色彩語による色彩表現 -「WHITE」を對象として -

권영성(Kwon Young Sung) 일본어문학회 2004 일본어문학 Vol.27 No.-

일본의 초등학생용 국어사전에 등재된 외래어

권영성(Kwon Young Sung,權寧成) 일본어문학회 2015 일본어문학 Vol.71 No.-

It is said that the percentage of loanwords in the vocabulary structure of the modern Japanese is relatively high. The frequency of the Japanese' use of loanwords is high to such an extent that the column pointed out about the flood of loanwords is appearing on Japanese newspapers. Meanwhile, I saw a video clip about an elementary school student' sports event while I was watching Japanese news by accident. There was a scene of interviewing those elementary school students in that news, I could hear the following loanword. "I want to revenge in the next match." In the case of Korean elementary school students, they might rarely use the loanword, revenge. People might encounter those words in pro sports in Japan but in the point of that even elementary school students use loanwords, we can see the tendency of using loanwords in Japanese society. By paying attention to this fact, this study is observing the aspect of loanwords' appearance registered in the Japanese dictionary for elementary school students as headwords. 現代日本語の語彙体系のなかで外来語が占めている割合は比較的高いとされている。また、日本の新聞紙上では、外来語の氾濫について指摘した記事あるいはコラムなどが登場するほどの日本人の外来語の使用頻度は高い。 一方、筆者は偶然、日本のニュースを視聴しているうちに、小学生のスポーツ競技に関するトーピックを接することがあった。そのニュースで野球、サッカーなどの小学生の選手らに試合についてインタービューをする場面が続いたが、次のような外来語を耳にすることができた。「次の試合ではリベンジしたいと思います。」韓国の小学生の選手であるならば、まず、<リベンジ(revenge)>という外来語はおそらく使わないだろう。日本でもプロのスポーツであれば、しばしば接することもあるが、小学生の選手も口にするという点で、日本社会での外来語使用の傾向が伺える。 このような事実に注目し、本研究では、日本の小学生向けの国語辞典を対象とし、見出し語として掲載されている外来語(カタカナ)の実体について観察している。考察では、(1)掲載されている外来語の形態による量的な側面と、(2)掲載されている外来語の内容的な側面とに分けて分析している。

일본어판 윈도우즈 용어에 대응하는 한국어

권영성(Kwon Young-Sung) 대한일어일문학회 2009 일어일문학 Vol.44 No.-

Chinese character, a borrowed word in Japanese version are expressed as 1) a native tongue 2) Chinese character 3) a borrowed word 4) hybrid in Korean version. Native tongue and hybrid exist in Japanese Windows version because there are various kinds of language in Japanese vocabulary system. But according to this study, we can focus that Chinese character and a borrowed word in Japanese version are expressed variously as a native tongue, Chinese character, a borrowed word and hybrid in corresponding expression of Korean version.

제2외국어로서의 일본어교육

권영성(權寧成)(Kwon, Young-Sung) 일본어문학회 2012 일본어문학 Vol.59 No.-

現在韓国の高等学校の日本語教育は第7次教育課程に基づいて行われている。とくに、第7次教育課程で日本語Ⅰ科目の目標は<日常生活で使われている易しい日本語を理解し、易しい日本語で意思疏通ができる基礎的能力を養う。>にもかかわらず、実際高等学校の日本語学習者が感じている現実とは多少距離があるという点は注目に値する。第7次教育課程においても<聞く><話す>機能のほうより、依然として<読む><書く>機能に重点が置かれている現実は改善しなければならないと考えられる。 とくに今回のアンケート調査に応じた多くの高等学校の日本語学習者(76%)は現在日本語の授業時間数(1単位:50分、週2単位)に満足すると答えた。しかし、釘恩愛(2008)では現在人文系高等学校の日本語の授業時間数は第7次教育課程に提示された語彙․漢字․文法․文化などを学習するには十分ではないと指摘している。 したがって、このような高等学校の日本語学習者の性格やニーズに合わせた教材開発や教授法の開発も必要であろう。

