한·중 정치류 신문 사설의 ‘개입’ 대조 연구

맹강 ( Meng Gang ) 연세대학교 언어연구교육원 한국어학당 2020 외국어로서의 한국어교육 Vol.59 No.-

This study aims to suggest the educational implication of Korean Engagement though contrasting the engagement reflected in Chinese and Korean editorials. In order to do this, 100 editorials (Korean editorials 50, Chinese editorials 50) were selected from The Chosun Ilbo, The JoongAng Ilbo, The Dong-A Daily News and People’s Daily, Guang Ming Daily which are the representative and authoritative newspapers in Korea and as well as in China. We extracted the engagement and did a t-text. As a result, the total of monogloss and heterogloss didn’t have a statistically significant differences in both Korean and Chinese editorials had used more heterogloss than monogloss. In the case of dialogic expansion, the use of entertain, attribution, acknowledge, distance and the total of dialogic expansion showed a statistically significant difference. Descriptive statistics showed that Korean newspaper editorials used more entertain, attribution, acknowledge, distance than Chinese newspaper editorials. In the case of dialogic contraction it was found that the use of disclaim, deny, counter, proclaim, pronounce and the total of dialogic contraction had a statistically significant difference but except the concur and endorsement. Descriptive statistics showed that the Korean editorials used more disclaim, deny, counter than Chinese editorials, however Chinese editorials used more proclaim, pronounce than Korean editorials. This is related to the genre characteristics of Chinese and Korean argumentative writings and that of the newspapers. Based on the above discussion, educational implications were presented in terms of subjects, textbooks, and educational content. (Dalian University of Foreign Languages)

논문 : 중국인과 한국인의 한국어 시간 벌기 담화표지 사용 양상 비교 연구 -독화에서의 정보 전달적 말하기를 중심으로-

맹강 ( Gang Meng ) 국제한국어교육학회 2016 한국어 교육 Vol.27 No.1

This study aims to present the pedagogic implications of Korean delaying tactic DMs Education for CKLs through comparing the use of delaying tactic DMs between KNSs and CKLs. In this study there were 60 participants (KNSs 30, CKLs 30) and the researcher gave them the same task. As a result, there were 16 kinds of delaying tactic DMs had been used by KNSs and there were 12 kinds of delaying tactics DMs had been used by CKLs. And through the Wilcoxon rank sum test, we found that the use of ‘뭐``, ``이제``, ``이렇게``, ``음``, ``막``, ``그러니까``, ``으``, ``응``, and ``아`` had a statistically significant difference. But in the use of ``어``, ``그``, ``좀``, ``뭐지 ``, ``뭐랄까``, ``그냥``, ``그런``, ``이런``, ``어떤``, and ``저기``, there were no statistically significant differences. Thus, perhaps there are three reasons for the different usage of delaying tactic DMs between CKLs and KNSs. Firstly, it seems that the delaying tactic DMs is the differentiation category to CKLs. Secondly, it may be due to the interference of CKLs`` mother language. Thirdly, it may be the case as the CKLs do not get proper education regarding delaying tactic DMs and don’t have many chances to practice them. Accordingly, in this study, the researcher presented some pedagogic implications of Korean delaying tactic DMs education, such as explicit teaching, the provision of input and practice chance, and the exclusion of mother language(Chinese) interference and etc. The significance of this study is that it provides specific information to help the Korean language education expert to understand the use of delaying tactic DMs by the CKLs, and presents some pedagogic implications of Korean delaying tactic DMs Education. (Seoul National University)

한국어 논증적 텍스트의 필자 목소리 모형 연구

맹강 ( Meng Gang ),만천옥 ( Wan Qianyu ) 연세대학교 언어연구교육원 한국어학당 2021 외국어로서의 한국어교육 Vol.62 No.-

The purpose of this paper is to construct a auctorial voice model of the Korean argumentative text and verify whether the constructed model fits the characteristics of the Korean argumentative text. To this end, 45 argumentative texts by native Korean speakers were used as research data, and three experts evaluated the appropriateness of the use of auctorial voices. Then, Pearson correlation and linear regression were used to verify whether the overall voice strength and each subcategory had a correlation with the score of the writing texts, and which category of voice had the greatest influence on the score of the writing texts. As a result of the study, it was found that the overall voice strength of the auctorial voice had a correlation with the score of the writing texts. 28.5% of the score was determined by the overall voice strength of the auctorial voice. Among the subcategories of the auctorial voice, the most influential factors on the score of the writing texts were hedges, other’s voice mention, evidence reference, and rebuttal. 66.2% of the overall voice strength was determined by each subcategory of the auctorial voice. rebuttal, interpretation, hedges, and other’s voice mention had the greatest influence on the overall strength of the auctorial voice. Referring to the English auctorial voice model constructed by Zhao(2013), it can be said that the auctorial model constructed in this study fits the characteristics of the Korean argumentative writing text. (Dalian University of Foreign Languages/China Research Center for Northeast Asian Languages·Dalian University of Foreign Languages)

