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국어 표현 과정에서 작용하는 어휘 사용 기제와 그 전략에 관한 연구
신명선 한국어의미학회 2009 한국어 의미학 Vol.29 No.-
Sin, myeong-seon. 2009. A study on a vocabulary ‘mechanism and strategies’ working in Korean expressing process. Korean Semantic, 29. This paper aims to make clear a vocabulary ‘mechanism and strategies’ working in Korean expressing process. For a start, I search the substance of vocabulary meaning and vocabulary competence which is based on a vocabulary mechanism. And I present a vocabulary ‘mechanism and strategies’ in the educational standpoint. The cognitional process of vocabulary using divides ‘the selection of concept’ into ‘the formal composition of concept’. A vocabulary mechanism is operated at ‘conceptional process’, ‘focusing process’, ‘language form process’. A vocabulary strategies are the strategies drawing for cognitional structure of object, the strategies selecting expressional domain, the strategies giving profiling, the strategies selecting subject standpoint, the strategies deciding morphologic․phonetic construction, the strategies deciding syntax construction etc.
신명선 한국어의미학회 2009 한국어 의미학 Vol.28 No.-
Sin Myeong-seon, 2009. A study on the discourse constructing aspects of Korean vocabulary. Korean Semantics, 28. The purpose of this paper is to analyze discourse constructing process of Korean vocabulary with practical data and to embody aspects of discourse constructing of Korean vocabulary. In this study, I defined a word meaning as a cognitive·cultural concept frame. And based on the cognitive·cultural concept frame, I analyzed discourse constructing aspects of Korean vocabulary with practical data. Discourse constructing aspects of Korean vocabulary was classified into three large groups. It is as follows: ‘expression’, ‘contents’, ‘frame’.
국어과 교육내용의 교과서 구현 방식의 관례성과 오개념 - 문법 영역의 ‘언어의 본질과 특성’을 중심으로 -
신명선 한국문법교육학회 2017 문법 교육 Vol.31 No.-
This article analyzes the aspect of the misconceptions related to the contents of the education that characteristics of the language in the grammar area, especially the ‘knowledge of the relationship between language and thought, language and society, language and culture’ the contents of textbooks were discussed. As a result of the analysis, it is suggested that the education about the essence of language ① aims at ‘understanding’ ② embodies ‘contents of education’ based on existing textbooks ③ teaches ‘how to explain’ for customized cases ④ provides multiple-choice questions related to mating it was evaluated in a loose way. In the process of conceptualization of the nature of language, students were faced with various misconceptions and failed to organize the concept. The problem is that textbooks concerned about the relationship between language and thinking, language and society, language and culture was blocking opportunities for exploration. This paper suggests the necessity and direction of studying the conceptualization process in Korean language pedagogy and diversified the methodology. In particular, the present situation of the contents of the education about the nature of the language is summarized, and the beginning of the discussion about the reconstruction direction of the contents related to the nature of the language is provided.
語彙敎育의 학문적 체계화를 위한 基礎 硏究-語彙敎育의 주요 問題와 이에 대한 認識 調査-
申明善 한국어문교육연구회 2003 어문연구(語文硏究) Vol.31 No.1
Fundamental Study for Vocabulary Education's Academic Systematization Sin, myeong-seon A study about vocabulary education has been negligent until now. Only a few researcher have studied vocabulary education, and they have made an effort for vocabulary education's academic systematization. But now, a vocabulary education's academic systematization has not been accomplished. And so this paper is to carry out fundamental study for vocabulary education's academic systematization. For this purpose, in chapter two, this paper examines key problems that should be solved for vocabulary education's academic systematization. The objects of examinations is necessity of vocabulary educations, a curriculum, textbook and a method of learning and teaching. In chapter three, which based on key problems that has made clear in chapter two, a survey of investigation is executed. The number of random sampling makes a total of 399. Structure elements of sampling are teachers and middle school students. When we constructs a vocabulary education's academic systematization, what is the most important is the practical opinions of teachers and students. Always researchers remember this point. This paper don't executes an investigation into the actual condition of high school students and don't be researched a assessment of vocabulary education. 그 동안 몇몇 뜻 있는 연구자들이 어휘 교육의 학문적 체계화를 위해 노력해 왔으나 아직 語彙敎育의 學問的 體系化는 구축되지 못한 상태이다. 이와 같은 점에 주목하여 본고에서는 語彙敎育의 學問的 體系化를 구축하기 위해 논의해야 할 主要 問題가 무엇인지를 ‘語彙敎育의 필요성, 敎育課程과 敎科書, 敎授 學習 方法’ 등을 중심으로 綜合的으로 檢討하였다. 그리고 이에 대한 교사와 학생의 認識 實態를 제시하였다. 이러한 논의는 모두 語彙敎育의 학문적 체계화를 구축하기 위해 반드시 선행되어야 할 기초 작업에 해당한다. 그러나 본고의 학생 인식 실태 조사는 중학생에만 한정되었다. 때문에 본고의 논의는 중고등학생 전반을 포괄하지 못하였다는 限界를 갖는다. 또한 어휘 교육의 評價 문제도 집중적으로 다루지 못하였다. 이는 추후 評價 制度 및 問項 등에 대한 면밀한 검토 속에서 수행되어야 할 것이다.
