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토픽모델링과 언어 네트워크 분석을 활용한 '국어 문법 교육' 연구 동향 분석
신명선 한국문법교육학회 2019 문법 교육 Vol.36 No.-
This study analyzed 8,568 articles related to 'Korean grammar education' that can be searched by Riss and KCI using topic modeling and language network analysis method. Both of these methods help to analyze large-scale studies systematically and objectively in that they provide scientific data for big data and provide clear and reasonable quantitative data. In this paper, we review the detailed topics, main word pairs, linguistic knowledge structure, and language network in Korean grammar education and analyze the characteristics of the study trends. Theses and essays have been studied in similar and different ways. As a whole, studies on 'curriculum and textbook' and 'contents of education' were most studied in the field of Korean grammar education, and interest in 'learning' and 'learner'
텍스트 결속 기제로 작용하는 국어 명사의 특징에 대한 연구
신명선 한국어학회 2009 한국어학 Vol.42 No.-
This thesis aims at describing the cohesive device of nouns that are restricted bare-predicative nouns and a part of non bare-predicative nouns For example there are 비판(criticise) 한계(limit), 문제(Problem) and so on How nouns used as a cohesive device in text is different from the existing cohesive device like substitution ellipsis reference conjunction words It follow as ellipsis(l stage) →'pseud reference (2 stage) The rous that used as cohesive device will have a impact on text structure And that can be show metadiscourse function.
중국인 한국어 학습자를 위한 ‘부끄럽다’ 유의어의 한중 의미 비교 연구-‘부끄럽다, 창피하다, 수치스럽다, 수줍다, 쑥스럽다’를 중심으로-
신명선,이미현 한국어교육학회 2022 국어교육 Vol.- No.177
This study discriminates, compares, and analyzes the meanings of Korean-Chinese synonyms related to "shame". Chinese words that correspond to "부끄럽다1", "창피하다" and "수치스럽다" used in negative situations are "羞愧", "羞耻", and "丢脸". "부끄럽다2", "수줍다", "쑥스럽다" used in positive/neutral situations were selected as Chinese words corresponding to "害羞", "腼腆" and "羞涩". To clarify the meaning of these words and to discriminate and compare the meanings, dictionary, corpus usage, and adjacent noun analysis were performed. Although there was no Chinese vocabulary that accurately corresponds to the meaning and usage of Korean, vocabularies such as "부끄럽다1: 羞愧, 창피하다: 丢脸, 수치스럽다: 羞耻, 부끄럽다2: 害羞, 수줍다: 腼腆, 羞涩, 쑥스럽다: none" pattern were identified. "본고는 ‘부끄럽다’ 관련 한·중 유의어의 의미를 변별·비교·분석한 논의이다. 부정적 상황에서 사용되는 ‘부끄럽다1’, ‘창피하다’, ‘수치스럽다’와 대응하는 중국어의 어휘로는 ‘羞愧’, ‘羞耻’, ‘丢脸’이, 긍정적/중립적 상황에서 사용하는 ‘부끄럽다2’, ‘쑥스럽다’, ‘수줍다’와 대응하는 중국어 어휘로는 ‘害羞’, ‘腼腆’, ‘羞涩’이 선정되었다. 이들 단어들의 의미를 명료화하고 의미를 변별·비교하기 위해 사전 분석, 말뭉치 용례 분석, 공기 명사 분석 등을 수행하였다. 한국어의 의미와 사용 양상에 정확하게 대응하는 중국어 어휘는 없었지만 ‘부끄럽다1: 羞愧, 창피하다: 丢脸, 수치스럽다: 羞耻, 부끄럽다2: 害羞, 수줍다: 腼腆, 羞涩, 쑥스럽다: 없음’와 같은 어휘 대응 양상을 발견하였다. 본고의 논의는 중국인 한국어 학습자가 ‘부끄럽다’ 관련 유의어 학습 시 이들 단어의 의미를 명확하게 변별하고 상황 맥락에 적절한 어휘를 사용할 수 있도록 하는 어휘 교육 내용을 마련했다는 점에서 그 의의가 크다. 뿐만 아니라 ‘부끄럽다’ 관련 유의어들의 의미 변별 기준을 제시하고 그 의미를 명료화함으로써 추후 사전 등에서 이들 단어들의 뜻풀이를 정교화할 수 있는 기반 자료를 제공했다는 의의도 지닐 것으로 판단된다."
신명선 국어교육학회 2000 國語敎育學硏究 Vol.10 No.1
This study aims to investigate new directions in korean elementary grammar education. A goal of elementary grammar education needs to be a acurative and effective use of korean language. Contents of the elementary grammar education need to be made up of communicative experience. In consideration of the contents, teaching-learning method should be also changed to strengthen a concrete communicative experience. Under the existing seventh curriculum, educative contents itself include a evaluative criteria. But the level of educative contents is very high. Comparing to present student's capacity, it is undesirable. That's why we had better divide each educative content into many steps, which means that the seventh curriculum should be re-interpreted. We can consider a grade presented on the seventh curriculum as the starting point of studying. This method controls a evaluative criteria. So this method helps many student learn grammar easily. For further research this study must be expanded to formulate a system of korean elementary grammar education.
국어과 교육내용의 교과서 구현 방식의 관례성과 오개념 - 문법 영역의 ‘언어의 본질과 특성’을 중심으로 -
신명선 한국문법교육학회 2017 문법 교육 Vol.31 No.-
This article analyzes the aspect of the misconceptions related to the contents of the education that characteristics of the language in the grammar area, especially the ‘knowledge of the relationship between language and thought, language and society, language and culture’ the contents of textbooks were discussed. As a result of the analysis, it is suggested that the education about the essence of language ① aims at ‘understanding’ ② embodies ‘contents of education’ based on existing textbooks ③ teaches ‘how to explain’ for customized cases ④ provides multiple-choice questions related to mating it was evaluated in a loose way. In the process of conceptualization of the nature of language, students were faced with various misconceptions and failed to organize the concept. The problem is that textbooks concerned about the relationship between language and thinking, language and society, language and culture was blocking opportunities for exploration. This paper suggests the necessity and direction of studying the conceptualization process in Korean language pedagogy and diversified the methodology. In particular, the present situation of the contents of the education about the nature of the language is summarized, and the beginning of the discussion about the reconstruction direction of the contents related to the nature of the language is provided.