15세기 ‘하낭다’체와 16세기 ‘하내’체의 기능 비교를 통한 관련 여부 탐색

양영희(Yang Younghee) 한국언어문학회 2005 한국언어문학 Vol.55 No.-

This study aims to show that ‘hanangda’ in the 15th century and ‘hane’ in the 16th century are considered ‘polite informal style’ and the latter has the same function as the former. The conclusion is as follows. First of all, ‘hanangda’ and ‘hane’ are considered ‘polite style’ in that they have the polite mark ‘ee.’ It is known that ‘ee’ is the most objective mark to show ‘polite style.’ Therefore, the hierarchy of ‘being polite’ has to be divided into ‘polite style’ and ‘impolite style,’ and ‘hanangda’ and ‘hane’ belong to the category of the former because they have the mark. Second, ‘hanangda’ and ‘hane’ are informal style. It is impossible to talk about hierarchy without thinking of ‘being formal/informal’ because it is likely to use different style to the same people according to the situation and place. So, ‘hanaida’ style is regarded as ‘formal style’ that states the difference of the social status of the speaker and listener, while ‘hanangda’ and ‘hane’ style are regarded as ‘informal style’ that expresses one's emotion subjectively. Third, as mentioned above, we came to the conclusion that ‘hane’ style in the sixteenth century is the developed form of ‘hanangda’ style in the fifteenth century. In other word, it is inferred that ‘hanangda’ style in the fifteenth century was ‘polite informal style,’ but in the sixteenth century it was transformed to ‘hane’ style and functioned as the same continuously.

공교육으로서 『한국어 교육과정 』 개정을 위한 일 제언

양영희(Yang younghee) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.23

｢한국어 교육과정｣이 공시된 이후 ‘교육 대상’ 선정의 부적절성, 생활한국어와 학습한국어 구분의 모호성 등이 문제시 되곤 하였다. 여기에 입각점을 둔 본 논의는 교육과정 체제 전반을 개정하고자 하였다. 먼저 ‘한국어 교육의 성격’에 포함된 교육 대상을 현행처럼 세분하지 않고, ‘한국어 의사소통 능력이 없거나 현격히 부족한 학생’으로 다소 넓게 규정하였다. 다음으로 ‘학습한국어’와 ‘생활한국어’를 구별하지 않으려는 관점에서 ‘교수ㆍ학습 방법’ 및 ‘부록’의 체제를 수정하였다. 두 영역을 구분 하지 않으므로 ‘교수ㆍ학습의 계획’이나 ‘운용 방식’도 구별할 이유가 없다는 논리인것이다. 한편으로 학습한국어와 생활한국어의 영역 구별을 없애고 ‘주제, 의사소통기능, 문법, 어휘’를 포괄한 ‘언어재료’ 부분도 생략하였다. 이들은 내용 체계에 포함 되어야 할 요소가 아니라 ‘주제’는 표준한국어 교과서 단원 구성 시 고려되어야 하며, ‘문법, 어휘’는 ‘쓰기, 읽기, 말하기’ 등과 같이 교육 내용 영역에 포함되어야 할 요소라는 판단에서이다. After Korean Language Curriculum has made public, it is noted that there has been controversial issues such as the inappropriateness of ‘educational target’ categories and the ambiguity of the distinction between Survival Korean and Academic Korean. The current study, therefore, aims to modify the overall framework of Korean Language Curriculum. To this end, this paper broadly defines educational targets as ‘students who are not equipped with Korean communicative ability or who lack such skills’ unlike the current curriculum which subdivides the category into students from multi-cultural families, students from foreign families and youth immigrants. Such revisions mentioned above have a direct influence on the core of the curriculum, that is, the contents framework and achievement levels. Therefore, this study attempts to remove the distinction between Academic Korean and Survival Korean and eliminate the ‘language material’ item which includes ‘theme, communicative skills, grammar, vocabulary.’ It is claimed that these should not be included in the contents frameworks – the ‘theme’ is needed when units of Standard Korean textbook is constructed, and the ‘grammar, vocabulary’ should be included in the educational contents with ‘writing, reading and speaking,’ since they are regarded as a ‘communicative skill.’

