어느덧 2020 기출분석에 이르렀음! 체감상 2020 기출은 개인적으로 어려웠던 것 같다. 뭔가 문제 유형이 새로운 느낌?
아무튼, 원래 오늘 전공영어학 강의 들으면서 오전에 다 끝내는 스케줄인데 바보같이 어제 상견니 정주행하면서(허광한 얼굴이 문제임) 새벽 4시에 잤더니 잠 덜 깬채로 가방 챙겨서 공부하러 나왔더니 다른 전공 책 챙겨서 나옴ㅋ 미친~~ 그래서 그냥 기출분석 정리 먼저 하기로 했다. 룰루. 아니, 근데 티스토리에 카톡이모티콘을 쓸 수 있다고?? 쩐당.
2020 중등 임용 기출분석 시즈악. (리쯔웨이 존나 사랑한다~)
#A4 - phonology - manner of articulation
Read the passage and fill in the blank with ONE most approrpriate word.
Diphthongs such as [aɪ] and [aʊ] are vowels that exhibit a change in quality within a single syllable. This is due to tongue movement from the initial vowel articulation toward another. In English, the combinatory sound is considered one vowel, as it behaves as a single unit. That is, the words hide [aɪ] and loud [aʊ] are monosyllabic, as are heed [i] and hid [ɪ]. Diphthong vowels are different from two consecutive monophthongs as in seeing [siɪŋ] and ruin [ɹuɪn], which are counted as two syllables. A similar phenomenon is also observed among consonant sequences. Consider the following examples where two different consonants occur together at the end of a word:
(1) a. ninth [nɵ], warmth [mɵ] b. laughs [fs], twelfth [fɵ] c. maps [ps], width [dɵ] d. match [tʃ], badge [dʒ]
When the words in (1) are followed by a word beginning with a vowel, such as is/are as in (2), the second member of the consonant sequences in (2a)-(2c) can move to the next syllable:
(2) a. Leaving on the ninth is fine with me. ([nɵ] or [n.ɵ]) b. His laughs are heard from down the hall. ([fs] or [f.s]) c. Maps are useful when you travel abroad. ([ps] or [p.s]) d. A match is found in the box. ([tʃ] but not [t.ʃ])
In (2a), for example, the second consonant of the underlined part [nɵ] forms a new syllable in fast speech. That is, [ɵ] in ninthis a coda of the syllable, but it can move to the next syllable and in turn, it becomes the onset of [ɵɪz]. However, the resyllabification does not happen in (2d). That is, (2d) is pronounced [mæ.tʃɪz] and not [mæt.ʃɪz]. This is because English treats them differently: the consonant sequences in (2a)-(2c) are two consonant clusters while the one in (2d) is a single sound. This class of souds is indeed inseparable just like diphthongs, and a member of this class is called (a)n__________.
Note: '.' represents a syllable boundary.
➜ 모음으로 시작하는 단어가 바로 옆에 오면 second member of the consonant [ɵ] 가 다음 syllable로 넘어갈 수 있음
➜ ninth [nɵ] + is [ɪz] = naɪn ɵɪz
답안: ➜ affricates 와 affricate 어떻게 쓸 지 헷갈렸는데 (a)n 이 주어져 있으므로 너무나 자명하게 affricate 가 답.
#A5 - pragmatics
답 쓰는 게 왜이렇게 까다롭냐?
Different words and phrases can be used to organize the structure and manage the flow of ongoing conversations. Language elements of this function include different types such as conjunctions, cataphoric words, hedges, and back channel cues. Conjunctions join words, phrases, or cluases together. Cataphoric words refer forward to other words which will be used later in the conversation. Hedges are words or phrases employed not to express the truth of a statement categorically, and back channel cues indicate that one is paying attention to his or her interlocutor's speech. As using these types of language is associated with discourse and strategic competence, the ability to use them in an effective way constitutes part of communicative competence.
➜ Cataphoric word: 후방조음: 뒤에 가서 뜻 찾는. Anaphoric : 전방조음: 앞에 가서 뜻 찾는.
➜ Hedges : 확신이 없어서 빠져나갈 구멍을 만드는 excuse. c.f.) kind of, roughly
➜ categorically:명확히
<B> (Two studetns are doing a task on finding differences between each other's pictures without showing them to each other.)
