32 research outputs found

    La Metodologรญa de la Enseรฑanza del Espaรฑol a travรฉs de la Gramรกtica Generativa

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    Es bien sabido que la Gramatica Generativa esta dotada tanto de la logicalidad como de la capacidad explicativa de los fenomenos gramaticales. Asi que si aplicamos estas ventajas de la Gramatica Generativa a la ensenanza del espanol, los estudiantes, a su vez, podran aumentar su capacidad de aprender dicho idioma. En este sentido, el objetivo de este trabajo es presentar una nueva metodologia de la ensenanza del espanol a traves de la Gramatica Generativa. Concretamente, en el presente estudio trataremos de los principios como la teoria de X con barra, la de ligamiento y la de movimiento sintactico, y luego propondremos algunas sugerencias para utilizar la teoria generativa en la ensenanza de la gramatica

    - A Study on Machine Properties -

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    ํ•™์œ„๋…ผ๋ฌธ (์„์‚ฌ)-- ์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› : ์œตํ•ฉ๊ณผํ•™๊ธฐ์ˆ ๋Œ€ํ•™์› ๋””์ง€ํ„ธ์ •๋ณด์œตํ•ฉํ•™๊ณผ, 2019. 2. ์ด์ค‘์‹.As mental health loses its stigma more teenagers than ever are admitting that they have trouble managing their stress. There have been attempts to solve this problem through technological methods, using conversational agents (CAs)however, these efforts have generally been confined to making CAs as human as possible. This heavy use of anthropomorphism, although effective to some degree, has led researchers to overlook the inherent characteristics of CAs, namely, their machine properties. Due to this shortsightedness, there has been insufficient literature exploring the role of machine properties in the communication between teenagers and CAs, and how the interaction unfolds. This paper aims to investigate how machine