신명선,이우섭 한국어교육학회 2020 국어교육 Vol.0 No.171
This paper looked at relationships between Korean academic achievement and the level of academic vocabulary. In particular, this paper compared the ability to grasp the contextual and the dictionary meaning, which have not been discussed adequately in vocabulary education to date. First, there was a positive correlation between academic vocabulary and the academic achievement of the Korean language. When the upper and lower groups were divided according to vocabulary level, the correlation between academic vocabulary and academic achievement differed by group. The group that showed the strongest correlation was the group under the vocabulary level. Second, we examined the correlation between the ability to understand contextual meanings and the ability to grasp dictionary meanings with academic achievement, which was also different for each group. In the case of the lower group, both had a significant correlation. The upper group showed significant correlation only in the dictionary meaning. Based on these findings, this paper concluded that different vocabulary education support systems should be provided per learners’ academic vocabulary levels.
단어 개념의 역동적 구성 과정과 담론 -토론을 중심으로-
신명선 서울대학교 국어교육연구소 2012 국어교육연구 Vol.29 No.-
A word's concept is related with a discourse or one's opinion. Occasionally, a word's concept have an effect on a discourse constitute process. So, a word's concept is finding increasing use in discourse constitute strategy.s First, a speaker lays great emphasis on a specific concept among a word's concept. A specific word's concept operates on the foundation of one's opinion. Display in graph; A(a+b) → A(a) or A(b)Second, a speaker changes a word's concept for strengthening his opinion. Display in graph; A(a+b) → A'(a'+b') or A(a+c)Third, a discourse itself is maybe a word's concept. It means the search process of a word's concept net. 단어의 개념은 담론 혹은 주장과 매우 밀접한 관련을 맺고 있으며, 때로 담론의 구성 과정 그 자체에 영향을 미친다. 단어의 개념이 담론 구성 전략으로 이용되는 양상은 크게 세 가지이다. 첫째, 단어의 개념 중 특정 개념의 활성화를 통해 주장을 강화할 수 있다. 이 때 단어의 개념은 주장의 근거이다. 도식화 하면 다음과 같다.;“단어 A의 개념망과 연결된 개념 a와 b가 있다고 할 때 A(a+b) 중 a 혹은 b만 강조하여 담론을 구성한다. 둘째, 단어 개념망을 개조하는 방식으로 주장을 강화할 수 있다. 도식화하면 다음과 같다.; “단어 A의 개념망과 연결된 개념 a와 b가 있다고 할 때 A(a+b)를 A'(a'+b')나 A(a+c) 등으로 변화시키려는 경우이다. 셋째, 담론 자체가 어떤 단어의 개념을 구체화하거나 해당 단어를 관련 개념망 중 어느 부분에 위치 지우는 과정일 수 있다. A라는 단어와 관련을 맺는 구체적인 개념들이 a인지, b인지를 탐색하는 과정으로서(이때 a와 b는 다른 단어의 개념망과 관련을 맺고 있을 수 있다.) 이는 A라는 단어 개념의 명료화 과정이거나 관련 연결망(개념망)의 탐색 과정일 수 있다.
텍스트 결속 기제로 작용하는 국어 명사의 특징에 대한 연구
신명선 한국어학회 2009 한국어학 Vol.42 No.-
This thesis aims at describing the cohesive device of nouns that are restricted bare-predicative nouns and a part of non bare-predicative nouns For example there are 비판(criticise) 한계(limit), 문제(Problem) and so on How nouns used as a cohesive device in text is different from the existing cohesive device like substitution ellipsis reference conjunction words It follow as ellipsis(l stage) →'pseud reference (2 stage) The rous that used as cohesive device will have a impact on text structure And that can be show metadiscourse function.