문법 교육 내용의 언어학적 패러다임 전환 -형태론과 관련된 교육 내용을 중심으로-
Towards a Paradigm Shift in Treating the Linguistic Issues of Grammar Education- Focused on the Morphological Topics-
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A paradigm shift occurs when we encounter anomalies that cannot be explained by an existing paradigm, and the change of Linguistic paradigm shift is accompanied by the change of belief system related with it. Structuralism and Generativism can be lumped into one paradigm, based on that both of them have been sustained by the assumption that language and mind have machine-like structures and systems of interconnected separated modules. The paradigm of established modern morphological theory is characterized by MACHINE metaphor, and assumes that every word has the structure of fixed Immediate Constituents and that every morphological categories have clear boundaries. This paper argues that we need to replace the MACHINE paradigm with a new one that emphasizes continuos links between language, cognition, and body. According to Kuhn, there are anomalies for all paradigms that are brushed away as acceptable levels of error, or simply ignored and not dealt with. This paper will focus on some fundamental anomalies in the morphological descriptions of School Grammar that have been ignored or not dealt with in the MACHINE paradigm of School Grammar, but can be detected from the view of Cognitive Linguistics, and illustrate how the alternative models of a new paradigm can be used to solve these old problems.
Abstract
A paradigm shift occurs when we encounter anomalies that cannot be explained by an existing paradigm, and the change of Linguistic paradigm shift is accompanied by the change of belief system related with it. Structuralism and Generativism can be lumped into one paradigm, based on that both of them have been sustained by the assumption that language and mind have machine-like structures and systems of interconnected separated modules. The paradigm of established modern morphological theory is characterized by MACHINE metaphor, and assumes that every word has the structure of fixed Immediate Constituents and that every morphological categories have clear boundaries. This paper argues that we need to replace the MACHINE paradigm with a new one that emphasizes continuos links between language, cognition, and body. According to Kuhn, there are anomalies for all paradigms that are brushed away as acceptable levels of error, or simply ignored and not dealt with. This paper will focus on some fundamental anomalies in the morphological descriptions of School Grammar that have been ignored or not dealt with in the MACHINE paradigm of School Grammar, but can be detected from the view of Cognitive Linguistics, and illustrate how the alternative models of a new paradigm can be used to solve these old problems.
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