중국 내 한국어 쓰기 교재 분석 - 논증적 글쓰기를 중심으로

맹강 ( Meng Gang ) 민족어문학회 2018 어문논집 Vol.- No.82

본 연구는 중국 내 한국어 쓰기 교재에서 논증적 글쓰기 부분의 전체적 구성, 교육 내용, 학습 활동에 대한 분석을 바탕으로 향후 교재 개발을 위한 시사점을 제시하고자 한다. 분석의 결과, 교재 C는 학습 목표, 교육 내용, 학습 활동을 모두 포함하여 3 가지 교재 중에서 가장 잘 구성되어 있었다. 교육 내용의 경우, 예상 반론에 대한 반박에 관한 구체적 기술이 부재하였다. 조직의 경우, 응집성, 응결성, 일관성은 강조되지 않는 것으로 보였다. 그리고 중국과 한국의 논증적 글의 주장과 근거의 차이에 대한 기술이 없었다. 학습 활동의 경우, 대부분 통제 작문이 중국의 교육 과정에 맞지 않음을 발견하였다. 유도 작문의 양이 너무 적고 자유 작문 과제도 너무 적고 쓰기 분량이 적은 것으로 나타났다. 따라서 향후 중국인 한국어 학습자를 위한 쓰기 교재를 개발할 때 예상 반론에 대한 반박, 텍스트의 응집성, 응결성, 일관성, 그리고 중국과 한국 논증적 글의 주장과 근거의 차이에 대한 자세한 기술이 필요할 것이다. 학습 활동의 경우, 중국인 한국어 학습자의 쓰기 능력 향상에 크게 도움이 안 되는 통제 작문 활동을 포함하지 않아도 될 것이며 유도 작문 활동을 늘릴 필요가 있을 것이다. 그리고 자유 작문의 경우, 작문의 분량의 향상과 과제 유형의 다양화가 필요할 것이다. This study aims to suggest some better argumentative writing about the China textbooks though extracting the whole composition, education content and learning activities. As a result, we found that textbook C had the most proper composition which included the learning goal, education content, and learning activities. In the education content aspect, we found that the description of rebuttal was not detailed. And in the text organization the coherence, concretion, consistency was not emphasised. The differences of statement and evidence about Chinese and Korean was not described. In the learning activities aspect, we found that, most controlled writing activities didn't conform to the curriculum of China. And this kind of guided writing and argumentative free writing is task are very few as well as a the writing amount is also very few. When we develop the writing textbook for Chinese Korean Learners, we should give a detail description about the rebuttal, coherence, concretion, and consistency of text. And give a detail description about the differences of statement and evidence of Chinese and Korean. In the learning activities we should delete the controlled writing activities which is not helpful to the development of Chinese Korean Learners and develop more guided writing activities. For the free writing we should increase the writing amount and the type of argumentative writing task.

중국인 학습자의 한국어 논증적 글쓰기 어려움과 극복 전략 연구 ―중국인 한국어 전공자를 중심으로

맹강 ( Meng Gang ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.2

본고는 중국인 한국어 학습자들이 논증적 글을 쓰는 과정에서 겪는 어려움과 극복 전략을 살펴보는 데 목적이 있다. 이를 위해 학습자들이 논증적 글을 쓰는 과정에서 적어둔 어려움과 극복 전략을 분석하였다. 연구의 결과, 학습자들이 가장 어려워한 것은 ‘표현하기’이고 사전과 번역 앱의 사용으로 극복해 봤다. ‘내용 구성하기’에서 가장 어려워한 것은 ‘논증 전개의 논리성’인데 이는 중·한 논증적 글의 구조 차이와 글 구성 능력의 차이에서 기인된 것이다. 해결 전략으로는 3단계로 나누어 중·한 논증적 글의 구조 비교, 부분별, 단락별 쓰기 지도, 응결성과 응집성 향상 지도를 제안하였다. ‘내용 생성하기’에서 학습자들이 가장 어려워한 것은 ‘근거 생성하기’이다. 이는 중·한 논증적 글의 장르적 차이, 학습자 배경 지식의 부족, 정보 수집 능력의 부족에서 기인된 것이라 2단계로 나누어 중·한 논증적 글의 장르적 특성 비교, 근거 검색 및 선택 방법 지도를 제안하였다. The purpose of this paper is to examine the difficulties and strategies of Chinese Korean learners during the process of writing argumentative texts. To this end, the difficulties and coping strategies that learners recorded during an argumentative writing process were collected and analyzed. As a result, the most difficult task for learners was translating which they overcame through dictionaries and translation apps. The greatest difficulty in organizing content was the logic of argument development. This is a matter of differences in the structures of argumentative texts in Chinese and Korean and of writing composition abilities. The solution was to divide the process into three steps: a suggested structural comparison of Chinese and Korean argumentative texts, writing guidance for each section and paragraph, and guidance for improving cohesion and coherence. The greatest difficulty for learners when trying to generate content was to generate evidence. This is due to genre differences between Chinese and Korean argumentative texts, learner’s lack of background knowledge, and insufficient information gathering skills. These difficulties were overcome by dividing this process into two stages: we proposed a comparison of the genre characteristics of Chinese and Korean argumentative texts and a guidance for methods of evidence search and selection.

