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2007³â Çѱ¹¾ð¾îÇÐȸ/Á¦ÁÖ¾ð¾îÇÐȸ/Çѱ¹¿µ¾î±³À°¿¬±¸ÇÐȸ ¿©¸§ °øµ¿Çмú¹ßÇ¥´ëȸ 2007³â Çѱ¹¾ð¾îÇÐȸ/Á¦ÁÖ¾ð¾îÇÐȸ/Çѱ¹¿µ¾î±³À°¿¬±¸ÇÐȸ ¿©¸§ °øµ¿Çмú¹ßÇ¥´ëȸ°¡ 6¿ù 19ÀÏ(È¿äÀÏ) Á¦ÁÖ´ëÇб³¿¡¼ °³Ãֵ˴ϴÙ. ȸ¿ø ¿©·¯ºÐÀÇ Àû±ØÀûÀÎ Âü¿©¸¦ ºÎŹµå¸³´Ï´Ù. ÀϽÃ: 2007³â 6¿ù 19ÀÏ(È¿äÀÏ) Àå¼Ò: Á¦ÁÖ´ëÇб³ µî·Ïºñ(Á¡½ÉÆ÷ÇÔ): Á¤È¸¿ø 10,000¿ø ÁØȸ¿ø: ¹«·á |´ëȸÀå| È«À缺(¼¿ï´ë) Çö¿Ï¼Û(Á¦ÁÖ´ë) È«Á¾¼±(Ç×°ø´ë) |Á¶Á÷À§¿øÀå| ¹®½Âö(Çѱ¹Ç×°ø´ë) È«°æ¼±(Á¦ÁÖ±³´ë) °½Å±Ç(ÇѼ´ë) |Á¶Á÷À§¿ø| °¿µ¼¼(±¹¹Î´ë) ±è±âÈ£(°í·Á´ë) ±èÇп¬(´ë±¸°¡Å縯´ë) Á¶ÇÐÇà(Á¶¼±´ë) ÀÌÅëÁø(È£¼´ë) À̺´Ãá(ÀÎÇÏ´ë) À̹ÎÇà(¿¬¼¼´ë) ÇÔ¿µ¿ë(ÃѽŴë) ¾ç¸¸¼·(´ëÁø´ë) Á¤Çؼº(°æ¿ø´ë) ±è¼ºÇå(´Ü±¹´ë) À̱⼮(Á¦ÁÖ´ë) °í¿ëÁø(Á¦ÁÖÇѶó´ë) |ÇÁ·Î±×·¥À§¿øÀå| À̼ºÇå(¼¿ï´ë) ±èÁ¾ÈÆ(Á¦ÁÖ´ë) °¼®Áø(Çѱ¹Ç×°ø´ë) |ÇÁ·Î±×·¥ À§¿ø| ±¸º»°ü(ÀÌÈ¿©´ë) È«¼ºÈÆ(ÇѼº´ë) ±èÇöö(¿¬¼¼´ë) ±¸¸íö(¼¿ï´ë) °´ö¼ö(¿Ü´ë) ±è°æ¾Ö(ÇÑ°æ´ë) ±èÀÍȯ(°è¸í´ë) ±èºÎÀÚ(¼¿ï±âµ¶´ë) ÀüÀ翵(ÀÎÇÏ´ë) ȲÁ¤Èñ(°æ¿ø´ë) ³²Áö¿µ(Çѱ¹»ê¾÷±â¼ú´ë) ¹Úö(´Ü±¹´ë) |¿î¿µÀ§¿ø| À念ÁØ(Áß¾Ó´ë) ¾çâ¿ë(Á¦ÁÖ´ë) Ȳġº¹(ÀüÁÖ´ë) |ÀÏÁ¤Ç¥| ½Ã °£ÀÏ Á¤09:30-10:00µî·Ï ¹× °³È¸½Ä10:00-10:50Ư° I: ¿ª¹æÇâ Á¤°ü»ç(Cataphoric Definite Article)ÀÇ ¿ë¹ý ¿¬±¸ ¹ßÇ¥: ¹Úº´¼ö(°æÈñ´ë) »çȸ: Çö¿Ï¼Û(Á¦ÁÖ´ë) Åä·Ð: ±è±âÈ£(°í·Á´ë)10:50-11:00ÈÞ ½Ä11:00-11:30ÀÚµ¿ °ÝÇã°¡ ¹ßÇ¥: °¿µ¼¼(±¹¹Î´ë) »çȸ: ¾çâ¿ë(Á¦ÁÖ´ë) Åä·Ð: À̼ºÇå(¼¿ï´ë)Prosody Effect on Korean Students¡¯ Production and Perception of English Word-medial Stops ¹ßÇ¥: °¼®ÇÑ(ÀÎõ´ë) »çȸ: À̱⼮(Á¦ÁÖ´ë) Åä·Ð: È«¼ºÈÆ(ÇѼº´ë)Çѱ¹¾î ¾î¹ÌÀÇ ±¼Àý À¯Çü ¹ßÇ¥: ÀÌÁ¤ÈÆ(¼°´ë) »çȸ: À念ÁØ(Áß¾Ó´ë) Åä·Ð: ±è±âÈ£(°í·Á´ë)¾Æµ¿ ¿µ¾î ±³À°¿¡¼ÀÇ µ¿È È°¿ë ¹ßÇ¥: °¼®Áø(Ç×°ø´ë) »çȸ: °í°æÈñ(Á¦ÁÖ±³À°´ë) Åä·Ð: Ȳġº¹(ÀüÁÖ´ë)11:30-12:00Ditransitive Construction in Korean ¹ßÇ¥: ±è¶õ(Simon Fraser Univ) »çȸ: ¾çâ¿ë(Á¦ÁÖ´ë) Åä·Ð: °¿µ¼¼(±¹¹Î´ë)The Vowel Phoneme Mergers in English: Monophthong Phoneme Mergers in the British Isles ¹ßÇ¥: ³ë±Ù¿µ(¼¿ï´ë) »çȸ: À̱⼮(Á¦ÁÖ´ë) Åä·Ð: °¼®ÇÑ(ÀÎõ´ë)Çѱ¹¾î