att.eduspa.comatt.eduspa.com/EtcData/board/285/영어학개론_97~08년,13년기출(2... · 2. î: À ²#PC D = ù À a a × z rPOFs 7 ) ` à ¨ ì ç ³ 8 K î I Þ àrPOFs D ¨

Appendix 03 기출문제(1992년~2011년) 351

English Linguistics

1. 다음단어들의짝에서밑줄친모음들은상이하게발음된다.

이러한차이를야기한음운변화가역사적으로 1400~1600년사이에일어났다. 그것이어떤변화이었는지를설명하시오. [5점]

중세 어 말기에서 근대 초기 어 시대에 나타난 가장 큰 음운변화를 대모음 변이(Great

Vowel Shift)라고한다. 대모음변이라는이름을갖게된것은이음운변화가개별음운에서의

우연적 변화라기보다는 일련의 규칙성을 갖는 체계적인 변화라는 점 때문이다. 다시 말해, 장

모음에서의질적변화가일어났는데, 몇몇모음들이일관되게고설화되었다는사실이다. 위의

자료에서 알 수 있는 바와 같이, [e:] ~ [æ] ∶sane ~ sanity / please ~ pleasant, [i:] ~ [e:] ∶

serene ~ serenity, [ai] ~ [ i] ∶crime ~ criminal 등의 쌍은 장모음에서 고설화가 일어났음을

보여준다. 또 이러한 고설화 경향으로 이중모음(diphthong)의 출현([ai] ~ [ i] ∶crime ~

criminal)을보게된것도이변화의주목할만한특징이다.

2. 어에서는자음이겹칠때빠른담화에서자유로이탈락하는경향이있다. 이것의예를들고음성·음운

론의입장에서규칙화하시오. [4점]

탈락이란어떤음운환경에서음이삭제되는것이다. 하지만이러한삭제는특정언어의음절

구조와무관하지않다. 다시말해, 어떤언어든지선호하는음절구조가있다. 어에서선호하

는음절구조는 CV 유형이다(preferred CV pattern). 음운환경에서이러한음절구조를유지

하려고하는데그과정에이러한음절구조를유지하는데방해가되는음소는탈락시켜버리

는것이다. 예를들어보자.

west side : west end

blind man : blind eye

wild goose : wild end

handmade

•s-ane : s-anity •crime : crim - inal

•please : pleasant •sere ¨ne : serenity

보기

1997년

예를든자료들을보면, 왼쪽의것은자음군(consonant cluster) 연쇄에서탈락이일어났음을

알 수 있다(굵은 이탤릭체 부분들). 기술적으로(descriptively) (1)로 나타낼 수 있으며, 이를

다시 SPE 이후의변별자질(distinctive feature)로나타내면 (2)와같이규칙화할수있다.

(1) C →ф/ C ## C

#

(2) [+cons] →ф/ [+cons] ## [+cons]

#

3. 다음 예문에 있는 동사‘believe’,‘want’는 표면상 둘다‘NP - to VP’앞에 나타난다.

이런표면적유사성에도불구하고, 위의 동사들이다른유형에속할뿐만아니라위문장들이상이한구조를지닌것으로분석된다. 이 동사들이통사적으로어떤분포상의차이를보이기때문에그와같은상이한분석이요구되는지약술하시오. [5점]

분포상의차이를알아보기전에두동사류의기저구조를먼저알아본다. believe 동사의구구

조규칙(1a)과 want 동사의구구조규칙(1b)을나타내면다음과같다.

(1a) VP → V So (1b) VP → V S1

이를바탕으로해서수형도로나타내면다음과같다.

(1a′) believe

S

NP M VP

John [+past] V S

believe NP M VP

Mary to study hard

VISION 어학개론352

03 기출문제(1992년~2011년)

a. John believed Mary to study hard.b. John wanted Mary to study hard.

보기


English Linguistics

(1b′) wantS

NP M VP

John [+past] V S′

want COMP S

Ø NP M VP

Mary to study hard

동일한수형도구조를하고있지만각각에적용되는규칙과분포는서로다르다.

첫째, 상승규칙의 적용 여부이다. (1a′)에서는 내포문의 NP(여기서는 Mary)가 상위범주

의 NP(여기서는주절의목적어자리) 자리로상승된, 이른바상승규칙(Raising)이적용되

는 반면, (1b′)에서는 그렇지 않다. 다시 말해, believe 동사가 Raising을 경험함으로써

NP인 Mary가 주절 동사의 목적어처럼 행동한다는 점이다. want 동사는 그렇지 못하다.

NP가목적어처럼행동한다는사실은다음 (2)에서확인된다.

(2) (a) Mary was believed to study hard by John.

(b) For Mary to study hard was wanted by John.

(b′) *Mary was wanted to study hard by John.

즉, believe에서는 NP가목적어이므로수동변형이적용되지만 want에서는여전히하위절

의주어로남아있으므로수동변형이불가능하다.

둘째, 변형 규칙의 적용에서 believe가 상승규칙이 적용되는 반면, want의 경우 동일명사

구 삭제 규칙이 의무적으로(obligatorily) 적용된다. 이러한 차이는 다음 (3)과 같은 결과

를낳는다.

(3) (a) John† believed himself† to study hard

(b) *John† wanted himself† to study hard

셋째, believe는 하위절이 Small Clause로서 S의 지위를 갖지만, want는 하위절이 S′의

지위를갖는다.

(4) (a) John believed [S Mary to study hard]

(b) John believed [S′Mary to study hard]

이러한 차이는, (4)(a)의 경우 for-COMP가 실현될 수 없음을 의미하므로 다음 (5)(a)는

비문이된다.

(5) (a) *John believed for Mary to study hard

(b) John wanted for Mary to study hard

넷째, (4)의차이는 PRO의실현여부에서도차이를드러낸다. 다음 (6)에서확인할수있

겠다.

(6) (a) *John believed PRO to study hard

(b) John wanted PRO to study hard

이상에서 살펴본 바와 같이, 기저구조에서 수형도의 유사함에도 불구하고 서로 다른 규칙

이적용됨으로써몇가지분포상의차이를보이게된다.


03 기출문제(1992년~2011년)


English Linguistics

1. 다음짝지어진단어들의밑줄친부분은서로다르게발음된다.

기저표시(underlying representation)에서 각 형태소들이 단일한 음운표시(phonologicalrepresentation)를 지닌다고 가정하자. 그러면 위 단어 쌍들의 밑줄 친 부분에 나타난 상이한 발음을기술하기위하여어떤음운규칙을설정해야하는가? 그음운규칙이다음 Sue의응답에서조동사‘can’의발음과어떤관련이있는지설명하시오. [총 5점]

•A : 설정될음운규칙 [2점]

•B : Sue의응답에서조동사‘can’의발음에관한설명 [3점]

A : 강세를받던모음이음운과정에서강세를받지않게되면 schwa로바뀐다. 이를모음약화

(vowel reduction)라하는데규칙화하면다음 (1)과같다.

(1) + syl → [‰] / _____

+ str [-stress]

B : 문장강세의원칙은화용적맥락에서화자가중요하다고여기는단어에강세가온다. 또한

내용어와기능어가같이올때는내용어에강세가주어진다. can은조동사로서기능어에해당

하므로통상그발음이 [‰]로된다. 그러나문장끝에오거나화자가‘can’을강조하고자할때

는 [kæn]으로할수있다.

comp -ete - comp -etition an -alysis - an -alyticmed-icinal - med -icine s -olid - s --oliditymaint -ain - maint-enance ph -one - ph -onetict-elegraph - t -elegraphy Talm-udic - Talm -ud

Tom : Can you read this book?Sue : Yes, I can.

1998년

2. 다음 대화에서 Bob의 응답에 나타나는 대명사‘one’은 독특한 분포와 해석을 보인다. 이러한‘one’의분포와해석상의특징네가지를예를들어설명하시오. [5점]

부정대용어(indefinite anaphor)인 one은다음과같은몇가지용법상의특징이있다.

첫째, 대치(substitution)가 일어나는 경우 N′에서 일어난다. 즉, one 다음에 PP를 보어(complement)로가져올경우, 보어(complement)를포함한대용어로기능한다. 따라서 one

대치어다음에보어가오면비문이된다. 하지만그다음에부가어(adjunct)의수식을받는경우는그렇지않다. 다음예 (1)에서확인할수있다.

(1) a. *Mary likes the student of physics more than the one of chemistry.

b. Mary likes the student with long hair more than the one with short hair.

둘째, 선행사가 가산 명사이어야지 불가산 명사(uncountable)이어서는 안 된다. 다음 예 (2)

를보자.

(2) a. If you haven’t got a fresh chicken I’ll take a frozen one.

b. *If you haven’t got fresh cream I’ll take tinned one.

셋째, 수의 구별이 있다. 즉, 복수인 ones도 쓰일 수 있다. 하지만 a one은 쓰일 수 없다. one

앞에 a가쓰이는경우는형용사수식을받는경우이다.

(3) a. “I’d like to try on those shoes.” “Which ones?” “The ones at the front of the

window.”

b. I’m looking for a flat.

I’d like a small one with a garden.

*I’d like a one with a garden.

넷째, 최상급 this, that, these, those, either, neither, another 등과 같은 지정어

(determiners) 바로다음에서생략될수도있다.

(4) a. I think my dog’s the fastest (one).

b. Which (one) would you like?

Let’s have another (one).

반면my, your 등과 some, any, both, 수사바로다음에서는생략을해야한다.

(5) a. I need some matches. *Have you any ones?

b. *I’ll take both ones.


03 기출문제(1992년~2011년)

Mom : Which apple do you like better?Bob : I like the red one.


English Linguistics

1. 아래 <참고자료>는 Shakespeare 작품인Henry Ⅳ에나오는Prince의대사의일부분이다. 대사밑에는 당시의 발음을 추정해서 IPA 발음 기호로 표시하 다. 이를 근거로 Prince가<보기>의현대 어를어떻게발음할것인지 IPA 발음기호로표시하시오. [3점]

Prince의 발음 :

[ ‰° dont l‰°k tu dæns °n "‰ pærk n‰V ]

2. 다음대화문에서A의말이문법적으로비문(ill-formed)인이유를우리말로설명하시오. [3점]

when은일정한시점(time-point)을나타내므로기간을표시하는시제와공기(co-occurrence)

할수없다. 즉, 행위의시점이언제일어났느냐고묻는 when의경우복합시제(현재완료또는

과거완료)와 함께 나타날 수가 없는 것이다. 제시된 보기에서 A가 현재완료를 사용함으로써

이른바공기제약(co-occurrence restriction)을어기게되었다.

Why, how could’+t thou know the+e men in Kendall Greene, when it was +odarke, [w‰° h‰V kudst "‰V no "iz m¡n °n k¡nd‰l grin hw¡n °t w‰z so dærk]

thou could’+t not, +ee thy Hand?["‰V kudst n∞t "‰V kudst n∞t si "‰° hænd]

I don’t like to dance in the park now.

보기

A : *When have you seen John?B : Only yesterday.

보기

1999년 12월

3. <보기>에서 like와 persuade는외형상동일한문장구조속에서사용되는것처럼보이나, 실제로취하

고있는목적어의구조가다르다. 이러한점을 <보기>에있는문장을변형시켜우리말로설명하시오.

[3점]

먼저구조상의차이를알아보자. 기저구조에서다음과같은차이를보인다.

(1) (a) like (b) persuade

VP → V S′ VP → V NP S′

하나의 S′를 complement로취하는 like와는달리 persuade는 NP와 S′두개를 complement

로취한다.

(1)을바탕으로각괄호(labelled bracketing)로나타내면다음 (2)와같다.

(2) (a) [S The principal liked [S′[S all parents to monitor their children’s academic

progress]]]

(b)[S The principal persuaded [NP all parents] [S′[S PRO to monitor their

children’s academic progress]]]

이러한기저에서의구조상의차이는수동변형에서잘나타나게되는데각각에수동변형규칙을적용하면다음 (3)과같다.

(3) (a) For all parents to monitor their children’s academic progress was liked by the

principal.

(a′) *All parents were liked to monitor their children’s academic progress by the

principal.

(b) All parents were persuaded to monitor their children’s academic progress by

the principal.

(3)의결과가나타나는이유는, (2)에서보는바와같이 like에서는내포문의 NP(all parents)

가 like의목적어가아니라내포문의주어이기때문이다. 반면, persuade에서는 NP가주절의

목적어로분석되기때문이다.

