중등임용 영어 2024년도 기출 (영어학)

시험 보고, 문제 분석까지 해 본 결과,
문제 자체 난이도는 어렵지 않았다. 당지 유형이 새로워 잘 읽히지 않았고, 답 찾는 연습이 안 되어 있었던 것...
지금 분석해보면 상당히 clear 하고 (saliency 빼고. 이건 기출분석 해설강의를 듣고 싶음.) 논란의 여지가 없는 문제들로 구성되어 있는 듯? 아마 재수+삼수생들은 잘 맞췄을지도 모르겠다.
암튼 이로써 나는 2014~2023 유형 + 2024 유형까지 섭렵한 재수같은 초수생 신분이 되었음(드디어 졸업합니다)
초수생의 마음으로 가보자는거야~~
은우쌤 왈: "시험장에 가면 모르는 거 나온다!" 네게이션이 딱 그 case였음. 이건 안 나오겠찌~ 하고 과감히 넘긴 단 하나의 파트였는데 그게 나왔음ㅋㅋㅋㅋ아오진짜.

 
영교는 더 이상 키텀에서 나오는 것 같지 않다. 오히려 일반영어처럼 지문을 읽고 배경지식으로 지문 안에 있는 내용 가지고 문제를 풀게 되어 있음. 키텀 찾으려고 혈안이 되어있던 유팀커리 학생들은 상당히 struggle 했을 것으로 보임. 특히 saliency는 거의 일영실력 아니었겠음? 이걸 왜 못찾았지? 싶을 정도의 허무한 문제였다.

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#A4 - morpheme + allomorphs

#fed5c2  #c2fed7   #fad0d0    #fef075    #fde585   

In English, the past-tense morpheme is realized in three different phonetic forms. These are shown in the follownig words. (1) grabbed [d]   reaped [t]   raided [əd]       hugged [d]    poked [t]     gloated [əd]        Also, the morpheme used to express indefiniteness has two phoneti forms - an[ən] before a word that begins with a vowel sound and a  [ə] before a word that begins with a consonant sound. (2) an [ ən] orange        a [ ə ] building        Another case of this variation is found in paris of words in (3). The final consonant in the first morpheme changes when a suffix is added. As a result, each of these morphemes has at least two different phonetic forms. (3) permit[t] ━ permiss[s]ive           include[d] ━ inclus[s]ive      electric[k] ━ electric[s]ity           impress[s] ━ impress[ʃ]ion        As exemplified in (1) to (3) a morpheme can have variant phonetic forms which are called ________.

(1) -ed (morpheme)의 different phonetic forms([-d, -t, əd = allomorphs.) (2) [ən] + V- [ə] + C- (3) permi[t] : final consonant of the first morpheme : [t] permit + ive > permissive > chagnes to [s]

allomorphs.

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#A6 - foot, 'stress-shift' or 'rhythm reversal'. - 아직 80%정도만.

 

