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논문검색은 역시 페이퍼서치

국어교육검색

The Education of Korean Language


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1226-3958
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 153권 0호 (2016)
6,000
초록보기
The purpose of this paper is to describe the composition constraints between the temporal nouns (eoje, oneul, naeil) and the postposition ‘e’. In the related research of this study, related mainly to the syntax, it is not easy to understand it only by looking at the results. In some sentences the temporal nouns are written as nouns and it is possible to combine them with the postposition, but in the other sentences the temporal nouns are written as adverbs and it is not possible to combine them with the used adverb. However such an explanation is not convincing enough for the composition constraints. Thus in this paper we study the basic nature of this composition constraints in order to determine why we cannot combine ‘eoje, oneul, naeil’ with the postposition ‘e’. First of all, ‘eoje, oneul, naeil’ is the ‘deictic time’ arranged as ‘past-present-future’ and focused on the speaker. It also has another feature of the unit time, such as ‘year, month, and day’. In addition to this, we can also find a reason for the composition constraints through the relation of time noun with tense and progressive aspect. ‘eoje, oneul, naeil’ have smaller time conception and locate closer from speaker, compared with non-deictic time noun.
6,200
초록보기
Kang Hee-jin’s 『Ghost(유령)』 and Kwon Lee’s 『Left handed Mr. Lee (왼손잡이 미스터 리)』 describe painful lives that North Korean immigrants go through due to mental traumas that they gained in the process of defecting from North Korea. In addition, these novels depict the reality that North Korean immigrants, who failed to adjust themselves to the South Korean society, have fallen into the poor class living with the help of charity organizations or attempt to leave South Korea for a new dream. There are also North Korean immigrant figures who failed in social adjustment and avoid the society by being immersed in computer games. As told in the two stories, many North Korean immigrants, lacking in abilities to survive the competitive society or professional skills for a regular job, are wandering over the marginal areas of the Korean society. South Koreans assume a double attitude toward North Korean immigrants, regarding them as brethren from North Korea, and at the same time, as lazy ones who, engrossed in egalitarianism, may take away their wealth. South Koreans’ cold eyes on them make it even more difficult for North Korean immigrants to settle down in the South Korean society. Charity organizations make efforts to provide North Korean immigrants with economic support and the protection of rights and interests in the dimension of pity and sympathy, but their aids and dispensations cannot be ultimate solutions for North Korean immigrants’ problems. Because North Korean immigrants are uncomfortable with helps from charity organizations or it makes things worse for them to pretend behaviors expected by the charity organizations, we need to promote co.existence and co.prosperity by receiving them with understanding and tolerance. Now we should look for strategies for co.existence with maladjusted North Korean immigrants wandering around in the Korean society with mental traumas induced by mental and physical wounds obtained in the course of defecting from North Korea. In this sense, novels on the theme of North Korean immigrants should stop viewing North Korean immigrants as the objects of discrimination and contempt or of aids and dispensations, and make efforts to configure their private sufferings and agonies fictionally based on the understanding of their lives and consciousness.
5,500
초록보기
A new approach to novel characters starts from understanding the characters not as separated individuals but as relationships. This study labeled this approach to characters ‘relational approach.’ This study examined critically the limitations of flat characters/round characters and the typical characters of the theory of realism. As all of these theories understood characters as independent beings, they were not able to grasp relationships among the characters or the roles of the characters in the narrative structure. This study paid attention to what relationship is formed by the personalities exhibited by main and minor characters. For this, it used the concepts of ‘will to power’ and ‘productive desire for life’ suggested by Nietzsche and Deleuze. Depending on the amount of power exercised by main and minor characters, a different power relationship appears: (1) main characters>minor characters; or (2) main characters where the voice and world view of the main character dominate the entire story. (2) is a dialogic character relationship in which a passive main character meets strong minor characters and observe their words and behaviors. This type of relationship is found in dialogic novels as in < Petit bourgeois > where the heterogeneous values and behaviors of various characters are exhibited.

