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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 : 4권 1호 (2008)

음운구성원소의 결합과 탈락: 터키어, 풀라어, 한국어의 경우

허용 ( Yong Heo )
6,200
초록보기
이 논문은 분절음에 대한 기존의 규칙 중심 또는 자질 중심의 접근의 한계성을 극복하고 원칙 중심 또는 제약 중심의 접근을 시도함으로써 음운론에서 자의성을 최대한 배제하고 보다 체계적이고 합리적인 설명의 필요성을 제기하고자 하는 데 목적이 있다. 그 방법으로 분절음을 자질의 집합이라고 보는 SPE식의 접근법이 아닌 지배음운론(Government Phonology)에서 주장하는 구성원소 원리를 도입하여 음운현상을 설명하고자 하였다. 그 예로서 터키어의 모음조화와 아프리카 풀라어(Pulaar)어의 자음교체 현상, 그리고 한국의 동남 방언에서의 발음을 들었다. 터키어의 모음조화는 구개적 모음조화로 전설과 후설의 대립이 있는 언어이다. 그런데 자질 중심 접근법으로는 전설과 후설 중 어떤 것이 기저형인지 판단할 수 없으나 구성원소 중심의 접근법은 그것을 가능하게 한다. 그리고 풀라어의 경우, 한국어와 비슷하게 /p/(또는 /b/)와 /w/, /t/(또는 /d/)와 /r/의 교체 현상이 나타나는바, 이 또한 구성원소 중심의 접근법으로 올바른 해석을 할 수 있으며, 나아가 모음의 성질에 따라 그 앞에 오는 자음이 교체되는 현상 또한 설명이 가능하다. 한국어 동남 방언은 표준어와 여러 가지 면에서 발음상 차이를 보이는데 이 또한 구성원소 중심의 접근으로 보다 간편하게 설명할 수 있다. 이 논문에서는 이러한 예들을 통해 지배음운론에서 말하는 구성원소 원리의 타당성과 합리성을 보여 주고자 하였다. (한국외국어대학교)

영어권 한국어 학습자의 처소격 조사 대치 오류 연구

신성철 ( Seong-chul Shin )
6,200
초록보기
본 연구는 영어권 한국어 학습자가 빈번히 범하는 격조사 오류 가운데 처소격 조사의 대치 오류에 초점을 맞추어 그 오류의 빈도수를 측정하고 오류의 패턴 및 주요 오류 원인을 알아보는 데 있다. 이를 위해 3개 대학 한국어 학습자가 작성한 정규 작문 시험지에 나타난 문법 오류 가운데 조사 오류를 분석하였다. 조사 오류의 대부분인 대치 오류 가운데 처소격 조사의 대치 오류 빈도가 목적격과 주격 조사의 대치 오류 빈도 다음으로 높았다. 이는 김미옥(2002), 이정희(2003) 등의 오류 분석 선행 연구를 뒷받침하는 것이나 지금까지 처소격 조사 '-에'와 '-에서'의 대치 오류 원인에 대해서는 적절한 설명이 없거나 부족하였고 교육자의 직관에 맡겨 놓았던 것이 사실이다. 본 연구에서는 언어교육학적 관점과 교재 분석을 통해 오류 원인을 설명하고 교재 개발 시나 교정 교육 시에 도움이 될 수 있는 몇 가지 방법을 제시한다. (뉴사우스웨일즈대학교)
5,600
초록보기
This study demonstrates the importance of syntagmatic relations(colloquial relations) with respect to vocabulary instruction and discusses its application methods. Using a group of the marked measure adjectives such as “large”, “many”, “wide”, “deep”, “high”, “severe”, “heavy”, “thick” and “strong”, which are usually found in measure expressions related to size, volume and width, this study attempts to apply the colloquial relations to developing a vocabulary teaching method that can differentiate their usages. In this study, it is found that foreign learners are likely to make errors because the colloquial relations in these measure adjectives are different from those used in their mother languages. Overall, this study not only provides the contents knowledge regarding the syntagmatic vocabulary relations but also suggests specific teaching methods that can be applied in vocabulary instruction. (Yonsei University)
5,900
초록보기
This study analyzes possible ways of communicating our traditional culture to overseas Koreans by focusing on3 image texts for cultural education. In order to make this a reality, we need to avoid seeing images simply as objects for viewing and appreciation but to understand images as well as letters as texts that can be read and analyzed. Adopting a more concrete and effective concept of semiotics, this paper presents a case of a systematic method of education based on the cultural characteristics and values found in photographic texts which are made up in general of signs. Using the semiotic methodology to approach meanings of Korean culture embedded in image texts will provide instructors teaching Korean language and culture in Korean language schools or similar overseas organizations with a more practical and systematic method of instruction. It is hoped that second and third-generation overseas Koreans who are not familiar with the Korean language will have greater opportunities to indirectly experience and enhance their understanding of Korean culture. (Kyung Hee University of Korea)