When there are two or more feet in a word or phrase, in general, the rightmost foot gets a primary stress. Threfore, many English speakers would feel that 'teen' is stronger than 'four' in 'fourteen.' Another important tendency of English stress is that speech carries a regular alternation between stronger and weaker units. When 'fourteen men' is spoken in conversational style, the primary stress of 'fourteen' is adjusted. Since 'men' gets the primary stress of the whole phrase, 'four' is pronounced more strongly than 'teen' to avoid the clash of two lexical primary stresses.  (1) a. compact                  [ˌkʌmˈpækt]          compact disk          [ˈkʌmˌpækt ˈdɪsk]      b. thirteenth               [ˌθɜɹˈtinθ]          thirteenth place      [ˈθɜɹˌtinθ ˈpleɪs]      c. good-looking           [ˌgʊdˈlʊkɪŋ]          good-looking tutor  [ˈgʊdˌlʊkɪŋ ˈtjutəɹ]     d. academic                 [ˌækəˈdɛmɪk]         academic banter      [ˈækəˌdɛmɪk ˈbæntəɹ]       As exemplified in (1), the secondary and the primary stresses of a word are reversed when it is followed by another word. This is called 'stress-shift' or 'rhythm reversal'.        Although English speakers have a strong tendency to use a regular rhythm in their speech, it is not the case that this stress-shift takes place whenever the two feet containing a lexical primary stress are adjacent. Look at the data in (2).  (2) a. maroon                   [məˈɹun]          maroon sweater      [məˈɹun ˈswɛtəɹ]     b. away                         [əˈweɪ]         away game               [əˈweɪ ˈgeɪm]     c. surrounding             [səˈɹaʊndɪŋ]         surrounding crowd  [səˈɹaʊndɪŋ ˈkɹaʊd]     d. dependent                [dɪˈpɛndənt]         dependent clause     [dɪˈpɛndənt ˈklɔz]	two feet containing a lexical primary stress are adjacent 하다고 다 stress shift가 일어나는 건 아니야. 아~ word에 secondary stress가 있어야하나보다!
a. maternal [məˈtɜɹnəl] love b. economic [ˌɛkəˈnɑmɪk] growth c. unexplained [ˌʌnɪkˈspleɪnd] symptom d. approved [əˈpɹuvd] courses Nᴏᴛᴇ: Tʜᴇ ᴘʜᴏɴᴇᴛɪᴄ ғᴏʀᴍs ɢɪᴠᴇɴ ɪɴ <B> ᴀʀᴇ ᴛʜᴇ ᴘʀᴏɴᴜɴᴄɪᴀᴛɪᴏɴs ᴏғ ᴛʜᴇ ғɪʀsᴛ ᴡᴏʀᴅs ᴡʜᴇɴ ᴛʜᴇʏ ᴀʀᴇ ᴘʀᴏᴅᴜᴄᴇᴅ ɪɴ ɪsᴏʟᴀᴛɪᴏɴ.	a. maternal 에 primary stress 하나. ☑b. economic에 primary+secondary stress 有 ☑c. unexplained에 primary+secondary stress 有    d. approvedp 에 primary 하나.
Based on <A>, choose the TWO phrases where stress-shift can occur in <B>. Then, besides the given phonological condition for stress-shift underlined in <A>, state an additional phonological condition necessary for stress-shift.     The additional phonological condition necessary for stress-shift is as follows: The stress-shift requires a sequence of a secondary stressed syllable and a primary stressed syllable when it is followed by a primary stressed syllable within a phrase. The stress-shift occurs when a word containing a weak-strong sequence of feet is combined, to form a phrase, with a word whose first syllable is stressed (is the first syllable of a foot.)	First, stress-shift can occur in phrases b and c in <B>. Second, stress-shift occurs when the word containing both lexical primary stress and secondary stess* (secondary - primary 순서의 stress배열이라는 걸 명시해주는 게 중요!! 그래서 sequence라는 표현 넣어주는 게 명확.) is followed by another word that has a primary stress.  근데 word라고 안 하고 다 syllable 이라고 하네 왜??

