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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 : 5권 1호 (2009)

학문적 글쓰기를 위한 교수학습 모형

강현자 ( Kang Hyunja )
6,200
초록보기
The purpose of this paper is to suggest effective methods for developing academic writing proficiency of foreign students. College students are required to write texts that meet the needs of academic discourse community. But their poor Korean ability is not good enough for foreign students to improve their academic writing proficiency. That's why they need effective methods of Korean writing education. The summary of this paper is as follows. Korean learners with the academic purpose need to learn a variety of expressions and functions through a result-centered writing education. The reason is that, by reading and imitating various sentences in their textbooks, they can get used to making use of those expressions, and accordingly can make similar sentences. Moreover, expressions, such as definition, comparison, analysis, classification, quotation, and illustration, frequently appearing in their major textbooks, enable them to do the job better. (Keimyung University)

한국어교육 전공 학과 교육과정 분석 연구

김재욱 ( Kim Jae-wook )
5,900
초록보기
This study investigates Korean language education curriculums which are offered in 17 departments of Korean language education at the undergraduate level. The goal of the study is to analyze current major Korean language education courses and to provide the basis for designing an ideal curriculum of Korean language education at the undergraduate level. The study focuses on the analysis of existing courses of Korean language education departments, which were offered after establishing the fundamental law for the Korean language. Compared the existing major courses with compulsory credits and courses required to obtaining the certification of Korean language teacher, it reveals that the courses of ‘domain 3’ are not enough for students to take because the offered courses are just compulsory ones. On the contrary, the ‘domain 4’ provides students with more courses than compulsory courses prescribed in the fundamental law for the Korean language. What this shows is the lack of teaching faculty who can be in charge of teaching Korean as a foreign language. Furthermore, since the current compulsory credit system is graduate-centered, it is unnatural that the system can be applied to undergraduate curriculum. This study is aim to consider the revision of the existing compulsory credit system in the fundamental law for the Korean language. On the basis of the result of the study, it requires that the curriculum of Korean language education at the undergraduate level be more elaborated. (Hankuk University of Foreign Studies)

문화 창조의 동력 한국어

김중순 ( Kim Tschung-sun )
6,100
초록보기
In order to engage in creative thinking and bring creative thought to fruition, the three new virtues of ‘amalgamation,’ ‘participation’ and ‘narrative’ are necessary. This creative thinking is based not on reasoning as a ‘way of seeing’ but on sensibility as a ‘way of feeling.’ The age of the domination of the visual sense is coming to an end, and the age of the balanced union of all five senses is arriving. In the past magic made the union of the five senses possible, and this magic was a reenactment of God’s original creative act. Nowadays this union of the senses manifests as ‘fusion,’ ‘convergence,’ ‘hybridity’ and so on. This phenomenon of union is not limited to scientific technology alone. As it becomes more widespread in the cultural arts and social sciences also, it will elevate the imagination and stimulate a new imaginative power. In that case where will the dynamic force of the Korean language’s cultural creativity be found? In this paper I have examined the potential of the Korean language to embody the dynamic forces of cultural creativity; amalgamation, participation and narrative. These three key words are translations of the Korean concepts aureum (아우름), ilgum (일굼), and pureonaem (풀어냄). Even though the English translations do not adhere exactly to the original meanings, with these three key words I have attempted to understand the Korean language not as a stuffed specimen in a museum, but as a language in process, and a language that takes the lead in embodying the virtue of creation that is required from the new age. (Keimyung University)

한국어 빈말 인사 표현의 사용 양상과 특징

문금현 ( Moon Keum-hyun )
6,000
초록보기
This study classifies the typical types of false promise greeting expressions, reflecting Korean history, culture and racial characteristics, often used by native Korean speakers in diverse discourse settings: situations and contexts. This paper considers sociolinguistic features and language culture of Korean false promise greeting expressions in each type based on generation and gender differences. The false promise greeting expressions of English, Chinese and Japanese were compared with Korean false promise greeting expressions. The comparative analysis of this study can be utilized as Korean semantic and sociolinguistic research materials, besides, it can also be used as an educational resource for Korean pragmatics. (Sookmyung Women’s University)
5,900
초록보기
Recently, interest in Korean language education is growing more and more in the inside and outside of the country. And now, it needs to seek an efficient education method. Especially, the importance of vocabulary education is on the rise because the number of foreign students to study Korean is increasing every year. Therefore, education method about those of more than 40% Chinese Characters in university Korean books being used in present will be urgently needed. I propose to teach non-chinese cultural learners(especially, learners for academic purpose), Chinese Characters vocabulary to educate them more efficiently. There is no doubt to teach Chinese Characters, but we need to think about how many words will teach and how to teach them. In addition, according to the present situation of each principal nation of foreign students in Korea, Chinese students consist of 76% foreign students to study Korean. They understand almost Chinese Characters words used in Korea. This research present following studies to make a list of Chinese Characters not in Chinese but in Korean. This study makes a 122 words list of Chinese Characters being only in Korean language books and classifies them. Furthermore, presents an education method for Chinese learners. So, this study present essential Chinese Characters after researching which words is used frequently in proper time. (Inha University)

17세기 국어의 첩어 실현 양상

박동근 ( Park Dong-geun )
한국언어문화교육학회|언어와 문화  5권 1호, 2009 pp. 105-129 ( 총 25 pages)
6,500
초록보기
The development of reduplication words have been universal linguistically. However, the realization of reduplicated words in many languages are peripheral or unique. As for Korean, there are over 4,000 symbolic words and excluding these words there still exists many reduplication words that are actively used, which shows that reduplicated words are used frequently. In this study, the definition of reduplication words were not limited to words, morphemes, but also, reiterated syllables and foots. In this aspect, this study arranged the list of Korean reduplicated words in the 17th century and examined the characteristics. First, externally, the reduplicated words of the 17th century was generally brought as full reduplication. When the reduplicated word combines with a different affix it was most frequently combined into ‘-hada’ and ‘-i/hi’ Especially, when it combined with ‘-hi’ it combines with an one syllable repetition type. When making a new word with reiteration, it mostly likely to be an adverb. The meaning of reiteration serves as [repetiton], [plural] [all], [emphasis]. (Konkuk University)

