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논문검색은 역시 페이퍼서치

문법교육검색

Grammar Education


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 연3회
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1738-5296
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 26권 0호 (2016)

문법 과목의 명칭과 내용

이관규 ( Kwankyu Lee )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 1-27 ( 총 27 pages)
6,200
초록보기
Purposes of this paper are to announce name and contents of grammar subject diachronically and synchronically and to suggest proper name of the subject. Since the Enlightenment period, grammar subjects had been various names such as ‘Grammar, Malbon, Munjeon, Eojeon’, and so on. Afterwards, the name, ‘Grammar’ has been used steadily after 1979. Grammar subject has been including phoneme, word, and sentence traditionally; however, lately from 1996, text and language standards have been added, as well. Therefore, the proper name that suits such contents for grammar subject is ‘Grammar and Korean Language Life’. Recently since 2012, ‘Reading and Grammar’ subject has contained Korean history. It is ideal for students to learn both diachronic and synchronic Korean language for the elective subject, even though it may be possible in the reality. However, a required subject ‘Korean Language’ has omitted containing the history of Korean language in 2015 curriculum. This causes a big issue because the elective subject ‘Language(Grammar) and Media’ includes a Korean language history, while the required subject ‘Korean Language’ does not. I suggest that it is a valid method to add the Korean language history to the required subject ‘Korean Language’ and to exclude it from the elective to befit the name of ‘Grammar and Korean Language Life’.

문장과 매체

신호철 ( Hocheol Shin )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 29-54 ( 총 26 pages)
6,100
초록보기
The study discusses the concerning about integration of grammar and media language into the new subject ``Language and media`` especially attempts to unify through relationship between sentences and media language. The purpose of this study is finding common and different points between sentences and media language, possibility of integration, and way to integration. First, the study focused on media at sentence level that is an unit of grammar. For this, the researcher finds correlationships between language and media through previous discussion and how media and sentences, unit of language, are related. Conversely, the researcher finds how sentences are developed in media language. Finally, the study divides achievement standards of 2015 curriculum``s subject ``Language and media`` into achievement standards of sentences and media and suggests way of integration around achievement standards of sentences. Here the study integrates 2 sentence-single achievements with media language achievement standard and sentence-single achievement standard and media-language-single achievement standard because they have similar educational contents. And the study suggests the way of integrated configurations for 2 integrated achievement standards those are integrations of sentences(or grammar) and media language.

단어와 "매체" -통합 교과서를 지향하며-

이현희 ( Hyunhee Lee )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 55-89 ( 총 35 pages)
7,000
초록보기
In the 2015 revised Korean curriculum, media studies is independent from other Korean elective subjects, and has been combined with grammar studies into the new elective subject Language and Media. Moreover, the title ‘grammar’ has been changed to Korean. The problem is that the new curricular focus is on spoken and written media language. Media language is very different in its form, usage, and pragmatic features from typical language. That means that in a Words and Media textbook, the grammar changes dramatically beyond simple descriptive grammar. In this study, we therefore aimed to develop several ways to incorporate media language in ludee, wevery different is. For this, we studied Reading and Grammar textbooks produced shortly before the new Korean curriculum and investigate the media language therein. We then explored ways of treating and including media language according to the outcome standards in the revised Korean curriculum. Three key findings emerged from the study. First, we note that many words that pass the bounds of typical concepts of words or parts of speech were included in the research. If media language is included in definitions of grammar, it is necessary to consider words that consist of just one consonant or mark. Second, we suggest extending word formation methods from one simple word to several derivation and compound words, like in the case of nubi, a video about Korean traditional clothes. Especially, new coinages are used for studying about various word formation ways apart from derivations or compounds. Last, we examine close meaning shifts or expansion appearing in media language. The implications of the study include clues as to ways of integrating grammar and media language in Korea’s Language and Media textbooks.