대학생 필자의 수정하기 양상 및 효과 -혼합 방법론의 적용-

김혜연 ( Hye Youn Kim )
6,900
초록보기
This paper investigates undergraduate students’ revision processes and their impacts on text quality by using mixed-methods. For this purpose, 50 undergraduate students (48 available among them) participated and they offered written outputs and video capture files of their own writing process during computer writing. Analysis was conducted in terms of the transformative design; that is, quantification of the qualitative data. Data coding was done in two stages; first, the qualitative coding of the revising process, then the quantification based on the fist-stage coding and memos written by coders. Quantification was conducted by 5-point scales for 4 components: editing (editing during the first draft), reading (reading text produced so far during the first draft), proofreading (editing and reading during the final draft), and effectiveness (the amount of textual change). Based on this quantification, correlation analysis, one-way ANOVA, EFA, and cluster analysis were conducted to verify the relations between variables, differences in text quality between levels of activities, and actual categories of revising activities. As a result, no meaningful difference in text quality was found between the levels of revising activities, and correlations between activities were relatively low or not high. Therefore, it can be concluded that behavioral aspects of revision (e. g. amount or pattern) do not affect text quality; we should find another factor for effective revising strategies, considering several studies (Galbraith & Torrance, 2004; Kieft, et al., 2007; Torrance, et al., 1999, 2000) insisted revising should be one of the two main writing strategies, along with planning.

설득하는 말하기에서 전문가 평가와 동료 평가에 대한 비교 분석

허선익 ( Seon Ik Heo )
6,900
초록보기
In this study, aspects of peer evaluation in persuasive speech for freshmen of highschool students, using comparative method which has been set three teachers(specialist group) as reference group, are scrutinized. And teaching contents have been proposed according to these results. In the teaching of persuasive speech, three points should be underscored. Most of all, cognition of components for upper level is important. Intersubjectivity of attitude in reception of others’ persuasives is important, also. Evaluative activities, including self-evaluations, should be more actively done under the circumstance which followed by feedbacks origin from teacher and peer.
6,300
초록보기
This paper treated the problem of thematic development and cognition aspects of conversation. First of all conversation was developed around the mutually coordinated level themes among participants around theme in a big frame. In this development, leveled themes were formated while forming a certain hierarchy focusing on discourse segment. And they showed entrance, body, and exit. In addition, an aspect of theme continuation was more highlighted than it of theme change between each utterances in a small frame. And deepening theme has proved significantly more aspects of the transition to the next in the face of theme continuation. However, this paper was limited to some of the participating subjects were college students, leaving the limits did not consider having an intimate conversation situation.

초등학생의 학교 밖 문식 활동 빈도의 종단적 변화와 예측 요인 탐색 -잠재 성장 모형의 적용-

정혜승 ( Hye Seung Chung ) , 김정자 ( Jeong Ja Kim ) , 정현선 ( Hyeon Seon Jeong ) , 손원숙 ( Won Sook Sohn ) , 김종윤 ( Jong Yun Kim ) , 민병곤 ( Byeong Gon Min )
7,400
초록보기
The purpose of this research is to discuss the longitudinal changes of the out-of-school literacy practices of South Korean elementary students from third to fifth grades and to examine the dependent variables to estimate growth over three years. This research analyzed the data of 909 individual students over three years (2013, 2014, 2015) by the Latent Growth Curve Modeling. The dependent variables are individual student (gender, literacy attitudes, time for media use, perceived difficulties of literacy practices, time for school tasks), family (family members’ literacy practices, conversations with family members about literacy practices) and environment (numbers of books at the school library, frequency of library use). The results are as follows: First, the amount of literacy practices decreased over three years from Grades 3 to 5. Second, all the variables except perceived difficulties and time for school tasks were found to predict the initial status, while literacy attitudes, perceived difficulties and teacher factor were found to predict the growth rate. The results have the following implications on the out-of-school literacy practices of elementary students and literacy education in schools. First, the students whose initial literacy attitudes were high, were found to have a steep decrease in their amount of out-of-school literacy practices. Therefore, students with positive literacy attitudes also need educational support in order to keep their attitudes positive. Second, students’ perceived difficulties of literacy practices were found to be a statistically significant variable to predict the growth rate. Therefore, it is important to reduce students’ learning quantity in order to enhance their interest and time for literacy practices. Third, the amount of students’ media use is found to have no statistical significance in terms of predicting the growth rate. Therefore, follow-up research is needed in order to investigate the opportunities and risks of media literacy practices regarded as new literacy practices in the media environment. Fourth, students’ voluntary out-of-school literacy practices need more educational attention and support.