이상에서살펴본바와같이, like와 persuade는동일한표면구조를하고있지만상이한기저

구조를하고있음을확인할수있다.


03 기출문제(1992년~2011년)

(a) The principal liked all parents to monitor their children’s academicprogress.

(b) The principal persuaded all parents to monitor their children’s academicprogress.

보기

4. 어를배우는많은학생들이동일한텍스트를읽고이해하는것보다정상속도로듣고이해하는것이더어렵다고느끼는이유를음운론적관점에서3개이상의예를들어우리말로설명하시오. [5점]

음소가실제로인접해있을때동화(assimilation), 이화, 중화, 탈락, 첨가, 연접등으로일어나

학습자가듣기에어려움을느낀다. 예를들면, ‘lost in’에서발음이원래는 [l∞st in]으로나는

데붙여읽게되면 [l∞s tin]으로들려외국인에게는 [l∞s]와 [tin]을별개로듣게만든다.

또중화의경우 /t/와 /d/ 가 [D]로중화되어무슨말인지모호하게하는경우가있다.

마지막으로, 삭제의예인데 blind man에서 [d]가삭제되어실제로는 [blåin mæn]으로들리

기도한다.


English Linguistics


03 기출문제(1992년~2011년)

다음괄호안에알맞은단어를쓰시오. (1~4)

1.

back-formation

2.

gradable

3.

free variation

A new word may be formed from an existing word by “subtracting” an affixwhich is thought to be part of the old word; that is, ignorance sometimes canbe creative. Thus, peddle, was derived from peddler on the mistakenassumption that -er was the “agentive” suffix. Such a word is called a(n) ( ).The verbs hawk, stoke, swindle, and edit all came into the language by thisword-formation process.

One characteristic of many pairs of ( ) antonyms is that one is marked andthe other unmarked. The unmarked member is the one used in questions ofdegree. We ask, “How high is it?”(not “How low is it?”) or “How tall is she?”We answer “One thousand feet high” or “Five feet tall” but never “Five feetshort,” except humorously. ‘High’ and ‘tall’ are the unmarked members of‘high/low’ and ‘tall/short’.

Some speakers of English substitute a glottal stop for the [t] at the end ofwords such as or or in the middle of words like or .The substitution of the glottal stop does not change the meaning; [d nt] and [dn ] do not contrast in meaning, nor do [batl] and [ba l]. A glottal stop istherefore not a phoneme in English since it is not a distinctive sound. Thesesounds [t] and [ ] are in ( ) ( ) in these words.

buttonbottlecan’tdon’t

1999년 5월

4. 다음밑줄친부분에각각공통으로들어갈 어단어를쓰시오. [1점]

① synthetic, ② analytic

5. 다음물음에우리말이나 어로답하시오. [3점]

Identify the three differences between the correct pronunciation in (a) and Inho’s onein (b), and then give at least two phonetic/phonological reasons for these differences.

(1) 차이①음절수의차이 : 원래발음은한음절이지만인호는네음절로발음함.

② /p/ 발음의차이 : 원래 s 다음의 p는 voiceless bilabial unaspirated stop인데인호는aspirated로발음함.

③모음발음의차이 : 원래는이중모음 [ ay]이지만인호는두개의단모음 [ ai]으로발음함.

(2) 이유①음절구조가다름. ( 어→ C0

3VC0

4 ; 한국어→ C0

1VC0

1)

②이중모음체계가다름. (한국어에는 diphthong이없음)

③대립의기준이다름 : 한국어는유기와무기의대립인반면 어는무성과유성의대립임.


English Linguistics

A(n) ① language is one that indicates the relation of words in a sentencelargely by means of inflections, whereas the language that makes extensiveuse of prepositions and auxiliary verbs and depends upon word order to showother relationships are known as a(n) ② language. Thus, Old English is

① and Modern English is ② .

보기

Inho has just begun to learn English, and you hear him pronounce the word‘spike’ as (b) rather than as (a).(a) [spayk](b) [s i·phå·i·ki ], where [ i ] stands for the vowel written as ‘으’in the Korean

alphabet.


03 기출문제(1992년~2011년)

다음물음에우리말이나 어로답하시오. (6~7)

6.

Given the above paradigm, explain the difference between these two verbs in X-bartheoretic terms. [1점]

write는하나의 NP를보어(complement)로취하는동사인반면, word는 NP와 ADVP를두

개의 보어로 취하는 동사이다. 즉, carelessly가 (1a)에서는 부가어(adjunct)로 기능하지만,

(1b)에서는보어의기능을담당한다.

7.

Sentence (a) is ambiguous, but (b) is not. The latter sentence means only that Prof.Lee worded the preface carelessly, and Prof. Kim worded the preface carelessly, too.Given this, show how sentence (a) is ambiguous. Then, explain how the contrastbetween (a) and (b) supports the answer you have given to Question 6. [2점]

‘do so’대치(substitution)는 Vo 층위에서가 아니라 V′층위에서 일어난다. (a)와 (b)를 수

형도로나타내면다음과같다.

(a′) VP

V′

V′ ADVP

Vo NP carelessly

write the preface

Consider the following minimal pair of sentences :(1a) Prof. Lee the beginning paragraph carelessly.

(1b) Prof. Lee the beginning paragraph carelessly.

The verbs ‘ ’ and ‘ ,’ however, are in sharp contrast, as shown below :

(2a) Prof. Lee that letter.(2b) *Prof. Lee that letter.worded

wrote

wordwrite

worded

wrote

Consider now further examples.(a) Prof. Lee wrote the preface carelessly, and so did Prof. Kim.(b) Prof. Lee worded the preface carelessly, and so did Prof. Kim.


English Linguistics

(b′) VP

V′

Vo NP ADVP

word the preface carelessly

이수형도에서대치(substitution)가일어날수있는곳은 V′인데 (a′)에서는 V′가두개이므

로 do so 대치가 일어날 수 있는 곳이 두 군데이며, (b′)에서는 V′가 하나 나타나며 그러한

대치가 일어날 수 있는 곳이 한 군데밖에 없다. 그래서 (a)는 중의적(ambiguous)이라고 할

수있다.

다음물음에우리말이나 어로답하시오.

8.

Given the paradigm above, first identify the two meanings (or uses) of the affix un-. [1점]

왼쪽열의 un은‘부정’또는‘반대’의의미인반면, 오른쪽열은‘원상회복’의의미이다.

9. The word ‘undoable’is ambiguous, and one of the meanings is represented asbelow. (1점×2=2점)

Word

Af Adj

UN V Af

do able

①State meaning of ‘ ’ the above tree diagram represents. [1점]

②Draw a tree diagram that represents the other meaning. [1점]

undoable

Consider the following paradigm of words :

•unfair •unhappy •unfriendly •unnatural

•undo •untie•undress •unhook

① it is impossible to ‘do’

② Word

Adj Af

Af V able

un do

10.

Given the contrast above, first state the restriction that must be placed on the use of‘foolishly’, and then explain why (c) is ungrammatical. (우리말이나 어로답하시오.)

[2점]

(1) ‘foolishly’는행위자 NP와같이나올때그 NP는반드시 [+animate]이어야한다.

(2) (c)에서‘foolishly’와 같이 나오는 Agent NP는‘The avalanche’인데, 이 NP가

[-animate]이다. 이는 (1)의 restriction을어기므로비문이되어야한다.


03 기출문제(1992년~2011년)

Consider the following sentences :

(a) The man foolishly destroyed his brand new car.(b) His brand new car was foolishly destroyed by the man.(c) *The avalanche foolishly destroyed his brand new car.


English Linguistics

1. 우리나라의많은학생들이강세박자(stress-timed) 리듬을가진 어문장을말할때한국어리듬의향을받아거의모든음절에강세를주는경향이있다. 이런학생들에게 어의리듬에익숙해지게하기위한첫단계로 어문장강세(sentence-stress)의 일반 원칙을 가르치고자 한다. 이와 관련된 다음물음에답하시오. [총 4점]

1-1. 다음 (1), (2), (3) 문장에서 문장의 주강세(major sentence stress or tonic accent)를 받는단어하나를골라쓰시오. [2점]

1-2. 어의문장강세의일반원칙을설명하시오. 그리고일반적으로 어문장에서어떤단어가문장의강세를받는지설명하시오. [2점]

1-1. (1) market (2) sweater (3) give

1-2. content word(내용어)나 focus를받는단어가신정보를가지고있으므로일반적으로강세가온다. 일반명사와대명사가있을때에는일반적으로대명사는 primary stress를받지않는다. 문장 강세가 한 문장 안에 2 이상 올 때 일반적으로 문미에 있는 내용어가 주강세를받는다.

A : (1) What did you buy at the market?B : (2) I bought a new sweater.A : Why did you buy it?B : Today is my mother’s birthday.

(3) I’d like to give it to her.

2000년

2. 우리나라학생들은다음과같은문법적오류를흔히범한다.

위 문장 (1), (2)가 문법적으로 틀린 이유를 설명하시오. 그리고, 학생들이 이러한 문법적 오류를 범하지않도록하기위하여 어교사가가르쳐야할문법내용을쓰시오. [4점]

(1) 소유격과지시형용사는함께쓰일수없기때문이다. 이중소유격의형식인 this book of

mine으로고쳐야한다.

(2) all은정관사 the 앞에놓여야한다.

all(pre-determiner) / the(central-determiner) / three(post-determiner)

교사는한정사(Determiner)의용법과순서를가르쳐야한다. ⇨본문참조

3. 다음각빈칸에알맞은 어단어를쓰시오. [3점]

① weak ② leveling (or merging) ③ mice


03 기출문제(1992년~2011년)

(1) In Old English, ( ① ) verbs added a -d or -t to form their preterits and pastparticiples as in modern talk, talked.

(2) The ( ② ) of unstressed vowels in Middle English resulted in the loss ofschwa in final syllables and the reduction of inflections. English had cometo depend on function words and word order to express grammaticalrelations that had previously been expressed by inflection.

(3) The Modern English word ( ③ ) was pronounced as [mis]([mi:s]) in theMiddle English period.

(1) *I wrote my this book.(2) *I like the all three boys.

4. 많은 어 학습자들이 어에서 흔히 쓰이는 phrasal verb에 대한 지식이 부족하여 이것을 적절하게사용하지못한다. 예를들어, “Do you need an ashtray?”라고묻는 informal한상황에서 어원어민은“Yes, I want to put out my cigarette.”와 같이 phrasal verb를 사용하여대답한다. 그러나많은 어 학습자들은“Yes, I want to extinguish my cigarette”에서 볼 수 있는 것처럼 formallexical verb를 과다하게 사용하는 경향이 있다. 이러한 phrasal verb와 관련된 다음 물음에 답하시오. [총 4점]

4-1. 다음은phrasal verb와 prepositional verb를구별하기위한여러가지통사론적(구문론적) 자료이다. 다음 (1)과 (2)의 자료를 보고 (3a)와 (3b)의 문법성(grammaticality)을 판단하시오(‘정문’또는‘비문’으로 쓸 것). 그리고‘get off’와‘put off’가 각각 phrasal verb와prepositional verb 중어떤유형에속하는지를쓰시오. [2점]

① (3a) : ② (3b) :③get off : ④ put off :

4-2. 위문항 a의 (1), (2), (3)에제시된통사론적증거이외에, ‘get off’와‘put off’의동사구조가서로다르다는것을증명할수있는음운론적증거와통사론적증거를제시하고그차이점을간단히설명하시오. [2점]

4-1. ① (3a) : prepositional verb ② (3b) : phrasal verb

③ (3a) : 정문 ④ (3b) : 비문

4-2. (1) 음운적차이 : get off의경우에는 get에, put off의경우에는 off에강세가온다.

(2) 통사론적 차이 : (get) off the bus는 전치사구로 다른 전치사구와 and로 연결될 수

있고, put off는 put과 off가하나의 constituent이므로 off the customers가구성성분을

이루지않는다.


English Linguistics

(1) a. Drunks would get -and junkies would fall - off the bus.b. * Drunks would put -and junkies would also put - off the customers.

(2) a. * Drunks would get it off.b. Drunks would put them off.

(3) a. Drunks would get slowly off the bus.b. Drunks would put completely off the customers.


03 기출문제(1992년~2011년)

1. 어의 [u:]와 [u]는 한국인이구분해서발음하기어려운모음들로서, 학생들에게 어를가르칠때정확하게발음하도록지도하는것이필요하다. 다음각단어의모음이 [u:]와 [u] 중어느것인지적어넣으시오. [2점]

fool[fu:l], took[tuk], good[gud], would[wud], suit[su:t], wolf[wulf]

2. 다음 대화에서 Jane의 답변은 Susan의 질문과 직접적으로 관련되지 않는 것 같은데‘차를 태워줄 수없다’는 뜻으로 추론된다. 왜 Susan이 Jane의 말을‘차를 태워 줄 수 없다’는 의미로 이해했는지Grice의대화공리(Maxims of conversation)를이용해서우리말로설명하시오. [3점]

Maxims of conversation에는 (1) Quantity, (2) Quality, (3) Relevance, (4) Manner 4가

지가있는데이중에관련성(Relevance)의입장에서보면차가고장이나서태워줄수가없다

는것으로해석하면대화의격률중‘관련성’을잘지키고있다고할수있다.

3. (A)와 (B) 문장에서‘your little brother’가 구(phrase)를 형성한다는 것을 아래에 주어진<지침>을고려하여입증하시오. [4점]

※지침 : 1. Topicalization(NP preposing이라고도불림) 규칙을활용할것

2. 필요한비문(ungrammatical sentence)은주어진문장 (A)와 (B)를이용하여만들것

[u:] : high back rounded tense vowel, [u] : high back rounded lax vowel

fool [ ]

would [ ]

took [ ]

suit [ ]

good [ ]

wolf [ ]

Susan : Can I get a ride with you?Jane : My car is not working.

(A) I can’t stand your little brother.(B) Your little brother, I can’t stand.

2001년

구성분(phrasal constituent)만이 전치(preposing)될 수 있다. 여기에서는 구 전체가

(your little brother) 문장앞쪽으로이동할수있다.

(1) (a) I can’t stand your little brother.

(b) Your little brother, I can’t stand.

만약에아래 (2)처럼구의일부만이이동하는경우, 그이동은비문이된다.

(2) (a) *Your, I can’t stand little brother.

(b) *Little brother, I can’t stand your.

(1)처럼 your little brother만이 전치된다면 your little brother 전체가 하나의 구성성분

임을보여주고있다.

4. 다음물음에답하시오. [4점]

4-1. 진행형으로 사용되지 않은 어 동사가 갖는 가장 대표적인 속성을 우리말로 기술하고, <보기>에제시된동사들중에서그러한속성을가진동사를두개고르시오. [2점]

•속성 :

•동사 :

4-2. 동사‘see’의경우의미에따라진행형으로사용되기도하고사용되지못하기도한다. 전자의경우와후자의경우의의미차이를설명하시오. [2점]

•진행으로사용되는경우 :

•진행으로사용되지못하는경우 :

4-1.•속성 : 심리적상태나인식을나타내는동사

•동사 : know, resemble

4-2.•진행형으로사용되는경우 : 의지적인능동적인행동을나타낼때

(a) I’m seeing the president at ten o’clock.(나는사장을 10시에만난다).

•진행형으로사용되지못하는경우 : 지각·상태동사로쓰일때


English Linguistics

read investigate know

resemble change sleep

보기


03 기출문제(1992년~2011년)

1. 다음대화를읽고, 물음에답하시오. [총 4점]

1-1. 밑줄친 [maytf^∞:t]에해당하는단어를쓰시오. [2점]

She of asking us for help.

1-2. 밑줄친 [maytf^∞:t]에서발견되는음성적변화현상을두가지만쓰시오. [2점]

①②

1-1. might have thought

1-2. ① deletion(h, æ)

② devoicing(v-f)

2. 다음예문을읽고, 물음에답하시오. [총 3점]

2-1. 위의밑줄친단어들과관련된어형성(Word-formation) 방법을쓰시오. [1점]

2-2. 단어water를위의email과동일한품사로사용하여다음문장을완성하시오. [2점]

My mother .

•Inho : Lisa seemed to have much difficulty doing her homework.•James : Oh, did she? She [maytf ∞:t] of asking us for help.•Inho : Pardon?•James : I mean I am sorry she didn’t think of asking us for help.

•Why don’t you me this evening?•The employer the house with ten adults.peopled

email

2002년

2-1. conversion

2-2. watered the plant

3. 다음예문중비문법적인문장을찾아그번호를쓰고, 그문장들이왜비문법적인지설명하시오. [4점]

(2)와 (3)은비문임.

(1)과 (2)의경우 had가조동사이므로 tag question에서조동사인 had를사용해야함.

(3)과 (4)의경우 had는본동사이므로 tag question에서는조동사 do를사용해야함.

4. 다음을읽고, 물음에답하시오. [3점]

위의예문들은의미상변칙적(anomalous)이나, 비유적표현으로쓰이고있다. 이런 쓰임을밑줄친동사들의주어선택제약(selectional restriction)과관련하여설명하시오.

rub, lick, linger는주어가 [+animate]이어야하나시나의인법에서는용인되고있다.


English Linguistics

(1) Sharon had been to Boston, hadn’t she?(2) Sharon had been to Boston, didn’t she?(3) Sharon had the dentist examine her son, hadn’t she?(4) Sharon had the dentist examine her son, didn’t she?

The yellow fog that its back upon the window-panes,The yellow smoke that its muzzleon the window-panes,

its tongue in the corners of the evening,upon the pools that stand in drains,

...LingeredLicked

rubs

rubs


03 기출문제(1992년~2011년)

1. 다음대화 (1)과 (2)의‘English teacher’는의미가다르다. 그 이유를 어강세와연관지어우리말로쓰시오. [총 4점]

(1) 어선생님 - 복합명사 ; primary stress가 English에온다.

(2) 국인선생님 - 명사구 ; primary stress가 teacher에온다.

[출제근거 - Radford(1988), p. 215]

2. 다음 (1)과 (2)의구조적차이점을2가지만우리말로쓰시오. [총 5점]

①

(1)A : Do you like the English teacher?B : Yes, I do. he’s French, but he teaches English so well.

(2)A : Do you like the English teacher?B : Yes, I do. he’s a typical Englishman. But interestingly, he teaches

Spanish, not English.

(1)a. the claim that the proof was falseb. the claim that John is a genius

(2)a. the claim that John has madeb. the claim that John found upsetting

2003년

②

(1) 동격절, 명사절, 보문소 that 생략불가, complement

(2) 관계절, 형용사절, 관계대명사 that 생략가능, adjunct

[출제근거 - Radford(1988), p. 128 ; Aarts(1997), p. 126]

3. 다음 에서밑줄친부분의화자의의미(speaker’s meaning)를 어로쓰고, 그러한해석을가능하게하는근거를본문에의거하여우리말로구체적으로모두쓰시오. [총 5점]

(1) Speaker’s meaning

(2) 해석근거

(1) Speaker’s meaning : Could you buy me an apple과 같은 요청문은 반드시 buy me an

apple이들어있어야한다. 단순히 I want to eat an apple.은안된다.

(2) 문장뒷부분에‘Hearing this, his grandma laughed and said, “Oh, you’re old enough

to say that. All right, I’ll buy you an apple.”’이라고말한할머니의말을듣고유추할수

있다.


English Linguistics

Tommy was walking around in a park with his grandma yesterday. An idea hithim when he saw a boy eating an apple in a nearby store. So he said to hisgrandma in a serious voice, “Grandma, my teacher always says that fruit isgood for us. And I like apples best.” Hearing this, his grandma laughed andsaid, “Oh, you’re old enough to say that. All right, I’ll buy you an apple.”


03 기출문제(1992년~2011년)

1. 다음대화와 을읽고, 밑줄친부분에알맞은단어를쓰시오. [4점]

(1)

(2)

(3)

(4)

출처 : Second Language Teaching & Learning

David Nunan, p.130

(during a coffee break at work)

Tony: I have two tickets for the theater tonight. Susan: Good for you. What are you going to see?Tony: Measure for Measure.Susan: Interesting play. Hope you enjoy it.Tony: Oh, so you’re busy tonight.

In this conversation, Susan, deliberately or otherwise, takes Tony’s utteranceas a statement of fact, rather than a(n) . The interlocutors are eithernative speakers of English or competent users of the language. It is not at thelevel of grammar or vocabulary that they are not able to achieve their intentionor purpose of communication, but at the level. Susan misunderstood the force of the utterance within the context. Itis clear from this example that interpreting discourse, and thus establishing

, is a matter of readers and listeners using their linguistic knowledgeto relate the discourse world to entities, events, and states of affairs beyond thetext itself.

(4)

(3)(2)

(1)

2004년 전국

2. 다음‘prefer’의용례를분석하고, 3가지유형으로구분하여 <보기>처럼쓰시오. [3점]

①Many prefer a familiar authority figure to a young achiever.②Whenever she visits her parents, Jane prefers traveling by train to driving

alone.③Airlines would prefer to update rather than retrain crews.④For obvious reasons, I preferred my house to his.⑤ I would far prefer to drive rather than go by train.⑥ I much prefer playing in the open air to reading indoors.⑦Many parents prefer tissues to handkerchiefs, but they are not without

problems.⑧ I prefer placing orders over the phone to using websites to buy new items.⑨He prefers to study in the library rather than stay at home playing computer

games.

해당문장번호 : 유형 :

(1) ⇨

(2) ⇨

(3) ⇨

1. (1) suggestion (request or invitation) (2) discourse

(3) illocutionary (4) coherence

2. (1) prefer 명사 to 명사 : ①, ④, ⑦

(2) prefer 동명사 to 동명사 : ②, ⑥, ⑧

(3) prefer to 동사 rather than 동사 : ③, ⑤, ⑨


English Linguistics

⑩, ⑪, ⑫ ⇨ give NP NP 또는give 명사구명사구

보기

VISION 영어학개론376

03 기출문제(1992년~2011년)

1. Read a piece of written work by a student. Identify TWO UNGRAMMATICAL parts,

according to the context in the passage. Write down the original and corrected

versions for each part. [4점]

Yesterday Minju called me to go to the movie theater. I told her that it wouldbe a good idea to go to see a movie early in the morning. When I was goingout without a coat this morning, Mom said, “It’s cold today. The temperaturewill fall below zero. With no warm coat on will you catch a cold.” But I ignoredher advice, as I often did. Minju was supposed to be at the box office by 7:30, but she did not show up ontime. It was very windy this morning and I felt as if it were 10 degrees belowzero. I kept waiting with a runny nose, but she did not come till 8:30. WhenMinju finally came, I was coughing as well. In the evening, my coughing got worse and I had a high fever. I had a bad cold.I should listen to Mom, but my regret was too late.

①

②

Ungrammatical Parts Your Corrections

①

②

Ungrammatical Parts

With no warm coat on will you catch a cold

I should listen to Mom

Your Corrections

With no warm coat on, you will catch a cold

I should have listened to Mom

2004년 서울

part1-부록4-1-1교 2012.12.27 1:33 PM 페이지376 Virtual Printer

5. 다음 을읽고어긋나게사용된3개의수식어(형용사혹은부사)를찾아바르게고쳐쓰시오. [3점]

잘못된단어 올바른단어

(1) ⇨

(2) ⇨

(3) ⇨

(1) historical ⇨ historically (2) perfectly ⇨ perfect

(3) complete ⇨ completely

11. 각 문장의 이탤릭체로 쓰여진 부분들이 동일 대상을 나타낸다고 가정할 때, 비문법적인 문장이 하나 있다. 그기호를적고문법적인문장으로고쳐쓰시오. [2점]

(c)의 She와 the doctor의순서를바꾸어주면정문이된다.


English Linguistics

He lives in a region historical known for supporting several utopiancommunities. The most famous of the utopian communities was formed byShakers. Jeff lives near the Shaker community which was built in a relativelyisolated part of this county. Jeff’s mother works two days a week at the Shakercommunity as a guide, and she can describe Shaker furniture with perfectlyclarity. In the middle of the nineteenth century more than 4,000 converts wereactive as Shakers. Shakers accepted a life of celibacy, so they dependedcomplete on converts to sustain their faith.

(a) When the doctor had examined the patient, she picked up the telephone.(b) When she had examined the patient, the doctor picked up the telephone.(c) She examined the patient, and then the doctor picked up the telephone.(d) There is a good doctor here, and you should go to see her.