일반아동의 /ㄹ+ ㄴ/ 및 /ㄴ+ㄹ /연쇄의 음성실현에 대하여

박혜연 ( Park Hye-yeon ) , 이상직
한국언어문화교육학회|언어와 문화  5권 1호, 2009 pp. 131-148 ( 총 18 pages)
5,800
초록보기
The aim of this paper is to investigate how children in primary school can apply two phonological rules, i.e. lateralization of nasals and nasalization of laterals, to the sequences of /l+n/ and /n+l/ generated by morpheme concatenation. To measure children's ability to apply the two rules, this paper carried out an experiment in which children read target words with the presence of these sequences contained in carrier sentences. The findings of the experiment are as follows. First, regarding /l+n/ sequences where the nasal is realized as [l] in standard pronunciation, the pattern of phonetic realization shows that the ratio the application of the lateralization rule to spelling pronunciation are almost equal among the fourth grade students. This result contrasts with the experiment on the identical sequences for adults in which 90% of subjects pronounced as [ll]. This implies that the fourth grade students do not adequately exploit the application of the lateralization rule. On the other hand, the application of the nasalization rule to /n+l/ sequences shows a better result in that only 20% of the fourth grade students read them as [nl]. The rest pronounces them as either [ll] or [nn]. This indicates that the fourth grade students can achieve the application of lateralization or nasalization rules in the same way. Second, the paper measures the frequency of the application of these phonological rules between the first and the fourth grade students. The result illustrates that the latter attains better scores than the former, which suggests that older students have more adequate ability to apply phonological rules to these two types of sequences. Finally, in terms of gender, there are no significant differences with respect to the ability of rule application to these sequences. The experiment conducted in this paper shows various aspects of phonological awareness in regard to how ill-formed consonant clusters are phonetically manifested. The result of the experiments can provide basic data for the test of reading ability and phonological processing. (Chungnam University)

효율적인 토론 수업의 설계: 내용과 방법을 중심으로

안경화 ( Ahn Kyung-hwa )
한국언어문화교육학회|언어와 문화  5권 1호, 2009 pp. 149-169 ( 총 21 pages)
6,100
초록보기
The aim of this article is to present the content of instruction needed in designing a discussion class, in view of Canale and Swain's communicative competence and Toulmin's argument model. In a broad sense, discussion is regarded as an interactive communication dealing with some particular topic. Thus the content of discussion instruction should be based on the characteristics of communication as well as critical thinking. To improve communicative ability, the content of discussion instruction includes grammar and vocabulary related to the given subject in terms of linguistic competence, textual organization in terms of discourse competence, social roles, formality and styles in terms of sociolinguistic competence, and finally linguistic strategy in terms of strategic competence. To improve critical thinking ability, the content of discussion instruction includes the elements of argument like grounds, warrant, modality, claims, backing and possible rebuttals. This study concludes with a suggestion of a model discussion class. (Seoul National University)

행동지시 표현의 유형과 교육방안

안주호 ( Ahn Joohoh )
한국언어문화교육학회|언어와 문화  5권 1호, 2009 pp. 171-195 ( 총 25 pages)
6,500
초록보기
Explanation on grammar in Korean language education should differ from the conventional descriptive grammar or the grammar system of language education. It is necessary to restructure the linguistic expressions in Korean language by focusing on the expressive needs of students while also taking consideration of the agglutinative characteristic of Korean. With the objective to enhance the communicational ability of students in mind, essential linguistic expression items were restructured in terms of such expressions as [hope, speculation, permission, suggestion, intention, tense]. And then teaching methods for Permission Expression item were discussed. This is related with the composition of {-어야 되다/하다} among Korean modalities, which represent [permission, allowance, enforcement, inhibition, wish]. Considering the steps when presenting in Korean language education, presenting in “complementary verb ‘-어야 하다’ of obligation > -으면 되다 > -으면 안되다>-어야되다>-어도되다/좋다/괜찮다>-어서는/어도안되다>-어야지(요)> -지 않으면 안 되다” are proposed. (Soon Cheon Hyang University)

ESA 교수 절차 모형을 활용한 한국어 교육 방안 연구

정선주 ( Jung Sun-ju )
한국언어문화교육학회|언어와 문화  5권 1호, 2009 pp. 197-218 ( 총 22 pages)
6,200
초록보기
The purpose of this study is to suggest ESA, a teaching procedure for effective communication in the classroom. Until now, PPP(present-practice-produce) is thought to be one of the most popular teaching model in this field. However, this traditional teaching model puts the interaction at the last part of the class so that real communication is apt to be neglected. ESA(Jeremy Harmer, 1998) is a nice alternative to PPP and it has three stages: Engage, Study, Activate. (1) Engage : In this phase, teacher tries to arouse the student's interest and engage their emotion. (2) Study : The ‘Study' phase activities are those which focus on language and how it is constructed (3) Activate : In this phase, the exercises and activities which are designed to get students to use the language as communicatively as they can. The most remarkable advantage is that ESA has flexible phase and teachers can use different types of teaching model such as ESA, EAS, EASASEA. Moreover, this new teaching model might be helpful to be student-centered class with various activities. (Hankuk University of Foreign Studies)
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