한국어 논증적 글쓰기 교육을 위한 한ㆍ중 신문 사설 개입 대조 연구

맹강 ( Meng Gang ) 이중언어학회 2017 이중언어학 Vol.69 No.-

This study aims to present the pedagogic implications about Korean Argumentative Writing Education for CKLs through contrasting the engagement in the editorials of Korean and Chinese. So we have selected 100 piece(Korean editorials 50, Chinese editorials 50)editorials from The Chosun Ilbo, The The JoongAng Ilbo and People’s Daily, Guang Ming Daily which are the representative newspapers of Korea and China. We extracted the engagement according to the Appraisal Theory which was developed by Martin & White(2005) and the context. Then we did a t-text and as a result, the total of monogloss and heterogloss didn’t have a statistically significant difference and both Korean and Chinese editorials have used more heterogloss than monogloss. In the dialogic expansion, we found that the use of possibility, entertain, attribution, distance and the total of dialogic expansion had a statistically significant difference and the use of personal opinion and acknowledge didn’t have a statistically significant difference. Though the average we can know that the Korean editorials used more possibility, entertain, attribution, distance than the Chinese editorials. And in the dialogic contraction we found that the use of disclaim, deny, counter, proclaim, concur, pronounce and the total of dialogic contraction all had a statistically significant difference but except the endorsement. Though on the average we can see that the Korean editorials used more disclaim, deny, counter than Chinese editorials but Chinese editorials used more proclaim, concur, pronounce than Korean editorials. It may suggest that in the Korean editorials expected rebuts were more taken into account and in the Chinese editorials one-sided argument was more preferred. Accordingly, when we teach Korean argumentative writing to CKLs we may need to tell them to use entertain, attribution, disclaim properly to take the expected rebuts into account and use less concur and pronounce. (Seoul National University)

주제별 한국어 논증적 텍스트에 반영된 논거 연구 -중국인 학습자를 중심으로-

맹강 ( Meng Gang ),진정 ( Chen Jing ) 연세대학교 언어연구교육원 한국어학당 2020 외국어로서의 한국어교육 Vol.57 No.-

The purpose of this study is to examine whether the evidence presented in the Korean argumentative texts by different topics is different. In order to do this, three topics were selected to collect Chinese Korean learner's argumentative text and then we extract the evidence reflected in the learner's argumentative text. 9 learners were then interviewed for the process of evidence generation and the reasons for the use of individual evidence. Friedman test was conducted to confirm whether the evidence reflected in the Korean argumentative texts is different. As a result, significant inter-group differences were found in the use of presumption evidence, disguised claim evidence, data evidence, mass media evidence, and legal provision evidence. There was no significant inter-group difference in empirical evidence, real life evidence, common sense evidence, and classical evidence. The use of evidence was influenced by the topic and mainly appeared in the difficulty of finding data on the topic, the evidence that was relevant only to a particular topic, and the topic familiarity. This study is meaningful to provide basic information for argumentative writing for Chinese Korean learners. (Dalian University of Foreign Languages)

