그룹홈에 거주하는 만성정신분열병 대상자와 재가 만성정신분열병 대상자의 삶의 질에 대한 비교

강연화,유숙자 대한간호학회정신간호학회 1999 정신간호학회지 Vol.8 No.1

This study was carried out for the purpose of comparing the quality of life of schizophrenic patients between at home in group and at home with family. The subjects consisted of 24 outpatients who lived at home in group and 27 out patients who lived at home with family. The results were as follows ; 1. Total mean score of quality life was significantly higher in patients at home in group(3.13) than in patients at home with family(2.87). 2. In item of appearance, whole life, relationship with neighbors, personal safety, positive feelings about life, adjusting to a change of environment, mean score of quality life in patients at home in group were significantly higher than those in patients at home with family. 3. Mean score of quality life in self-esteem and family relationships was significantly higher in patients at home in group than in patients at home with family. 4. Mean score of quality life in religion, graduates of middle and high school, person without a regular occupation and the duration of illness 5-10 years were significantly higher in patients at home in group than in patients at home with family. It is suggested that group home, which is a residential service, should be recommended to the chronic mental disorder patients, who can not be discharged by the reason of their poor family environment or of a frequent relapse caused by severe family conflicts for the healthy rehabilitation.

일본어 학습자의 청 · 탁음(淸 · 濁音) 변별 오용 및 지도법

강연화 대한일어일문학회 2016 대한일어일문학회 학술대회 발표논문 요지집 Vol.2016 No.4

사이버 강의 효과 및 만족도에 대한 연구 - 일본문화 관련 강의 사례를 중심으로 -

강연화 한국일본어문학회 2020 日本語文學 Vol.84 No.-

本研究は、日本語教育分野におけるサイバー教育の学習効果を明らかにするため、サイバー講座に対する満足度調査を行った。 アンケート調査は、D大学で2019年1学期にサイバー講座として開設された教養教科目、「日本文化芸術コンテンツ」を受講する学生75人を対象にした。その結果は以下の通りである。 第一に、サイバー講座を申し込んだ動機は、「自分の時間に合わせて講義を受けられるから」という回答が高い割合を占めした。 第二に、学習の状況に関連して、学習時間は週1-2時間、1回当たり学習持続時間は90-100分、受講曜日は平日、学習時間帯は時間があるたびに、場所は家で受講する学生の割合が高かった。 第三に、サイバーシステム環境に対する満足度は、70%以上の学生が肯定的に答えた。 第四に、学習内容においては、67%の学生が満足している反面、10%の学生は満足度が低かった。 最後に、理解しやすくて興味深いテーマとしては、アニメ、ドラマ、年中行事の順であり、理解しにくく、つまらないテーマとしては伝統芸術、世界文化遺産、地理の順であった。 Satisfaction survey was carried out against the cyber lectures about Japanese culture to investigate the learning effect of cyber education in the field of Japanese language education. Questionnaire survey was performed targeting 75 students who take the lectures ‘Japanese culture and art contents’ which was opened as cyber lecture in first semester of 2019 in D College. Its results is as the followings. First, the response with high rate showed that the motive of applying for cyber lecture was ‘capable of taking the lecture according to suitable time’. Second, it showed the high rate that it was 1 to 2 hours as learning hour per week, 90 to 100 minutes as the time of keeping learning per one time, weekdays as day of the week, whenever they could find time as time slot and home as the place regarding learning status. Third, more than 70% of students showed the positive response about satisfaction with cyber lecture system. Fourth, 67% of students showed the high satisfaction and 10% of them expressed the low value regarding learning content. Lastly, they answered animation, drama and annual event in sequential order as the theme easy to understand and interesting and traditional art, world heritage and geography were responded as the non-interesting ones in sequential order.