음운과 매체

이동석 ( Dongseok Lee )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 91-128 ( 총 38 pages)
7,300
초록보기
This paper looks out on the relationship between phonology and media. I divide the media into print, videoㆍaudio and communications media. In the print media the spoken language and written language can’t fulfill the one-to-one correspondence . In the video & audio media the news is expected to keep a good standard pronunciation, but actually it is not. There are many errors of print media in the captions of the news and entertainment program. The written language of the communications media has an exceptional aspect deviated from the norm. In the phonological education, it is the print media is used most often. The various articles of newspapers and books are utilized and the pictures such as articulation organ and map are used in the textbooks. Consonant and vowel system tables are also used frequently in the textbooks. In the case of video media the dialogues and scenes of the movie are used in printing. And in some textbooks it is possible to use audio media. In the case of communications media questions and answers of national institute of Korean language’s homepage or mobile phone text messages are used in the textbooks.

한국어교육 자료의 어종별 복합어의 특성 연구

강현화 ( Hyounhwa Kang )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 129-155 ( 총 27 pages)
6,200
초록보기
The purpose of this study is to analyze usage patterns of the complex words in the Korean educational materials according to the types of the words such as pure Korean words, Sino-Korean words and loanwords. This study also attempts to investigate word-formation units(affix in case of derivative words and the types of roots in caes of compound words) comprising complex words and to identify the word=formation units with high productivity. This study finds several facts based on the analysis as follows. First, the number of vocabulary according to the types of words becomes larger in order of Sino-Korean words, pure Korean words, hybrid words and loanwords, with the number of Sino-Korean words almost doubling pure Korean words. The loanwords and hybrid words also account for a substantial portion of vocabulary population. Second, derivative words account for a particulary higher proportion of suffix derivatives than the compound words in terms of the complex words. Third, in terms of the part of speech distribution of complex words according to types of words, nouns account for the largest proportion in each type of words. However, the proportion of verbs and adjectives varies across the types of words. Verbs and adjectives show the proportion of 1,074/1 and 389/14 respectively and Sino-Korean words come in the form of pure Korean words and hybrid words(116 verbs and 420 adjectives) rather than simple words. Fourth, this study presents the range and frequency over the Korean educational materials by only examining the top 50 individual complex words according to the types of words. The overall frequency of pure Korean words is higher than Sino-Korean words, which indicates that pure Korean words and complex words account for a large proportion of high frequency words. Since this study is analyzed with real data of Korean education field, the results of this study can be used as basic data that are applied in Korean education materials compilation and teaching.

플립드 러닝의 문법교육적 적용 방안 -모형 개발을 중심으로-

김규훈 ( Kyoohoon Kim )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 157-186 ( 총 30 pages)
6,500
초록보기
The purpose of this study is to find out an application way of flipped learning in grammar education. Especially, this study develops a grammar education’s flipped learning model to get an applying possibility. To establish this purpose, this study estimates a valid methodological direction of grammar teaching-learning by reviewing grammar teaching-learning methods and models. And this study adopts flipped learning as a new teaching-learning paradigm to carry forward those direction. Flipped learning is a ‘flipped’ form of traditional teaching-learning, teaching theories in a classroom and solving assignments at home. So it makes learners to watch a video about theories at home and to perform connected activities in a classroom, it could reinforce application and understanding of theories on a video. It comes from period & educational conditions that developing smart devices and aiming learner centered activities. Ultimately, this study makes a grammar teaching-learning model with transferring flipped learning’s features to grammar education. Flipped learning as a grammar teaching-learning model is re-conceptualized by confirming grammar educational characteristics, examining steps and activities of examination focused and inquiry focused grammar teaching-learning model, and setting up categories of grammar educational activities in a curriculum. As a result, this study suggests a grammar education’s flipped learning model, “watching □ questioning → inquiring/applying/introspect → reinforcing”.