21세기형 교수-학습법의 도입과 활용 필요성 및 일본어교육의 방향성

권영성 ( Kwon Young-sung ) 한국일어교육학회 2017 일본어교육연구 Vol.0 No.41

최근 대학교육의 인재양성 측면에서 21세기에 갖추어야 할 핵심역량으로 4C의 중요성을 강조하는 흐름이 절대적이다. 4C는 비판적 사고(critical thinking), 소통(communication), 협력(collaboration), 창의성(creativity)을 말한다. 따라서 외국어교육이 단순히 의사소통만을 위한 언어를 가르치는 데 머물러서는 한계가 있으며, 미래인재 양성이라는 교육적·사회적 요구로부터도 뒤쳐질 수 있을 것이다. 외국어학습을 위해 암기와 기계적 반복에 의한 지식과 정보의 축적만 요구하고, 사고와 분석, 문제해결과정, 그리고 토의·토론이 없는 수업은 자동 통역·번역 시대에 도태되기 마련이다. 대학이 존재하는 첫 번째 이유는 학생들에게 생각하는 힘을 길러주기 위해서이며, 학생들이 대학에서 습득해야 할 가장 중요한 지적능력은 다른 사람의 주장을 분석하고 자신의 의견을 개진하는 것이다. 일본어문학을 포함한 외국어 관련 분야는 학습자 중심의 21세기형 교수-학습법의 도입과 활용 필요성, 그리고 개별 외국어교육의 방향성(교과과정·교육과정 등을 포함)을 고민해야 하는 대전환기에 직면하고 있다. Recently university education emphasizes the importance of 4C as core competencies needed to cultivate people of ability for the 21st century. 4C means Critical Thinking, Communication, Collaboration and Creativity. Therefore, foreign language education is likely to face limitations if it focuses on teaching the language just for communication and it will be left behind in the social need for cultivating talent for the future. The classes mainly focused on memorizing and accumulating knowledge and information by rote and mechanical repetition, without thought and analysis, problem solving process and discussion will be behind the times of automatic translation and interpretation. Most of all, a university exists to nurture students' ability to think, and one of the most important intellectual skills the students need to acquire at university is the ability to analyze other people's opinions and express their own views. Education of foreign languages including Japanese language and literature are facing a turning point to consider the necessity of introduction and application of teaching-learning methods designed for the 21st century as well as the direction of each foreign language education (including subject education course and school curriculum)

室內디자인의 새로운 方向摸索에 관한 小考

권영성(Young-Sung Kwon),황세민(Se-Min Hwang) 한국디자인학회 1992 디자인학연구 Vol.- No.5

고교학점제 도입과 일본어교육

권영성(Kwon, Young-Sung) 일본어문학회 2021 일본어문학 Vol.94 No.-

教育部は2017年、高校単位制は、生徒が進路に合わせて、多様な科目の選択·履修を可能とし、累積単位が基準に達した場合、卒業が認められる制度であると発表した。2025年から全面実施する予定の高校単位制は大学での単位履修と類似した方法で、公教育でも生徒に科目選択権を与える高校教育体制の革新政策を指す。教育部の発表によると、高校単位制は生徒が選択する教育課程の運営を通じて生徒個々の多様な能力や適性などを最大限に発揮できるように学習権を保障する制度だと受け入れられよう。しかし、教育部などの予測に反し、高校単位制の導入に対する問題点を指摘するメディア報道や教育団体などの批判的な問題提起も少なくない。すなわち、高校単位制に対する公教育現場の反応は教育部のバラ色の展望とは食い違う反応であることが分かる。 この研究では、以上のような状況に注目し、2025年全面実施となる予定の高校単位制の導入によって、日本語教育に及ぼす(まず教師の需給に関わる)環境的側面を探ることを目的とする。この研究を通し、2025年全面実施となる予定の高校単位制の下での日本語教育は十分ではないことが懸念されると言えよう。 In 2017, the Ministry of Education announced that the high school credit system enables students to learn various subjects in accordance with their future plans and that they may graduate when they earn the credits required for graduation. The high school credit system, which is scheduled to be fully launched in 2025, aims at providing students with a right to select subjects in public education as in the case of universities. According to the announcement made by the Ministry of Education, the high school credit system is meant to be a system that allows students to make most of their abilities and aptitudes by managing the course of education that is selected by students themselves. Contrary to what the Ministry of Education expects, however, there has been a growing number of criticisms raised by the media and educational organisations. That is, there is a discrepancy between what the Ministry of Education anticipates and what those who are actually involved in public education have in mind with regard to the system. The present article pays special attention to the current situation surrounding the system and explores the environmental aspects of Japanese language education (primarily, those pertaining to teacher supply) that may be affected by the introduction of the high school credit system in 2025. In conclusion, this study suggests that Japanese language education under the high school credit system, which is fully launched in 2025, will not be straightforwardly implemented.