대학 기관의 한국어 교재에 대한 비판적 분석

양영희(Yang, younghee) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.7

본고는 대학 기관의 한국어 교재를 비판적으로 점검하여 그에 대한 대안을 나름대로 마련하고자 하였다. 먼저 문제점으로는 ‘문화’와 ‘문법’ 영역이 현 교재에서는 ‘읽기, 쓰기, 말하기, 듣기’의 언어활동 영역에 ‘끼워 넣기 식’으로 수용되어 있음을 언급하였다. 이러한 문제점을 극복할 수 있는 방안으로 본고에서는 ‘문화’의 경우는 ‘관용표현’이나 언어예절 등과 관련해서는 위와 같은 언어 활동 영역과 밀접하므로 이러한 내용을 단락으로 설정해도 무방하고, 또 그래야 마땅하지만 ‘경제’나 ‘정치’ 상황 혹은 사회 문제를 굳이 ‘문화’ 영역에 독립적으로 설정할 필요는 재고의 여지가 있다는 입장을 취하였다. ‘문법’의 경우는 먼저 한국어 문법에 대한 전반적인 체계를 구축하고, 그 안에서 세부적인 문법 항목을 제시해야 한다는 입장을 취하였다. The purpose of this study is to examine university Korean textbooks critically and suggest alternatives. First of all, the point in dispute is that the field of‘culture’and ‘grammar’ are just ‘inserted’ in the activity field of ‘reading, writing, speaking and listening’ in the current textbooks. In the case of the field of culture, idiomatic expressions or language etiquette could compose a single unit as they are closely related to those fields of language activities, and they should be treated respectively. The point is that the economic, political or social situation does not need to compose an independent unit in the field of culture. In addition to this, this study suggests that the problems stated above are not irrelevant to the selection of the grammatical items or descriptive attitude. As an alternative, therefore, this paper suggests that the textbook provide the general Korean grammar system and then propose the detailed grammar items in the system.

한국어 교사 재교육에 대한 요구 분석 ― ‘배움이음터’의 연수과정을 중심으로

양영희 ( Yang Younghee ) 국어교육학회 2022 國語敎育學硏究 Vol.57 No.2

본 연구는 바람직한 교사 재교육 과정 설계를 위한 일환으로, 한국어 교사들의 재교육 교육과정(curriculum)에 대한 선호도를 조사·분석하였다. 그 결과 다음과 같은 교사들의 인식 변화를 확인하였다. 첫째 운영 체계의 측면이다. 현재는 직무별 교사 능력 신장에 중점을 두지만 교사들은 이와 함께 한국어 교사로서의 일반 능력도 신장시키기를 기대하는 것으로 파악되었다. 그리고 직무별 교육에 경력에 따른 선호도 차이를 반영해야 할 것으로 조사되었다. 즉 동일 직무 내에서도 경력에 따라 선호하는 교육 내용이 다른 만큼 경력별 교육 과정이 구성되어야 한다는 의미이다. 둘째 교육과정 편성의 측면이다. 현재는 한국어 지식보다 교수법에 중점을 두고 있지만, 교사들은 두 분야 모두에 대한 능력을 신장시키기를 기대하는 것으로 파악되었다. 이와 같은 맥락에서 교수법과 현장 수업 운용법을 함께 요구하였다. 현재는 수업 운용법에 초점을 두고 있는데, 교수법 이론에 대한 학습도 병행하기를 선호하는 것이다. 이상과 같은 요구는 현재의 재교육에 대한 불만에서 비롯되었다기보다 동일한 운영 방식이 근 10여 년 동안 지속된 데에 따른 변화의 기대로 읽힌다. 사실 많은 교사들이 현재의 연수 경험이 있을 터여서, 이제는 특정 직무에만 특화된 역량보다는 한국어 교사로서의 역량까지로 확대하고자 하는 열망에 토대한 변화의 요구로 읽힌다. This study investigated the preferences of Korean teachers regarding design of a desirable teacher re-education course, through which the following improvement directions were confirmed and suggested. The first is the improvement direction of the operating system. Currently, the focus is on improving the teacher’s ability for each task; however, it was found that teachers expect to concurrently increase their general ability as Korean language teachers. Moreover, the study revealed that the differences in preference by career should be reflected in task-specific education. More precisely, this implies that the training curriculum for each career should be structured so that he preferred training content differs by experience even within the same task. The second refers to the curriculum organization. Although the current focus is on teaching methods rather than on Korean knowledge, we determined that teachers expect to develop skills in both fields. In this context, demands were placed on the methods of teaching and field class operations concurrently. Currently, the focus is on managing classes, but teachers prefer to study teaching theory simultaneously. The above demands indicate an expectation of change after continuing to apply the same operating method for approximately 10 years rather than reflecting dissatisfaction with the current re-education curriculum. Since many teachers have had training experience, the change should be based on the desire to expand their competency as Korean language teachers rather than on specific tasks.