2005년 전국

16. 형용사 impossible이술어일때구문을아래와같이전환할수있다. 이와같은통사적특성을지닌형용사3개를 <보기>에서찾아쓰시오. [3점]

To play this sonata on the violin is impossible.→ It is impossible to play this sonata on the violin.→ This sonata is impossible to play on the violin.

•

•

•

boring, pleasant, tough

21. 다음 을읽고, 빈칸에알맞은것을쓰시오. [3점]

(1)

(2) / /

(1) phoneme (2) /p/


03 기출문제(1992년~2011년)

boring eager likely merryobvious pleasant sorry tough

보기

In English, aspirated voiceless stops occur at the beginning of a stressedsyllable, as in pie and appear, but unaspirated voiceless stops are producedwhen preceded by [s] as in spy and spat. If [p] is pronounced instead of [ph] inpie, it does not make a difference in meaning since these two phoneticallydifferent sounds count as the same thing in English. That is, though they arephonetically distinct, they belong to the same mental representation andcorrespond to a single mental category, which is phonologically referred to asa . The two stops, [ph] and [p], are allophones of / (2) /.(1)

23. 다음 <A>를 읽고, 가 나타내고자 하는 의미를“as well as”를 사용하여 한 문장의 어로 쓰시오.(문장에서진한 씨체로된부분은억양구에서액센트(tonic accent)를받는곳임) [3점]

Peter as well as some other person met Jennifer in his office.


English Linguistics

The position of a tonic accent is closely connected with information type. Afocused constituent usually receives the tonic accent, while a non-focusedconstituent, which is understood to be old information or is presupposed, isunaccented. Consider the following sentence:

Peter met Jennifer in his office, too.

The meaning of too is to indicate that what has been said previously with theuse of one word or term applies as well with the use of another word of thesame form-class. For example, if Jennifer and too are accented in this sentence(/Peter met Jennifer in his office, //too./), it is presupposed that Peter metsome other person in his office and the presupposed part is unaccented. Thus,the sentence means that Peter met Jennifer as well as some other person.

A

/Peter met Jennifer in his office, // too./

B

24. 다음 <A>를읽고, 지시에따라답하시오.

다음 의문장들을읽고, (1) 비문법적인 문장을모두찾아그기호를쓰시오. (2) whether, if가 의문부사(wh-adverb)와 같은 문법 범주에 속하는지, 아니면 보문소(complementizer) that 과같은문법범주에속하는지, 주어진자료에기초하여쓰고, (3) 그판단의통사적근거를우리말로쓰시오. [6점]

(1) 비문법적인문장의기호：


03 기출문제(1992년~2011년)

Traditional grammarians have classified whether and if as the samegrammatical category, i.e., subordinate conjunction. If we look at the twogrammatical sentences below, it might seem as if there is a potentialparallelism between whether and if, since they appear to occupy the sameposition.

I don’t know whether he will come here.I don’t know if he will come here.

Do whether and if actually belong to the same grammatical category? Thereare arguments that whether and if belong to different grammatical categories.

A

(a) I wonder whether to go.

(b) I wonder if to go.

(c) I wonder when to go.

(d) I wonder that to go.

(e) I’m not certain about whether he’ll come here.

(f) I’m not certain about if he’ll come here.

(g) I’m not certain about when he’ll come here.

(h)I’m puzzled at that he should have resigned.

(i) I don’t know whether or not he will turn up.

(j) I don’t know if or not he will turn up.

B

(1) 비문법적인문장의기호：(b), (d), (f), (h), (j)


English Linguistics

whether

(2) 문법범주

(3) 통사적근거

if

(2) 문법범주

(3) 통사적근거

whether

의문부사

to - 부정사와같이나올수있다전치사와같이나올수있다.접속사 or (not)가 바로 뒤에 나올 수있다.

if

보문소

to - 부정사와같이못나온다.전치사와같이못나온다.접속사or (not)가바로뒤에못나온다.

Read the two versions of a student’s composition and follow the directions.

20. Find a mistake in the use of function words in [B] and correct it. [2점]

despite를 without으로고친다.


03 기출문제(1992년~2011년)

I love movies. First, movies take us all over the world. We can see beautifulsights. We can learn about interesting cultures. You don’t have to leave home. Ilove movies. Movies are just plain fun. You may have a hard day at work. Itfeels good to sit down and be entertained by a good movie.

A

There are two main reasons why I love movies. The first reason is thatmovies take us all over the world. We can see beautiful sights and learn aboutinteresting cultures despite ever leaving home. I also love movies because theyare just plain fun. After a hard day at work, it feels good to sit down and beentertained by a good movie.

B

Mistake Your Correction

2005년 서울·인천

23. Read the passage and follow the directions.

Fill in the blank with about 12 words. [3점]

The plural suffix {-s} is pronounced as [‰z] after the sibilants.


English Linguistics

The plural suffix -s is pronounced as [‰z] in words like buses, bushes, benches,mazes, rouges, and garages. These words end with the consonants [s, z, +, ,, t+,d,]. These sounds differ with respect to voicing as well as place and manner ofarticulation. That is, they do not share any articulatory feature. They do,however, have an auditory property in common: they all have a high-pitchedhissing sound quality. The high-pitched hissing sound quality is described byusing the feature, sibilant. These sounds form the natural class of sibilantconsonants in English. Using this feature makes it possible to state ageneralization. If we state that [‰z] occurs in six different situations, we treatthe six consonants as if they were a random collection of sounds with norelation to each other. By referring to the natural class, however, we can statethe generalization like this : _______________________________________.

2. 다음 을읽고, 밑줄친단어중어법상잘못사용된3개를찾아바르게고쳐쓰시오. [3점]

잘못사용된단어 바르게고친단어(1) ( ) ⇨ ( )(2) ( ) ⇨ ( )(3) ( ) ⇨ ( )

(1) arrived ⇨who arrived(having arrived)

(2) asking ⇨ asked

(3) arranging ⇨ arranged


03 기출문제(1992년~2011년)

There are still some Bostonians who their city the center of theworld. One of my father-in-law’s favorite stories concerns a European traveler

at Boston’s Logan Airport in mid-December sometime back in the ‘70s. out of the airport, he found an empty cab waiting to take him to his

hotel in the city. As they drove along, the passenger the driver whetherhe could recommend some sights that a first-time visitor to Boston should see.

“All right,” said the driver. “Let’s see. You certainly ought to visit our greatuniversities—Harvard and MIT—and at this time of year you ought to go to theplanetarium. There is an exhibit showing how the stars were in thesky on the night when Jesus was born.” “Over Bethlehem?” asked the visitor.“No,” said the driver with some exasperation. “Over Boston, of course.”

arranging

asking Comingarrived

consider

2006년 전국

7. <A>를읽고, 구성성분테스트(constituent test)를 이용하여 에주어진문장의밑줄친부분이구성성분(constituent)이될수있는지없는지를우리말로밝히시오. [4점]

①

①

①

②

①

①


English Linguistics

Consider the sentences below.

(1) John will meet his employer at the castle.

(2) a. At the castle, John will meet his employer.b. His employer, John will meet at the castle.c. Meet his employer at the castle, John will (indeed).

(3) a. *Employer at the, John will meet his castle.b. *Meet his, John will employer at the castle.

In each of the sentences in (2) a group of words has been moved to thebeginning of the sentence, since it forms a syntactic unit called a constituent.On the other hand, in (3), the preposed words do not form constituents. Thatis why they are ungrammatical. Only a constituent can be preposed.

A

①The people can move ②The people can see the sculpture from the museum.

the sculpture into the museum.

B

①에서 NP ‘the sculpture’와 PP ‘into the museum’은별도의 constituent이므로각기따로따로 이동할 수가 있다. 따라서 the sculpture in the museum은 하나의 constituent가 되지못한다.

ex) a. Into the museum, the people can move the sculpture.

b. The sculpture, the people can move into the museum.

c. * The sculpture into the museum, th people can move.

②에서 the sculpture from the museum은 하나의 단위(constituent)로 the sculpture와from the museum은따로따로이동은불가능하다.

ex) a. * From the museum, the people can see the sculpture.

b. * The sculpture, the people can see from the museum.

c. The sculpture from the museum, the people can see.

9. 다음 (a)~(f) 중에서 종속절의 의미가 사실로 전제되어 있는 문장을 모두 찾아 기호를 쓰고, 전제(presupposition)를암시해주는단어를쓰시오. [4점]

•기호: •전제를암시해주는단어:

•기호 : (a), (d), (e)

•전제를암시해주는단어 : angry, surprised, significant


03 기출문제(1992년~2011년)

(a) Mary is angry that Jeff failed the exam.(b) Mary is sure that Jeff failed the exam.(c) Mary was hopeful that she convinced the principal.(d) Mary was surprised that she convinced the principal.(e) It is significant that Mary defended her dissertation successfully.(f) It is possible that Mary defended her dissertation successfully.

11. 다음에서설명하는음운론적제약으로인해생성될수없는파생어를 <보기>에서모두찾아쓰시오.

[3점]

•생성될수없는파생어 :

abstracten, bluen, greenen


English Linguistics

A characteristic of all human languages is the potential to create new words.The categories of noun, verb, adjective, and adverb are open in the sense thatnew members are constantly being added. One of the most common types offormation is derivation, which creates new words from already existingmorphemes.

Derivation is the process by which a new word is built from a base, usuallythrough the addition of an affix. However, derivation does not always applyfreely to the members of a given categor y. Sometimes, for instance, aparticular derivational af fix is able to attach only to stems with particularphonological properties. A good example of this involves the English suffix -en, which combines with adjectives to create verbs with a causative meaning.However, there are many adjectives with which -en cannot combine, since thesuffix -en is subject to a phonological constraint. In particular, it can onlycombine with a monosyllabic stem that ends in an obstruent.

abstracten olden quicken greenenliven bluen louden stouten

보기


03 기출문제(1992년~2011년)

19. <A>는‘불평하기’화행(speech act) 분석요소이다. 지시에따라답하시오. [3점]

아래의표는진찰을받기위해기다리는환자와간호사의대화에서환자의‘불평’을발췌하여분석한것이다. (1), (2), (3)에들어갈적합한분석요소를 <A>에서 1개씩찾아쓰시오.

(1) Ja (2) V (3) R

•Orientation(OR): an utterance that provides the addressee with informationabout the complainer’s identity and/or intent in initiating the complaint

•Act Statement(AS): an utterance that states the trouble source•Justification- of the speaker(Js): an utterance by the complainer that explains why s/he

is personally making the complaint- of the addressee(Ja): an utterance by the complainer that offers a reason

for the addressee’s having committed the wrong•Remedy(R): an utterance that calls for an action to correct the wrong•Valuation(V): an utterance by the complainer that expresses his/her feelings

about either the addressee or the wrong that has been committed

A

발 화

I’ve been waiting two hours.

I know the doctor might have gotten tied up. That’s not your fault, but this is ridiculous.

I’ve already taken three hours off from work. Gosh! I really have to be back at noon

Could you please see what you can do?

분석요소

AS

(1) and (2)

Js and V

(3)

22. 다음 예문을 보면 sure와 probable은 동일한 유형의 형용사로 보이지만 차이점이 있다. 그 차이점을통사적근거를들어우리말로쓰시오. [3점]

답:

sure의경우에는 subject-to-subject raising이가능함 :

John is sure to pass the test.

probable의경우에는 subject-to-subject raising이불가능함 :

* John is probable to pass the test.


English Linguistics

It is sure that John will pass the test.It is probable that John will pass the test.


Fill in each blank with an affix or a word. [3점]

(1)

(2)

(3)

(4)

(1) re (2) use (3) able (4) reuse


03 기출문제(1992년~2011년)

Words with more than one affix are formed by means of several steps. Forexample, consider the word unusable, which is composed of a prefix un-, astem use, and a suffix -able. The prefix un-, meaning ‘not’, attaches only toadjectives and creates new words that are also adjectives such as unkind. Thesuffix -able, on the other hand, attaches to verbs and forms adjectives such ascountable. Since un- cannot attach to use, the suffix -able attaches first to thestem use, creating usable. The prefix un- is then allowed to combine with usableto form unusable.