S1:Do you see any people in your picture? S2:I have a man. He is tall. S1:Is he the only person? S2:I also have a woman in my picture. S1:There are two in mine, too. What are they doing? S2:They are sitting together. S1:That’s one difference. They are standing in mine. S2:What is the woman wearing? S1:She is wearing a jacket. S2:What color is it? S1:It’s black. S2:That is the same in my picture. S1:Oh, wait, on her jacket, I found this. There is a letter P on it. S2:I also see a P on her jacket in my picture. S1:What about the man? What is he wearing? S2:He is in a blue coat. It is sort ofneat. S1:The man’s coat is brown in mine. That’s another difference.
Note: S = student
➜ this(지시대명사 PRO). PRO는 NP를 받기 때문에 a letter P on int. a letter P 만도 NP가능.
➜ It's neat라고 말할 수 있었는데 'sort of' 더해서 코트가 완전 neat 하다고 단정짓는 거 피함.
Identify TWO types among those mentioned in <A> that are used in <B>. Then, provide evidence for each identified type from <B>.
➜In <B>, 'catephoric words' and 'hedges' are used.
➜As for 'cataphoric words', it is shown in 'Oh, wait, on her jacekt, I found this. There is a letter P on it'. Here, 'this' refers to 'a letter P on it', which is mentioned later than 'this'.
➜In the case of 'hedges', it is shown in 'it is sort of neat'. Here, S2 uses 'hedges' by using 'sort of' not to express the truth of a statement categorically.
➜Cataphoric wordsrefer forward to other words which will be used later in the conversation.
➜Hedges are words or phrases employed not to express the truth of a statement categorically,
답안:
1. this - a letter P(on it) : cataphoric 2. sort of - hedges
Identify TWO types among those mentioned in <A> that are used in <B> ➜ First, 'cataphoric words' and 'hedges' are used in <B>.
provide evidence for each identified type from <B>. ➜ Second, as for 'cataphoric words', the word 'this' in 'Oh, wait, on her jacket, I found this. there is a letter P on it' refers to 'a letter P on it' that is used later in the conversation. Also, for 'hedges', the phrase 'sort of' in 'He is in a blue coat. It is sort of neat' belongs to the hedges as 'sort of' is sued not to express the truth of a statement categorically
➜ In <B>, 'catephoric words' and 'hedges' are used. As for 'cataphoric words', it isshown in 'Oh, wait, on her jacekt, I found this. There is a letter P on it'. Here, 'this' refers to 'a letter P on it', which is mentioned later than 'this'. In the case of 'hedges', it is shown in 'it is sort of neat'. here, S2 uses 'hedges' by using 'sort of' not to express the truth of a statement categorically.
#A6 - Syntax - ambiguity+NPI
There is a class of words, such as yet and any, called, 'Negative Polarity Items (NPIs).' They are allowed in sentneces containing a negative word such as not, as illustrated below.
(1) a. The defense strategy had not been determined yet. b.*The defense strategy had been determined yet.
However, there is an additional structural condition for an NPI to be licensed by the negation not. As shown in (2), the negation has to c-command the NPI.
(2)*Any defense strategy had not been determined.
(3) A node c-commands its sister nodes and all the daughter nodes of its sisternodes.
In (2), given the definition of c-command in (3), not does not c-command any. Hence, the sentence is ungrammatical.
Temporal and locational adverbials can be structurally ambiguous in that they can modify either a matrix element or an embedded element. In (4a) below,yesterday can modify the embedded knew the answer, as illustrated in (4b). Let us refer to this reading as 'embedded reading'. In the embedded reading, it is asked whether Mark knew the answer yesterday. By contrast, yesterday can also modify the matrix predicate wondered, as shown in (4c). Let us refer to this reading as 'matrix reading'. In the matrix reading, yesterday is when Celin wondered about Mark.
(4) a. Celin wondered if Mark knew the answer yesterday. b. [Celin wondered] [if Mark knew the answeryesterday]] : (embedded reading) c. [Celin wondered [if Mark knew the answer] yesterday] : matrix reading
➜ a. The defense strategy had not been determined yet. b.*The defense strategy had been determined yet.
