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- 저자 : 박석준(Seok Joon Park) (검색결과 44 건)
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한국어 구어 말뭉치의 형태 주석 방법과 몇 가지 문제에 대하여
박석준 ( Park Seok-joon ) 한국언어문화교육학회 2006 언어와 문화 Vol.2 No.3
This thesis is about the methods of grammatical annotation and the practical questions about spoken corpus. Since the grammatical annotation about corpus is the essential work, not a few of grammatical annotation about written corpus have been done. But only few the grammatical annotation about spoken corpus have been done. In this thesis, I examined the difference of the principals and genius between spoken corpus and written corpus. Also I have a thought about how to systematize the tag set. As I made a subject of discussion about the problems which I faced. (Paichai University)
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박석준(Park Seok-Joon) 한국사전학회 2004 한국사전학 Vol.- No.3
The object of this study is to discuss the lexicographical description of the Korean prefinal ending ‘-shi-’. First, I critically review descriptions of the prefinal ending ‘-shi-’ in various Korean dictionaries. Those existing descriptions have many problems to solve. Secondly, I try to search for the method to solve those problems, and to describe effectively the Korean prefinal ending ‘-shi-’ in Korean dictionary.
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박석준 ( Seok Joon Park ),김용현 ( Yong Hyun Kim ) 연세대학교 언어연구교육원 한국어학당 2012 외국어로서의 한국어교육 Vol.37 No.-
A Study on the Method of Korean education for Academic Purposes Using Statistics Matieral. Teaching Korean as a Foreign Language, 37, 139~165. The object of this study is to provide a method of Korean education for Academic Purposes utilizing Statistics Matieral for KAP Learners. This method of teaching will be well used in practical Korean instructions and daily Life. This Statistics Matieral is a valuable a teaching material. Korean Education for Academic Purposes Using Statistics Matieral can improve the College Scholastic Ability and promote Korean Communicative Competence. In addition foreign learners can understand both the society and culture of Korea and cultivate the ability to make rational decisions. Furthermore, Statistics Matiera induces students to get interested in learning the subject, resulting in their active participation in classes. Therefore, this article shows the study carried out or various teaching methods utilizing Statistics Matieral, ``Understanding use of the tables and graphs``, ``Understanding and analysis of statistical data``, ``Expressing tables and graphs in writing``, ``Using tables and graphs to express written data``, ``Statistical research and writing`` and so on. Finally, this study was use to design a teaching-learning model and was suggested as on actual syllabus.
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박석준 ( Seok Joon Park ) 한국문법교육학회 2005 문법 교육 Vol.3 No.-
The purpose of this paper is to contribute to compilation of Korean Language Textbook in the future. Textbooks of the Korean language are mostly composed of conversations, vocabulary, grammar and exercises. Especially, conversation section is very important for leaners, because that is the main point of the language learning. Therefore, conversation section must be composed of everyday situational dialogues contextually, colloquially, grammatically, exactly. This paper includes the analysis on the conversation sections of the Existing Korean textbooks and the descriptions of some problems.
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한국어 교수 · 학습을 위한 ‘다만’과 ‘단지’의 의미 관계 연구
박석준(Park, Seok-joon),윤지영(Yun, Ji-young) 우리말글학회 2013 우리말 글 Vol.59 No.-
본 연구는 ‘다만’과 ‘단지’의 사전적 정의에 따른 차이를 바탕으로 두 어휘의 의미를 재분류하고, 문장 구조 분석을 통해 ‘다만’과 ‘단지’를 사용한 문장의 공통점과 차이점을 밝힘으로써 한국어 교실에서 이들을 효율적으로 교수·학습할 수 있게 하려는 데에 목적을 두고 있다. 사전 분석결과, ‘다만’과 ‘단지’에서 ‘다른 상황 제시’, ‘조건·이유’, ‘적어도’, ‘확대’, ‘한정’의 의미가 공통적으로 나타났다. ‘다른 상황 제시’, ‘조건·이유’의 의미일 경우, 두 어휘를 바꾸어도 큰 차이는 없었다. 그러나 ‘확대’의 경우에는 ‘다만/단지’를 포함한 문장에 부정표현을 사용한다는 공통점이 있으나, ‘-이/가 아니다’, ‘-은/는 아니다’의 부정표현일 때는 ‘단지’를 사용하는 것이 자연스러웠다. ‘한정’의 경우에는 선행절과 후행절의 내용에 따라 ‘다만’과 ‘단지’가 달리 사용됨을 확인하였다. 그리고 ‘적어도’의 의미의 경우에는 두 어휘의 교체가 가능할 수 있으나, 말뭉치를 통한 사용 양상분석 결과 ‘다만’을 사용하는 것이 자연스러운 문맥을 형성하는 데 보다 유의미한 것으로 나타났다. ‘한정’의 경우를 제외하고 대체로 두 어휘가 교체될 수 있으나 명령문이거나 명령의 의미를 가진 평서문일 때는 ‘다만’이 적절한 것을 알 수 있었다. 이러한 분석 결과를 중심으로 각 의미에 자주 사용하는 기본 형태를 정리하였고 말뭉치를 통해 사용 실태를 살펴본 후, 분류된 의미의 교수 순서를 제시하였다. The purpose of this study is to help teach Korean or explain the error to reclassify the meaning of two words based on the difference between ‘다만’ and ‘단지’ according to the dictionary definition and to reveal the similarities and differences in sentences by the analysis of the sentence structure. As a result of the analysis, the meaning of ‘different circumstances’, ‘conditions and reasons’, ‘at least’, ‘enlargement’, ‘limited’ are commonly appeared in ‘다만’ and ‘단지’. There is not a big difference even if two vocabularies were changed in the semantics of ‘different circumstances’, ‘conditions and reasons’. In the case of ‘enlargement’, it is common to use a negative representation in sentences including ‘다만/단지, but to use ‘단지’ is more natural in a negative representation ‘-이/가 아니다’, ‘-은/는 아니다’. In the case of ‘limited’, it is confirmed that ‘다만’ and ‘단지’ are used differently according to the contents of preceding and following clauses. It is possible to replace of the two words in the case of ‘at least’. However, to use ‘다만’ is more natural by the analysis of the results through the corpus used. The two words usually can be replaced with the exception of "limited", but ‘다만’ is appropriate in a declarative sentence with the meaning of the command. Based on the result of this analysis, basic forms which are frequently used in the each semantics are organized and the educational sequence of classified semantics presents after looking the reality through the use of a corpus.
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박석준 ( Seok Joon Park ) 한국문법교육학회 2006 문법 교육 Vol.5 No.-
In this Paper I had dealt with the errors of the Korean language norms and regulations that the Korean language learners commit. First, I had classified materials of errors of the Korean language norms and regulations, and canalized those in each type. And then I had examined several problems of the Korean language norms and regulations. Fluency and accuracy are important pints in the Korean language education. Therefore Korean language teachers and learners have to concentrate to the Korean language norms and regulations. We have to give a full explanation of norms and regulations in the Korean language textbooks. We have to revise and modify several problems of the Korean language norms and regulations not identified or solved yet.
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