지방교육자치와 국제 바칼로레아의 도입

권영성(Kwon, Young-sung) 계명대학교 인문과학연구소 2021 동서인문학 Vol.- No.61

이 연구는 지역교육청 단위에서의 국제 바할로레아(IB) 도입과 확대가 현행 교육과정과 다른, 패러다임의 대전환을 불러일으킨다는 점에서, 이러한 교육정책의 추진이 과연 지방교육자치의 취지에 따른 지방교육발전의 실질적인 방안이 될 수 있는지에 대한 문제의식으로부터 논의를 전개하였다. 논의전개는 1)IB의 발생배경 및 국내외의 도입현황을 살펴보고, 2)한국형 모델을 관찰함으로써 IBDP(International Baccalaureate Diploma Programme)의 전면도입 타당성을 검토하고, 3)IB학교의 확대에 따른 교육차등 및 교육기회의 형평성에 대하여 검토하는 순서로 진행하였다. 이러한 검토는 IB학교의 운영방침이나 계획 등을 살펴봄으로써 1)선행연구에서의 문제제기가 타당한 것인지, 2)그러한 문제제기가 해소될 수 있는지에 중심을 두고 논의하였다. 논의결과를 정리하면, 1)IB의 급속한 확대에 따라, 초-중-고 연계에 따른 문제점이 발생할 수도 있으며, 2)한국형 모델은 현행 교육과정과의 유사성으로 IB의 전면도입의 타당성에 의문을 가지게 되며, 3)오히려 IB 방식의 수업과 평가가 가능한 여건 조성이 필요함을 확인하였으며 4)또한 IB를 운영하는 고등학교와 IB를 이수하는 학생들의 상대적인 성취수준 등을 고려하면, 교육기회의 형평성이나 교육격차 등 선행연구에서 우려하는 문제점이 해소되기 힘들다는 점을 들 수 있다. 따라서 IB학교의 도입과 확대가 교육의 자주성 및 전문성과 지방교육의 특수성을 살린 지방교육발전의 방안으로 삼기에는 크고 작은 과제가 남아있다고 볼 수 있다. The study developed a discussion from the question of whether the implementation of International Baccalaureate(IB) could be a practical way to develop local education based on the purpose of local education autonomy, given that the introduction and expansion of IB at the local education office level creates a paradigm shift. The discussion was conducted in the order of examining the background of IB and the introduction status at home and abroad, examining the feasibility of the full introduction of IBDP by observing the Korean model, and examining educational differences and equity in educational opportunities following the expansion of IB schools. By examining the IB school’s operating policies and plans, this review focused on whether the problems raised in previous studies were appropriate, and whether such problems could be resolved. The results are as follows: (1)The rapid expansion of IB may cause problems with the linkage among elementary, middle, and high schools. (2)The Korean model is similar to the current curriculum, which raises questions about the validity of the full introduction of IB. (3)Rather, it was confirmed that it was necessary to create an environment where IB-style classes and evaluations were possible. (4)In addition, considering the high school that operates the IB and the relative achievement level of the students completing the IB, it is difficult to solve the problems raised in previous studies such as equality of educational opportunities and educational gap. Therefore, it can be confirmed that there are large and small tasks remaining for the introduction and expansion of IB schools as a way to develop local education utilizing the autonomy and professionalism of education and the specificity of local education.

플립러닝의 도입과 일본어교육

권영성(Kwon Young Sung) 일본어문학회 2017 일본어문학 Vol.77 No.-

本研究では、フリップラーニングという授業モデルに対する環境や方法、なお、日本語教育への活用方案を提示することを目的とする。今後、日本語教育現場でフリップラーニングという授業モデルを活用した多様な科目の事例研究が活発になって、その問題点や解決策などを論議し共有するのに役に立てることにしたい。 教育において最高の教授法はないと言われている。したがって、最近のフリップラーニングという新しい授業モデルのみ最適でかつ万能だと言えるわけにはいかない。 しかし、現在、知識伝達に片寄っている説明式授業だけでは、複雑でかつ急速に変化していく社会の要求に対応しがたいという懸念が少なくない。このことから、21世紀型の人材養成という社会的ㆍ教育的要求の中で、その突破口が見つけられる授業モデルの一つがフリップラーニングになることは予測できよう。 Recently the university and the society are moving toward the innovative lecture that can let students think critically and solve the problem creatively through a collaborative learning or a cooperative learning. This study introduces the concept of Flipped Learning to let professors understand well about the concept of Flipped Learning and the necessity of it. This study also introduces the way of applying of it. There is no best teaching method in education. Thus, we can not conclude that only the new teaching method such as Flipped Learning is optimal and omnipotent. However, there is much concern about difficulty in coping with the demands of the complex and fast changing society only with the expository instruction focusing on conveying knowledge. Therefore, we can predict that Flipped Learning can be a breakthrough in teaching models in social and educational requirements to cultivate men of ability for 21 century.

일본어학습자의 유의어 「恐ろしい/怖い」에 대한 사용실태

권영성(權寧成, Kwon, Young-Sung),남득현(南得鉉, Nam, Deuk-Hyun) 일본어문학회 2009 일본어문학 Vol.46 No.-

本研究では、恐怖や不安を感じる様子を表す日本語の類義語<恐ろしい·怖い>を対象とし、先行研究を中心にその意味用法の違いを確かめた上に、日本語学習者を対象とし、両者の使用実態に関する設問調査を行っている。その結果、日本語学習者は類義語<恐ろしい·怖い>の多様で微妙な違いをそれほど認識しておらず、使用の際、対応する韓国語の干渉による影響もないとは限らないということが観察された。つまり、韓国語にも日本語の<恐ろしい/怖い>に対応する<두렵다/무섭다>が存在しているので、これらの韓国語を使った表現から生じてくる意味的な干渉が日本語の<恐ろしい/怖い>を使う際、影響を与えたのではないだろうかと推測される。