➜ negation이 NPI를 c-command해줘야 한다.
➜ matrix : 주절 ➜ embedded: 내포절
➜ 일단, (4a)는 ambiguous하기 때문에 a, b, a+b 다 해석가능.
<B> (i) Mary said that Justin did not sing in any room. (ii)Mary did not say that Justin sang in any room.
For the sentences in <B>, identify whether each sentence has a matrix reading, embedded reading, or both. Then, explain your answer on the basis of the description in <A>
(1) identify whether each sentence has a matrix reading, embedded reading, or both.
(i) Mary said [that Justin did notsingin any room.] ➜ embedded reading
(ii-1)Mary did not say [that Justin sangin any room.] ➜ not 이 that절 밖에 있으니 중의성 생김. (ii-2)Mary [did notsay [that Justin sang] in any room.]
(2) explain your answer on the basis of the description in <A>
* 수형도 넣어주면 좋을 듯? * embedded / matrix reading 조건이랑 negation/NPI c-command 조건 둘 다 충족시켜서 답안 작성해줘야 함. [답안] (i) has the embedded reading. The locational adverbial 'in any room' can modify only the embedded predicate 'sing' because the NPI 'any' must be c-commanded by the negation 'not'
(ii) has both readings. The adverbial 'in any room' can modify either the matrix predicate 'say' or the embedded predidcate 'sang' because sentence (ii) observes the c-command condition in both readings.
[답안2] (i) has an embedded reading, while (ii) has both readings. In (i), the locational adverbial "in any room" can only modify the embedded element 'sing' because the NPI 'any' must be c-commanded by the negation 'not'. As for (ii), the locatioianl adverbial 'in any room' can modify either the embedded element 'sang' of the matrix element 'say' because the NPI 'any' can be c-commanded by 'not' in both cases.
#A7 - phonology - phonological process.
지문에 나온 내용을 그대로 옮겨 적는 게 아니라 개인적으로 답 꾸리는 데 힘들었음. 이건 내 언어로 답안 쓰는 연습 필요.
One of the most effective ways of testing a learner's pronunciation is to observe and record repeated errors in a variety of situations. Speech conexts often change the way a given word is pronounced. Careful or emphasized speech is usually employed to show how to pronounce words clearly. In a connected or conversational speech, words are often contracted and the pronunciation of a word can change through the phenomena in (1) and sound rules in (2):
(1) a. That is nice > That’s (Contratcion) b. missed > *[d], Ms . *[s] (Spelling pronunciation)
(2) Careful speech <Sound Rules> a. can’t you [t j] [tʃ] ➜Palatalization b. because [ə] - ➜Vowel deletion c. greater [t] [ɾ] ➜Tapping d. advantage [nt] [n] ➜Consonant deletion
It is worth mentioning that spelling often influences leareners' pronunciation of words. When spelling pronunciation errors are foud in learners' pronunciation, they can sometimes be critical. For instance, if the plural form of sea, seas, is pronouces [sis], rather than [siz], it can be misunderstood as the word cease [sis] by listeners.
➜ voicing 맞춰야해서 [d]가 아닌 [t]로 발음되어야 함 : [mɪst] 마찬가지로 voicing 때문에 [s] 아닌 [z]로 발음되어야 함 ➜ 철자에 속아 그대로 발음.
➜ Retroflex R 로 변하는 걸 tapping. = flapping ➜ Intervocalic, when the second syllable is not stressed. ➜ The principle is also valid across word boundaries.
(Two students are talking about what they wrote during a dictation task without looking at each other’s notes.)
S1: Can you tell me what you got for the second sentence? I wrote down, ‘Last [wɪnɚ] (winner) was colder,’ and it does not make sense to me.
S2: Why? It means what it says. ‘Last [wɪntɚ] (winter) was colder.’ How (i) did you understand it?
S1: Oh, it is [wɪntɚ] (winter), the season! I thought it was winner. That is why the sentence did not make sense to me.
S2: [wɪntɚ] (winter), [wɪnɚ] (winter), ... yes, when you say it quickly, it does sound the same.
S1: Thanks! Wait, did you hear the last word in the fourth sentence? Can you tell me what it was?
