과업에 따른 학령전기(5∼7세) 아동의 구어속도에 관한 연구

신명선(Shin Myungsun),안종복(Ahn Jongbok) 한국음성학회 2009 말소리와 음성과학 Vol.1 No.3

국내 대학생들의 글쓰기 능력과 학력 격차

신명선 ( Shin Myungsun ) 국어교육학회 2022 國語敎育學硏究 Vol.57 No.1

본고는 우리나라 대학생들의 글쓰기 능력을 파악하고 이를 바탕으로 학력 격차 문제를 논의하였다. 먼저 전국 대학생들을 임의 추출하여 동일 주제로 글쓰기를 한 뒤 전국 대학생의 글쓰기 수준을 파악하였다. 다음 대학생들 간 글쓰기 능력 차이가 어느 정도나 되는지, 지역별(서울/경기·인천/지방)·설립별(국립대/사립대)·계열별(문과/이과/예술계)·성별(남녀)로 나누어 분석하였다. 분석 결과, 우리나라 대학생들의 글쓰기 능력은 하향 조정되어 있었으며 지역별로 학력 격차가 존재하였다. 그러나 설립별, 계열별, 성별 차이는 점수상으로는 존재하였지만 LQ 지수 단계상 유의하지 않았다. 대학생 글쓰기 능력과 학력 격차 문제는 그동안 국어교육학계에서 이슈화되지 못했다. 본고를 통해 국어교육학계에 ‘학력 격차’라는 새로운 연구 주제가 이슈화되고 본고에서 제기한 추가 연구 문제에 대한 후속 연구가 활성화되기를 희망한다. This paper examines the writing ability of Korean college students as a basis for discussing the academic ability gap. First, college students were randomly selected to write on the same topic, and their writing level were identified. Next, we analyzed the difference in writing ability among college students by region, establishment, departments, and gender. The result of the analysis revealed that the writing ability of Korean college students was downgraded. They also showed a gap in academic ability by region. However, although there were differences in scores by establishment, division, and gender, they were not significant in terms of LQ index level. It is hoped that “academic ability gap” will become an issue in Korean language education research.

국어 사고도구어 능력과 교과서 읽기 능력의관계에 대한 연구

신명선 ( Shin Myungsun ),차경미 ( Cha Kyungmi ),이기연 ( Yi Kiyoun ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.4

본고는 중학교 3학년 학습자를 대상으로 ‘국어 사고도구어 능력’과 ‘교과서 텍스트 읽기 능력’의 관계를 탐색한 연구이다. 이를 위해 본고는 사고도구어 검사지를 개발하여 학습자의 사고도구어 능력을 양적으로 평가하였으며 하위권 학습자를 대상으로 학습자들의 교과서 읽기 능력 정도를 질적으로 분석하였다. 먼저 중학교 3학년 국어, 사회, 과학 교과서를 말뭉치화한 후 기초어휘와 사고도구어의 비율을 도출하였다. 그 결과 기초어휘는 개별 어휘 비율로는 전체의 6.54%밖에 되지 않지만, 교과서 전체 어휘의 41%를, 사고도구어는 개별 어휘 비율이 7.3%밖에 되지 않지만 전체의 20%를 커버하였다. 사고도구어 검사 결과 학습자의 평균 점수는 16.97점(25점 만점)으로 나타나 평균 점수가 만점의 70%에도 미치지 못하였다. 사고도구어는 중학교 3학년 교과서에서 20% 정도의 텍스트 점유율을 보였다. 학습자들의 사고도구어 능력을 임계치 이론(Threshold Hypothesis)으로 해석한 결과, 사고도구어 능력은 교과서 읽기 여부를 결정하는 핵심 능력이었다. 사고도구어 능력이 하(下)에 속하는 학습자들은 사고도구어에 주목하여 교과서를 읽지 않아 교과서의 내용을 섬세하게 이해하는 데 실패하고 있었다. This paper developed academic vocabulary test to quantitatively evaluate learners’ academic vocabulary ability, and qualitatively analyzed learners’ reading ability. First, textbook for 3rd grade middle school were made into a corpus, and the ratio of basic vocabulary and academic vocabulary. As a result, basic vocabulary accounts for only 6.54% of the total individual vocabulary, but covered 41% of the textbook. Academic vocabulary only account for 7.3% of the total individual vocabulary, but covered 20% of the textbook. As a result of the academic vocabulary test, the average score of learners was 16.97 points, and the average score did not reach 70% of the perfect score. Academic vocabulary showed a 20% coverage of textbooks. As a result of interpreting the learners’ academic vocabulary ability as Threshold Hypothesis, the academic vocabulary ability was the core ability to decide whether to read textbooks. Learners whose academic vocabulary ability are lower can not read the textbook by paying attention to academic vocabulary, failing to understand the details of the textbook.