「2015 국어과 교육과정」에 근거한 국어사 교육 내용 설계

양영희 ( Yang Younghee ) 국어교육학회 2016 國語敎育學硏究 Vol.51 No.4

본고는 「2015 교육과정」에 나타난 `문법` 영역의 변화에 방점을 두서, 그것의 한 부분으로 인정되는 국어사 교육이 이러한 경향에 부응하기 위해서는 어떻게 변해야 하는가라는 의문을 제기하는 데서 출발하였다. 변화의 중심은 교육 내용에 있다는 생각 아래, 국어사 교육의 내용을 구성해 보는 데 논의의 초점을 모으고, 다음 두 가지 측면을 내용 설정의 준거로 삼았다. 첫째, 국어사 교육이 학습자에게 어떤 능력을 길러줄 것인가이다. 둘째, 국어사 지식이 비단 과거의 국어 양상에 대한 지식이 아니라 학습자들이 현재 사용하는 언어의 근간이며, 그것을 운용하는 원리로 사용되고 있음을 인식시키기 위해서는 교육 내용을 어떻게 구성해야 하는가이다. 본 논의는 이에 대해 세 가지 관점, ① 현대 국어에 대한 이해를 심화하는 차원, ② 현대 국어 운용의 원리를 탐구하는 차원, ③ 현재 진행 중인 변화를 파악하는 차원에서 접근하고자 하였다. 이런 맥락에서 설정한 문법 내용은 `나/너`의 주격형인 `내/네`, 사동형 `재우다: 태우다`, `먹거리: 놀토, 먹방`과 같은 조어 방식, `의존명사(만)> 조사(만)`으로의 명사화와 `접미사(님)> 2인칭대명사(님)`으로의 역문법화 등이다. The current study focuses on the change of the grammar field on 2015 Korean Language Curriculum and suggests questions regarding how the education of Korean Language History should keep up with the trend as a sector of it. Based on the assumption that the most crucial aspect of the change is the contents, this study examines the contents of Korean Language History education according to two criterions as follows. The first criterion is related to what kind of learner ability Korean Language History education should enhance. Secondly, which contents should be taught is discussed in order to help learners recognize that Korean Language History is not only related to the past history of a language, but also it is the foundation of their language and its operating principles. This paper approaches these problems according to three perspectives: first, intensifying the understanding of contemporary Korean Language; second, examining the operating principles of contemporary Korean Language; third, identifying current changes. Based on this context, grammar contents are discussed, such as `Nae/Ne` as the subjective case of `Na/Ne`, causative case `Jae woo da; Tae woo da`, coinages of `Muk gu ri; Nol to, Muk bang`, normative transformation of bound noun(Man)>postposition(.Man), degrammaticalization of `suffix (Nim) >second person pronoun(Nim)`, to name a few.