Now consider the word reusable, in which the prefix re- attaching only toverbs is used. Our understanding of how the af fixes combine with othermorphemes enables us to state the formation of reusable as a two-step processwhereby attaches to first, and then is added to

.(4)(3)(2)(1)



The table below shows how the meanings of villain, ledger, and manufacture havechanged over time. Fill in each cell with ONE word from the passage. [3점]

(1)

(2)

(3)

(1) degradation (2) reduction (3) extension


English Linguistics

The meanings of words change over time. There are some general directionsin which word meanings change. They may undergo extensions in meaningwhen their denotation covers more than it did. For example, the word barnused to denote a storage place for barley but its denotation generalized tocover any kind of farm-based storage shed. Semantic reductions, on the otherhand, occur when the denotation of a word shrinks. The word starve used todenote dying in general but now denotes dying of hunger.

The connotations of words can also change. Degradations in meaning occurwhen a word acquires a worse connotation, while semantic elevations comeabout when a word takes on somewhat grander connotations over time. Lewdstarted out meaning those who were lay people as opposed to clergy. It thennarrowed to mean those who were ignorant, and from there narrowed toobscene. Chivalrous, by contrast, was at one time synonymous with warlike; itnow refers to more refined properties such as fairness, generosity, and honor.

Words

villain

ledger

manufacture

Meaning Changes

Middle English: a humble serf Current English: a scoundrel

Middle English: any bookCurrent English: an account book

Latin: to make by handCurrent English: to make by hand or by machinery

Types of Change

(1)

(2)

(3)


위 의내용에근거하여아래문장이의미상자연스럽지않은이유를25자내외의우리말로쓰시오. [4점]

Laura managed to answer the question, and finally she answered it.

managed to do에는 이미 do했다는 의미가 들어 있다. 따라서 Laura managed to answer

the question에는 이미 Laura가 답을 다는 의미가 들어 있다. 따라서 and finally she

answered it이란문장자체의미적으로중복되어이상하게된다.


03 기출문제(1992년~2011년)

The following two sentences have different meanings or implications:

(1) Jane managed to talk with the Dean.(2) Jane tried to talk with the Dean.

To observe the meaning dif ference, we can add some expressions to thesentences:

(3) Jane managed to talk with the Dean, but she couldn’t talk with him.(4) Jane tried to talk with the Dean, but she couldn’t talk with him.

Sentence (3) is contradictory in meaning, but sentence (4) is not. The reasonfor the contradiction is that the first clause implies that the complementproposition (i.e., Jane’s talking with the Dean) is true, but the second clausedenies it.


위 의예에나타난 어기능어의발음상특징을세가지로구분하여각각 10자내외의우리말로쓰시오(단, 발음기호의사용은가능하나강세에관한내용은제외). [4점]

(1)

(2)

(3)

(4)

(1) 앞단어의자음과기능어의첫자음이겹치면기능어의자음을탈락한다. (her, them)

(2) 기능어의끝자음이다음단어의첫자음과겹치면끝자음을탈락한다. (of)(and)

(3) 단어사이에오는기능어의모음은축약(schwa)된다. (and) (of ⇨ [‰])


English Linguistics

Words that contain salient information in a sentence are called content words.They include nouns, verbs, adjectives, and adverbs. The less prominent wordsin a sentence are called function words. Examples of function words arepronouns, articles, prepositions, and conjunctions. In connected speech,function words are pronounced dif ferently than when they are spoken inisolation. Here are some examples:

Tom watched her last night. ['t°m 'w°t∫t ‰r 'læst 'nayt] A cup of tea. [‰ 'k<p ‰ 'tiy]Give them a break. ['g°v ‰m ‰ 'breyk]Now and then. ['naw ‰n '"εn]

Spoken FormWritten Form


03 기출문제(1992년~2011년)

[21~22] Read the passage and follow the directions.

21. Fill in each blank with ONE word from the passage. [2점]

(A)

(B)

(A) complement, (B) adjunct

22. The underlined verb phrase below is also ambiguous. Identify the modifier and its twomodified heads in the underlined part. [3점]

The student

(1) the modifier

(2) the modified heads

(1) on the stool (2) book, read

read the book on the stool.

Consider the underlined noun phrases below:

(1) a. Mr. Smith is

b. Mr. Smith is

(2) Mr. Smith is

The noun phrase in (2), which is a combination of (1a) and (1b), is ambiguous.The phrase from America modifies either the head teacher or the headchildren. Thus, the ambiguity results from the possible modification of eitherhead by the phrase from America.However, with the intended meaning ‘Mr. Smith teaches children and he isfrom America,’ sentence (3) is ungrammatical:

(3) *Mr. Smith is

The notions of complement and adjunct can be used to explain theungrammaticality of (3). A complement is a phrase required by the head whilean adjunct is its optional modifier; from America is an adjunct of the headteacher and of children, its complement. The noun phrase in (3) isungrammatical since it does not satisfy the structural requirement that the

should come closer to the head than the does.(B)(A)

a teacher from America of children.

a teacher of children from America.

a teacher from America.

a teacher of children.


English Linguistics

1. 다음 (ⓐ) (ⓑ)에알맞은것은? (1998)

ⓐ ⓑ ⓐ ⓑ① [ai], “Great Vowel Shift” ② [ei], “Great Vowel Shift”③ [ai], “Long Vowel Shift” ④ [ei], “Long Vowel Shift”

①

2. 다음 을 읽고 (A)에서 지적하고 있는 발음 문제와 그 원인에 대한 설명을 (B)에서 찾아 50자 내외의우리말로쓰시오. [3점] (2002 서울)

Middle English short a, [a], was now a fronted sound [æ]; long i, [i] hadbecome a dipthong, culminating in our current (ⓐ) ; long u, [u] haddipthongnized too, ultimately culminating in our current pronunciation [au]these and other vowel changes, commonly called the (ⓑ), act as boundarymarker between Middle English and Modern English.

(A) Korean students often struggle with trying to pronounce English wordssuch as eat and it the way native speakers of English do. Fortunately, evenif they mispronounce such words, people understand, since the contextmakes it clear which word they have said : Still some native speakers ofEnglish have trouble in understanding them when they mispronounce theword live as they pronounce the word leave or vice versa.

(B) In some languages there are vowels that dif fer phonetically from eachother only by duration. That is neither height of the tongue nor tensenessdistinguishes the vowel from its counterpart in pairs of words which havea contrast in meaning. It is customary to transcribe this difference eitherby doubling the symbol or by the use of a diachronic ‘colon’ after thesegment, as for example [aa] or [a∶]. Since English long vowels differqualitatively from their paired short vowels, Americans use dif ferentsymbols to distinguish them.

기타 기출문제

어의 경우 장모음은 그것의 counterpart인 단모음과 길이(length)뿐만 아니라, 모음의 질

(quality)에있어서도차이가있다.

3. 다음 을읽고분절음(segmentals)의오류와초분절음(suprasegmentals)의오류에대한필자의견해를50자내외의우리말로쓰시오. [4점] (2002 전국)

‘분절음에오류가있으면그리중요하지않고고칠수있는오해를유발하는반면에, 초분절음

에오류가일어나면의사소통이전혀불가능할수도있다.’


03 기출문제(1992년~2011년)

Many pronunciation teachers would claim that a learner’s command ofsegmental features is less crucial to communicative competence than acommand of suprasegmental features, since the suprasegmentals carry moreof the overall meaning than do the segmentals. To better understand this pointof view, imagine a native speaker of English engaged in conversation with anadult learner. The learner is discussing an incident in which her child hadchoked on something and could not breathe. “He swallowed a pill,” she says.“What kind of peel?” asks the native speaker. “An aspirin,” says the woman.“Oh, a pill! I thought you said peel,” responds the native speaker. Suchincidents in native-nonnative speaker conversation involving mispronunciationof segmental sound usually lead to minor repairable misunderstandings.With suprasegmentals and connected speech, however, the misunderstandingis apt to be of a more serious nature. Learners who use incorrect rhythmpatterns or who do not connect words together are, at best, frustrating to anative-speaking listener; more seriously, if these learners use improperintonation contours they can be perceived as abrupt, or even rude; and if thestress and rhythm patterns are too non-nativelike, the speakers who producethem may not be understood at all.

(가) Content words are stressed in a sentence; function words are not stressed.(나) 문장의주강세를받는단어 : 한문장에내용어가두개이상나올경우에는, 문장의제

일마지막에나오는내용어에문장의주강세를준다.

4. 다음발음에관한 (A)와 (B)를읽고, (B)의밑줄그은부분에알맞은말을쓰시오. [3점] (2004 전국)


English Linguistics

문장강세의일반원칙및문장의주강세원칙(Major sentence stress)

Grammarians sometimes divide all words into two classes : (1) contentwords, which have meaning in themselves, like mother, forget and tomorrow ;and (2) function words, which have little or no meaning other than thegrammatical idea they express, such as the, of, and will. In general contentwords are stressed, but function words are left unstressed, unless the speakerwishes to call special attention to them. Content words, usually stressed,include Nouns, Verbs, Adjectives, Adverbs, Demonstratives,Interrogatives. Function words, usually unstressed, include Ar ticles,Prepositions, Pronouns, Possessive adjectives, Relative pronouns,Conjunctions, Pro-form ‘one’, Auxiliaries.

While all content words receive sentence stress, one content word within aparticular sentence will receive greater stress than all the others. We refer tothis as the major sentence stress. In most cases the major sentence stress fallson the last content word within a sentence.

대화상황:A foreign student is applying for a library card at a university library. He ishanded a form by an overworked male assistant, who is a native speaker ofEnglish, but after looking at it, he realizes it is the wrong one.

대화:Foreign student : Excuse↘ ME. You have↘ GIVEn me the↘↘WRONG form.Library assistant: Sorry. I gave you what you↘ ASKed for. [irritated, appealsto others in the queue for support]

A

rude ((A)처럼 하면“이보세요, 잘못 주었잖아요?”라는 뜻으로 불만의 표시이고, (b)처럼 하

면“죄송한데요, 잘못주셨는데요.”라는공손한의미이다.)

5. 다음e-mail을읽고, 물음에답하시오.


03 기출문제(1992년~2011년)

Foreign student : ↘↘NO. It ↘ IS the↘↘WRONG form.Library assistant : OK. There's no need to be rude.

<Key>↘means falling intonation.↘↘means extra emphasis on stressed syllables.Capital letters mean stressed syllables.

Instead of the underlined section of the conversation, a native speaker ofEnglish might say the following : “Ex↘ CUSE me. You’ve given me the wrong↘ FORM.”Compared to the native speaker’s utterance, the foreign student’spronunciation appears to give the impression of being .

B

Hi, Mike!

We have not seen each other for so long. Today I was so busy. This morning I had to see an important exam. It wasstressful, but I think I will get a good score. Anyway, I was relieved after theexam. In the afternoon, I paid a visit to my grandmother, who is still inhospital. I think she is getting better now. Afterwards, I went home because Iwanted to do a long relaxing bath.I really hope you and your family are well. I want to see you soon.Take care.

Jinwan from Busan

위의e-mail에서잘못사용된2단어를찾아바르게고쳐쓰시오. [2점]

(1)

(2)

(1) see an exam ⇨ take an exam

(2) do a bath ⇨ take a bath

6. Read the passage and follow the directions [3점] (2004 서울)


English Linguistics

When one listens to ever yday conversations, implicatures appeareverywhere. It is often enough for a speaker to just hint at a certain piece ofinformation ; the addressee will interpret that information as relevant to theongoing interaction and will infer the speaker’s intention. This facilitatesprocessing for the listener. It is probably also does so for the speaker.Speakers manage to select just the relevant information for expression.

A blatant failure to respect a conversational maxim can convey some intentionin a marked way. Here is an example of such exploitation: Arnold and Bettyjointly attend a harpsichord performance. When it is over, the followingconversation ensues.

Arnold: How did you like it?Betty: It was a nice piano recital.

Betty’s answer violates the maxim of quality, since she knows perfectly wellthat the instrument was a harpsichord. This is in fact mutually known. Arnoldtherefore infers that Betty is flouting a maxim, and, on the assumption thatBetty is cooperative, Arnold will try to find out what Betty intended to convey.The most likely interpretation here is that the per former played theharpsichord as if it were a piano- i.e., without real feel for the instrument. Aless likely but possible interpretation is that the harpsichord was such an awfulmake that it sounded like a piano. Which interpretation .

There is no standard or conversational way to infer the intention in this caseof flouting a maxim. A speaker who exploits a maxim, for instance, to produce

Fill in the blank with ALL AND ONLY the words and phrases in the box.

[답]

Arnold will infer from Betty’s answer depends upon the mutually known context.