매체 관련 단원 수업 실행에 관한 중등 국어 교사의 인식 연구

김지연 ( Ji Youn Kim ) , 백혜선 ( Hye Sun Paik )
6,100
초록보기
The purpose of this study is to examine how Korean language arts teachers implement media literacy education in schools. The study answers three questions. First, what do Korean language teachers think of media literacy education? Second, how do they implement media literacy education? Finally, what arethe implications of practicing media literacy education in schools? To answer these research questions, researchers analyze how four middle-school Korean language teachers recognize the importance of and implement media literacy education. In this study, participants had varied views on media literacy, which were reflected in the way they practiced media literacy instruction as part of their schools. Some of them struggled with media literacy instruction, feeling that the associated textbooks, assessments, and teaching strategies were too complicated to practice. The participants pointed to contextual obstacles in instruction, such as conflicting home.school values, lapses in school administration, and the limited availability of resources for instruction. It is hoped that knowledge gained from this study will contribute to the development of meaningful media literacy education in the future.

중국 조선족 고급중학교 문학교육평가 현황과 과제

김흠 ( Xin Jin )
6,400
초록보기
Subordinating to Chinese education, Korean-Chinese education is an integral part of minority education in China. As a major subject in Korean-Chinese school, Korean education plays a significant role in inheriting its own language. The core of Korean language and literature education lies in literature education which is the cornerstone of consolidating and developing this ethnic community. The evaluation of literature education in Korean-Chinese senior high school is given in accordance of a major subject--Korean language and literature. In addition, comprehensive requirements and contents of the evaluation are reflected by 『Standard of Korean Language and Literature Curriculum』. Literature education help students understand and appreciate literature, experience various and dynamic works, cultivate students`` aesthetic recognition and insight to grow up as human beings with desirable traits. The paradigm of literature education including concepts, development directions, and detailed teaching-learning practices has its own importance. However, evaluation is also an indispensible part that cannot be ignored. This paper focuses on observation and contemplation of “teaching and learning evaluation” from the “curriculum implementation” of Standard of Korean Language and Literature Curriculum in Korean-Chinese senior high school to search for future research topics which conforms to times.

중국인 한국어 고급 학습자의 말하기 불안과 구어 숙달도 간의 상관관계 -정확성과 유창성을 중심으로-

정설군 ( Xue Jun Cheng ) , 김영주 ( Young Joo Kim )
6,300
초록보기
This study aimed to investigate the relationship between speaking anxiety and speaking ability of 66 Chinese advanced Korean learners. To meet the goal of the research, the survey questionnaire for speaking anxiety and two types of spoken production tasks were applied. Speaking proficiency was measured by fluency and accuracy of learners’ spoken production. The results of the study are as followed. (i) all learners felt speaking anxiety, but level 5 learners had stronger speaking anxiety than level 6 learners. (ii) level 6 leaners spoke more fluently and accurately than level 5 learners. (iii) level 6 learners’ speaking anxiety showed no correlation with fluency, but showed a negative correlation with accuracy. For level 5 learners, both fluency and accuracy had negative correlation with speaking anxiety.
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