한국어 자음 연쇄의 분포 특성에 관한 연구

김선정 ( Kim Seon Jung )
5,500
초록보기
This study aims to analyse the distribution of consonants in the middle of pure Korean words. The characteristic properties of word-initial and final consonants have been treated in many previous researches. However, not many researches have done about the distributional characteristics of word-internal consonant sequences so far. Therefore, in this research, distributional characteristics of word-internal consonants will be discussed within the framework of Government Phonology(GP). Roughly speaking, almost all consonants such as liquids, nasals, and neutral obstruents precede aspirated/tensed consonants, However, no consonant such as nasals, and any kinds of obstruents (i.e. neutral, aspirated or tensed) can appear before liquids. Liquids can be followed by the same liquids only. Otherwise, the vowel [ɨ] must be realised. This is illustrated by the Empty Category Principle (ECP) and Inter-Onset Government in GP. (Keimyung University)

일본인 고급 학습자의 한국어‘곁말’인식 및 실현 가능성 연구

김신지 ( Kim Shin Jee )
한국언어문화교육학회|언어와 문화  4권 1호, 2008 pp. 97-128 ( 총 32 pages)
7,200
초록보기
This study examined the difference in recognizing ‘Gyeonmal’ between Korean native speakers and Japanese learners of advanced level Korean language as well as the aspect of resultant speech expressions of both speakers. The 1st chapter raised a problem that Japanese learners of Korean language might cause misunderstanding in communication owing to their different viewpoints of ‘Gyeonmal’ from Korean native speakers. The 2nd chapter defined the concept of ‘Gyeonmal’ on the basis of ‘Face Theory’, considering its characteristics and patterns. In terms of the contents, both Korean native speakers and Japanese learners of advanced Korean language agreed in recognizing ‘Gyeonmal’ as an act to lose the other’s Face(Face Threatening Acts : FTA). Still, they were definitely different in the degree of negative recognition of ‘Gyeonmal’ and speech permission; the Korean native speakers regarded ‘Gyeonmal’ as a way to seek a friendly relationship with the others according to intimacy, while the Japanese learners of Korean language regarded it as a speech act which should be evaded because it is a rude act to the others. Moreover, the former thought ‘Gyeonmal’ would arouse the other’s laughter and enhance sense of belonging to and intimacy with the others, whereas the latter did not use it because they thought the others would laugh to ridicule them. This study is meaningful in that it examined the differences in cultural recognition and in speech to focus the necessity to teach ‘Gyeonmal’ which was not even mentioned at the educational setting until now. Thus, a further study needs to be done to find a substantial method to teach ‘Gyeonmal’. Department of Teaching Korean as a Foreign Language. (Hankuk University of Foreign Studies)

언어를 통한 문화교육 (2): 의사소통의 민족지학 방법의 적용

김주관 ( Kim Joo-kwan )
한국언어문화교육학회|언어와 문화  4권 1호, 2008 pp. 129-150 ( 총 22 pages)
6,200
초록보기
This paper aims to develop a method for language learners to study the target culture where the language is used. One of the most effective methods is to apply the method developed by anthropologists who have practiced the ethnography of communication to language education. Because the method has been developed to understand a culture through its language use, it will be useful for language learners to understand the culture while they learn the language itself. The method offers descriptive tools for speech behaviors, and they can be adopted in classrooms. The descriptive units are hierarchically organized as speech situations, speech events, and speech acts. The constituent factors for the description of speech behaviors are called the SPEAKING model, which includes setting and scene, participants, ends, act sequence, key, instrumentalities, norms and genre. These are a kind of etic grid to describe speech behaviors, and language learners can extract cultural knowledge from the description of speech behaviors that is recorded on the model. From the application of the ethnography of communication method in language education, language learners can develop their cultural as well as linguistic competence, i.e., communicative competence. (Seoul National University)