S2: ‘My dog’s skin is irritated by [fliz] (fleas).’
S1: What is [fliz] (fleas)? Can you spell it for me?
S2: F-L-E-A-S! Don’t you know what fleas are?
S1: Yeah, but isn’t that pronounced as (ii) [flis] (fleas) ? It is confusing.
S2: Let’s ask the teacher later why ‘s’ sounds like ‘z’ here.
Note: S = student
➜ /d+j/ = ʤ = palatalization
➜ fleas에서 복수형 어미 -s 가 실제로는 [z]로 발음되지만, spelling으로는 s로 표기하여 혼란을 빚었다. - 따라서 spelling pronunciation.
Identify ONE phenomenon or sound rule from <A> that changes the pronunciation of (i) in <B> and explain how your answer applies to the given words. Then, identify ONE phenomenon or sound rule that causes S1's confusion in (ii) and explain how your answer applies to the given word based on the description in <A>
Palatalization changes the pronunciation of (i) d j into ʤ in connected speech. Also, 'Spelling pronunciation' causes S1's confusion in (ii) as S1 pronounce the word fleas [flis] rather than [fliz]. [답안1] The sound rule that changes the pronunciation of (i) is palatalization. The alveolar stop /d/ becomes the palatoalveolar [ʤ] when followed by a word that starts with the palatal glide /j/. The phenomenon that causes S1's confusion in (ii) is 'Spelling pronunciation'. S1 mispronounced the plural form of 'fleas' as [flis] rather than [fliz] because of its spelling.
[답안2] First, 'Palatalization' changes the pronunciationo of (i). here, the alveolar stop /d/ changes into the palatoalveolar [ʤ] when immediately followed by palatal /j/. Second, 'Spelling pronunciation' causes S1's confusion in (ii). In this case, 'fleas' is mispronounced as [flis] instead of [fliz] because of its spelling.
#B1 - Syntax
There is an intriguing phenomenon in English in which two semantically related constituents are separated, as shown below. (1) a. All the students will work hard. b. The students will all work hard. In both (1a) and (1b), the quantifier all modifies the subject the students. What is interesting is that in sentence (1b), the quantifier positioned after the subject forms a discontinuous constituent with no major change in meaning.
This fact can be straightforwardly accounted for if it is assumed that the entire constituent all the students is base-generated in the ________ position of VP. As illustrated in (2a), all the students undergoes movement to the surface subject position. By contrast, in (2b), just part of the constituent, the students, moves to the subject position, leaving all behind in its base position, marked as [all ti].
(2) a. [TP [all the students]i will [VP ti work hard]] b.
This account is based upon ‘VP-internal subject hypothesis,’ which states that a subject is base-generated in the ________ position of VP and in turn moves to the ________position of Tense Phrase (TP).
Fill in the three blanks with the ONE most appropriate word. Use the SAME word for all the blanks.
specifier.
#B3 - phonological process + morphology / allomorphs
Some morphemes are pronounced differently depending on their phonetic environments. These variants of the same morpheme are called allomorphs. An important question is how we know which allomorph appears for a given word. Consider the following examples in (1), where the negative morphemes il- and ir- are added to a base:
(1) a. il-: illegal, illogical, illiterate, ilegible. b. ir-: irregular, irrational, irreducible, irrecoverable
Comparing the examples in (1a) with the ones in (1b), a simple distribution is observed for the two allomorphs [ɪl] and [ɪɹ]. That is, [ɪl] and [ɪɹ] are selectively combined with their bases conditioned by the initial sound of the base: when the base begins with /l/, the prefix il- is chosen, and when the base begins with /ɹ/, the prefix ir- is chosen. There is another case where [l] and [ɹ] alternate between allomorphs. The adjectival suffix has two allomorphs: -ar [əɹ] and -al [əl], as shown in (2):
(2) a. -ar : singular, popular, solar, velar b. -al : rural, plural, viral, moral
These suffixes -ar [əɹ] and -al [əl] are attached to the base depending on the final consonant of the base. (1) and (2) are different in where the morpheme is attached: (1)precedes the baes, which is a prefix, and (2) follows the base, which is a suffix. On the other hand, these two morphemes are similiar in that the allomorphs for different morphemes show the same alternation between [l] and [ɹ]. It is interesting to find the two apprently different phonemes /l/ and /ɹ/ are involved in the alternation of the allomorphs il-/ir- and -al/-ar. The two sounds /l/ and /ɹ/ share many phonetic properties such as voicing, the place of articulation, and the manner of articulation. They only differ in terms of the way air passes through the mouth. This characteristic difference can be made using the distinctive properties known as the distinctive feature [lateral]
➜ Allomorph란? : Variant of a morpheme is called allomorph.