Á÷½ÃÀû À̵¿»ç°ÇÀÇ Àǹ̿¡ ´ëÇÑ ¸»¹¶Ä¡ ¿¬±¸ ¹ßÇ¥:ÀÌÁ¤È(Çѱ¹µðÁöÅдë) »çȸ:À念ÁØ(Áß¾Ó´ë) Åä·Ð:±èÇп¬(´ë±¸Ä«Å丯´ë)¿µÈ¸¦ ÅëÇÑ ¿µ¹®ÇÐÀÇ ¿µ¾î±³À°Àû Á¢±Ù ¿¬±¸ ¹ßÇ¥: Ȳġº¹(ÀüÁÖ´ë) »çȸ: °í°æÈñ(Á¦ÁÖ±³À°´ë) Åä·Ð: °¼®Áø(Ç×°ø´ë)12:00-14:00Á¡½É, ÃÑȸ, ÀüüÀÌ»çȸ14:00-14:50Ư° II: Task-Based Language Learning ¹ßÇ¥: ¹Ú¿ø(ÀÎÇÏ´ë) »çȸ: È«Á¾¼±(Ç×°ø´ë) Åä·Ð: °í°æÈñ(Á¦ÁÖ±³´ë) 14:50-15:00ÈÞ ½Ä15:00-15:30Outgh£«to-ºÎÁ¤»ç±¸¹®ÀÇ ³íÇ× À̵¿ ¹ßÇ¥: ¹Ú»ó¼ö(ºÎ»ê¿Ü´ë) »çȸ: È«°æ¼±(Á¦ÁÖ´ë) Åä·Ð: ±è°æ¾Ö(ÇÑ°æ´ë)A study of the system of THEME in Korean: from the perspective of systemic functional grammar ¹ßÇ¥: ¹Ú°æÈñ(°í·Á´ë) »çȸ: À念ÁØ(Áß¾Ó´ë) Åä·Ð:À§Çý°æ(Çѱ¹»çÀ̹ö´ë)Red in the Mind: A Corpus-Based Cognitive-Semantic Exploration ¹ßÇ¥: ±èÁöÀÎ(Çѱ¹¿Ü´ë) »çȸ: À̼ºÇÏ(Çѱ¹¿Ü´ë) Åä·Ð: À̺´Ãá(ÀÎÇÏ´ë)´Ù¾îÇ׸ñ(multi-word item)À¸·Î ÇÏ´Â ¾îÈÖ ÇнÀ ¹ßÇ¥: ÀÌÁø¼÷(Ç×°ø´ë) »çȸ: ÇÔ¿µ¿ë(ÃѽŴë) Åä·Ð: ±èÀÍȯ(°è¸í´ë)15:30-16:00ECM Constructions in Korean ¹ßÇ¥: ÀÌÇý¶õ(°æÈñ´ë) »çȸ: È«°æ¼±(Á¦ÁÖ´ë) Åä·Ð: ±¸¸íö(¼¿ï´ë)Typologies of events as the basis of cross-linguistic variation ¹ßÇ¥: ÀÌÀº¼®(University of North Carolina) »çȸ: À念ÁØ(Áß¾Ó´ë) Åä·Ð: ±è¸íÈñ(ÇѾç´ë)Motivational Considerations in Online Language Learning Environments ¹ßÇ¥:±èÁÖÇý(Çѱ¹µðÁöÅдë) ÀÌÁ¤È(Çѱ¹µðÁöÅдë) Á¶¼ö±Ù(Çѱ¹µðÁöÅдë) »çȸ: À̼ºÇÏ(Çѱ¹¿Ü´ë) Åä·Ð: ±¸º»°ü(ÀÌÈ¿©´ë)¿¹ºñÃʵ»çÀÇ ±³½Ç¿µ¾î »ç¿ë´É·Â ÁõÁøÀ» µµ¸ðÇÏ´Â °ÁÂÀÇ ±¸¼º¿ä¼Ò ¹ßÇ¥: °í°æÈñ(Á¦ÁÖ±³´ë) »çȸ: ÇÔ¿µ¿ë(ÃѽŴë) Åä·Ð: ÀÌÇý·Ã(ûÁÖ»ç¹ü´ë) 16:00-16:10ÈÞ ½Ä16:10-16:40Two Types of Complex Predicates in Korean ¹ßÇ¥: ÃÖÁ¤Àº(Áß¾Ó´ë) »çȸ: À̱⼮(Á¦ÁÖ´ë) Åä·Ð: ¹Ú¸í°ü(µ¿±¹´ë)What is it for if it's before me?: Subjectification and Grammaticalization of English For and Before ¹ßÇ¥: À̼ºÇÏ(¿Ü±¹¾î´ë) »çȸ: À̹ÎÇà(¿¬¼¼´ë) Åä·Ð: ¹Ú»ó¼ö(ºÎ»ê¿Ü´ë)´Ù±¹¾î ¾îÈÖÀǹ̸ÁÀ» ÀÌ¿ëÇÑ ÇÑÁß ¸í»ç ¾îÈֺΠºñ±³ ¿¬±¸ ¹ßÇ¥: ¹è¼±¹Ì(Çѱ¹°ú±â¿ø) »çȸ: ÇÑÀ翵(ÇѽŴë) Åä·Ð:
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