보도자료 텍스트의 특성

신명선 ( Shin Myungsun ) 국어교육학회 2016 國語敎育學硏究 Vol.51 No.3

본고는 보도자료의 어휘 조사 결과와 관련 설문조사 결과를 바탕으로 그 텍스트적 특성을 분석, 정리한 것으로서, 논의의 기반이 된 주요 연구 성과를 제시하면 다음과 같다. 첫째, 보도자료 종합 상위 100개 어휘들에 ``사업, 지원, 계획, 추진하다, 정책`` 등등과 같은 단어들이 포진해 있었다. 이러한 단어들은 보도자료 생산의 목적이 주요 정책이나 사업을 소개하거나 홍보하는 데 있음을 잘 보여 준다. 둘째, 각 부처별 상위 100개 어휘들 중에는 각 부처의 특성을 보여 주는 단어들이 대거 등장하였다. 관련하여 전문어의 사용 비율도 매우 높았다. 이는 보도자료가 학술논문처럼 전문적 성격을 농후하게 지니고 있음을 보여 준다. 셋째, 보도자료에는 한자어, 사고도구어, 명사 등이 다수 사용되고 있었다. 실제 자료를 살펴본 결과 명사 나열 어구도 다수 등장했다. 넷째, 보도자료의 독서지수, 어휘의 수준, 문장당 어절 수 등을 통해 보도자료 텍스트가 최소한 고2,3은 되어야 읽을 수 있는 높은 수준의 텍스트임을 알 수 있었다. This paper analysed text`s characteristic and the used vocabulary of press release. Findings related with the characteristic of the used vocabulary are as follows. First, the top 100 vocabulary on the press release "is ``사업 (business), 지원 (support), 계획 (planning), 정책 (policy)`` and so on. These words show the purpose of the produced press releases to introduce or promote major policy or business. Second, the top 100 in each government department during the vocabulary words has many technical words. This shows that the press release has rich professional personality as academic papers. Third, press release has many Sino-Korean words and ``noun+noun+…`` construction. Fourth, through reading index, the level of vocabulary, and the number of phrase per sentence, press release is the high level text that can be read.

어휘능력의 개념과 자장(磁場), 그리고 교육의 실제성

신명선 ( Shin Myungsun ) 한국문법교육학회 2017 문법 교육 Vol.29 No.-

This article discusses the concept of vocabulary ability and the field of vocabulary ability for the purpose of vocabulary education and discusses the need to understand the vocabulary ability concept in a pluralistic and multi-level way. This paper classified vocabulary ability with a various view point like knowledge, cognition, context, inclination, and communication. Although vocabulary knowledge and vocabulary ability are not the same concept, vocabulary ability as the objective of vocabulary education has been discussed vocabulary knowledge. A attention was paid to `distance` between `vocabulary ability` and `vocabulary education` in educational reality where vocabulary education centered on vocabulary knowledge. This paper suggests that it is necessary to make the `distance` as a subject of inquiry, rather than predicting the distance between vocabulary and vocabulary education as a problematic one. In this paper, we focus on the concept of `educative practice( or actuality of education)` as a subject of Korean language education which should be noticed in relation to distance between vocabulary ability and vocabulary education.

어휘 교육과정에 대한 이론적·실제적 도전과 개발 방향

신명선 ( Shin Myungsun ) 한국문법교육학회 2020 문법 교육 Vol.40 No.-

This paper has examined the possibilities and limitations of vocabulary curriculum for improving disciplinary literacy, focusing on how they can be realized in the curriculum. Representative vocabulary items for improving disciplinary literacy can be seen as academic vocabulary and technical vocabulary. And suggesting a vocabulary list or vocabulary group by grade group or school (elementary/secondary/high school, etc.) is asked. For example, "Emotional vocabulary can be handled in the 3 grade", and "logical relation vocabulary in the 6 grade". In order to present educational content in this manner, more practical further discussions for concrete practice must follow. However, before further discussion, this aspect is somewhat controversial, and consensus itself is not easy. This is because various disagreements may exist. Therefore, a more full-fledged theoretical and practical discussion about it must be accomplished, forming a consensus about the necessity and exploring the possibility. The discussion in this paper can be evaluated as part of that.