properties are important in the CAs designed to support teenagers emotionally and to develop CAs with user-centered design methods to understand the interaction between teenagers and CAs. This paper discusses two consecutive studies which were undertaken to achieve its aims. First, a study on user needs was conducted with 20 teenagers to understand their expectations of CAs. After in-depth interviews, it was discovered that they were willing to accept consolation and advice from CAs because they expected them to be good listeners, keep their secrets, and provide data-based, proven information. Next, a participatory design study was conducted at a workshop attended by 24 teenagers. Through role-playing, participants volunteered suggestions about what they would plausibly say to CAs and what responses would be comforting or helpful. By analyzing their expressions, it was found that teenagers expressed their emotions according to particular intents they had in mind. Moreover, they expected the role of machine properties in the responses of CAs. Finally, teenagers wanted CAs that spoke casually, encouraged them to explore their emotions, and empathized with them. This study contributes to existing literature in that it explores the potential of CAs in the mental health domain from a different perspective and investigates the dialogues teenagers developed through participatory design.๊ตญ๋‚ด 10๋Œ€์˜ ์ŠคํŠธ๋ ˆ์Šค๊ฐ€ ์ฆ๊ฐ€ํ•˜๋ฉฐ ์ด๋ฅผ ํ•ด๊ฒฐํ•˜๊ธฐ ์œ„ํ•œ ๊ธฐ์ˆ ์  ๋…ธ๋ ฅ๋“ค์ด ๋‚˜ํƒ€๋‚˜๊ณ  ์žˆ๋‹ค. ์—ฌ๋Ÿฌ ์—ฐ๊ตฌ๋“ค์€ ์ด ์ค‘ ๋Œ€ํ™”ํ˜• ์—์ด์ „ํŠธ (CA)๋ฅผ ํ™œ์šฉํ•˜๊ณ  ์žˆ์ง€๋งŒ, ์ด ์—ฐ๊ตฌ๋“ค์€ ๋Œ€๋ถ€๋ถ„ CA๋ฅผ ์–ด๋–ป๊ฒŒ ์ธ๊ฐ„์ฒ˜๋Ÿผ ๋งŒ๋“œ๋Š” ๋ฐ์— ์น˜์ค‘ํ•˜๊ณ  ์žˆ๋‹ค. ์ด๋Ÿฌํ•œ ์˜์ธํ™”์— ๋Œ€ํ•œ ์ดˆ์ ์€ ์ƒ๋Œ€์ ์œผ๋กœ CA๊ฐ€ ์ž์ฒด์ ์œผ๋กœ ๊ฐ–๊ณ  ์žˆ๋Š” ๊ธฐ๊ณ„์  ํŠน์„ฑ์„ ๋†“์น˜๋„๋ก ํ•˜๊ณ  ์žˆ๋‹ค. ์ด์— ๋”ฐ๋ผ ์ฒญ์†Œ๋…„๊ณผ CA ๊ฐ„ ์ •์„œ์  ๋Œ€ํ™”์— ์žˆ์–ด ์–ด๋– ํ•œ ๊ธฐ๊ณ„์  ํŠน์„ฑ์ด ์ค‘์š”ํ•œ์ง€์— ๋Œ€ํ•œ ์—ฐ๊ตฌ, ๊ทธ๋ฆฌ๊ณ  ์‹ค์ œ๋กœ ๊ฐ์ •์— ๊ด€ํ•œ ๋Œ€ํ™”๋ฅผ ๋‚˜๋ˆ„๋Š” CA์— ์žˆ์–ด์„œ ์ฒญ์†Œ๋…„๋“ค์ด ์›ํ•˜๋Š” ํŠน์„ฑ์€ ๋ฌด์—‡์ธ์ง€์— ๋Œ€ํ•œ ์—ฐ๊ตฌ๋Š” ๋ฏธ๋น„ํ•œ ์ƒํ™ฉ์ด๋‹ค. ๋”ฐ๋ผ์„œ ๋ณธ ์—ฐ๊ตฌ๋Š” ์ฒญ์†Œ๋…„์˜ ์ •์„œ์  ์ง€์ง€๋ฅผ ์œ„ํ•ด ๋””์ž์ธ๋œ CA์˜ ๊ธฐ๊ณ„์  ํŠน์„ฑ์ด ์–ด๋– ํ•œ ์ธก๋ฉด์—์„œ ์ค‘์š”ํ•œ์ง€, ๊ทธ๋ฆฌ๊ณ  ์ด์™€ ๊ฐ™์€ CA๋Š” ์ฒญ์†Œ๋…„์„ ์œ„ํ•ด ์–ด๋–ป๊ฒŒ ๋””์ž์ธ ๋˜์–ด์•ผํ•˜๋Š”์ง€๋ฅผ ์›Œํฌ์ƒต๊ณผ ์‚ฌ์šฉ์ž ์ค‘์‹ฌ ๋””์ž์ธ ๋ฐฉ๋ฒ•๋ก ์„ ํ†ตํ•ด ์•Œ์•„๋ณด๊ณ ์ž ํ•˜์˜€๋‹ค. ์ด ๋…ผ๋ฌธ์€ ์ด ๋ชฉ์ ์„ ์œ„ํ•ด ์ง„ํ–‰ํ•œ ๋‘ ๊ฐ€์ง€ ์—ฐ๊ตฌ์— ๋Œ€ํ•ด ์„œ์ˆ ํ•˜๊ณ  ์žˆ๋‹ค. ๋จผ์ € CA์— ๋Œ€ํ•œ ์ฒญ์†Œ๋…„์˜ ๋‹ˆ์ฆˆ๋ฅผ ํ™•์ธํ•˜๊ธฐ ์œ„ํ•ด ์›Œํฌ์ƒต๊ณผ ์ธํ„ฐ๋ทฐ๋ฅผ ์ง„ํ–‰ํ•˜์˜€๋‹ค. ์ธํ„ฐ๋ทฐ ๊ฒฐ๊ณผ ์ฒญ์†Œ๋…„๋“ค์€ CA๊ฐ€ ์ž์‹ ์˜ ๋ง์„ ์ž˜ ๋“ค์–ด์ค„ ์ˆ˜ ์žˆ๊ณ , ๋น„๋ฐ€์„ ์ง€์ผœ์ค„ ์ˆ˜ ์žˆ์œผ๋ฉฐ, ๋ฐ์ดํ„ฐ ๊ธฐ๋ฐ˜์˜ ์ •๋ณด๋ฅผ ์ œ๊ณตํ•ด์ค„ ์ˆ˜ ์žˆ๊ธฐ ๋•Œ๋ฌธ์— ์กฐ์–ธ๊ณผ ์œ„๋กœ๋ฅผ ๋ฐ›๊ณ  ์‹ถ๋‹ค๋Š” ๊ฒƒ์„ ํ™•์ธํ•  ์ˆ˜ ์žˆ์—ˆ๋‹ค. ๋‹ค์Œ์œผ๋กœ, ์ฐธ์—ฌ์  ๋””์ž์ธ ์—ฐ๊ตฌ๊ฐ€ 24๋ช…์˜ ์ฒญ์†Œ๋…„์ด ์ฐธ์—ฌํ•œ ์›Œํฌ์ƒต ํ˜•ํƒœ๋กœ ์ง„ํ–‰๋˜์—ˆ๋‹ค. ์ฒญ์†Œ๋…„๋“ค์€ ๋กคํ”Œ๋ ˆ์ž‰์„ ํ†ตํ•ด ์ž์‹ ๋“ค์ด CA์—๊ฒŒ ์–ด๋– ํ•œ ๋ง์„ ํ•˜๊ณ  ์‹ถ๊ณ , CA๊ฐ€ ์ž์‹ ์—๊ฒ ์–ด๋– ํ•œ ๋ง์„ ํ•ด์ฃผ๋ฉด ํŽธ์•ˆํ•จ๊ณผ ์œ„๋กœ๋ฅผ ๋Š๋‚„์ง€ ์„œ์ˆ ํ•˜๊ณ , Google Dialogflow๋ฅผ ํ†ตํ•ด ์ง์ ‘ CA๋ฅผ ๋””์ž์ธ ํ•˜๋„๋ก ํ•˜์˜€๋‹ค. ์ด๋ฅผ ํ†ตํ•ด ์ฒญ์†Œ๋…„์˜ ๋ฐœํ™” ๋ฐ์ดํ„ฐ์™€ CA์˜ ๋‹ต๋ณ€ ๋ฐ์ดํ„ฐ๋ฅผ ์ˆ˜์ง‘ํ•˜๊ณ , ๋‘ ๋ช…์˜ ์—ฐ๊ตฌ์›์ด ์˜คํ”ˆ ์ฝ”๋”ฉํ•˜์—ฌ ํ…Œ๋งˆ ๋ณ„๋กœ ๋ถ„๋ฅ˜ํ•˜๋Š” ๋ฐฉ์‹์œผ๋กœ ๋ถ„์„์„ ์‹ค์‹œํ•˜์˜€๋‹ค. ๊ทธ ๊ฒฐ๊ณผ, ์ฒญ์†Œ๋…„๋“ค์€ ํŠน์ • ๊ฐ์ •์— ๋Œ€ํ•ด ์ด์•ผ๊ธฐํ•  ๋•Œ ํŠน๋ณ„ํ•œ ๋ชฉ์ ์„ ์ง€๋‹ˆ๊ณ  CA์™€ ๋Œ€ํ™”ํ•˜๊ณ  ์‹ถ๊ณ , CA์˜ ๋‹ต๋ณ€์„ ์ œ์ž‘ํ•  ๋•Œ ๊ธฐ๊ณ„์  ํŠน์„ฑ์„ ๋ฐ˜์˜ํ•˜๋Š” ๊ฒƒ์„ ๋ฐœ๊ฒฌํ•˜์˜€๋‹ค. ๋˜ํ•œ, CA์˜ ๋Œ€ํ™” ์ „๋žต ์ธก๋ฉด์—์„œ ์ฒญ์†Œ๋…„๋“ค์€ ์ž์‹ ๋“ค์ด ์‚ฌ์šฉํ•˜๋Š” ์–ดํœ˜์™€ ๋งํˆฌ๋ฅผ ์ง€๋‹ˆ๊ณ , ์ž์‹ ๋“ค์ด ๊ฐ์ •์— ๋Œ€ํ•ด ํ‘œํ˜„ํ•˜๋„๋ก ๋„์™€์ฃผ๋ฉฐ ์ ๊ทน์ ์œผ๋กœ ๊ณต๊ฐํ•ด์ฃผ๋Š” CA๋ฅผ ์›ํ•˜๋Š” ๊ฒƒ์„ ์•Œ ์ˆ˜ ์žˆ์—ˆ๋‹ค. ์ด ์—ฐ๊ตฌ๋Š” ์ •์‹  ๊ฑด๊ฐ• ๋„๋ฉ”์ธ์—์„œ CA์˜ ํ™œ์šฉ์„ฑ์„ ๊ธฐ๊ณ„์  ํŠน์„ฑ์ด๋ผ๋Š” ์ƒ‰๋‹ค๋ฅธ ์‹œ๊ฐ์—์„œ ํƒํ—˜ํ•˜๊ณ , ์ฒญ์†Œ๋…„๋“ค์ด ์ง์ ‘ CA๋ฅผ ๋””์ž์ธํ•˜๋Š” ํ™˜๊ฒฝ ์†์—์„œ ๊ทธ๋“ค์˜ ๋‹ˆ์ฆˆ๋ฅผ ํ™•์ธํ•˜์˜€๋‹ค๋Š” ์ ์—์„œ ๊ทธ ์˜์˜๊ฐ€ ์žˆ๋‹ค.Chapter 1. Introduction 1 1.1 Study Background 1.2 Purpose of Research 1.3 Research Contents Chapter 2. Related Works 5 2.1 Mental Health Issues of Korean Teenagers and Proposed Technological Solutions 2.2 Conversational Agents and Machine Properties 2.3 Emotion-Focused Therapy Chapter 3. Research Questions 17 Chapter 4. Research Methodology 19 Chapter 5. Study 1 โ€“ Teenager Needs Study 21 5.1 Participants 5.2 Methodology 5.3 Analysis 5.4 Findings Chapter 6. Study 2 โ€“ Participatory Design Study 31 6.1 Participants 6.2 Study Procedure 6.3 Findings from the Participatory Design Study Chapter 7. Discussion 50 7.1 Machine properties and design implications 7.2 CASA paradigm and machine properties 7.3 Applicability in the counseling sector Chapter 8. Conclusion 56 Bibliography 58 Abstract in Korean 70Maste

    Issues on and Strategies for u-Government

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    ๋ณธ ์—ฐ๊ตฌ๋Š” ๊ณผํ•™๊ธฐ์ˆ ๋ถ€ 21์„ธ ๊ธฐ ํ”„๋ก ํ‹ฐ ์–ด ์—ฐ๊ตฌ๊ฐœ ๋ฐœ์‚ฌ์—…์˜ ์ผํ™˜์œผ๋กœ ์ถ”์ง„๋˜๊ณ  ์žˆ๋Š” ์œ ๋น„์ฟผํ„ฐ์Šค์ปดํ“จํŒ… ๋ฐ ๋„คํŠธ์›Œํฌ์›์ฒœ๊ธฐ์ˆ ๊ฐœ๋ฐœ์‚ฌ์—…์˜ ์ง€์›์— ์˜ํ•œ ๊ฒƒ์ด๋ฉฐ๏ผŒ ํ•œ๊ตญ์ •์ฑ…ํ•™ํšŒ 2004๋…„์ถ”๊ณ„ํ•™์ˆ ๋Œ€ํšŒ์—์„œ ๋ฐœํ‘œ๋œ ๊ฒƒ์„ ์ˆ˜์ • โ€ข ๋ณด์™„ํ•œ ๊ฒƒ์ž„.์ฐจ์„ธ๋Œ€ ์ •๋ณดํ†ต์‹ ๊ธฐ์ˆ ๋กœ์„œ ์œ ๋น„์ฟผํ„ฐ์Šค ๊ธฐ์ˆ ์— ๋Œ€ํ•œ ๊ด€์‹ฌ์ด ๋‚ ๋กœ ๋†’์•„์ง€๊ณ  ์žˆ๋‹ค. ๋ฏธ๊ตญ๏ผŒ EU, ์ผ๋ณธ๋„ ๋ฏผํŒ ํ˜‘๋ ฅ ํ•˜์— ์œ ๋น„์ฟผํ„ฐ์Šค ์‹œ๋Œ€๋ฅผ ์„ ๋„ํ•˜๊ธฐ ์œ„ํ•œ ๋…ธ๋ ฅ์˜ฌ ๊ธฐ์šธ ์ด๊ณ  ์žˆ๋‹ค. ์šฐ๋ฆฌ๋‚˜๋ผ๋„ 2003๋…„๋„๋ถ€ํ„ฐ ์ •๋ถ€๊ฐ€ ๋ณธ๊ฒฉ์ ์œผ๋กœ ๋‚˜์„œ๊ณ  ์žˆ์œผ๋ฉฐ๏ผŒ๋ฏผ๊ฐ„ ๋ถ€๋ฌธ ๋ฐ ํ•™๊ณ„์˜ ๊ด€์‹ฌ๋„ ๊ธ‰๊ฒฉํžˆ ๋Š˜์–ด๋‚˜๊ณ  ์žˆ๋‹ค. ์ด๋Ÿฌํ•œ ์ถ”์„ธ์— ๋ถ€์‘ํ•˜์—ฌ ์ฐจ์„ธ๋Œ€ ์ „ ์ž์ •๋ถ€๋กœ์„œ ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ๊ตฌ์ถ•์— ๋Œ€ํ•œ ์—ฐ๊ตฌ ๋ฐ ์ œ์–ธ๋“ค๋„ ๊ธ‰์ฆํ•˜๊ณ  ์žˆ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ์ถ”์ง„์„ ์œ„ํ•˜์—ฌ๋Š” ํ•ด๊ฒฐ๋˜์–ด์•ผ ํ•  ์Ÿ์ ๋“ค์ด ์ ์ง€ ์•Š๋‹ค. ์ด ๋…ผ๋ฌธ์€ ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ์ถ”์ง„์„ ์œ„ํ•œ ์Ÿ์ ๋“ค์„ ๋ฐํžˆ๊ณ  ์ด๋ฅผ ๋ฐ”ํƒ•์œผ๋กœ ์ถ”์ง„ ์ „๋žต์„ ๋„์ถœํ•˜๋Š” ๋ฐ ๋ชฉ์ ์ด ์žˆ๋‹ค. ์œ ๋น„์ฟผํ„ฐ์Šค ๊ธฐ์ˆ ์˜ ๋ฒ”์œ„์™€ ๋‚ด์šฉ๏ผŒ ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ๊ฐœ๋… ์ •์˜๏ผŒ ์œ ๋น„์ฟผํ„ฐ์Šค ๊ธฐ์ˆ ์ด ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์— ์ฃผ๋Š” ์˜ํ–ฅ์˜ ์„ฑ๊ฒฉ๏ผŒ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์™€ ๊ธฐ์กด ์ „์ž์ •๋ถ€ ๋ฐ ๋ชจ๋ฐ”์ผ์ •๋ถ€์™€์˜ ๊ด€๊ณ„๏ผŒ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ์ถ”์ง„ ์‹œ๊ธฐ-๊ธฐ์ˆ ์ ์ธ ์„ ๊ฒฐ ์กฐ๊ฑด๊ณผ ์‘์šฉ์„œ๋น„์Šค ๋„์ž…์˜ ๊ด€๊ณ„๏ผŒ ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ์ถ”์ง„ ์ฒด๊ณ„๏ผŒ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ์ถ”์ง„์—์„œ ๋น„์šฉํšจ๊ณผ์„ฑ ๊ธฐ์ค€์˜ ์ ์šฉ ์ •๋„๏ผŒ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€ ์ถ”์ง„์—์„œ์˜ ์žฅ์• ๋ฌผ โ€ข ์—ญ๊ธฐ๋Šฅ๊ณผ ๊ทธ ๋Œ€๋น„์ฑ…๋“ค์„ ์Ÿ์ ์œผ๋กœ ์ œ๊ธฐํ•˜๊ณ  ๋…ผ์˜ํ•˜์˜€๋‹ค. ์ด์— ๊ทผ๊ฑฐํ•˜์—ฌ ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€ ์ถ”์ง„์˜ฌ ์œ„ํ•ด ํŽผ์š”ํ•œ ์ „๋žต๋“ค์„ ๋„์ถœํ•˜์—ฌ ์ œ์‹œํ•˜์˜€๋‹ค. ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€๋Š” ์ด์ „์˜ ์ „์ž์ •๋ถ€ ๋˜๋Š” ๋ชจ๋ฐ”์ผ์ •๋ถ€์™€๋Š” ๋‹ค๋ฅธ ๊ทธ ๋ฌด์—‡์ด๋ฏ€๋กœ ์ƒˆ๋กœ์šด ํฌ๊ด„์ ์ธ ์ถ”์ง„ ๊ณ„ํš๊ณผ ํˆฌ์ž๊ฐ€ ํ•„์š”ํ•˜๋‹ค๋Š” ์ฃผ์žฅ์€ ํŽธํ˜‘ํ•œ ๊ธฐ์ˆ ๊ฒฐ์ •๋ก ์˜ ์‚ฐ๋ฌผ๋กœ์„œ ๊ตญ๊ฐ€์‚ฌํšŒ์˜ ์ง„๋ณด์— ์•„๋ฌด๋Ÿฐ ๊ณตํ—Œ๋„ ํ•  ์ˆ˜ ์—†๋‹ค. ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€์˜ ์„ฑ๊ณต์ ์ธ ์ถ”์ง„์˜ฌ ์œ„ํ•˜์—ฌ๋Š” ๊ธฐ์ˆ  ์ค‘์‹ฌ์˜ ๋ฌด์—‡์ด ๊ฐ€๋Šฅํ•œ๊ฐ€ ๋ณด๋‹ค๋Š” ์‚ฌํšŒ ์ค‘์‹ฌ์˜ ๋ฌด์—‡ ์ด ํ•„์š”ํ•œ๊ฐ€์— ์ดˆ์ ์˜ฌ ๋‘์–ด์•ผ ํ•œ๋‹ค. ์œ ๋น„์ฟผํ„ฐ์Šค์ •๋ถ€๋Š” ์ „์ž์ •๋ถ€ ๋ฐ ๋ชจ๋ฐ”์ผ์ •๋ถ€์˜ ๊ณ ๋„ํ™” ๊ธฐ๋ฐ˜ ์œ„์—์„œ๋งŒ ๊ทธ ํšจ๊ณผ๋ฅผ ๋ฐœํœ˜ํ•  ์ˆ˜ ์žˆ์œผ๋ฉฐ๏ผŒ๊ด€๋ จ ๊ธฐ์ˆ ์˜ ๊ฐœ๋ฐœ ์ •๋„์— ๋”ฐ๋ผ๏ผŒ๋ฏผ๊ฐ„ ๋ถ€๋ฌธ๊ณผ์˜ ์ ์ ˆํ•œ ์—ญํ•  ๋ฐฐ๋ถ„๊ณผ ํšจ๊ณผ์ ์ธ ์ถ”์ง„์ฒด๊ณ„์˜ ์ •๋ฆฝ์„ ํ†ตํ•ด์„œ๋งŒ ์„ฑ๊ณต์ ์œผ๋กœ ์ถ”์ง„๋  ์ˆ˜ ์žˆ๋‹ค