국어사 교육을 위한 중세국어 자료 탐색

양영희 ( Yang Younghee ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.4

본 논의는 중세국어 자료 개발을 목적으로 출발하였다. 「2015 교육과정」에서 국어사 교육의 목표를 중세국어와 현대국어의 차이를 깨달음으로써 ‘변화하는 언어’의 속성을 이해하도록 설정하였는데, 이때의 매개가 ‘중세국어 자료’인바 자료 선택은 국어사 교육의 성공 여부를 결정짓는 방향타로 작용한다는 판단에서이다. 어휘 변화의 탐구를 위해서는 「훈민정음해례본」의 ‘용자례’를 선택하였다. 여기서는 어휘의 형태 변화와 의미 변화를 중점적으로 파악하는 가운데 음운, 표기 변화 등도 아울러 이해할 수 있다는 기대에서이다. 청자 높임법 변화의 탐구를 위해서는 「석보상절」, 「월인석보」, 「순천김씨 묘 출토 간찰」의 특정 장면을 선택하였다. 「석보상절」, 「월인석보」는 짧은 장면 안에서 ‘□쇼셔, □야쎠, □라, 니’체의 평서형, 의문형, 명령형 등을 모두 확인할 수 있으며 줄거리가 있는 이야기 텍스트여서 학습자들의 흥미와 공감을 얻을 수 있다는 점에서이다. 「순천김씨 묘 출토 간찰」은 선인들의 사연을 읽을 수 있는 편지글이라는 점에서 학습자들의 공감을 얻을 수 있으며 15세기 ‘□야쎠’체의 계승형으로 간주되는 16세기의 ‘□’체를 확인할 수 있다는 점에서이다. 마지막으로 의문법 변화의 탐구는 「번역 노걸대 상」의 첫 장면을 선택하였다. 전체 텍스트가 대화로 구성되어 있다는 점에서 중세국어 다른 자료와 차이를 보이면서 이 역시 짧은 장면 안에서 [-상위자]에 대한 의문형인 ‘ㄴ다, 명사+가(고), ㄴ가(고), 뇨(료, 려)’ 등을 확인할 수 있음을 고려한 것이다. This study aimed to develop medieval Korean materials. In the “2015 Korean education Curriculum,” the goal of Korean language history education was set to understand the nature of “changing language” by realizing the differences between medieval and modern Korean. It was judged that the selection of “medieval language materials” was important to the success of Korean language education. To explore the vocabulary change, “Hunminjeongeum” “Examples on the Use of Letters” was selected. Analysis is expected to enable changes in the form and meaning of vocabulary to be grasped, and changes in phonology and notation can be understood. To explore the change of hearer honorific expressions, specific scenes of “Seokboangjeol,” “Wolin-seokbo,” and “Letters on the excavation of Suncheon Kim’s grave” were selected. This is because declarative, interrogative, and imperative forms of “□쇼셔, □야쎠, □라, 니” are used throughout the short texts of “Seokboangjeol” and “Wolin-seokbo,” which are story texts with a plot with which learners can gain interest and empathy. “Letters of Suncheon Kim’s grave excavation” contain stories related to the ancestors, so learners can gain empathy through the text. In addition, “□” of the 16th century, which is considered as a succession form of the “□야쎠” of the 15th century, can be found in the text. Lastly, the first scene of “Byeonyeok-Nogeldae” was chosen to investigate the change of interrogative forms. It is considered different from other medieval materials as the whole text is composed of dialogues, and interrogative forms of (-Upper), “-nda, noun+ga(go), -nga(go), nyo(ryo, ryeo),”

중세국어 의문보조사의 문법 범주

양영희(Yang younghee) 한국언어문학회 2007 한국언어문학 Vol.63 No.-

  This paper suggests that ‘ga/go’ of ‘noun+ga/go’ should be known as conclusive ending with following reasons. This ‘ga/go’ form is considered as ‘additional particle’ and is also considered as ‘interrogative auxiliary particle’ or ‘interrogative postposition’. On the former case, ‘da/ga/go’ of ‘nda, nga, ngo’ form as well as ‘ga/go’ are considered as ‘additional particle’ so that ‘da’ in assertive sentence is considered as ‘conclusive ending’ and ‘da’ in interrogative sentence is considered as ‘additional particle’. With this view, it is difficult to make connection between conclusive endings. In addition, additional particle which is a kind of focus postposition should be given function of interrogative mood and politeness mood. This burden is applied on both situations of considering them as auxiliary particle and postposition.<BR>  This study proposes to establish the above as conclusive ending. If the attention placed on the role of ‘ga/go’ in the sentence rather than the preceding of ‘ga/go’ whether it is independent form or not, then it should be interpreted that the listener who is the lower class than the speaker is requested to explain or answer something. This, therefore, should be understood as conclusive ending not postposition because not postposition but ending is in charge of the function of politeness mood and interrogative mood. (Chonnam Univercity)