7. 다음 에서 밑줄 친 단어들의 신조어로 가정할 때 그 단어들의 품사(part of speech)와 판단 근거를우리말로쓰시오. [4점] (2005 전국)

(1) quinka :

a. 품사 : 명사(Noun)

b. 근거 : 등위접속사(and)에 의하여 연결되는 단어들은 품사가 같아야 하는데, 이 경우quinka가 gender, heredity 같은명사와연결이되므로, 이새단어는명사이어야한다.

(2) gistorical :

a. 품사 : 형용사(Adjective)

b. 근거 : 명사를수식하는것은형용사인데, 새단어인 gistorical이명사인 measures를수식하므로, 이새로운단어는형용사임이틀림없다. 게다가대부분 -cal 같은접미사는형용사에많이붙는접사이다.


03 기출문제(1992년~2011년)

irony, as in the above example, must estimate whether enough contextualconditions are fulfilled in order for the addressed interlocutor to make theinference. It should further be noticed that Betty’s remark does not convey thesame information that would have been conveyed if she had said Theperformer played without real feel for the instrument. That would not have beenironical; the breaking of the maxim creates the special effect of irony.

Arnold the mutually context depends infer from will Betty’s answer upon known

Our longevity is affected by many factors. Some of these factors, such asgender, , and heredity, are unchangeable. However, other factors arechangeable. We can take two extremely measures to improve ourhealth ; for example, get excercise and sleep 8 hours every night.

gistoricalquinka

8. 단어profound를사전에서찾으면 (A)와같이 2개의구체적인의미정보를얻을수있다. (B)의예문을사전적정의에따라2개로분류하여해당문장기호를쓰시오. [3점] (2005 전국)


English Linguistics

profound adj 1. (extreme) felt or experienced very strongly or in an extremeway.

2. (showing understanding) showing a clear and deepunderstanding of serious matters.

A

(a) His mother’s death when he was aged six had a very effect onhim.

(b) The review that I read said that it was “a thoughtful and film.”

(c) This is a book full of , orignal and challenging insights.

(d) The invention of the contraceptive pill brought about changes inthe lives of women.

profound

profound

profound

profound

B

사전적정의

(1)

(2)

해당문장기호

사전적정의

(1) 1의의미(extreme)

(2) 2의의미(showing understanding)

해당문장기호

(a), (d)

(b), (c)

9. 다음 (A)를읽고 (B)가특별한강조나대조없이발음되었을때, 몇개의음보(foot)로이루어지는지숫자로쓰시오. [3점] (2005 전국)

(B)

6개 (Practice, sentences, using, natural, rhythm, stress)


03 기출문제(1992년~2011년)

Just as words have strong and weak parts, so, do sentences have strong andweek parts. Function words are mostly unstressed in the sentence. Englishhas stress-timed rhythm. There is nearly equal time between the sentencestress. Stressed syllables will tend to occur at relatively regular intervals.Times from each stressed syllables to the next will tend to be the same,irrespective of the number of intervening unstressed syllables. To express thenotion of such rhythm, the foot is used as a unit of rhythm. The foot beginswith a stressed syllable and includes all following unstressed syllables up to(but not including) the following stressed syllable.

A

Practice the sentences using natural rhythm and stress

3. 다음 (1), (2), (3)은 단어 형성유형에대한설명이다. 각 유형에해당하는예를 <보기>에서 하나씩찾아그기호를쓰시오. [3점]

(1) Blending is formed by combining parts of existing words.(2) Acronyms are formed from the first letter(s) of each word in a phrase and

pronounced as a word.(3) Functional Shift is formed by converting a word belonging to one category

to another without any changes to the form of the word.

(1) (2) (3)

(1) ⇨ (d) (2) ⇨ (f) (3) ⇨ (c)

왜 (2)에 (b)는안될까? pronounced as a word가안되므로


English Linguistics

(a) waterbed : water + bed(b) NYU : New York University(c) water (Verb) : water (Noun)(d) netizen : Internet + citizen(e) national (Adjective) : nation (Noun)(f) NASA : National Aeronautics and Space Administration

보기

2007년 전국

6. 다음 을읽고, 빈칸 (1)과 (2)에 들어갈수있는단어를 <보기>에서각각 2개씩찾아그기호를쓰시오.[3점]

(1) (2)

(1) ⇨ (b), (e) (2) ⇨ (a), (c)

12. <A>에서설명하는음운현상이나타나는문장을 에서3개찾아쓰시오. [3점]


03 기출문제(1992년~2011년)

It is common that every syllable contains a vowel at its nucleus. However,certain consonants also act as the nucleus elements of syllables in English.Words such as , in which the nasal sound comes after stops orfricatives, show that the nasals are syllabic. But we can’t say that nasalsbecome syllabic whenever they occur at the end of a word after a consonant.Words such as , in which the nasal sound comes after a sonorantconsonant, show that the nasals are not syllabic. Therefore, the key issue hereappears to be the manner of articulation of the consonant preceding the nasalsound at the end of a word.

(2)

(1)

(a) charm (b) chasm (c) film(d) seldom (e) leaden (f) salon

보기

In English we can find a type of assimilation where two segments assimilate toeach other. The outcome of this assimilation is a third distinct segment whichcombines properties of the two assimilating segments. In careful speech, forexample, could you would be realized as [kΩd ju:]; but in normal conversation itis more likely to be realized as [kΩd,‰]. In the example, the alveolar stop [d]and following palatal approximant [j] fuse to give the voiced post-alveolaraffricate[d,]. The voice, place, and manner of articulation of the two inputsegments are combined to form a third segment.

A

답：

(1) Hi, would you do me a favor?

(2) Oh, did you?

(3) Why don’t you come back tomorrow?

16. 다음을읽고, 지시에따라답하시오. [4점]


English Linguistics

(In the lobby of a library)A : Hi, would you do me a favor?B : Yes, what can I do for you?A : I think I left my umbrella in the library yesterday.B : Oh, did you? Any idea where you left it?A : I don’t know... But I sat by the windows over there.B : All right. Just a moment. I’ll go and have a look.A : Thanks.(After some time)B : I’m sorry. I couldn’t find it anywhere. Why don’t you come back tomorrow?

I’ll ask the janitor if he found it. A : Okay, thanks. See you tomorrow.

B

Consider the sentences :

①Max believed that there was a rose in the garden.②Max believed Mary to have chocolate.

① and ② show that the verb believe can take as its complement a finite clause,in which the verb contains the information of tense and/or , or anon-finite clause, in which the verb does not. Consider further the followingsentences:

(A)


03 기출문제(1992년~2011년)

•빈칸 (A)에들어갈말을한단어로쓰시오.

답：

③Max told Mary that there was a rose in the garden.④Max told Mary to have chocolate.

The verb tell can take two complements, as in ③, where the NP Mary functionsas the object of the main clause. Given ② and ④, it appears that the verbsbelieve and tell behave alike. But, a sharp contrast arises between ⑤ and ⑥when the NP is replaced by the expletive there.

⑤Max believed there to be a rose in the garden.⑥ *Max told there to be a rose in the garden.

Traditionally, the ungrammaticality of ⑥ is due to (B) that the verb tell takes, as shown in ④ and ⑦.

④Max told Mary to have chocolate.⑦ *Max told the tree to have chocolate.

Another way of accounting for the difference in ⑤ and ⑥ is to rely on thedistribution of the expletives. The sentences in ⑧ and ⑨ indicate thatexpletives always occupy the subject position.

⑧ a. There is a rose in the garden, isn’t there?b. It is raining, isn’t it?

⑨ a. *I talked about there. (expletive there)b. *I saw it. (expletive it)

Given both the difference of the number of complements that the verb cantake and the constraint on the distribution of expletives, it can be concludedthat the difference in grammaticality between ⑤ and ⑥ is based on the factthat . (c)

type of objectthe constraint on the

•밑줄친 (B)에서말하는제약(constraint)의내용을 10자내외의우리말로쓰시오.

답：

•빈칸 (C)에들어갈내용을 50자이내의우리말로쓰시오.

답：

(A) agreement

(B) tell 다음의 NP는원래부터 tell의목적어로 [+human](혹은 [+animal])의성질을가져야

한다.

(C) 예문 (5)에있는 believe의 complement는 1개이며, 본문의설명대로 to부정사종속절에

서 there가 종속절의 주어인 것이다. 반면에 (6)에 있는 동사 tell의 complement는 2개

로간접목적어인 [+human]인 NP와 to부정사절혹은 that절이와야한다. 그런데 (6)의

경우간접목적어자리에와서는안되는 there 허사가있어비문이다.

* a finite verb means a verb inflected for Tense and/or Agreement

(Radford, 1988, p. 287)

21. 다음문장 (a)와 (b)에서밑줄친 long과 short를유표성(markedness)과관련하여 30자내외의우리말로설명하시오. [3점]

답：


English Linguistics

(a) How is the train?(b) How is the train?short

long

어떤 두 개의 표현(long과 short)이서로대립을이룰때, 일반적으로흔하게사용하는‘how

long ~?’과같은표현을무표적(unmarked)라부르고, 평소에잘사용하지않는‘how short ~?’

과같은표현을유표적(marked)이라부른다.

22. 다음 (1), (2), (3)의밑줄친것중에서어법상잘못쓰인단어를각각하나씩찾아바르게고쳐쓰시오. [3점]

잘못사용된단어 바르게고친단어

(1) ⇨

(2) ⇨

(3) ⇨

(1) widely ⇨ wide (2) highly ⇨ high (3) late ⇨ lately

* stop short : 갑자기그만두다.


03 기출문제(1992년~2011년)

(1)Jane was about to knock on the door but stopped Her eyes opened in shock when a voice screamed from somewhere in the house. Shedecided to leave

(2)Old Mr. Elkins is over ninety but is still going Although he

says that he can reach a hundred, he admits that he may beaiming a bit However, there is a held belief in the village thathe will get there.

(3)When I took my driving test, the examiner said that I had done everything

except reversing when I had turned too and mounted thepavement. He recommended that I practice in a car smaller than theone I’d been using late.

stronglysharplyright

widelyhighly.convincingly

strong.

immediately.loudly

widelyshort.

24. <A>의 밑줄 친 문장은 (a)~(d)의 구조로 해석될 수 있다. 의 (1)과 (2)가 보여 주는 상황이 (a)~(d)중에서어떤구조로해석된것인지각각그기호를쓰시오. [4점]

(1) (2)

(1) ⇨ (d) (2) ⇨ (b)


English Linguistics

The cowboy rode the horse from the town with spirit.

(a) with spirit modifies the NP headed by town and from the town modifies theNP headed by horse.

(b) with spirit modifies the NP headed by town and from the town modifies theVP headed by rode.

(c) with spirit modifies the NP headed by horse and from the town modifies theNP headed by horse.

(d) with spirit modifies the VP headed by rode and from the town modifies theNP headed by horse.

A

(1) With spirit, the cowboy rode the horse that was from the town.

(2) The cowboy rode the horse away from the town that had spirit.

B

14. Read the passage and follow the directions. [4점]

Fill in the blank (A) with two words from the passage.

Answer :


03 기출문제(1992년~2011년)

Examples (1) and (2) show that the verb believe may take as its complement afinite clause, as in (1), or a non-finite clause, as in (2)

(1) John believes [that Bill is taller than him].(2) John believes [Bill to be taller than him].

Complement-taking gets more complicated with the adjective likely. It can takea finite clause as its complement, as in (3). But, can it take a non-finite clausecomplement?

(3) It is likely [that Bill is taller than him].(4) It is likely [Bill to be taller than him].(5) Bill is likely [to be taller than him].

Since (4) is ungrammatical, we are tempted to say that the adjective cannottake a as its complement. We can’t do so, however, because (5) isacceptable. Hence, let us say that likely can take a non-finite clausecomplement, but it cannot allow an NP like Bill to immediately follow it. Then,what about the verb believe in (2)? Well, we have to say that the verb allows anNP to immediately follow it.At this point, let us think about the passive past participle of the verb believe.Compare (6) and (7) with (1) and (2), respectively.

(6) It is believed [that Bill is taller than him].(7) It is believed [Bill to be taller than him].

It is interesting to see that it is not the case that both (6) and (7) are okay. ...

(A)


Write down the correct version of any ungrammatical sentence in (6) and (7),

preserving their (non-)finiteness.

