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논문검색은 역시 페이퍼서치

> 한말연구학회 > 한말연구 > 46권 0호

한말연구검색

Korean Language Research


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-4500
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 46권 0호 (2017)

국어과 교육 내용으로서 유머 교육을 위한 시론

구현정 ( Koo Hyun-jung )
한말연구학회|한말연구  46권 0호, 2017 pp. 5-30 ( 총 26 pages)
6,600
초록보기
Humor has been largely relegated to date as a mere supplementary matter in education and thus excluded in language curricula. This study critically reviews the state of affairs and proposes that humor be included in the curricular content for its diverse educational and pedagogical advantages. Humor education can uphold the spirit of the 2015 Revised National Curriculum for Korean Language Education and effectively produce the desired effects in language education. The National Curriculum places emphases on the following six objectives, and the following point-by-point details present how humor education is related with the points in support of the proposal for humor education. With respect to fostering critical and creative thinking, humor promotes such cognitive skills since it can keep the cognitive reasoning process flexible through the experience of processing seeming logical fallacies as well as simultaneously activating multiple schemata for humor production and comprehension. Such experience will result in dissolution of affective tension and creation of positive affective attitudes, which, in turn, will promote critical and creative thinking in general. With respect to fostering skills for accessing useful information, humor helps students to be motivated and maintain the motivation in accessing and analyzing a wide variety of desired information due to the inherent pleasurable nature of humor. It also helps students to play active roles in class activities, and serves them to better retain the acquired information for future use. These aspects will increase the comprehension skills as well as problem-solving strategies in general. With respect to fostering communication skills, humor helps participants in communicative activities to forge intersubjectification, which will lead to the development of effective communication skills in diverse social settings. With respect to fostering interpersonal relationship skills, humor, as one of its most prominent properties, helps create emotional stability in the individuals within a speech community, which promotes the tolerance for differences and increases the power of control over stress and emotional upsurge. These qualities will obviously help individuals avoid conflicts or confrontations, prevent their face from being threatened, and relieve unwanted self-exposure in relationship. With respect to fostering cultural awareness, humor, inherently culture-bound, helps students to remain keen to culture and understand the current culture at a deeper level because humor invariably works on associative patterns and collective perceptions of the community members. This enhanced understanding of culture promotes the multiliteracies and cultural literacy, which is a valuable quality for individuals in an increasingly multicultural society, in which tolerance and flexibility for diversity are increasingly becoming indispensable. With respect to fostering self-reflection and self-development, humor promotes the sense of self-efficacy, creates positive self-identity, enhances self-respect, and advances positive viewpoints in any given circumstances. These qualities help individuals to reflect on themselves and pursue self-development. It is imperative that humor education address not only the development of skills of humor production, but also the development of coping skills in diverse situations by means of humor, the formation of positive attitudes toward humor, and the advancement of capabilities of humor appreciation. It needs to be also stressed that humor education should place special emphases on developing humor skills for edifying relationship and self-enhancement, and in addition on alerting students of the dangers of aggressive humor and the destructive power of self-defeat humor.

외국인을 위한 한국어 상징어 학습사전의 편찬 연구

권경일 ( Kwon Kyung-il ) , 김홍범 ( Kim Hong-beom )
한말연구학회|한말연구  46권 0호, 2017 pp. 31-57 ( 총 27 pages)
6,700
초록보기
This study focus on the itemized discussion for compiling learner’s dictionary of Korean symbolic words for foreigners. The entries of the dictionary is set by symbolic words included in Yonsei Korean dictionary and textbooks using in the major language institutes in Korea. As a prior tasks of setting the entries of dictionary we introduced the criteria for homonym and polysemy and examined the practical problems occurred in applying the criteria. Then we suggested the principle of selecting basic lexical entries and the explanatory method of consonants and vowels alternation’s meaning and their different usages. There are several problems in subclassifying symbolic words into onomatopoeia and mimetic words. To resolve the problems, we redefined the subcategories of symbolic words. We also classified synonymous symbolic words into subtypes and proposed the way to distinguish the synonymous meaning of symbolic words. Additionally we suggested the way to presenting the usages of symbolic words concerning with the features of them as a adverb having restriction. The information of suffix combination was suggested emphasizing that symbolic words enrich expressions in Korean by derivation into verbs and the measure to maintain the consistency of meaning explanations was proposed by aggregating author’s advanced researches.

