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?在均(Jae-Kyun Han) 중국어문논역학회 2015 中國語文論譯叢刊 Vol.0 No.37
한중 양국은 모두 같은 한자문화권에 속해 있어 유교문화의 깊은 영향을 받았기 때문에 양국의 언어와 문화에는 많은 공통점이 있지만, 또 한편으로는 한중 양국인의 다양한 배경의 습관, 관습, 가치관, 사고방식, 생활방식, 이념 문화 및 민족심리 등의 서로 다른 문화의 차이로 인해 서로간의 의사소통을 하는데 있어서 가끔 오해나 충돌을 일으키며, 심지어는 의사소통이 전혀 되지 않은 경우가 종종 있다. 본 논문은 한국인과 중국인이 중국어로 서로 다른 문화 간의 의사소통을 하는 과정에서 발생하는 오해에 대해 연구 하였는데, 주로 한중 양국인의 심리 차이, 인간관계 차이, 언어교제 중의 성별 차이 및 그러한 차이를 발생하는 원인에 대해 구체적인 예를 들어 비교적 상세히 토론 하였다. 아울러 본 논문은 한국인과 중국인의 문화적 차이에서 오는 언어 소통의 문제점을 효율적인 한국인 대상 중국어교육에 적용하기 위해 교제문화를 중심으로 교수법을 제시함과 동시에 한중 양국의 민족문화, 언어표현의 차이는 외국어 학습과 교육에 있어 문화교육과 학습의 중요성을 강조하였다. Korean and Chinese People from different background vary in custom, values, way of thinking, way of life, culture of ideology, national mentality, etc. It is the cultural differences that often lead to misunderstanding, conflicts, and even failure in intercultural communication. This study proceeds from the misunderstanding that occurs in the process of the intercultural communication conducted by Korean and Chinese people in Chinese; and mainly discusses the differences in vocabulary and verbal expressions between the two languages. On the basis of that, this study probe further into the specific national culture property of the two countries reflected by the differences. To conclude, this study analyzes how cultural differences influence the use of language, emphasizing the enhancement of cultural consciousness and the learning of cultural knowledge.
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?在均(Han Jae-kyun) 중국어문학연구회 2009 중국어문학논집 Vol.0 No.54
This paper examined the context of two kinds of “是…的”sentences, analyzed the intentions of the speakers and summarized the basic pragmatics- meaning of the “是…的”sentences, the speakers used it to defend himself or recall the listeners' attention when he thought some fact might be misunderstood or overlooked. Meanwhile, the “是…的”sentences' using was associated with the links between the topic and the topic account in utterance-coherence. From all above, the paper explained the foreign students, common pragmatics-errors in using the “是…的”sentences, and gave the methods how to lecture the “是…的”sentences in teaching.
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양파(Allium cepa L.) 유전자원의 Flavonol 배당체 조성 및 함량
이 정로,이 민기,김 헌웅,이 성현,이 영민,장 환희,황 경아,곽 재균,고 호철,김 정봉,조 진웅 한국작물학회 2014 Korean journal of crop science Vol.59 No.3
Flavonols as a major kind of plant secondary metabolites are known for health-promoting compounds in onions (Allium cepa L.). The objectives of this study are to determine profiles of flavonol glycosides in different 75 onion accessions. A total of five flavonols (quercetin 3,4'- diglucoside, Q34'diG; quercetin 3-glucoside, Q3G; quercetin 4'-glucoside, Q4'G; isorhamnetin 4'-glucoside, I4'G; quercetin, Q) were identified from onion accessions. In positive ion mode using LC-ESI-MS, individual flavonols were confirmed from one and two glycosylation binding with aglycone such as quercetin and isorhamnetin. Total flavonol contents were distributed in white onion (range of 0.18-6.47 mg/g DW) and purple onion accessions (range of 2.39-6.47 mg/g), respectively. The mean of flavonol contents in purple onion (4.41 mg/g) showed 1.4-fold higher than white onion (3.23 mg/g). The Q34'diG and Q4'G were considered as the major compounds of flavonol glycosides in onion accessions.
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?彦野(Zheng, Yanye),?在均(Han, Jae-kyun) 한국중국어교육학회 2015 중국어교육과연구 Vol.0 No.22
The testing methods of intermediate and advanced Chinese conversation classes at colleges, such as a written exam, a voice recording and an oral exam, are not adequate tools for the sufficient evaluation of learners’ linguistic proficiency as they differ a great deal from their actual language surroundings. Task-based language education and its testing methods have made great strides in their theoretical researches as well as actual educational places since they were introduced in the 1970s. In this study, theories on task-based evaluation methods are applied to exams for intermediate and advanced Chinese conversation taken by about 200 juniors and seniors of four universities. This study introduces an important process of the evaluation theories that include group discussion, smartphone recording, open broadcasting of classes and score assessment. Particularly, the three areas of task-based evaluation methods – process, materials and grading – are reviewed in detail. It also gives a statistical analysis to characteristics of subjects, chosen by learners of the language, and presents the pros and cons involving the implementation of task-based evaluation methods and solutions to problems arising from them.
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