Answer :

How can you characterize believed in (6) and (7) in comparison with believes in (1)and (2)? Complete the following sentence with words from the passage.

Believed in (6) and (7) .

Answer :

(A) non-finite clause,

(B) Bill is believed to be taller than him

(C) cannot allow an NP to immediately follow it.

16. Read the passage and complete the examples in (2)~(4) in the answer spaceprovided below. [4점]


English Linguistics

The difference between 〈formal〉and 〈informal〉uses is best seen as a scale,rather than as a simple ‘yes or no’ distinction. Consider the following example.

(1) There are many selfish people with whom one would hesitate to converse.

Sentence (1) is towards the formal end of the scale for a number of reasons:

•Use of there are, which (unlike the less formal there’s) maintains the pluralcon cord with many selfish people as subject.

•Use of many selfish people itself, rather than the more informal a lot of selfishpeople or lots of selfish people.


03 기출문제(1992년~2011년)

①

②

③

④

•Use of the initial preposition to introduce a relative clause (with whom),rather than a construction with a final preposition whom ... with.

•Use of whom, which is itself a rather formal pronoun compared with who.•Use of the generic personal pronoun one, rather than the more informal use

of generic you.

If we replaced all these features of (1) by informal equivalents, the sentencewould run as in (2).

(2) you would hesitate to .

However, it is significant that this sentence seems very unidiomatic. Thereason is that a translation from one variety to another cannot be treated as amechanical exercise. In practice, informal English prefers its own typicalfeatures, which include, for example, contracted forms of verbs (there’s ratherthan there is, etc.), omission of the relative pronoun who/whom/that, andinformal vocabulary rather than more formal vocabulary such as converse. Asan example of informal English, (3) is a more natural-sounding sentence than(2).

(3) There’s

However, we could make more lexical changes to increase or decrease theformality of this sentence. For example, replacing people by guys would makethe sentence even more informal:

(4) There’s ④

③

②①


English Linguistics

① There’s (There is) a lot of (lots of) selfish people who(m)

② converse with

③ a lot of (lots of) selfish people you’d hesitate to talk with

④ a lot of (lots of ) selfish guys you’d hesitate to talk with

17. Read the passage and fill in each blank using phrases from it. [3점]

Answers :

①

②

③

① a long vowel

② a diphthong

③ multiple consonants

English has a set of principles or rules which allow native speakers to assignstress to the appropriate syllable of a word. The unit of a syllable may containas its core a long vowel or a short vowel, a monophthong or a diphthong, orone or multiple consonants before or after the core.Consider the following two-syllable verbs :

ballot exclude attract annoy divdeabstract enter delight incline salutecontain feature protest portion signal

We can see that the stress may fall on either the first or the second syllable.Since stress placement rules usually apply to the final syllable first, comparethe underlined rhyme sections of the stressed second syllables with therhymes of the unstressed counterparts. We notice that the final syllable isstressed when it contains , , or in itsrhyme section. That is, the final syllable is stressed when its rhyme is “heavy”in a sence.

③②①


03 기출문제(1992년~2011년)

18. Read passages <A> and . Given the rough characterization of speech acts in passage, fill in the blanks with the most appropriate information taken from passage <A>. [4점]

Utterance Act : The author utters to his Italian captors, “Kennst du das Land,wo die Zitromen blühen?”

Locutionary Act : He says to them, “ ”Illocutionary Act : He suggests that .Answers :

①

②

① Do you know the land where the lemon trees bloom?

② he is a German officer

②①

Suppose that I am an American soldier in the Second World War and that I amcaptured by Italian troops. And suppose also that I wish to get these troops tobelieve that I am a German officer in order to get them to release me. What Iwould like to do is to tell them in German or Italian that I am a German officer.But let us suppose I don’t know enough German or Italian to do that. So I, as itwere, attempt to put on a show of telling them that I am a German officer byreciting those few bits of German that I know, trusting that they don’t knowenough German to see through my plan. Let us suppose I know only one lineof German, which I remember from a poem I had to memorize in a high-schoolGerman course. Therefore I, a captured American, address my Italian captorswith the following sentence : ‘Kennst du das Land, wo die Zitromen blühen?’ Insaying this sentence, I intend my captors to believe that what I mean is ‘I am aGerman of ficer’, and I intend to produce this ef fect by means of theirrecognition of my intention. Nonetheless, the words I utter mean ‘Do youknow the land where the lemon trees bloom?’

A

An utterance act is simply an act of uttering sounds, syllables, words, phrases,and sentences from a language. A locutionary act is an act of saying thepropositional content of an utterance, while an illocutionar y act ischaracterized as an act performed in saying something.

B


English Linguistics

6. 다음 을읽고, 지시에따르시오. [4점]

Intonation in Questions functions to differentiate normal information fromcontrastive or expressive intentions. In other words, intonation performs animportant conversation management function, with the speaker being able tosubtly signal to the interlocutor to respond in a particular fashion, or to payparticular attention to a piece of highlighted information.

There are two syntactic options for making yes/no Questions. The firstoption, which is general or unmarked, involves the inversion of the subject andthe auxiliary verb, as in (1).

(1) Did Tom cook DINner?

This unmarked option is accompanied by rising intonation. In this pattern, thespeaker is asking about the truth of what he or she is saying.

The second option, which is less general or marked, takes the form of astatement with no subject-auxiliary inversion, as in (2).

(2) Tom cooked DINner?

In this marked pattern with rising intonation. the speaker is either asking theinterlocutor to repeat or is making an assumption and wants the interlocutor toconfirm it (i.e., the speaker has good reason to expect a yes answer).

Another prosodic pattern for the uninverted guestion has emphatic stress,high pitch, and exaggerated intonation on one or two of the constituents thatlend themselves to focus, as in (3).

(3) TOM cooked DINner?

In this pattern, the speaker is reacting with surprise or disbelief to certaininformation just received.

For learners of English, it does not make sense to practice the unmarkedand marked versions of Tom cooked dinner in isolation and out of context.

2008년 전국


03 기출문제(1992년~2011년)

아래대화의빈칸①에들어갈Kelly의발화를위 (1)~(3)에서찾아번호를쓰고, 대화의내용에근거하여그이유를50자내외의우리말로쓰시오.

Answer : ① ( )

이유

(3)

Lisa의대답속에평소요리를거의하지않는 Tom이저녁을요리했다는것에놀라움을표시

하기때문에

Learners must under stand early on that one version is appropriate in onecontext, whereas the other is appropriate in another context.

(Kelly is a friend of Lisa’s family.)

Lisa : The guys kept doing nice things for me because it was Mother’s Day.

Bob washed the car, Joe ironed the shins, and Tom cooked dinner.

Kelly : (① )

Lisa : It was quite amazing to me, too. He’s never even boiled an egg before.


English Linguistics


Fill in blank ① with the most appropriate word, arid blanks ②, ③, and ④ with theletter of the most appropriate example from the box below.

Answer : ①

②

③

④

① semantics ② b ③ c ④ a

Depth of word knowledge refers to a learner’s knowledge of the differentaspects of a given word. This knowledge has to do with extent of knowledge ofthe following categories: pronunciation and orthography; morphologicalproper ties; syntactic proper ties and collocations; ( ① ) includingconnotations, polysemy, antonvmy, and synonymy; register: and frequency. Akey concept in this notion of vocabulary depth is that as the word is known in adeeper manner, then the more words that are associated with that word arealso known. It is also congruent with the view that lexical depth is incrementaland there are degrees of word knowing. Knowledge of vocabular y ismultidimensional, encompassing various types of knowledge. Therelationships between words are connected on different dimensions. Wordsmay be related thematically (book- journal-manuscript), phonologically ( ② ), morphologically (indemnification- notification- intensification),conceptually ( ③ ), and sociolinguistically ( ④ ) among others. The numberof relations that are established between words is in part a function of thenumber of exposures to a word providing a variety of information about theitem. Understanding the richness of these connections represents the depth ofknowledge of a particular word.

(a) dude-guy-man (b) dock-sock-rock (c) pan-pot-steamer

보기


03 기출문제(1992년~2011년)


Fill in blank ① with the most appropriate word from the passage, and

Answer : ①

Activity: Paying Attention Draw arrows from the verb to show who or what experiences the feeling

described by the verb in the sentences. Use a dictionar y to check themeanings of any verbs you do not know.

Examples: Sometimes people like dogs. (unmarked)

Examples: Sometimes people please dogs. (marked)

(1) Mary worries her mother. (2) Cats bother Mary. (3) Dolores mourns her father. (4) People prefer dogs. (5) Sometimes men disgust women. (6) Poor people envy rich people.

This activity focuses students’ attention on the experiencer in sentencescontaining both unmarked and marked psychological (psych) verbs. In thiscase the input is written so as to allow time for students to reflect on thesentences.

This activity uses a ( ① ) technique. That is, it seeks to make studentsaware of the grammatical difference between psychological verbs such as likeand please. It can be extended by other consciousness-raising activities. Forexample, students might be asked to classify the verbs in the sentences theyare exposed to into two groups according to whether the experiencer is thegrammatical subject or object. The teacher might also like to provide anexplicit explanation of the difference between the two verb groups.


English Linguistics

complete the table by classifying all the verbs used in (1)~(6) in the Activity.

① consciousness-raising

② mourn, prefer, envy

③ worry, bother, disgust


type of psych verb

unmarked

marked

example

②

③

The problem posed by indirect speech acts is the problem of how it ispossible for the speaker to say one thing and mean that but also to meansomething else. The problem is made more complicated by the fact that somesentences seem almost to be conventionally used as indirect requests. For asentence like Call you pass me the salt?, it takes some ingenuity to imagine asituation in which its utterance would not be a ( ① ).

Here is a short list of some of the sentences that could quite standardly be’used to make requests and other directives such as orders. These sentencesnaturally tend to group themselves into certain categories.

Group 1 Sentences concerning the hearer’s ability to do something: Can you pass me the salt? Are you able to reach the book on the top shelf?

Group 2 Sentences concerning the speaker’s wish or want that the hearerwill do something: I would like you to go now. I would appreciate it if you would get off my foot.

Group 3 Sentences concerning the ( ② ) doing something: Would you kindly get off my foot? Aren’t you going to eat your cereal?


03 기출문제(1992년~2011년)

Fill in blanks ① and ② with the most appropriate word from the passage. Change theword form if necessary. For blank ③, write one example sentence that includes beconvenient.

Answer : ①

②

③

(1) request, (2) hearer’s, (3) Would it be convenient for you to visit me tomorrow?


Group 4 Sentences concerning the hearer’s desire or willingness to dosomething: Would you be willing to do this for me? (③ )

Group 5 Sentences concerning reasons for doing something: It might help if you shut up. It would be a good idea if you left town.

Nominalization has the effect of changing the categorial status of the verbdestroyed into the noun destruction, of the noun phrase the enemy into theprepositional phrase by the enemy, and of the noun phrase the city into theprepositional phrase of the city in (1) below.

(1) a. They reported that the enemy had destroyed the city. b. They reported the destruction of the city by the enemy.

Not all grammatical functions of the sentence need be realized in derivednominals, as in (2a), and the grammatical function expressed by an of-phrasecan be marked by a genitive noun, as in (2b). Occasionally, a specificpreposition selected by a derived noun must be used, as in (3).

(2) a. the destruction of the city b. the city’s destruction


English Linguistics

Fill in blank ① with one word, and blanks ② and ③ with one phrase each, that bestcompletes the passage.

Answer : ①

②

③

① to

② Dr. Manning’s

③ the existence of Bacteria

(3) a. The war was widely opposed. b. wide opposition ( ① ) the war

The nominalization process allows several simple sentences to be combinedinto one, and increases the density of information transmitted.

(4) a. Dr. Manning discovered something. b. Bacteria exist in the mouth. c. This is what Dr. Manning discovered. d. Someone reported this event last month.

(5) ( ② ) discovery of ( ③ ) in the mouth was reported last month.

The four sentences in (4) are condensed into one, reducing the number ofwords from twenty one to fifteen, but at the expense of introducing theabstract noun discovery and increasing the syntactic complexity of theresulting sentence in (5).