‘매체 언어’와 ‘문법’의 통합 교육을 위한 문법교육 내용의 범주

김진희 ( Kim Jin-hee )
한말연구학회|한말연구  46권 0호, 2017 pp. 59-82 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to figure out the categories of grammar education contents for the true integrative education of ‘grammar’ and ‘media language’ to cope with the new installation of the ‘Language and Media’ subject in the 2015 revised Korean curriculum. To address the goal, this author sets up the goal of media language education as complex forms literacy considering the fact that the essential characteristic of media language is complex forms. Based on that, this researcher has established the concrete frame of integrative education contents in ‘grammar’ and ‘media language’ so that students can enhance their complex forms literacy through grammar education. This study suggests the following three educational categories for the integrative education of ‘grammar’ and ‘media language’. The first is the linguistic characteristics of media language leading socio-cultural language phenomena. The second is the way of representing the thoughts of the agent of communication into media language through grammar choices. The third is the attitude of exploring media language critically and creatively and participating in communication. The ‘Language and Media’ subject newly installed by the 2015 revised Korean curriculum will be applied in 2018. So far, integration between different areas tried in the Korean subject has ended up being a form of combination, not integration. In order not to repeat that, more thorough discussion will be ended about the methods of integrative education for media language in grammar education. This study started from the awareness of that problem, and this author expects that the results of this study will help develop the textbooks of ‘Language and Media’ afterwards.
7,200
초록보기
This paper investigates the syntactic structures of quotative clauses in foreign language study books of the late 18th century. The main ideas are summarized as follows. According to the distribution for each type of 115 direct quotations, the structures of all quotations in In-Eo-Dae-Bang belong to Type 3; among the examples of Jung-Gan-No-Geol-Dae-Eon-Hae, Type 3 falls 22% of the quotations while 46% of them belongs to Type 1, indicating that the occurrence of the quotational structures of old expressions is relatively dominant. This suggests that, unlike In-Eo-Dae-Bang which is a foreign language study book of the same period, Jung-Gan-No-Geol-Dae-Eon-Hae contains conservative quotational structures. The distribution for each type of 185 indirect quotation examples shows that Type 3, the quotational structure of modern language - which falls 91% - occurs overwhelmingly more than Type 1 and Type 2 which are the quotational structures of old language. Like in In-Eo-Dae-Bang containing a number of examples, Type 3 occupies 74% in Jung-Gan-No-Geol-Dae-Eon-Hae. This clearly indicates that the quotational structures of Type 1 and Type 2, in which words leading quotational clauses appear, do not suffice to express abstract contents or subjectivized quotational words.

이해조 소설 <구마검>에 대한 음운론적 연구

이근영 ( Lee Geun-young )
한말연구학회|한말연구  46권 0호, 2017 pp. 115-147 ( 총 33 pages)
7,300
초록보기
The purpose of this study is analysis on novel < Gumageom > 1) to verify the characteristics of the description by LEE Hae Jo 2) to establish the phonological system at that time, and 3) to confirm the characteristics of phonological process. The result of the analysis is as follows; 1) The characteristics of the description by LEE Hae Jo are as follows; a. He had concrete recognition on spacing words. b. He tried writing of punctuation marks. c. Tense sound at Onset Consonant is used as /ㅺ, ㅼ, ㅽ, ㅆ, ㅾ/. d. Confusing description of /ㆍ/ and /ㅏ/ appears. e. Any universal and inevitable change is written in fixed method. f. Most type of writing in conservative writing form. 2) Phonological system is identical with the system that evolved from late 19th century to the modern Korean language. 3) Morphophonological Rules are similar to the modern Korean language. Provided that, the initial sound of a syllable process has not been fixed as inevitable change, and hence is not applied in writing. Palatalization process is written in conservative form within an Chinese character lexicon, but is written in real pronunciation in use of predicate or derived words.

외국인 유학생의 학업 성취도 관련 요인 분석

전정미 ( Jeon Jung-mi )
한말연구학회|한말연구  46권 0호, 2017 pp. 149-174 ( 총 26 pages)
6,600
초록보기
The purpose of this study is to examine factors that affect academic achievements of international students. Based on the factors, moreover, this paper finds out the way to improve academic achievements of international students. A questionnaire survey method is used on this paper in order to achieve the purpose of the study. The paper departmentalized and surveyed the factors: Korean language competence, lecture content, comprehension, understanding on teaching materials, attendance, lecture focusing, activity participation, assignment submission, preview and review, lecture satisfaction, lecture recommendation, etc. According to the result of analysis, other factors except preview and review were statistically meaningful throughout these ten factors. Furthermore, the paper analyzed correlation with each variable. The most relevant factor to academic achievements was assignment submission. However, assignment submission necessarily involves understandings of lecture content and teaching materials thus Korean language competence is not the most influential factor on academic achievements but Korean language competence to carry out studies may leads enhancement of academic achievements. Therefore, international students should acquire not everyday Korean, but Korean for academic purposes. Since contemporary university education demands courses and assignments which are performed on group, especially, communication education should be essential in order to enable free communication with teammates. Development and operation of programs which solve problems on assignments and reports may also help advancement of international students’ academic achievements.