Intertextuality 관점에서 놀이문화와 진도북춤

강연화 한국무용학회 2011 한국무용학회지 Vol.11 No.2

본고는 진도북춤의 텍스트를 고찰하여 ‘호이징하’의 이론을 근거로 상호텍스트성을 규명한 후 진도북춤의 3차원적 의미를 객관적인 방법으로 창출하고자 했다. 그리고 연구결과는 다음과 같다. 첫째, 진도의 지역적 기반 요소를 내포한 다양한 텍스트를 형성할 수 있다. 이와 같은 지역문화는 호이징하가 주장한 놀이문화 요인과 1차적 영역화-2차적 영역화를 통해 밀접한 상호 관계성을 갖게 된다. 둘째, 1차 영역화 - 2차 영역화 - 범주화를 통한 진도북춤의 요인들은 호이징하의 '자발적이고 자유로운 활동성', '내재적 자기목적성', '비현실적인 활동', '제의성', '시간과 공간의 한계성' 과 관계성이 있다. 셋째, 진도북춤은 진도의 지역적 기반 요소 및 형성요인과 호이징하의 놀이문화 요인들이 복합적인 상호관계성을 나타내면서 '예술로 승화된 진도 특유의 북춤'의 3차원적인 의미를 도출할 수 있다. The purpose of this research is toanalyzes the relationship between Jin-Do's social cultural connection and Huizinga's play culture and verifies the relationship between Huizinga's play theory and Jin-do drum dance to define the overall relationship between the Jin-Do drum dances from the interactional viewpoint. The results based on the research are as follows. First, the social and cultural context of Jin-Do are various texts. Such culture has close mutual relationship with the play culture factors claimed by Huizinga. Second, the factors of Jin-Do's drum dance have relationship with Huizinga's cultural factors of freedom, self-purpose, unrealistic activity, regularity, offering, and limitation of time and space. Third, the social cultural factors of Jin-Do drum dance and Huizinga's play theology are analyzed From the standpoint of intertextuality, this is 3-d relationship.

일본어 청ㆍ탁음(淸ㆍ濁音) 지각(知覺)에 있어서의 오용 경향과 발음지도 - 미니멀 페어를 이용한 지도법을 중심으로 -

강연화 한국일본근대학회 2017 일본근대학연구 Vol.0 No.57

본 연구는 한국인 일본어 학습자 초·중급 각15명을 대상으로 일본어의 청·탁음(淸·濁音) 지각에 나타나는 오용의 경향을 조사했다. 또한 음성 지도법의 효과를 검증하기 위해 김조웅·尾崎達治(1999)『동경발음 일주일에 끝내기』에서 제시하고 있는 한국어 음운 체계를 응용한 청·탁음 지도법의 효과를 밝히기 위해 실험을 실시하여 다음과 같은 결론을 얻었다. 한국인 일본어 학습자는 청·탁음 지각에 오용이 많고, 특히 탁음의 지각에 오용이 많은 것으로 나타났다. 청·탁음의 위치에 따른 오용은 어중에 탁음이 위치하는 경우 많은 것으로 나타났다. 지도법의 효과는 한국어의 음운 체계를 응용한 청·탁음의 지도법으로 지도와 연습을 실시한 그룹이 지도와 연습을 실시하지 않은 그룹에 비해 청·탁음의 오용이 크게 감소함에 따라 지도법에 의한 지도와 연습의 효과가 밝혀졌다. This research investigated the misuse tendency in perception of clear voice and voiced sound targeting respectively 15 beginning/ intermediate level Korean Japanese language learners. Furthermore, in order to verify the effect of phonological guidance method, this research determined following points through a test to review the effect of guidance method of clear voice and voiced sound using Korean phonological system suggested by Kim/ Ojaki(1999)`s 『Pronunciation clinic for Korean people』. Korean Japanese language learners frequently have misuse of clear voice and voiced sound, particularly, there are misuse in perception of voiced sound. Misuse along with the position of clear voice and voiced sound appears frequently when a voiced sound is located in the middle (in the middle of a word). In respect of the effect of guidance method, the group which received guidance and practiced regarding clear voice and voiced sound guidance method utilizing Korean phonological system much reduced misuse of clear voice and voiced sound compared to the group without guidance and practice, accordingly, the effect of guidance and practice along with guidance method became definite.