“외국문화로서의 한국문화”교육의 가능성

김중순 ( Kim Tschung-sun )
한국언어문화교육학회|언어와 문화  4권 1호, 2008 pp. 151-178 ( 총 28 pages)
6,800
초록보기
The purpose of this work is to determine the feasibility of Korean Culture as a Foreign Culture (KCFC) education. Until now, the trend of Korean cultural studies in general has been to view it as existing within a fixed regional space with an embodied shape as a conclusive reality and to attempt to objectively grasp an understanding of that reality. Because it was unable to objectify, delocalize, and alienate, KCFC was left simply as a vehicle of Korean as a Foreign Language (KFL) education. Therefore the position, the boundary, and methods of Korean culture studies need to be changed. First, the territory of Korean culture from the Korean peninsula needs to be expanded to include the countries of East Asia as well as the ever expanding realm of cyberspace; second, the communicational means for conveying the facts about Korean culture needs to be expanded from the Korean language to include all other languages; third, the sovereignty over Korean culture needs to be expanded from the ethnic Korean people to include all people who participate in shaping Korean culture. In order to implement this paradigm shift, I present the following five step KCFC education process. 1. Adequate provision of facts about Korean culture 2. The re-evaluation of cultural knowledge based on the Korean viewpoint as an outsider’s viewpoint 3. Comparison of Korean culture with the learner’s culture 4. The re-evaluation of the learner’s culture as an outsider’s viewpoint 5. Defining the universality of Korean culture in terms of human relations The remaining problems are related to the concreteness of the education field. Currently the tasks that must be done are establishing a curriculum and related studies, and devising teaching methods that are in accord with the learner’s level. The most important requirement, however, is the training of teachers for KCFC education. Just as KFC has established its independence and disciplinary field distinct from National Korean Language studies, KCFC must also become independent from National Korean culture studies and establish its own field. Then it will no longer be just a tool in language education and will be able to acquire its own autonomous identity. (Keimyung University)

담화 유형과 화행 기능과의 상관성 연구

유혜령 ( Yu Hye-ryeong ) , 김유미 ( Kim Yu-mi )
한국언어문화교육학회|언어와 문화  4권 1호, 2008 pp. 179-201 ( 총 23 pages)
6,300
초록보기
This study examined the relationship between frequent speech acts in a discourse and the type of discourse related to these speech acts. A discourse or a text is the sequence in which speech acts are structured systematically, so speech acts are regarded as basic unit of a text or a discourse. Therefore, to demonstrate its function and nature of discourse, the investigation on the function of individual speech act constructing a discourse has to be preceeded. This study collected a variety of discourse samples, categorized them according to several types, and then investigated the function of speech act respectively. However, the results do not show a distinct relationship between discourse types and the function of each speech act. (Yonsei University/Kyung Hee University)

한국 문화 교육 접근 방법 연구

최주열 ( Choi Ju Youl )
한국언어문화교육학회|언어와 문화  4권 1호, 2008 pp. 203-222 ( 총 20 pages)
6,000
초록보기
This paper from the perspective of cultural education examines the cultural types formed on the basis of the existential structure of the human beings who create and enjoy the culture, and explores various ways of approaches to the cultural education. This research divides culture into two major types, i.e. culture of mind (spiritual culture) and culture of body (material culture). The culture of mind refers to the scientific culture (industrial culture, etc.) which is achieved in a pursuit of the desire for knowledge, the arts culture which is achieved in a pursuit of the desire for tender feelings and the religious and normative culture which is formed out of the human desire for morality. The culture of body (material culture), on the other hand, refers to the living culture which is actuated by the instinctive desire of the body and is developed for the clothing, food and housing. The paper sees that the aim of cultural education is to be sought in understanding the universality of the human culture, in understanding region-specific cultures, and in seeking for the way of increasing communicative competence. The author proposes a macro approach, a micro approach, approaches according to cultural types, approaches according to the goals of cultural education, gradual approaches corresponding to the accommodation of culture, approaches according to the learners' group and other approaches. The paper maintains that diverse approaches in theories and practices are necessary according to various textbooks, contents of the textbooks, teaching materials, teaching situations, etc. (Sunmoon University)
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