이정원본 심청전에 대한 국어사적 고찰 - 표기와 음운 체계를 중심으로 -

차재은 ( Cha Jae-eun )
한말연구학회|한말연구  46권 0호, 2017 pp. 175-205 ( 총 31 pages)
7,100
초록보기
The aim of this paper is to research on the orthography and phoneme system of Simcheongjeon by analysing frequency and distribution of consonant and vowels of it. The results of this research are as follows. Simcheongjeon have 19 consonants /p p* ph t t* th tc tc* tch k k* kh s s* h/, 10 monophthongs /i, e, æ, y, ø, a, □, Щ, o, u/ and 7 diphthongs /jæ, j□, ja, jo, ju, wa, w□/. The /y/ is not observed in the other literature of the same period. The glides /j/ in /jV/ are deleted when consonants comes forward, it is characteristic of Kyongsang dialect. The Phoneme system of Simcheongjeon shows that it is transcribed in late 19th century.

강원방언 성조의 인지에 대한 방언차 연구

최영미 ( Choi Young-mi )
한말연구학회|한말연구  46권 0호, 2017 pp. 207-237 ( 총 31 pages)
7,100
초록보기
In this study, we investigated the perception of lexical tones in three different varieties of Gangwon, namely, Gangneong, Pyeongchang and Hoengseong·Wonju. Using cross-modal priming with a lexical decision, we investigated if the native speakers of the dialects compensate for the lexical tone patterns. The participants were presented with auditory stimuli in a sentential context and asked to evaluate the lexicality of target words on the screen. We examined the results for the effects of phonological modification on the lexical access. The results suggest that, first, in terms of accuracy, the three varieties have different lexical tone patterns and the difference is statistically significant. The results also suggest that both the accuracy and the response time is compensated. Second, the accuracy and reaction time of each tone patterns suggests that the three varieties have distinct characteristics in terms of prosody. Gangneung dialect has lexical tones, while Hoengseong·Wonju has vowel length contrast. Pyeongchang displays the characteristics of both the dialects with slightly stronger traits of Gangneung.

몽·한 번역 과정에서 나타난 몽골 중급 한국어 학습자의 문법 오류 양상 분석

투무르바타르엥흐체첵 ( Tumurbaatar Enkhtsetseg ) , 오현아 ( Oh Hyeon-ah )
한말연구학회|한말연구  46권 0호, 2017 pp. 239-279 ( 총 41 pages)
11,600
초록보기
It has been merely 25 years since the Korean language began to be taught in contemporary Mongolia, but many studies have been made on Korean language education. As the goals of Korean language education in Mongolia has been changed to the training of Korean interpreters and translators, however, each school is executing translation education, but few studies have been made on translation education for Mongolian learners. What is more, because the methods of teaching and learning in the translation class are not efficient, many of learners who have completed such a course fail to be a professional interpreter or translator. Vast knowledge of vocabulary and grammar does not guarantee a learner to be a good translator. As it is essential for a translator to have grammatical abilities to understand the contents of a text to be translated and translate them correctly, grammar education is important as that much in the translation class. Thus, this study purposed to analyze grammatical errors observed commonly in Mongolian learners’ Mongolian-Korean translation and to find strategies to teach grammar in the translation class. For these purposes, this study analyzed the types and causes of grammatical errors made by Mongolian learners in the process of Mongolian-Korean translation using translation materials produced by 24 learners who were juniors at the Mongolian University of Science and Technology, and proposed teaching-learning methods for correcting grammatical errors efficiently in the translation class. In consideration of the nature of the school, scientific and technological contents familiar to the learners were chosen as analysis materials, and the causes of errors were classified into those from pronunciation, those from contrastive grammar, and those from the learner’s negligence, and grammar teaching-learning methods were suggested to correct such errors. As this study analyzed only 24 learners, who hardly represent all the Korean learners in Mongolia and whose level was not diverse, the findings of this study may not explain fully the current state of Korean translation education. Nevertheless, this study is expected to contribute to the activation of future research on Mongolian-Korean translation in various levels of translation process.

근대 계몽기 개념어 형성과 변화 과정 연구 -사회학 용어를 중심으로 -

허재영 ( Heo Jae-young )
한말연구학회|한말연구  46권 0호, 2017 pp. 281-303 ( 총 23 pages)
6,300
초록보기
This paper aims to survey the history of conceptual terminology relating to social terms in early modern Korea. The social term appeared the report of JOSASICHALDAN(朝使視察團, the group of envoys dispatched to Japan in 1881) written by Jo Junhyeong that called MUNBUSEONGSOHALMOKLOK(文部省所轄目錄, the lists of the Education Ministry’s operation in Japan). In this time, Japanese scholars translated the term society into SYAKUOI(社會, Korean pronunciation is SAHOI). This term was new neologism consisted of SA(社, god of land or traditional group DURYE) and Hoi(會, gathering). This term appeared the HANSEONGSUBO(the first newspaper in Korea). This term was commonly used after 1895. Thos term appeared the DOKLIPSINMUN(獨立新聞, the newspaper)’s editorials frequently. The Korean-English Dictionary(published by J.S.Gale) contained some sociological terms. The word SAHOI confused the word DANCHE(organization) in the modern enlightenment time. This tendency reflected on the interest of social thought. But the sociology were not advanced quickly in that time.
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