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#A7

Passive predicates are known to have no external arguments(subject arguments). Therefore, the passive sentences in (1) are interpretable but ungrammatical. This is because every sentence requires an overt subject. (1) a.*___ is believed that the team will win.      b.*___ is believed the team to win.        In this context, the expletive it, as a meaningless placeholder, can make (1a) grammatical as shown in (2a). Despite insertion of it, however, (2b) still remains ungrammatical. The only difference between (2a) and (2b) is whether the complement clause is finite or non-finite. (2)a. It is believed that the team will win.      b.*It is believed the team to win.        Moreoever, the same pattern holds in raising predicates as in (3). Note that raising predicates have no external arguments.  (3)a. It seems that the team will win.     b.*It seems the team to win.        The unexpected parallelism between passive and raising predicates can be acccounted for by the empirically-attested observation, which states that a predicate which has no external argument cannot assign accusative/objective case. Accordingly the ungrammaticality of (2b) and (3b) indicates that the NP the team is Case-less becasue the passive and raising predicates are unable to assign acc/obj case to it.         This case-less NP problem can be solved by moving it to the case-assigned position, such as the subject position of finite clause or the object position of a transitive verb, without an it-insertion: (4) a. The team is believed to win.       b. The team seems to win.	arguments inside the VP(following the verb) : internal argument Subject arguments : external argument passive predicates(= is believed) (2)b. the team 에게 case 줄 수 없어서 비문. caseless NP. (3)b. the team caseless NP. seem은 raising predicate이라 transitive verb 같은 애가 아님. 그래서 case assigner아님. to 부정사라 case x raising predicate도 external argument가 없다. > predicate Bar tree 안에 있는 argument가 아닌 다른 bar 에 있는 주어 node 말하는 거임.
a. The detective was thought to have destroyed the evidence. b. It was told the students that they should pass the exam. c. It is likely that the mirror should not have been broken. d. It appeared to be required the students to read two books. e. The experiment proved to be successful.
Based on <A>, identify the TWO ungrammatical sentences containing a case-less NP in <B> . Then explain the common problem with the sentneces you chose and its solution without chaning the (non-)finiteness of the embedded clauses.	The two ungrammatical sentences (containing a Case-less NP) are (b) and (d). The passive predicates, ‘was told’ in (b) and ‘be required’ in (d) cannot assign accusative/objective Case to the (following) NP ‘the students’. This (Case-less NP) problem can be solved by moving the NP ‘the students’ to the Case-assigned position, the subject position of a main (finite) clause without an ‘it’-insertion(이 부분은 왜 들어가야하는거지? > based on the passage이기 때문.).

 

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#B1 - locutionary/illocutionary/perlocutionary act.

식은죽 먹기였죠

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#B4 - /r/ deletion / dissimilation / Phonology

It is not unusual for sement to appear repeatedly in a word. However, repeated segments in proximity(가까이 있는) are sometimes repaired by means of dissimilation, by which a segment becomes less similar to another segment.  For example, -al sufix appears in the form of -ar to avoid the repetition of /l/ in the final syllable, when it attaches to stems ending with /l/ (e.g., annual, mental, coronal vs. angular, similar, velar).         Repeated segments are repaired by menas of deletion as well as dissimilation. As is well known, most varieties of Amerian English are rhotic, which means  /ɹ/ is retained in coda position as in (1). (1) ranger  [ɹeɪnʤə ɹ]       curtain [kɜ ɹ tən]      labor    [leɪbə ɹ ]      nursery [nɜ ɹ səɹi]        But in some of these varieties of American English, word-medial /ɹ/ has been found to be deleted in the following words.  (2) a. co r ner       [kɔ_nəɹ]      b. fa r mer       [fɑməɹ]      c. Ha r vard     [hɑvəɹd]      d. cu r sor       [kɜsəɹ]        Not only word-medial /ɹ/, but word-final /ɹ/ is also deleted in the varieties. Take a look at the words in (3). (3) a. terro r     [tɛɹə_]      b. mirro r    [mɪɹə _ ]      c. beare r     [bɛəɹə_ ]      d. faire r      [fɛəɹə_ ]	- by menas of deletion : deleteion 하는 방법으로 - [kɜɹtən] - kɛrt가 아니라 거꾸로 되어 있어? 📍 word-medial /r/ : word 가운데 있는 /r/      a. co r ner [kɔ_nəɹ]      b. fa r mer [fɑ_məɹ]      c. Ha r vard [hɑ_vəɹd]      d. cu r sor [kɜ_səɹ] ➜ 보아하니 ①word-medial /r/이 CODA position에 있고 ② 뒤따르는 syllable 에 /r/이 있고 ③ 그 /r/ 역시 coda position에 위치해 있음.  *CODA 는 nucleus 처럼 하나만 올 수 있는 게 아니라 여러개 올 수 있음!! 마치 [hɑvəɹd] 처럼. 시험장에서 귀신에 씌이면 갑자기 착각할 수 있음(라잌 미...) 📍 word-final /r/  ➜ ① maximal onset principle [t ɛ / ɹ ə ɹ ]     ② syllable 안에 / ɹ / 2개 있음     ③ word-final /r/ 삭제.
<B> a. horror        b. corridor       c. torture          d. proctor	① Maximal onset principle 에 따라 syllable 나눠라. ➜ a. [ho.rer]     b. [ko.ri.dor]   c.[tor. tʃur]   d. [prok.ter] ②  [ho.rer] ➜ (3) case. syllable 안에 /r/ 2개 있으면 word-final /r/ deletion.      [ko.ri.dor] ➜ 문제 없음.       [tor. tʃur]  ➜ (2) case. word-medial /r/이 coda에 위치. word-final /r/ 또 coda position에 위치.       [prok.ter] ➜ 문제 없음 ③따라서 a. c .
In <B>, choose the TWO words in which /ɹ/-deletion can occur as shown in <A>.  ➜ First,  /ɹ/-deletion occurs in (a).horror and (c).torture. Then state the phonological conditions under which word-medial /ɹ/ is deleted in the varieties. ➜ Second, the phonological conditions under which word-medial /ɹ/ is deleted are as follows: word-medial /ɹ/ occurs in the coda position and followed by another /ɹ/ that is located in the coda position (of the next syllable : 이건 넣어야 하나 말아야 하나 고민.).	▪ 눈치껏, 규칙을 알려줬으면 (1) word-medial /r/ 에서 삭제되는 거 하나, (2) word-final /r/에서 삭제되는 거 하나 찾으면 됨. ➜ First,  /ɹ/-deletion occurs in a.horror and c.torture. ▪ word-medial /ɹ/ 이 삭제되는 환경/규칙 쓰기. ➜ (2) 보고 규칙 도출하면 됨. ➜ Second, the phonological conditions under which word-medial  /ɹ/ is deleted are as follows: word-medial /ɹ/ occurs in the coda position and followed by another /ɹ/ that is located in the coda position (of the next syllable : 이건 넣어야 하나 말아야 하나 고민.).

