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고분자전해질 복합체 형상에 따른 Chitosan/Alginate 용액의 상거동
손성옥,최진현 한국생체재료학회 2003 생체재료학회지 Vol.7 No.2
The phase behavior of chitosan/alginate solution during polyelectrolyte complex (PEC) formation was investigated from the view point of rheology. The mixed solution of chitosan and alginate formed gel aggregates promptly to show rheological characteristics for gelation. Then, fibrillar precipitates of PEC appeared in the gel phase and spread over the whole system to increase dynamic moduli and viscosity and to decrease tan . Therefore, chitosan/alginate PEC solution was a complex fluid composed of solvent, gel aggregates, and fibrillar precipitates. However, the fraction of the gel phase declined gradually as the solid phase of fibrillar precipitates prevailed, which was accompanied with reduction of dynamic moduli and viscosity. Hence, the gelation and the formation of fibrillar precipitates of PEC are considered as significant factors governing the rheological behavior of chitosan/alginate solution.
폴리비닐리덴플루오라이드로 코팅한 폴리아닐린센서의 메탄올에 대한 감응 특성과 장기안정도 고찰
손성옥,김정숙,허증수,Sohn Sung-Ok,Kim Jung-Suk,Huh Jeung-Soo 한국재료학회 2004 한국재료학회지 Vol.14 No.4
The problem of polyaniline (PANi) sensor has been poor mechanical and chemical stability under atmosphere condition. In order to overcome these problems, the PANi sensor coated with polyvinylidenefluoride ($PVF_2$) was employed. The morphology of $PVF_2$ coated-PANi layer was showed smooth and transparent properties at 15% concentration of coating solution. The resistance of $PVF_2$ coated-PANi was kept at constant value and had a good stability at long-term periods in presence of humidity.
손성옥 연세대학교 한국어학당 2003 외국어로서의 한국어교육 Vol.28 No.-
This paperer discusses academic fields and curriculum design for foreign language teaching at college-level. By examining the current second/foreign language pedagogical theories and practices in the U.S., this paper addresses the urgent need for establishing KFL (teaching Korean as foreign language) as an academic discipline. In addition, by illustrating case studies based on grammaticalization theory and discourse analysis, this paper explores the applicability of current research on interdisciplinary areas (theoretical and applied linguistics, sociology, anthropology, etc.) into language pedagogy. The following areas are suggested for core curriculum for KFL: research methodology, teaching practicum, integration of technology, pedagogical skill, linguistic analysis, and program coordination
손성옥(Sung-Ock Sohn) 국제한국어교육문화재단 2015 국제한국어교육 Vol.1 No.1
This paper examines the current practices and challenges of the Korean language education in the United States. Three bilingual programs which are implemented for Korean American children in Los Angeles are discussed and compared. Among the three programs, the Korean-English dual language program is proven most effective in terms of students’ academic achievement and their acquisition of Korean proficiency. In addition, this paper examines the increasing trend in Korean language enrollment among non-heritage Korean students in American universities/ colleges as well as high schools. In order to accommodate the drastic influx of students in Korean classes, the Korean educators need to develop diverse classes such as Korean with service learning. Finally, this study evaluates pedagogical implications for the K-16 Korean language education in N.America.
손성옥(Sung-Ock Sohn) 우리말학회 2016 우리말학회 학술대회지 Vol.- No.-
This study explores an interplay between discourse-pragmatic functions and grammaticalization of utterance-final particles by examining the emergence of the utterance-final particle -canh-a(yo) ‘you know’ from a negative interrogative in Korean. The utterance-final -canh-a(yo) is analyzed into the sequence of the committal suffix -ci and a negation verb anh- ‘not’ followed by an informal ending -a(yo). Being derived from the negation marker in interrogatives, utterances with -canh-a(yo) are frequently used to signal the speaker’s assumption of hearers’ agreement toward his/her statement. Previous studies show that the sentence ending -canh-a(yo) ‘you know’ expresses speakers’ epistemic, affective, and/or moral stance toward a statement (Kim & Suh 2004; Ju & Sohn 2013). While previous studies have demonstrated that a speaker invites hearers’ alignment through the utterance-final marker -canh-a(yo), very few studies have examined how hearers display their stance with respect to prior speaker’s -canh-a(yo) utterances. This study investigates the hearers’ responses to and with -canh-a(yo) utterances. Using spoken corpora drawn from telephone conversations (100 hours) and video-recorded natural conversations (10 hours), it examines how hearers use the form to display their stance. The findings indicate that -canh-a(yo) is used both in aligning and disaligning responses—with the latter occurring at a higher frequency. A major function of the form in both types of responses is to provide accounts for participants’ explicit or implicit claim. That is, by pointing to what is presumed to be common ground between interlocutors through -canh-a(yo) utterances, hearers modulate any stance differential displayed by a prior speaker. The research results have a theoretical implication on grammaticalization in that the sequential position of a form plays a key role in the development of the final marker -canh-a(yo) from a negative interrogative. Specifically, when the original form -ci anh-a(yo) functions as interrogative, it mainly occurs in the first position of an adjacency pair, namely, a speaker’s question followed by a recipient’s answer or alternative response, or a speaker’s assertion followed by a recipient’s agreement or disagreement (Heritage 1984; Sacks, 1995; Schegloff 2007). However, the reduced form (-canh-a(yo)) can appear in the first as well as the second position (e.g., a recipient s response turn). The sequential position is tightly connected with its interactional function, such as alignment and disalignment. In sum, the emergence of the utterance-final marker illustrates that sequential contexts play a crucial role in grammaticalization.