http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
논문 : 한국어 교재에 나타난 학습 활동의 현황과 변천 과정 연구
신현숙 ( Hyon Sook Shin ) 국제한국어교육학회 2006 한국어 교육 Vol.17 No.3
There are many differences between the Korean Textbooks of the past and the most recent Korean Language Education materials. While communicative language teaching and the integrative approach constitute the main current, more recent texts emphasize learning activities which focus on the learner. In this study, and through the analysis of the Korean textbooks, learning activities are arranged into 4 basic categories. First, ``exercises`` - in which repeated practice (usually in the form of substitution drills) was used (usually referred to as the audio-lingual method) has been changed to ``activity``. The substitution drill practice presented a relatively passive repetition activity that was weak in developing learner`s practical communication abilities. The need to use active and original ``activities`` in the latest learning exercises focused on the learner. Second, the ``after-learning activity`` was changed to ``combined learning activity``. The latest learning activities are intensifying and practicing the ``before/during/after`` aspects of the teaching-learning process. Third, current trends emphasize the four language skills - speaking·listening·reading·writing. Forth, changing the learning activity from ``self-practice`` to a ``reciprocal learning activity`` done in pairs or groups is appearing frequently promotes actual verbal interaction and therefore practical communication. On this basis, the purpose of the learning activity should be presented clearly, and the frame of the possible learning activity should be presented as a concrete process. Finally, and if the learning activity relates to cultural aspects of the language, it should attract the interest of the learners in order to create as memorable an activity as possible. (Sangmyung University)
신현숙(Shin Hyon Sook),박건숙(Park Keon Sook) 동악어문학회 2008 동악어문학 Vol.50 No.-
이 논문의 목적은 {색}과 {빛}의 의미를 구체적으로 분석ㆍ비교하여 공통점과 차이점을 살펴보고, 나아가 {색}과 {빛}에 대한 한국어 화자의 인지 방법을 밝히는 데에 있다. {색}과 {빛}은 색채 영역에서 공통적으로 사용되는 것으로, {색}은 색채어와 결합한 [색]을 비롯하여 [대상물/ 자연/ 신체]의 [색]을 기본 의미로 갖는데 비해서 {빛}은 [대상물/ 자연/ 신체]가 발하는 [빛]과 [색]의 [빛]을 기본 의미로 갖는다. 곧 한국어 화자는 {색}을 볼 때에는 제일 먼저 ‘어떤 종류의 색’인지를 본다면 {빛}은 ‘어떤 대상의 빛’인지를 먼저 인지하려는 경향이 있다는 것을 의미한다. 확장 의미를 살펴보면, {색}은 대표적으로 [특성]을 의미하며 [수]와 결합하여 {색} 자체가 [종류]의 의미로 사용되고 있는데, 이를 통해서 한국어 화자가 {색}을 ‘구체적인 개체’이면서 가장 주요한 ‘변별적 자질’로 인지하는 것을 알수 있다. 반면에 {빛}은 추상적 대상인 [가치]와 [희망]을 의미하고, {색}과는 달리 [양]이나 [크기/ 세기] 등과 결합하여 나타나는데, 이는 {빛}이 {색}에 비해서 ‘추상적 개체’이면서 가장 최상의 ‘긍정적 가치’로 인지한다는 것을 의미한다. 이러한 비교 연구를 통해서 {색}과 {빛}의 공통점과 차이점을 구체적이고 명시적으로 밝히고자 하였다. The goal of the present paper is to compare the meaning of {color} and {light} and to show the cognitive process. To undertake this study, the data were collected from the ‘Korean Broadcasting System News 9’ for the six years. In Korean, the meaning of {color} is similar to {light}, especially in the field of [COLOR]. But [COLOR], the basic meaning of {color}, expands into [EMOTION], [KIND], [PROPERTY] etc. The other side [LIGHT], the basic meaning of {light}, expands into [EMOTION], [HOPE], [VALUE] etc. This represents that Korean language users recognize 'what kind of color' at [COLOR], and 'what object is radiating light' at [LIGHT]. Also [COLOR] is recognized a core feature of the object, [LIGHT] is recognized ideal value. In conclusion, we can find that [COLOR] is visible and concrete better than [LIGHT], while [LIGHT] is positive and abstract better than [COLOR].
문법 교육 : 한국어 학습자를 위한 어휘 정보: {소리}
신현숙 ( Hyon Sook Shin ) 한국문법교육학회 2010 문법 교육 Vol.13 No.-
Korean noun {소리 soli [(a) sound/ a voice/ a ballad]} belongs to the basic lexical items in the Korean language. It will be meaningful to discuss its lexical information for Korean language learners and Korean language computer program developers. It is also important to examine how Korean language users use the item in the appropriate contexts and how they extend its basic form and meaning. For this purpose, we categorized the usage and contexts of {soli} in real data base on the item`s syntactic construction methods. Therefore we would like to find the characteristics of {X} and {Y} within the frame: {X}+{soli}+{Y}}. We also analyzed its combinational constituents based on the criteria of the syntactic information and semantic information. We also discussed the semantic information, especially meaning extension of {soli} based upon the five meaning of the major dictionary in Korea. Korean language learners will be able to learn the usage and construction of {soli} in system with this kind of lexical information in which we have suggested in this paper. Furthermore our information also applies to the Korean language computer program. For instance, we can apply this system when analyzing the Korean language construction as a tool.