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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 : 162권 0호 (2018)

청소년의 수업대화 참여 요인에 대한 혼합 연구 - 개인, 교사, 부모, 또래 요인을 중심으로 -

권은선 ( Kwon Eun-sun ) , 정혜승 ( Chung Hye-seung ) , 민병곤 ( Min Byeong-gon )
8,600
초록보기
This study investigates the factors influencing adolescent students’ participation in classroom conversations. Quantitative data were collected from 3,429 primary and secondary students using questionnaires, and qualitative data were collected from 25 students using semi-structured interviews to obtain an in-depth understanding of the results of the quantitative research. Using the quantitative data, we explored the structural relationship between peers, parents, teachers, and personal factors and students’ participation in classroom conversations, including questioning, presentations, and a small group discussion. Specifically, we examined the mediating effects of students’ communication attitudes―communication efficacy, enjoyment in school talk , and empathic conversational attitudes. We hypothesized a structural model wherein perceived parents’, peers’, and teachers’ factors influence adolescent students’ communication attitudes and, in turn, students’ communication attitudes influence their participation in classroom conversations. The results showed that both communication efficacy and enjoyment of talking in school had significant positive effects on participation in classroom conversation; the direct effects were .45 and .26, respectively. Communication efficacy had the highest total effect. The indirect effects of mothers’, fathers’, and teachers’ interest in oral communication were .10, .09, and .32, respectively. Empathic conversation attitudes had a mediating effect on the relationship between the interests expressed in conversations and communication efficacy. Following the quantitative data analysis, individual interviews were conducted with 16 active participants and 9 passive participants classified on the basis of the survey results. The findings of this study show that there were differences between active and passive participants in terms of the opportunity for personal talks with teachers, the nature of parents’ interest in oral communication, confidence in public speaking, and the perception of peer responses in the classroom. These results imply that rather than focusing just on communication skills, teachers should use diverse approaches to help students positively perceive their communication capacities and support students to express empathic conversational attitudes. In addition, it is important to show a supportive interest in children speaking at home, and to create a safe and supportive classroom in school.
7,000
초록보기
This study focuses on the empathic communication ability of pre-service teachers and proposes reading of literary works as a way to enhance empathic communication ability. Empathy refers to feelings about others’ emotions, and empathic communication ability refers to the ability to communicate based on an understanding of the other’s emotional situation. Because we cannot ignore emotional interactions when communicating with others, we must be able to understand and empathize with our communication partners. Therefore, Korean language education should deal with empathic communication ability. Moreover, narrative literature is an important medium to expand empathy. In the first semester of 2017, the researcher read two children’s stories with 76 pre-service teachers and used questionnaires to confirm appreciation of their empathic elements. In this process, I examined the effect of reading assimilation on empathic communication ability, focusing on the 73 reading responses that agreed to use the questionnaire for research. Children who are marginalized in the school appear in these stories along with surrounding characters. After reading these stories, most of the pre-teachers experienced the characters empathically, especially the child, and reflected on how to communicate with students in future classroom situations. It is expected that this experience will positively affect both the empathy and empathic communication ability of the pre-teachers.

초등학생의 ‘필자로서 자기인식’에 대한 검사 도구 타당화 연구

정지은 ( Jung Ji-eun ) , 심유나 ( Sim Yuna )
6,800
초록보기
This study investigates the construction of one’s self-perception as a writer, and to develop a proper scale to measure elementary school students’ perceptions of themselves as writers. To validate this scale, an exploratory factor analysis was carried out based on the responses of 116 students in elementary grade 6. This resulted in 31 items representing 3 sub-factors: “social expectation and evaluation,” “progress in writing,” and “physiological states.” The total variance for the three factors was 67.269%. These factors were classified into social, cognitive, and affective factors; their relationships were then identified. The final three-factor scales were administered to 656 elementary school students in grades 4, 5, and 6. Results from a confirmatory factor analysis showed that the model with three factors had a reasonably acceptable applicability. It was found that the Writer Self-Perception Scale (WSPS) with three factors was a reliable and valid measurement method. This study is expected to provide useful information regarding students as writers, and to contribute to their writing instruction.

