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논문검색은 역시 페이퍼서치

언어와 문화검색

The language and Culture


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1738-3641
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 12권 1호 (2016)

계량적 분석에 기반한 한국어교육 연구의 현황과 과제

민경모 ( Min Kyungmo )
6,400
초록보기
This study aims to examine trends and future tasks of the Korean language education researches which use quantitative research methods and quantitative analysis in particular. In this study quantitative research methods are understood as statistical analysis-based research methods. In the quantitative analysis-based researches numerical materials are collected (characteristic aspect of the materials) and the materials are processed using statistical methods (processing aspect of the materials). The following points are examined. Firstly, a problem of subclassification of the quantitative method-based Korean language education researches is dealt with. Secondly, the two aspects, i.e. the collection of numerical materials in the Korean language education researches and the statistical processing of them are presented and a typical order of their statistical processing is examined. Thirdly, a problem of the quantitative indicator playing an important role in the collection of quantified materials is examined. The problem refers to what kind of quantitative indicators are used in corpus studies, and what kind of studies can be used in order to implement new quantitative indicators. Lastly, the study is concluded with a question on how the quantitative studies should deal with criticism on the quantitative analysis-based studies stating that the studies conducted in an artificial environment with restricted variables have difficulties in properly explaining complicated teaching-learning conditions. In order to examine recent trends in the quantitative analysis-based Korean language education studies this study examined research methods used in articles from three academic journals on Korean language education published in the last five years (from 2010 to September 2015). The examination revealed that 185 papers used quantitative analysis. Among them studies utilizing descriptive statistics were most common. In case of studies utilizing inferential statistics, comparative studies verifying differences between groups or variables, correlative studies showing relations between variables, effect relationship studies showing effect relations between variables and classification studies classifying variables or groups were distinguished. (Keimyung University)

양적 접근의 문화교육 연구 동향

오지혜 ( Oh Ji-hye )
6,600
초록보기
This study is aimed at reviewing, considering domestic and foreign research trends of cultural education by quantitative methods, at the same time figuring out detailed research tools and their application methods. Previous studies show that with exception of an experimental research method, most research methods have been used in quantitative research. In other words they have used quantitative research methods such as survey research, developmental research, correlation research, comparative research. causal-comparative research. These cultural education researches can be categorized into four standpoints, cognitive psychology, sociolinguistics, intercultural communication. And each case is subdivided into perspectives as cross-cultural psychology, cross-cultural/intercultural pragmatics, cultural literacy, intercultural communication competence assessment, multicultural curriculum, intercultural learning & teaching, classroom management Specifically previous studies on cultural education have been made of ways like questionnaire, rubric, inventory, discourse analysis, corpus analysis.(Semyung University)

한국어교육 연구에서의 질적 연구 동향 분석

한상미 ( Han Sang-mee )
6,700
초록보기
This paper presents an analysis on the trends in application of qualitative approaches to recent research on the Korean language education since the year 2000. There have been various research themes such as education contents, teaching & learning methods, teaching materials, evaluations, factors in teachers & students, etc. in the Korean language education field. Among the various research methods that have been applied in the research process, this paper focuses on qualitative approaches. This study, firstly, aims to examine the major qualitative approaches that can be applied to in the Korean language education field: Narrative Research, Phenomenology, Grounded Theory, Ethnography, Case Study, and Action Research. Secondly, a total of 2,022 research papers in five major Korean language education journals published from 2000 to 2014 were analysed through three perspectives: 1) an analysis of the application of the qualitative approaches focused on their themes, 2) an analysis of the application of the qualitative research methods focused on their data collection methods, 3) an analysis of the characteristics in application of the qualitative approaches to recent research in the Korean language education field. (Yonsei University)

수의적 첨가현상에 대한 상위화용론적 분석

김성옥 ( Kim Seongok )
6,400
초록보기
The purpose of this study is to confirm that various optional insertion phenomenon is caused by the intentional articulation of the speakers and to discuss from metapragmatic perspective. The discussion contents are as follows. First is the optional insertion of ‘ㄴ’. The type ‘니깐요’ which is an form varied from ‘니까요’ by insertion of ‘ㄴ’ is derived by representation of metapragmatic implicature in order to emphasize the reason of the following sentences. Second is the optional insertion of ‘ㄹ’. Related to irregular conjugation, ‘[눌르고], [질르고]’ is used in real life by insertion of ‘ㄹ’ to ‘누르고, 지르고’. Similarly, ‘ㄹ’ is added to connective ending ‘려고’ and ‘하려고→[할려고], 자려고→[잘려고]’ is used. ‘ㄹ’ insertion phenomenon in both irregular conjugation and connective endings, ‘ㄹ’ is added under ‘(C)V$ㄹV(C)’ environment and realized into ‘(C)Vㄹ$ㄹV(C)’ type. In this sense, these phenomenon falls into same category and is also representation of metapragmatic implicature. Third, in internet language, various phoneme are added. In ‘갔을까낭, 죠아용’, insertion of ‘ㅇ’ expresses softness and cuteness, in ‘넵(←네), 받아랏(←받아라)’, insertion of obstruent expresses temperateness and decisiveness. Even though it is not an insertion of phoneme, word-initial glottalization phenomenon of which the phoneme is varied by insertion of [Tense] features is an articulation reflecting the psychological status and expectation of the speakers. Also, it is confirmed that phoneme insertion and word-initial glottalization phenomenon in internet language are also representation of metapragmatic implicature. (Chungnam National University)
7,500
초록보기
The purpose of this study is to provide an analysis of Korean language teachers' methods for teaching vocabulary. For this purpose, aspects of repetition in classroom conversation were examined using classroom conversation structure analysis methodology. The results show that Korean language teachers use key pedagogical themes as conversation topics and through a process of continual repetition of these themes enable the students to continually encounter the target words within the conversation; thereby facilitating the learning of vocabulary. The analysis also indicated that Korean language teachers find ways to relate target words to their students’ experiences and in this way reinforce them through repetition. In addition, this analysis suggests that Korean language teachers employ a dramatization frame in order to repeat words. These dramatization frames can be used to encourage the students' awareness of the target words. Based on the results of this study, it is possible to postulate that the setting of convergent topics is required to control words, thereby enabling their efficient repetition.(Chonnam University)

