을/를’의 교체 현상에 대한 중 국인 학습자들의 오류 양상을 분석하였다. 또한, ‘-고 싶-’ 구문의 통사구조를 재검토하였으 며 구어 말뭉치를 활용하여 ‘NP2이/가’에 후행하는 동사의 특징을 분석하였다. 중국인 학습 자들이 ‘-고 싶-’ 구문에서 소위 격조사 교체 현상을 인식하지 못하는 이유는 두 가지를 밝혔 다. 첫째, 중국어에는 격조사가 없기 때문에 중국인 학습자들이 격조사의 개념을 충분히 이해 하지 못한다. 둘째, 한국어의 ‘이/가’와 ‘을/를’은 각각 주격조사와 목적격조사로 교육되지만 실제로는 다른 용법으로도 사용된다. 이러한 이유로 소위 격조사 교체 현상의 본질과 ‘이/가’ 와 ‘을/를’의 정체성을 재규명할 필요성이 제기되었다. 본고는 ‘이/가’와 ‘을/를’을 격조사 체계 에서 벗어나 ‘도’, ‘는’과 같은 한정사로 보고 ‘이/가’가 타동 구문에서 ‘가형 목적어’의 기능을 하는 것으로 본다. 이를 바탕으로 ‘-고 싶-’ 구문의 통사구조를 ‘NP1(는) NP2-ø1-가 V고 싶다’와 ‘NP1(는) NP2-ø1-를 V고 싶다’ 두 가지로 제시하였다. 마지막으로 “국립국어원 맞 춤법 교정 말뭉치 2022(버전 1.0)”을 이용하여 ‘NP2이/가’가 약한 타동사와 더 잘 결합하는 경향성이 있음을 밝혔다.

This study analyzed the error patterns of Chinese learners regarding the alternation phenomenon of ‘i/ga’ and ‘eul/reul’ following NP2 in the ‘-go sip-’ construction. Additionally, it re-examined the syntactic structure of the '-go sip-' construction and using spoken language corpus, identified the characteristics of verbs following 'NP2-i/ga'. The reasons why Chinese learners fail to recognize the so-called case particle alternation phenomenon in the '-go sip-' construction were identified as two-fold. First, Chinese lacks case particles, which prevents Chinese learners from fully understanding the concept of case particles. Second, while 'i/ga' and 'eul/reul' are taught as nominative and accusative particles in Korean, they are also used in other ways in practice. For these reasons, the need to re-examine the essence of the so-called case particle alternation phenomenon and the identity of 'i/ga' and 'eul/reul' has been raised. This paper views 'i/ga' and 'eul/reul' not as case particles but as determiners like 'do' and 'neun', and considers 'i/ga' to function as a 'ga-type object' in transitive constructions. Based on this, the syntactic structure of the '-go sip-' construction was proposed as two types: 'NP1-(neun) NP2-ø1-ga Vgo sipda' and 'NP1-(neun) NP2-ø1-reul Vgo sipda'. Finally, using the "National Institute of Korean Language Spelling Correction Corpus 2022 (Version 1.0)", it was revealed that 'NP2-i/ga' tends to combine more frequently with weak transitive verbs.

본문에서는 兼語短語의 문법적 기능 및 관련문제에 대한 전면적인 고찰과 분석을 통하여 아래와 같은 결론을 얻었다. 첫째, 兼語短語는 술어, 주어, 목적어, 전치사목적어, 관형어, 보어로 될 수 있고 또한“的” 와 결합하여“的”字短語，방위사와 결합하여 方位短語를 구성할 수도 있다. 兼語短語의 각종 유형간의 다른 점은 문법적 조합 방면에서도 반영된다. 둘째, 兼語短語가 문장 중에서 서로 다른 위치에 존재할 수 있기 때문에 서로 다른 문장 성분과 관계를 발생하며 그 語義指向도 다양성을 띤다. 셋째, 兼語短語가 술어로 되는 兼語句가 시제의 제약을 받지 않을 뿐만 아니라 기타 성분 에 포함된 兼語短語 문장에서도 시제의 제약을 받지 않으며 已然句 혹은 未然句로 될 수 있 다. 넷째, 대외한어 교육 현장에서 兼語句에 대해서만 다루지 말고 兼語短語의 각종 문법적 기능과 활용법에 대해서 구체적으로 설명함으로써 학생들의 兼語短語에 대한 종합적 인식을 제고시키고 실제 활용능력을 효과적으로 향상 시킬 수 있다.

This paper makes a detailed study of the syntactic functions of Jian-yu phrases and related problems, and draws the following conclusions. a. Jian-yu phrases can not only be used as predicate, subject, object, prepositional object, attributive and complement, but also form “de” phrase with “de” and position phrase with position word. The differences in the types of Jian-yu phrases are also reflected in the syntactic combination function. b. As Jian-yu phrases can appear in different syntactic positions in the sentence, it can be semantically related to different components in the sentence, showing the diversity of its semantic direction. c. Not only the sentences with the predicate of Jian-yu phrases are not restricted by tense, but also the sentences with other components containing Jian-yu phrases are not restricted by tense. A sentence containing Jian-yu phrases can be either “Yiran” sentence or a “Weiran” sentence. d. In teaching Chinese as a foreign language, it is not only limited to the explanation of Jian-yu Sentences, but also to explain the syntactic functions and usages of Jian-yu phrases, so as to improve students’ overall understanding of Jian-yu phrases and improve their practical application ability.