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오명근(Oh, Myung Keun) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.1
The sociolinguistic situation of Arab world was termed "diglossia" by Ferguson. It means that classical Arabic is the literary standard and, in principal, the language of formal discourse, while colloquial Arabic is everyday spoken language. This research aims to examine phonological features of spoken Egyptian Arabic, and the efficient teaching methods of Arabic language. In a diglossic situation, each variety of the language, a High variety-Literary Arabic, and a Low variety-Colloquial Arabic, is felt by the speech community to be appropriate for a set of culturally defined settings. In this situation, both the teacher and the student must face the fact that there is more to be learned than one language; perhaps it is not as much as two full languages, but it is certainly more than is generally attempted in a single language course. As for the phonological features, spoken Egyptian Arabic has 31 consonants under the influence of foreign languages and have many allophones for each consonant. We can find another differences between literary Arabic and spoken Egyptian Arabic from the affricate consonants and vowel system and so on. There are some approaches to teaching Arabic language, like the classical Arabic approach, and the modem standard Arabic approach, and the colloquial approach, and the formal spoken Arabic approach, and the simultaneous approach. I suggest the simultaneous approach, in which students of Arabic are introduced to modem standard Arabic and an Arabic dialect within the same program of instruction. It is considered as the adequate method to deal with Arabic diglossia in the classroom.
오명근(Oh Myung Keun) 한국아랍어아랍문학회 2017 아랍어와 아랍문학 Vol.21 No.2
This study aims to investigate the procedural meaning and function of the Arabic discourse marker /fa/, which is used in the standard Arabic language and to critically examine Al-Khalil’s (2005) conversational analysis of the Arabic discourse marker and Ibn Jinnī’s (1952) claim based on relevance theory that discourse particle(al-ḥarf) in Arabic do not encode meanings by themselves. It analyzes the Arabic discourse marker /fa/ based on the procedural meaning of relevance theory of Blakemore (1987, 2002) and argues that discourse markers in the standard Arabic encode procedural meanings such as conclusive import, temporality, explicative force, and unexpectedness. Along the line of this study, /thumma/, /’innama/ and /lakinna/ can also be analyzed as discourse markers. It also claims that it is necessary for the research of discourse markers to provide their natural and meaningful usages in a broad range of situations. The results of this study make it possible to advance from current elementary Arabic teaching methods to practical teaching methods that are more effective in improving learners Arabic proficiency in authentic situations.
오명근 ( Myung Keun Oh ) 한국외국어대학교 외국어교육연구소 2009 외국어교육연구 Vol.23 No.2
Diglossia is a sociolinguistic term used to denote a situation in a specific speech community in which two varieties or registers of a language co-exist, each of which performs a specific function. Diglossia has long characterized the situation in Arabic-speaking countries, where a classical, fully-inflected, literary language has co-existed along with a colloquial, usually unwritten, form. The purpose of this study is to examine the linguistic environment of modern Arabic identity and its relationship to the teaching of Arabic as a foreign language. Arabic speakers have developed a new form of Arabic which is neither Classical Arabic nor Colloquial Arabic. The language situation in the Arab world presented in this paper illustrates the complexity of Arabic diglossia and incorporates discussion of Modern Standard Arabic as one of the varieties on the spectrum. The paper explores the social functions of the several varieties of Arabic, then examines the implications of this diglossic situation for the teaching of Arabic in particular as well as problems involved in the teaching of diglossic languages in general. The paper thus addresses new approaches in language education, with specific attention paid to Arabic and contemporary Arab society.
오명근 ( Myung Keun Oh ),공일주 ( Ii Joo Kong ),최지영 ( Jin Young Choi ) 한국외국어대학교 언어연구소 2004 언어와 언어학 Vol.0 No.33
This paper is designed to reflect on the emergence of Arabic and the pre-eminent position it has acquired in the Near East since the seventh century after Christ in the light of similar earlier developments in other Semitic languages. It`s well known that Arabic belongs to the Semitic group of languages. However, the medieval Arab scholars have not known about the close relationship between Arabic and the various Semitic languages because the term "Semitic" and the classification was not applied to the languages in question until the turn of the eighteenth century. To determine precisely the origin of the Semitic languages is a difficult task which has not yet found satisfactory solution. But according to Winckler-Caetani theory. Arabic is considered as the original one of Semitic languages. If the theory could be proved. Arabic would be the forerunner of Akkadian. Ugaritic, Phoenician, Aramic, Ethiopic, and other languages. In this respect, the study on the earlier developments of Arabic will be much helpful in extending greater insight into the older Semitic languages and the codification of literary Arabic.
현대 이집트 사회의 언어상황에 관한 연구 -아랍어 사용 유형과 교육을 중심으로-
오명근 ( Myung Keun Oh ) 한국외국어대학교 외국어교육연구소 2008 외국어교육연구 Vol.22 No.1
In the Arab world, and in numerous other speech communities, there exists a striking dichotomy between two varieties of the same language, used by speakers under different conditions. This linguistic situation has been commonly termed ``diglossia.`` The aim of this paper is to examine the language situations in Arabic, specifically in Egypt to refine the analysis of Arabic varieties and to analyze the linguistic characteristics of several forums in Arabic varieties in Egypt in modern era. In a diglossic situation, each variety of the language, the high variety-written Arabic, and low variety-colloquial Arabic, is felt by the speech community to be appropriate for a set of culturally defined settings. A native speaker of Arabic in Egypt might use written Arabic, colloquial Arabic, dialects, etc. in a particular linguistic situation. The phenomenon of diglossia affects the socio-cultural life of Egypt and gives rise to socio-linguistic factors that must be taken into account in Arabic education and language planning. The outline of the language situation in Egypt presented in this paper has a definition of Arabic diglossia, the varieties of Arabic, modern standard Arabic, exploring the social functions of languages, providing knowledge of the linguistic situation, and undertaking a more profound investigation of the sociocultural features in modern Egyptian society.
아랍어 교육과정 개정안 연구 -일반계열 고등학교 아랍어 1 을 중심으로-
오명근 ( Myung Keun Oh ) 한국아랍어아랍문학회 2007 아랍어와 아랍문학 Vol.11 No.1
This study aims to make some suggestions for revising the curriculum of Arabic since the Ministry of Education began offering the Arabic courses in middle and high schools in Korea. The paper also suggests directions for designing a revised curriculum: to improve the 7(th) curriculum, such as, characters, aims, contents, teaching methods, and methods of evaluation. A revised curriculum of Arabic language should be analyzed and suggests desirable pedagogical methods through comparative study between the 7(th) curriculum and a revised curriculum of Arabic. The paper aims to suggest ideal models and teaching methods for an effective Arabic communication program. The result of this study is summarized into two suggestions. One is to develop communicative skills and the other is to understand Arabic culture more effectively.