중국동포와 한국어 교육의 변천(2005~2015년)과 전망

손정일 ( Sohn Jeong-il )
한국언어문화교육학회|언어와 문화  12권 1호, 2016 pp. 139-159 ( 총 21 pages)
6,100
초록보기
This paper forecasts and monitors changes in the mother language education of the Korean-Chinese, which is done through a review of the Korean education suggestions made for those residing in China a decade ago. These Korean-Chinese are now closer to us than before due to China's openness and Korea-China diplomatic relationship. Approximately 800,000 Korean-Chinese relocated to Korea and are forming communities around cities with industrial complexes. Yanbian Korean Autonomous Prefecture is facing a crisis as an ethnic community now that only a third (around 800,000) of its original population is left. The ethnic identity is in turmoil as more and more Korean-Chinese are leaving to metropolitan areas in China and elsewhere around the globe. Korean-Chinese spread out in China need online education utilizing advanced information technology and Korean school movements for Korean language education. The ethnic identity education through the enhancement of exchanges among corporates, educational institutes, and local and national governments is also needed. In addition, ethnically educating the new type of Korean-Chinese who moved to Korea and are categorized as unprotected among multiethnic families and North Korean defectors is an objective to achieve with public and private sectors' coordination. (Yonsei University)
5,500
초록보기
This Study is to compare receptive vocabulary and subskills of reading abilities between children from multicultural and non-multicultural families and to analyse correlation among receptive vocabulary and subskills of the reading test of KISE-BAAT in each group. The results show that the receptive vocabulary abilities of children from multicultural families were significantly lower than the children from non-multicultural families. Among subskills of the reading test of KISE-BAAT, multicultural children at their early elementary school performed more poorly in word comprehension and sentence completion whereas children at their high elementary school performed more poorly in sentence completion, word ordering and understanding short stories. In addition, receptive vocabulary and subskills of the reading test of KISE-BAAT showed high correlations in each group. This research findings indicate that the reading comprehension that causes learning problem of multicultural children are directly related to the receptive vocabulary abilities. Therefore, it would be more effective to emphasize vocabulary instruction to improve reading ability of multicultural children. (WonKwang University)

대조 연구를 통한 한국어 문법 교육 방안 연구 - 일본어 피동과의 대조를 중심으로

허경행 ( Huh Kyunghang )
한국언어문화교육학회|언어와 문화  12권 1호, 2016 pp. 177-199 ( 총 23 pages)
6,300
초록보기
Japanese students who study Korean as a foreign language have an advantage in learning Korean compared to other students because of their similarities of Korean and Japanese. But even Japanese students have difficulties in learning Korean passive form. Korean passive form and Japanese passive form have differences in meaning and usages as well as similarities. Both Korean and Japanese have passive form as a counterpart of active form. But there are differences in usages of Korean passive form and Japanese passive form in some ways. In meanings, Korean passive form represents the actions completed and the actions done by someone. And Japanese passive form represents receiving the actions and the actions done by someone. Some of Japanese passive forms expresses the meanings of possibilities and respects according to the meanings of verbs. Korean passive form mainly represents the actions completed and Japanese passive form mainly explains the performers and the action done by them. So Korean passive forms connects with ‘-아/어 있다’ frequently and Japanese passive forms connects with ‘-てしまう’ frequently. In usages, there are some Japanese intransitive verbs which are expressed in passive way in Korean. In the other way, there are some Korean transitive verbs which are expressed in passive way in Japanese also. Therefore some of Korean passive forms could be translated into intransitive verbs of Japanese to present same meaning. In the other way, some of Japanese passive forms could be translated into transitive verbs of Korean to present same meaning. For the effective teaching of Korean passive form, we should approach the method of teaching the passive forms with the understanding of differences of Korean and Japanese passive forms. (Hankuk University of Foreign Studies)
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