상징어의 의미영역 분류 연구

김홍범 ( Hong-beom Kim )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 187-220 ( 총 34 pages)
6,900
초록보기
The purpose of this paper is to classify Korean symbolic words according to the semantic domain. The process and methodology of this research is as follows; 1) Comparing the definitions and their related information of symbolic words in the various dictionaries. 2) Constructing an Excel database by dismantling Classification Dictionary of Korean Onomatopoeic and Mimetic Words . 3) Analyzing Standard Korean Great Dictionary and obtaining the material such as North Korean language, dialects, errata, and lists of similar type words. 4) Proposing a semantic description model to implement the consistent methodology of meaning clarification. Focusing on the problems of semantic-domain-based classification of symbolic words proposed by the existing dictionaries, major domains are reclassified as follows; 1) Subclassifying 930 ``symbolic words related to the solid`` out of 2116 onomatopoeic words. 2) Dividing ``sense`` into ``sense``, ``emotion``, and ``perception`` and establishing 8 upper categories for 40 domains of ``character``. 3) Reclassifying the ``movement`` domain containing 1,650 symbolic words out of 2,639 mimetic words. 4) Establishing domain layers for ``speaking shape`` in the sub-layer of movement. The major limitation of current classification system is the lack of understanding about top-bottom concept. The discrimination of symbolic words that belong to the same semantic domain is continuously required.

한글 관련 교육 내용의 문제점

박형우 ( Hyeong-woo Park )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 221-252 ( 총 32 pages)
6,700
초록보기
This paper is a study on the problems about educational contents for Hangeul in Korean language education. Focusing on achievement standards of educational contents related Hangeul, by analyzing the current curriculum and textbooks of Korea language education, we confirmed a few problems. The result of this paper is as follow. 1. The several problems about terms in the textbook (1) ``alphabets`` and ``consonants and vowels`` (2) gahoek[stroke addition] (3) ``phonemes`` and ``the phonetic alphabet`` 2. Problems about the interpretation for ``the king Sejong``s preface of Hunminjeongeum`` 3. Confusions of the principle for creating vowel alphabets 4. Problems about learning activities related the notation of borrowed character

"이다"의 범주와 문법 기술

유현경 ( Hyunkyung Yu ) , 남길임 ( Kilim Nam )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 253-285 ( 총 33 pages)
6,800
초록보기
The objective of this study is to identify the Korean copula ‘ida’ as an adjective and discuss grammatical issues regarding ‘ida’ by taking into account not only its multi-dimensional nature but also the whole Korean grammatical system. Until now, there have been many studies focusing on categorization issues, phonological dropping, conjugational characteristics of ‘ida’ and classification of ‘ida’ constructions. While the previous studies have examined individual topics on this copula, few studies have presented a balanced description of ‘ida’ within the whole system of the Korean grammar. Not only do we need to establish the category of ‘ida’ but also it is necessary to discuss the Korean POS and sentence complement systems in relation to the category of ‘ida’. This study is organized as follows. Chapter 2 describes the characteristics of ‘ida’ from the perspective of copula typology and provides an analysis of the most frequent patterns of ‘ida’, based on the lists of POS taggers and types in [n±1] of ‘ida’ in morphologically tagged Korean corpus. Furthermore, we show the conjugational similarities between ‘ida’ and ‘anida’. Chapter 3 contends that ‘ida’ finds a more appropriate place in the Korean POS and sentence complement systems if identified as an adjective. That is to say, the Korean copula ‘ida’ being described as an adjective provides answers to issues related to the Korean morpho-syntactical system.

종결어미 "-거든(요)"의 의미와 기능 연구

한송화 ( Songhwa Han )
한국문법교육학회|문법교육  26권 0호, 2016 pp. 287-323 ( 총 37 pages)
7,200
초록보기
The purpose of this study is to describe meaning of ‘-거든’ and how Korean speakers use ‘-거든’. I tried to find semantic and discourse functions of sentence final ending ‘-거든’ in Korean spoken corpus and drama corpus. As the result of analysing, ‘-거든’ has the function to offer the basis of inference to listener. And ‘-거든’ has the function to offer the information of speaker’a area to listener. And speakers intend to make sure of validity or justifiability of their utterances. ‘-거든’ is used as various discourse functions in spoken language. The first, ‘-거든’ has discourse function that speakers offer the basis of informations to listeners when listeners, that is precedent speakers, request informations. And ‘-거든’ has discourse function that speakers offer the basis of order or suggestion to listener. In addition,‘-거든’has discourse function that speakers correct precedent speaker’s utterances or premises. So the speakers use ‘-거든’in common when they make a counter argument. Finally, ‘-거든’is used as functions of offering the basis for pre-utterances or post-utterances. This function play a major role for discourse cohesion and speaker’s utterances maintaining in narratives.
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