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#B5 - Negation / Scope of negation 몰라도 너무 몰랐지. 바보임.

The scope of negation is the part of the sentence that the negative applies to semantically. Scope is best understood by examining the ambiguity of (1) as shown in (2): (1) The editor did not find many mistakes in the paper. (2)  a. The editor is not very good, and although there were many mistakes he did not find them. b. The editor searched thoroughly for mistakes, but the paper did not have many mistakes in it.        When we express the variations in meaning using scope, in (2a) we have a situation where many has scope over the negative : many > not.        By contrast, in (2b), the negative has wide scope over many: not > many .         The scope interpretation is also found within the negative and an adverb. In (3), the negative and the adverb show different relations pertaining to scope, each of which reflects the linear order at surface structure.  (3) a. I did not omit my name deliberately.       b. I deliberately did not omit my name. In (3a), the negative has scope over the adverb  (not > deliberately) : omitting my name was not something I made a point of doing.  In (3b), however, the adverb has scope over the negative (deliberately > not) : I made a point of not omitting my name.  However, the scope interpretation does not always conform to the linear order at surface structure as in (3).  Consider in (4) the two modal auxiliaries, expressing denotic necessity, in relation to the negative. (4) a. You must not tell anyone about it.      b. You need not tell anyone about it.

* not 의 scope는 보통 오른쪽으로.   a. 안찾았으면 many has scope over not  b. 찾았는데 없었어. 그럼 not has scope over many.

Based on the passage, state which word has scope over the other for each sentence in (4).  Then describe the meaning of each sentence using the structural frame ‘necessary that.’

First, in (a), the modal auxiliary 'must' has scope over negative 'not' while in (b), the negative 'not' has the scope over the modal auxiliary 'need'. in (4). The meaning of each sentence is as follows : (a) it is necessary that you(should)not tell anyone about it (b) it is not necessary that you (should) tell anyone about it. *제안,주장,명령 에서는 should 생략.