15세기국어 ‘하라’체 의문어미의 기능 분류

양영희(Yang Younghee) 한국언어문학회 2007 한국언어문학 Vol.61 No.-

  This study is to distinguish the important function on interrogative of ‘hara’ form by separating ‘nda’ pattern from ‘ga/go’ system, and is also to examine each function. Because the essence on the study could have not revealed with many opinions so this study is to reconsider the existing thoughts.<BR>  In other words, the function divided into ‘ga/go’ system and ‘nda’ pattern by practising ‘ga/go’, the sign of interrogation, or not. Also the prior function is distinguished ‘nga/go’ pattern from ‘ryeo’ type. The term ‘ryeo’ type is combined with prefinal-ending and the examples are ‘-nyeo/niyeo/nieo/niah, -ryeo/riyeo/rieo/riah, -nyo/nio, -ryo/rio’.<BR>  In the first place, ‘nda’ pattern and ‘ga/go’ style are discriminated whether a listener is requested any factual information/judgment or any assumptive judgment/explanation. Besides, ‘ga/go’ style is classified into ‘nga’ pattern and ‘ryeo’ type, the prior require assumptive judgment/explanation to a listener and the latter require a listener"s opinion after judging or explaining for oneself. That is to say, ‘nda’ pattern is the interrogative requiring factual judgment/explanation to a listener by asking directly, ‘nga’ pattern assumptive judgment/explanation to a listener on any cases or situations and ‘ryeo’ type a listener"s judgment/explanation after presuming about the cases or situation.

교사 중심의 한국어 문법 교육 방향

양영희 ( Yang Younghee ) 한국문법교육학회 2016 문법 교육 Vol.27 No.-

The aim of current Korean grammar education is to enhance communicative competence of learners and also is oriented towards learner-centered education. However, this paper presupposes that this tendency might be problematic, and therefore tries to find another way of grammar education, that is, teacher-centered education. This is based on the perspective language learners should internalize the general system of Korean to become competent communicators so that it can operate unconsciously, instead of rote-learning. For this purpose, they should learn internalized grammar from their teachers. Therefore, this study suggests that contents of grammar education be selected based on teachers’ internalized grammar systems, and that the field of grammar be separated from language activity such as reading, writing, speaking and listening. The first suggestion means that grammatical functions should be systemized according to its patterns and be hierarchized according to proficiency level. This will enhance language acquisition mentioned above. The second proposal implies that to facilitate language learning, units should be organized in a way in which leaners can internalize language knowledge and can enhance their reading, writing, speaking ability while learning the function and usage of given language items.

현행 한글맞춤법의 호칭어 띄어쓰기 혼란에 대한 해결 방안 제시

양영희(Yang Younghee) 한국사회언어학회 2014 사회언어학 Vol.22 No.3

The purpose of this study is to examine the way to minimize the confusions regarding spacing address and reference forms such as ‘씨’, ‘님’, ‘양’, ‘군’ and ‘가’ among Korean language speakers. This paper explains that the reason for this confusion starts from the fact that Korean language speakers usually interpret the principals for spacing arbitrarily. As another reason for the confusion for spacing address and reference forms, this study examines perceptional changes among Korean language speakers. ‘님’, for example, was attached only to kinship terms at first. It’s usage, however, has been expanded by combining with common nouns or terms for relationships and positions and by being attached to family names or given names such. Through this procedure, the native speakers of Korean language seem like not only perceive the term as an honorific term but also consider it as a term which constructs its own meaning. In this study, they are classified as bound nouns based on intuition of native speakers, independence rate, existence of practice before those words. Through this procedure, this paper tries to arrange the words as a united grammatical unit, and hence to minimize the confusion.