ex) Allomorph [z] - after vd nonsibilant segments [s] - after vl nonsibilant segments [ez] - after sibilant segments 의미를 전달하는 최소단위인 morpheme의 실제 발음소리(의미는 carry하고, 보이는 모양 및 발음만 달라지는)
➜(1) assimilation 주변 소리랑 같아지는 속성 : il-legal ir-regular l끼리 r끼리. ➜ base는 root 와 비슷?
➜(2) dissimilation 주변 소리와 달라지려는 속성. * 똑같은 소리 반복해서 내면 발음하기 어려우니까
➜ [lateral] : 오직 l만 갖고 있는 feature.
Identify TWO phonological processes invovled in (1) and (2) in the correct order. Then, using the distinctive feature [lateral], generalizae the distribution of the allomorphs -al and -ar
답안: First, assimilation is involved in (1) while dissimilation is involved in (2). Second, the suffix -ar is chosen when the base ends with [+lateral] consonant, while the suffix -al is chosen when the base ends with [-lateral] consonant.
the adjectival suffix allomorph -ar is attached to the base when the final consonant of the base is [+lateral] while suffix -al is attached when the final consonant of the base is [-lateral.]
#B8 - Grammar - Passive sentences.
Sentences containing [be + past participle] can fall into two subtypes, based on whether the past participle form is a verb or an adjective, as shown in (1).
(1) a. The cat was bitten by the mouse. b. He had always been interested in Korean history.
In (1a), bitten is a verb, and in (1b), interested is an adjective.
There are two syntactic properties that distinguish adjectives from verbs. First, adjectives can be modified by degree modifiers, whereas verbs cannot, as shown in (2).
(2) a. I couldn't stand his overly offensive behavior. b. She was so embarassed by his demeaning attitude toward her. c.*He very solved the difficult problem. d.*The ball was very bounced against theh wall several times.
The fact that offensive and embarassed in (2a) and (2b) can be modified by degree modifiers wheras solved and bounced in(2c) and (2d) cannot suggest that the former are adjectives and the latter are verbs. For an adjective to be modified by a degree modifier, it should be gradable. Such modification is not possible with non-gradable adjectives. This is illustrated in (3).
(3) a. The meeting was rather serious. b.*The situation were too impossible.
Second, other than be, verbs such as remain can be followed by adjectives, but not by verbs, as given in (4).
(4) a. The visitors remained assembled outside the museum for over an hour. b.*The safe remained broken by the burglars.
.
➜possible 하거나 impossible 하거나 中 하나. gradable 하지 않아.
<B> (i) They were married at the church. (ii) They were married until last Christmas.
Identify whether married is an adjective or a verb, respectively. Then, for the sentence containing the adjective married, provide TWO sentences, each of which has a property described in <A>. Each sentence should have a different property. Put an '*' before the ungrammatical sentence.
(i) They were married at the church. ①degree modifier로 수식 가능? ➜ NO. ➜ non-gradable adj / verb ➜ 결혼을 했거나 안했거나 中 하나. ②remain 뒤에 올 수 있냐없냐 ➜ NO. ➜ verb ➜ They remained married at the church.
(ii) They were married until last Christmas. ①degree modifier로 수식 가능? ➜ NO ➜ non-gradable adj / verb ②remain 뒤에 올 수 있냐없냐 ➜ YES ➜ non-gradable adj
[답안] first, married in (1) is a verb while married in (11) is an adjective. Second, the two sentences that show the given properties in <A> are as follows: '*They were very married until last Christmas. ' 'They remained married until last Christmas.' +` In the case of the first sentence, 'married' is a non-gradable adjective that cannot be modified by a degree modifier. For the other sentence, 'remain' can precede the adjective 'married'.
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