    Un Anรกlisis Minimista de la Construcciรณn de Hueco Parasรญtico

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    El llamado hueco parasรญtico(HP), parasitic gap en inglรฉs, es una categorรญa vacรญa que se habilita por la variable creada como consecuencia del movimiento A'. El hueco parasรญtico se caracteriza por ser una categorรญa vacรญa que aparece en una clรกusula adjunta de la cual normalmente no es posible extraer un elemento sintรกctico. El objetivo central del presente trabajo es tratar de aclarar, dentro del Programa Minimista, las propiedades sintรกcticas de la construcciรณn de hueco parasรญtico. Concretamente, intentaremos responder en este trabajo a las siguientes preguntas: Primero, ยฟquรฉ es la condiciรณn de anti-mando-c? Si esta condiciรณn es conceptualmente necesaria en la derivaciรณn, ยฟpor quรฉ se aplica sรณlo a las construcciones de hueco parasรญtico? Segundo, si un hueco parasรญtico es una huella del operador nulo Op, ยฟcรณmo se puede interpretar esta categorรญa vacรญa como variable de otro operador Qu, que se mueve a Espec-SCOMP dejando su propia huella(i.e. hueco real) en la posiciรณn de base? Para contestar a estas preguntas, propondremos una condiciรณn de habilitaciรณn del Op: esto es, la Condiciรณn de Identificaciรณn de Operador nulo, que puede sustituir la condiciรณn de anti-mando-c. Intentaremos mostrar que esta condiciรณn puede derivarse de la necesidad conceptual siguiendo algunas ideas de Chomsky(1995) como la condiciรณn del รบnico objeto sintรกctico y la definiciรณn de Tรฉrmino
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