한 중 외교 브리핑 담화에 반영된 ‘개입’ 연구

맹강 ( Meng Gang ) 이중언어학회 2022 이중언어학 Vol.86 No.-

This study aims to reveal commonalities and differences by contrasting Engagement in the Chinese and Korean diplomatic briefing discourse. To this end, 100 piece(Korean 50, Chinese 50) diplomatic briefing discourses was selected and then we extracted the Engagement based on the Appraisal Theory. As a result, the inter-textual resources was used the most in all diplomatic discourses between Korean and Chinese. This shows that all diplomatic discourses between Korean and Chinese place importance on communicating facts. This seems related to the main function of the Ministry of Foreign Affairs’ regular briefing is to convey the facts. Also, it can be said that it is characteristic that the entertain is used a lot in Korean diplomatic discourse, whereas pronounce is used a lot in Chinese diplomatic discourse. This shows that the Korean diplomatic discourse places importance on interaction with the audience, and the Chinese diplomatic discourse values the expression of its own position. This seems to be related to the roles of spokespersons for the Ministry of Foreign Affairs of China and Korea, the foreign policies of the two countries, and the customs of expression in Korean and Chinese. (Jilin University)

한국어 교재에서의 구어 담화표지 목록과 기술에 대한 분석

맹강 ( Meng Gang ),진정 ( Chen Jing ) 연세대학교 언어연구교육원 한국어학당 2016 외국어로서의 한국어교육 Vol.45 No.-

The purpose of this paper is to suggest some betterment about Korean Textbook though extracting the list and examining the description of Discourse Markers(DMs) in the Korean Textbooks which are generally used in China. We judged the DMs by its definition and characteristic. As a result, there is not a big difference in the list of DMs. Most of the DMs are adjunct and interjection DMs, and the textbook`s list of DMs are different with the list of DMs in real oral. Then we analysed the descriptions of DMs on whether it was descript, description position, description category, translation of DMs, form, meaning, function, pragmatic information, relevancy, and intonation difference. It showed that almost all the descriptions of DMs are still at the sentence level but not at a discourse level. Also there is lack of description about the meaning, function, pragmatic information, intonation difference, translation of DMs. Therefore, when we select the education DMs we should reference the previous research and the oral corpus. When we descript about the DMs, we have to consider the feature of the Chinese Korean learners. If the DM is easy for the Chinese Korean Learners perhaps we can just present the corresponding expressions in Chinese of the Korean DMs in the words explanation part. However, if it is hard for the Chinese Korean Learners then maybe we should present the DMs` meaning, function, pragmatic information, intonation difference, the comparison with the corresponding DM in Chinese, translation of DMs, and example sentence in the grammar explanation part. Also we should present the translation of the example sentence and as well as the conversation section. (Seoul National University·Ewha Woman`s University)

교양 한국어 교재 개발에 대한 교수자 인식 연구

김순녀 ( Jin Shunnv ),맹강 ( Meng Gang ) 숙명여자대학교 교양교육연구소 2021 교양교육과 시민 Vol.3 No.-

본고는 중국에서 교양 과목 한국어 운영 현황을 살펴봄으로써 교양한국어 교재 개발의 방향을 제안하는 데 목적을 두고 있다. 이를 위해 조사연구로 교양한국어 과목의 교육 목표, 교육 과정, 교육 내용, 교재, 교수자 요구를 살펴보았다. 중국에서 교양한국어 교육은 일반 목적 한국어 교육이고 제2외국어 한국어 과목과 공공한국어 과목으로 나누어져 있다. 교양한국어 교육은 주로 어휘, 문법, 듣기, 말하기, 한국 문화로 이루어져 있으며 현재 사용되고 있는 교재 종류는 매우 다양하다. 어휘와 내용이 많고 흥미도가 낮다는 것이 주요한 문제로 나타났다. 담당 교수는 듣기와 말하기를 중심으로 교양한국어 수업을 실시하는데 수업 시수를 늘려야 한다고 주장하고 있다. 이를 감안하여 교양한국어 교재를 개발할 때 제2외국어로서의 한국어와 공공한국어 교재의 체계를 달리 해야 하고 교육 내용을 듣기와 말하기를 중심으로 실제성을 지녀야 한다는 제안을 해 보았다. The purpose of this paper is to suggest the direction of development of Korean speaking textbooks as a liberal arts by examining the current status of Korean language for liberal arts subjects in China. To this end, the educational goals, curriculum, educational contents, textbooks, and teachers’ demands of the Korean as a liberal arts subject were examined by a research study. Liberal Korean education in China is general purpose Korean language education and is divided into second foreign language Korean language courses and public Korean language courses. Liberal Korean education mainly consists of vocabulary, grammar, listening, speaking, and Korean culture, and currently used textbooks are very diverse, and there is a problem that there are too many vocabulary and contents, and the interest is low. The instructor insisted that the liberal arts Korean education should be conducted, focusing on listening and speaking, and the number of class hours should be increased. In view of this, we proposed that when developing a teaching material for liberal arts Korean speaking, the system of the second foreign language Korean and public Korean textbooks should be different, and that the educational content should be focused on listening and speaking.