03 기출문제(1992년~2011년)

14. (A)를 읽고강세규칙 (1) - ①, (1) - ②, (2) - ①, (2) - ②에해당하는단어의기호를 (B)에서두개씩찾아쓰시오. (단, (A)에제시된강세규칙의조건만을고려할것.) [4점]

The rules of word stress placement in English are complex and haveexceptions, but some information such as the grammatical category of theword, the number of syllables the word has, and the phonological structure ofthose syllables is important in stress placement. Consider the following stressplacement rules:

(1) In three-syllable verbs, ① if the final syllable is strong, then it is stressed; ② if the final syllable is weak, then it is unstressed, and stress is placed

on the preceding syllable if that syllable is strong.

(2) In three-syllable nouns, ① if the final syllable is weak, or ends with [‰◊], then it is unstressed; if

the syllable preceding this final syllable is strong, then that middlesyllable stressed;

② if the second and third syllables are both weak, then the first syllable isstressed.

Note: A strong syllable has a rhyme which either has a syllable peak which is along vowel or diphthong, or a vowel followed by a coda (i.e., one or moreconsonants). Weak syllables have a syllable peak which is a short vowel,and no coda unless the syllable peak is[‰].

A

(a) bonanza (b) resurrect (c) cinema (d) remember

(e) embroider (f) algebra (g) entertain (h) aroma

B

2008년 대전·충북·충남


English Linguistics

강세규칙 단어기호답 : (1) ① ( ) ( )

② ( ) ( )(2) ① ( ) ( )

② ( ) ( )

(1)① : b, g (1)② : d, e (2)① : a, h (2)② : c, f

15. (A)를읽고 (B)에서비문법적인문장을찾아기호를쓰고, 비문법적인이유를 (A)에나오는용어를이용하여 15 단어이내로쓰시오. (단, 어와우리말혼용가능) [4점]

X-bar theory is a very simple and general theory of phrase structure. Usingonly three rules, this theory accounts for the distinction between adjuncts,complements, and specifiers.

(1) a. Specifier rule : XP → (YP) X'b. Adjunct rule : X'→X' (ZP) or X'→ (ZP) X'c. Complement rule : X'→X (WP)

X is a head, WP is a complement. ZP is an adjunct, and YP is a specifier. Let usthink, here, about differences between the complement and adjunct rules.Because the complement rule introduces the head, the complement willalways be adjacent to the head. Or more particularly, it will always be closer tothe head than an adjunct. This is seen in the following tree:

(2)

A

NP

N'

N'

PP

of poems

with a red coverNbook

Dthe

PP


03 기출문제(1992년~2011년)

답 : 비문법적인문장의기호 : ( )

비문법적인이유 :

(c)

서로 type이다른 complement와 adjunct는등위접속(conjunction) 될수가없다.

Since the adjunct rule takes an X' level category and generates another X'category, it will always be higher in the tree than the output of the complementrule. Since lines can’t cross, this means that complements will always be lowerin the tree than adjuncts, and will always be closer to the head than adjuncts.

(a) It is very interesting and of great help. (b) The flower moved of itself and with elegance. (c) She likes the book of poems and from The MIT Press. (d) I read the book of poems with a red cover and with a blue spine.

B


English Linguistics

17. (A)를 읽고 (B)의 밑줄친부분에각각일어날수있는음운현상을 (A)에서찾아번호를쓰시오. (단,(A)에제시된조건만을고려할것.) [4점]

음운현상번호답 : ⒜green ( )

⒝ send Susan ( )⒞bit of ( )⒟met Bob ( )

⒜ 1 ⒝ 3 ⒞ 2 ⒟ 1

All languages modify complicated sequences in connected speech in orderto simplify the ar ticulation process. The main function of most of theadjustments in English is to promote the regularity of English rhythm-that is,to squeeze syllables between stressed elements and facilitate their articulationso that regular timing can be maintained. Specifically, the following optionalphonological processes frequently occur in connected speech in NorthAmerican English:

(1) Alveolar stops are assimilated in place of articulation to following bilabialor velar stops across word boundaries.

(2) Oral alveolar stops are pronounced as a flap after a stressed vowel andbefore an unstressed vowel.

(3) Oral alveolar stops are deleted if they are central in a sequence of threeconsonants.

A

(a) He has a green car. (b) Please send Susan a box of chocolates. (c) Would you care for a bit of cheese? (d) I met ¨ Bob yesterday.

B


03 기출문제(1992년~2011년)

18. 다음 을읽고지시에따라답하시오. [4점]

위수형도의빈칸①~④에들어갈문법범주(품사)를쓰고, (1)과 (2)에해당하는단어unbuttonable의의미를각각쓰시오.

답: (1) 문법범주 : ① ②

단어의의미 :

답 : (2) 문법범주 : ③ ④

단어의의미 :

(1) ① adjective, ② verb

단어의의미 : 단추를채울수없는－ not able to be buttoned

(2) ③ verb, ④ verb

단어의의미 : 단추를풀수있는－ able to be unbuttoned

A word is not a simple sequence of morphemes. It has an internal structure.For example, the word unsystematic is composed of three morphemes: un-,system, and -atic. The root is system, a noun, to which we add the suffix -aticresulting in an adjective, systematic. To this adjective, we add the prefix un-forming a new adjective, unsystematic.

The hierarchical organization of words is most clearly shown by structurallyambiguous words. Consider the word unbuttonable. The two meanings of theword correspond to different structures, as follows:

The ambiguity of this word arises because the prefix un- can combine withdifferent grammatical categories.

(1) Adjective

un ( ① )

able

button

( ② )

(2) Adjective

able( ③ )

un

button

( ④ )


English Linguistics

19. (A)를읽고 (B)에서비문법적인문장을모두찾아기호를쓰고, 비문법적인이유를 (A)의설명을바탕으로 15 단어이내로쓰시오. (단, 어와우리말혼용가능) [4점]

답: 비문법적인문장의기호: ( )답: 비문법적인이유:

(a), (d)

Mary와 John이격을받지못해

Adopting the concepts of traditional grammar, we can say that subjects offinite clauses have Nominative Case and that NPs that are complements ofprepositions or verbs appear in the Accusative. Let us postulate that there is auniversal requirement that all overt NPs must be assigned abstract Case tosatisfy the Case filter.

(1) Case Filter Every overt NP must be assigned abstract Case.

To pass the Case filter NPs must be assigned Case by Case assigners suchas a finite Tense, a transitive verb, a preposition, or a prepositionalcomplementizer for. (The prepositional complementizer can appear in theinfinitival clause to assign Accusative Case, since infinitival to can’t assign Caseto the overt subject of an infinitival clause.)

(2) a. He likes her. b. She moved toward him. c. For her to like him is surprising.

A

(a) It is likely Mary to be innocent. (b) I persuaded him to go to college. (c) She believes sincerely that he is smart. (d) I don’t know whether John to go to the party. (e) She seems to me to be intelligent.

보기


03 기출문제(1992년~2011년)

20. 다음 을읽고빈칸①~④에들어갈가장적절한예문을 <보기>에서찾아기호를쓰시오. [4점]

답: ① ②

답 : ③ ④

① (d) ② (c) ③ (b) ④ (a)

To a large extent, the acquisition of negative sentences by secondlanguage learners follows a path that looks nearly identical to the stages forfirst language acquisition. What is dif ferent, however, is that secondlanguage learners from dif ferent first language backgrounds behavesomewhat differently within those stages. In the first stage, the negativeelement (usually ‘no’ or ‘not’) is typically placed before the verb or theelement being negated. Often, it occurs as the first word in the utterancebecause the subject of the sentence is not there. For example, No bicycle.No have any sand. I not like it. ‘No’ is preferred by most learners in thisearly stage, perhaps because it is the negative form that is easiest to hearand recognize in the speech they are exposed to. In the next stage, ‘no’ and‘not’ may alternate with ‘don’t’. However, ‘don’t’ is not marked for person,number, or tense and it may even be used before modals like ‘can’ and‘should’. For example, ( ① ). Next, learners begin to place the negativeelement after auxiliary verbs like ‘are’, ‘ is’, and ‘can’. But at this stage, the‘don’t’ form is still not fully analyzed, as shown in the example, ( ② ).Finally, ‘do’ is marked for tense, person, and number, and mostinterlanguage sentences appear to be just like those of the target language.For instance, ( ③ ). For some time, however, learners may continue tomark tense, person, and number on both the auxiliary and the verb, as inthe example, ( ④ ). This sequence of stages is descriptive of the secondlanguage development of most second language learners.

(a) I didn’t went there. She doesn’t wants to go. (b) It doesn’t work. We didn’t have supper. (c) You can not go there. He was not happy. She don’t like rice. (d) He don’t like it. I don’t can sing.

보기

03. Read <A> and and follow the directions. [25points]

A noun phrase can have one or multiple modifiers. The modifiers canprecede or follow the noun, and the modification can be restrictive ornonrestrictive. Restrictive modifiers serve to identify the entity that thenoun phrase refers to by providing information to narrow down thereference. On the other hand, nonrestrictive modifiers do not serve foridentification, since their head noun is viewed as unique or as a memberof a class that has been independently identified. The modifiers simplyprovide additional information about the head. The relative clauses in (1a)and (1b) are restrictive and nonrestrictive, respectively. In formal writing,(1b) is slightly unacceptable, and it is indicated with “ # ”.

(1) a. John introduced me to the writer who sat behind me.b. #John introduced me to his mother who sat behind me.

(2) Picture-A Picture-B

Ted Baker ① wrote a lot of travel

books. In his ② last book, he described the lifestyle of the people

on an islet ③ . The islet has an active

volcano, and the people deify it. Every year they sacrifice a ④ girl

to this volcano ⑤ . In addition to the cherished

volcano, since chimpanzees ⑥ exhibit

behaviors similar to humans, the islanders consider them special creatures.

Holding the belief ⑦ ,

the people revere the chief of the island ⑧

.

Note : Some punctuation marks have intentionally been left out of this passage.

chimpanzees

who can communicate with

that the creatures are their guardians sent from God

who share 99 percent of our DNA

of great value to them

young

he visited with his beautiful wife

brilliant

who explored many remote places

VISION 영어학개론526

기출문제02Appendix

2013년 2차

A

B

Write one paragraph for each of the following three questions.

First, explain how restrictive and nonrestrictive relative clauses are distinguished in

terms of punctuation and prosodic features. Second, write a sentence to describe

each picture with five girls in (2). Each sentence should be about who is dancing

and begin with The girls followed by a relative clause about what they are wearing.

Then, explain why each sentence corresponds to its picture. Third, identify all and

only the nonrestrictive modifications from the underlined modifiers in , and

specify why each of those modifiers is nonrestrictive.

Appendix 02 기출문제(2009~2013학년도) 527

E n g l i s h L i n g u i s t i c s

A nswer

Possible answerRestrictive and nonrestrictive relative clauses differ from each other in terms

of punctuation and prosodic features. First of all, while restrictive relativeclauses must not be separated from their head noun (antecedent) by commas,nonrestrictive relative clauses have commas around them, being separatedfrom their head noun. With the respect of prosodic features, they showdifferent intonation pattern. To be specific, restrictive relative clauses do nothave special intonation pattern. On the other hand, nonrestrictive relativeclauses are marked by pauses and reflect a rising and falling intonation patternat the antecedent noun.

Second, the two pictures A and B of (2) can be described with a sentence asfollows: “The girls, who are wearing a skirt, are dancing”refers to Picture-Band “The girls who are wearing a skirt are dancing”indicates Picture-A. InPicture-B, the girls who are dancing does not need to be identified by arestrictive relative clause because all the girls (five girls) are dancing. However,a restrictive relative clause is needed to identify its head noun (which girls(three girls) the speaker refers to) in Picture-A.

Third, in , 1, 2, 5, 6 (and 8) are nonrestrictive modifications for thefollowing reasons. First, 1 is nonrestrictive because the antecedent “TedBaker”is a proper noun. Restrictive relative clauses cannot modify a properhead noun. 2, 5, and 6 can be proven to be nonrestrictive in that they provideadditional information about their antecedent noun which have already beenidentified and do not play any role in identifying their head noun reference.(Last, in 8, “the chief of the island”is supposed to be the only one in the island,so it also functions to add information.)

*8번의경우the chief이올해의chief이나지난번chief의경우처럼달라진다면restrictive이고,

현재의경우로한정한다면non-restrictive로볼수도있다.

Documents

att.eduspa.comatt.eduspa.com/EtcData/board/285/영어학개론_97~08년,13년기출(2... · 2. î: À ²#PC D = ù À a a × z rPOFs 7 ) ` à ¨ ì ç ³ 8 K î I Þ àrPOFs D ¨