혼합 연구방법을 활용한 매체 활용 발표 평가 준거 연구

이지영 ( Lee Jiyoung )
6,600
초록보기
This research reports on factors concerning the correlation between quality of presentations and use of media resources. To do this, the study developed evaluation criteria based on prior research and collected data from 607 research participants. The data were analyzed according to regression analysis, three-way ANOVA, and ANCOVA. The results were as follows. First, factors on the quality of presentations with media resources are five types of discourse. Second, factors pertaining to writing were more powerful than factors pertaining to speaking, provided ability to construct content was controlled. Third, some students were poor at constructing content but good at using multimodalities for writing while other students were good at constructing content but poor at designing slides. Fourth, even if the student had a high level of content composition, teaching “interaction with audiences” could improve the quality of their media presentations. In this paper, multiple regression analysis was conducted to derive regression coefficients. It is possible to further elaborate this study and also to construct theoretical models by using Amos to explore the mediating effect between variables of media presentations.

시맨틱 웹에서 읽기와 쓰기

길소현 ( Gil Sohyun ) , 박정훈 ( Park Jeonghoon ) , 차다은 ( Cha Dae-eun ) , 박성빈 ( Park Seongbin )
6,000
초록보기
The Semantic Web is an extension of the World Wide Web in which information is represented in a way that computers can understand material without human intervention. In this study, we present a way by which both writing and reading on the Semantic Web can be done easily without the need of a technical background such as RDF and ontologies. on the Semantic Web. Users can write on the Semantic Web by creating triples , which are basic units of information on the Semantic Web, that use SSW Editor. In addition, they can create hyper links that connect triples whose contents are related, and run RelFinder to see which triples have content in common, where triples can exist on local computers as well as on DBpedia space that is the Semantic Web version of Wikipedia. Users can also navigate a Semantic Web space that they design using LIDAB2 system, which is a Semantic Web browser. It is expected that using the proposed approach will allow more texts to be written and read on the Semantic Web.

‘-게 되다’ 구성의 통사와 의미에 대한 연구

김윤신 ( Kim Yoon-shin )
6,200
초록보기
This paper aims to explain the syntactic and semantic properties of “-ge doeda” construction and to suggest its syntactic and event structure are based on the Generative Lexicon Theory proposed by Pustejovsky(1995). Like other auxiliary predicate construction, “-ge doeda” construction also conveys the ambivalence of its syntax. The auxiliary predicate “doeda” can be a predicate of the whole sentence and forms one constituent with “-ge” clause, although it can create different constituents from “-ge” clause with the same VP. Thus, the “-ge doeda” construction takes “-ge” clause as an event argument. This is evidence for Kim’s(2004, 2007) suggestion that the auxiliary predicate construction is an event function. In Korean linguistics and in Korean language education, many previous studies have explained that the “-ge doeda” construction is passive because of its affectedness and the lack of intentionality of its subject. However, passive expressions and causative expressions with similar morphemes and the passive voice are different from the change-of-state verb. According to this evidence, “-ge doeda” construction expresses change-of-state and is an unaccusative predicate construction. The change-of-state of “-ge doeda” construction can be classified as a binary-oppositional change-of-state and the polar-oppositional change-of-state can be classified by the property of the “-ge” clause that is an event argument. This is critical evidence for the principle of compositionality.

통합형 한국어 교재에서의 발음 설명에 대한 양상 연구

안주호 ( Ahn Joo-hoh )
6,200
초록보기
This study examines the explanation of pronunciation of educational items in the recently published integrated Korean textbook. The characte ristics of the pronunciation of descriptions of educational items in the integrated textbook are as follows. First, in the previous textbook, the pronunciation explanations were provided at the beginning, and the changes in the phonemes were not explained later in the text. In recent textbooks, however, all of the phonological changes are described as “spirals.” This is a very good method for learning efficiently. Second, the pronunciation of individual words that Korean learners are able to perceive is emphasized. Particularly common is the pronunciation of the diphthong [의]. Third, the explanation of the intonation and concatenation of the supersegment is explained in detail at a beginner’s level. Fourth, the text does not explain all of the presented units of phonological variability, but is characterized by repeatedly describing these in a spiral manner according to the learner’s understanding when the corresponding item emerges.
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