‘어휘 개념에 대한 메타적 인식’ 교육에 대하여

신명선 ( Shin Myungsun ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.1

본고는 ‘어휘 개념에 대한 메타적 인식’을 교육적으로 개념화하고 그 교육적 의의와 함의를 다루었다. 어휘 개념에 대한 메타적 인식은 ‘어휘 개념 그 자체에 대한 명시적인 지식, 의도적인 주목과 사고 기능, 그리고 의식적인 자각과 민감성’으로 정의할 수 있으며 어휘 지식, 어휘 개념에 대한 사고 기능(word set, word net), 어휘 개념을 점검하고 성찰하려는 태도로 구성된다. 이 활동은 다음과 같은 점에서 교육적으로 유의미하다. 어휘 개념에 대한 주목을 통해 어휘 및 언어에 대한 여러 지식을 쌓게 하고, 어휘 개념에 민감하게 반응하고 그 개념을 성찰하고 점검하려는 긍정적, 적극적 어휘 태도를 기르게 할 수 있다. 그리고 분석, 비교, 변별 등의 사고력을 키울 수 있으며 사회적 실천 행위(social practice action)를 수행하게 하며 언어 인식(language awareness) 혹은 어휘 인식(lexical awareness)을 강화하고 인문학적 통찰력을 신장시킬 수 있다. This study educationally conceptualized the “meta-awareness of lexical concepts” and addressed their educational significance and implications. The meta-awareness of lexical concepts can be defined as “explicit knowledge of the vocabulary concept itself, intentional attention and thinking skills, and conscious awareness and sensitivity” and attitudes to examine and reflect on vocabulary concepts. This study is educationally significant in the following ways; By paying attention to vocabulary concepts, students can build their knowledge of vocabulary, and develop a positive and active vocabulary attitude. Moreover students can develop thinking skills, perform social practice actions, enhance language or lexical awareness, and enhance humanistic insights.

비유창성 빈도 분석 체계 비교 연구

신명선(Myungsun Shin),장현진(Hyunjin Chang),김효정(Hyojung Kim),전희숙(Heesook Jeon) 한국언어치료학회 2014 言語治療硏究 Vol.23 No.2

Purpose: In disfluency evaluation, it is difficult to compare the evaluation results of disfluency and to decide whether to use what analytical method because disfluency analysis criteria are different in each evaluation tool and in each study. This study is aimed at establishing better standards on frequency analysis by comparatively analyzing the standards on disfluency frequency measured in various ways in the field of fluency assessment. Methods: Forty-seven adults with developmental stuttering were asked to talk for more than 2 minutes about their daily lives. These speech samples were divided into the following categories: normal disfluency; abnormal disfluency; total disfluency; and complex disfluency. Afterwards, their frequency and percentages were measured. Results: First, among the disfluency type categories, there were statistically significant differences between the abnormal disfluency and total disfluency. In particular, the abnormal disfluency frequency was more related to the severity of stuttering. Second, among the complex disfluency types, the most frequent case was normal disfluency and abnormal disfluency combined. Both the single count and multi count method were highly correlated with the severity of stuttering. Also, there was a high correlation between the single count and multi count. Third, there were statistically significant differences between the frequency of abnormal disfluency per 100 syllables and the frequency per minute. In particular, the frequency per 100 syllables was more related to the severity of stuttering. Conclusions: These findings could serve as important data for establishing standards on frequency analysis; it could lead to a better method for measuring, analyzing, and recording disfluency frequency in the fluency assessment of stutterers.

초등 1∼3학년 아동의 과제 유형(단어/문장)에 따른 철자 쓰기 발달 특성

고은이(Eun Yi Ko),신명선(Myungsun Shin),김미배(Mibae Kim) 한국언어치료학회 2020 한국언어치료학회 학술발표대회 논문집 Vol.2020 No.11

학령기 구어장애아동의 내면적 특성

서수진(Sujin Seo),신명선(Myungsun Shin) 한국언어치료학회 2014 言語治療硏究 Vol.23 No.2

Purpose: Children with communication disorders show negative self-concept in their emotions and attitudes along with emotional characteristics stemming from the results of their communication failure. This negative self-concept, which stems from negative communication attitudes, may prohibit them from having an opportunity for harmonious self-realization in social relationships due to their low self efficacy and low self esteem. Methods: The characteristics of communication attitudes, self esteem, and self efficacy were examined, targeting children in the first to third grades. These students were divided into three groups: normal children(NC), children with articulation disorders(CAD), and children who stutter(CWS). Results: It was revealed that there were significant differences in communication attitudes between these groups; positive communication attitudes appeared in the order of NC, children with CAD, and CWS. It was also revealed that there were significant differences in self esteem between these groups: high self esteem appeared in the order of NC, CAD, and CWS. Further, there were significant differences in self efficacy between the group of NC and both the groups of CAD and CWS; however, there was no difference in self efficacy between CAD and CWS. High self efficacy appeared in the order of NC, CAD, and CWS. An examination of the correlation between the group-specific internal characteristics revealed that the internal characteristics of all the groups have high correlations. Conclusions: As a result of these findings, the following achievements can be expected: to promote children with speech disorders to have successful experiences by strengthening their internal factors and accessing their internal characteristics; to achieve more effective intervention in a comprehensive approach, considering the intervention of not only the children's internal characteristics but also of external ones when evaluating and treating them in clinical practice.