기후변화 대응과 녹색 ODA

강연화 한국국제협력단 2009 국제개발협력 Vol.2009 No.4

Verbo-Tonal Method를 이용한 한국인 일본어 학습자의 발음 지도

강연화 한국일본문화학회 2014 日本文化學報 Vol.0 No.63

일본어 청 · 탁음(淸 · 濁音) 지각(知覺)에 있어서의 오용 경향과 지도법에 대하여

강연화(姜蓮華) 한국일본문화학회 2016 日本文化學報 Vol.0 No.70

This research involves the perception of clear and voiced sounds, one issue Korean Japanese learners face in learning Japanese. Above all, this research analyzed the problems learners faced with clear and voiced sound perception. Elementary and Intermediate Japanese learners are separated into 2 groups. Using the practices of warabe and Verbo-Tonal Method, an experiment was conducted to record the learning patterns of each learner. As a result, Korean learners had many problems with voiced sound perception. The misuse depending on the syllable position is more common in voiced sound, particularly in the middle of words. In listening investigation too, instruction using Verbo-Tonal Method was determined to be effective, as the misuse of clear and voiced sound noticeably decreased compared to the group without the use of Verbo-Tonal Method.

음성지도법을 이용한 일본어 청 · 탁음(淸 · 濁音)의 지도 효과

강연화(姜蓮華) 한국일본문화학회 2017 日本文化學報 Vol.0 No.75

This study aims to analyze Japanese unvoiced/voiced sounds with lots of misuses, when they are perceived by Korean learners of the Japanese language, and seeks to understand how the results could be applied to Japanese language education. The listening research examined the tendency of misuses in the perception of unvoiced/voiced sounds targeting 45 low/intermediate Korean learners of the Japanese language. The listening research entailed instruction and practice using the VT method (Nursery Rhyme stimulation) and minimal pair in order to identify more effective phonetic instruction methods. The listening research showed that Korean learners of the Japanese language had lots of misuses in the perception of unvoiced/voiced sounds, especially lots of misunderstandings of voiced sounds as unvoiced sounds. Also, regarding the misuse in accordance with the position of unvoiced/voiced sounds, there were many misuses of voiced sounds in the middle of words. In the listening research with instruction and practice using phonetic instruction, the number of misused unvoiced/voiced sounds was largely reduced in the group with instruction and practice compared to the group without them. Especially, the group with instruction using VT method showed the most remarkable decrease of misuses compared to the group with instruction using minimal pair, which showed the effect of VT method. Just as shown in the results above, it would be important to continuously instruct even for a short time after accurately understanding difficult phonetic items to learners and then introducing proper phonetic instruction methods.

韓国人日本語学習者の促音の指導

姜蓮華(강연화) 동아시아일본학회 2012 일본문화연구 Vol.44 No.-

한국인 일본어 학습자의 촉음의 지각과 생성에 나타나는 문제점은 이전부터 지적되어 왔지만, 한·일 대조 분석, 오용 분석에 관한 연구는 많은 반면 실제로 교육 현장에서 활용할 수 있는 음성 지도법에 관한 연구는 많지 않다. 본 연구는, 한국인 일본어 학습자 초급과 중급을 대상으로 촉음의 생성에 나타나는 특징과 오용의 경향을 분석했다. 또한 VT법(진동기와 신체 리듬)과 한국어 음운체계를 응용한 지도법을 이용해 지도를 실시하여 효과를 밝히고, 두 지도법의 효과를 비교 분석했다. 그 결과, 한국인 일본어 학습자는 일본어 모어화자 보다 촉음의 지속 시간이 짧고, 후속자음이 마찰음인 경우 이러한 현상이 현저하게 나타났다. 지도법의 효과에 관해서 고찰한 결과, 지도 전에는 촉음의 생성에 있어서 오용이 많고 일본어 화자보다 지속시간이 짧은 경향이 많았지만 VT법과 한국어의 음운체계를 응용한 지도에 의해 오용도 감소하고 학습자의 발음이 개선되어 일본어 모어 화자의 지속시간에 근접해진 것을 알 수 있었다. 또한, 두 지도법의 효과를 비교한 결과, 오용의 감소와 일본어 화자와의 지속 시간의 근접면에서 한국어 음운체계를 응용한 지도법보다 VT법이 효과적이라는 사실이 검증되었다.