关联副词“也”的语序偏误及语言迁移影响 -以韩国汉语学习者为例-

유준방,한용수 동북아시아문화학회 2018 동북아 문화연구 Vol.1 No.57

Adverb ‘也’ is a word with high frequency. In CCL corpus, ‘也’ is the most frequently used adverb, accounting for 18.54%. In the teaching of Chinese as a foreign language, ‘也’ is also a word with high frequency. It is a basic vocabulary that appears from the beginning. In all human languages, the concept of ‘也’ is indispensable, and corresponding expressions can be found. But even this seemingly simple adverb is often a problem for non-native Chinese learners, where errors easily occur, especially the word order of ‘也’ in sentences, Korean Chinese learners are no exception. There are many reasons for the errors in the word order of ‘也’, such as its inherent complexity, the negative transfer of source language, ignored grammatical explanation and etc. Based on the wrong-order sentences of Korean candidates in HSK Dynamic Composition Corpus and the error collected by the author in the past experience in teaching Korean Chinese for many years, this paper try to sort out the word-order errors of ‘也’ of Korean Chinese learners , and contrast the syntactic structure and pragmatic functions of the Chinese adverb ‘也’ and the corresponding Korean expression “도”. Through deep comparison of language in other aspects, we can find out the specific reasons for the errors and put forward more targeted teaching countermeasures.

对韩教学中副词“就”的语法点描写建议- 基于对比分析和偏误分析相结合的考察 -

유준방,한용수 동국대학교 동서사상연구소 2017 철학·사상·문화 Vol.0 No.24

‘Jiu’ is a high frequency word which can be used as an verb, adverb, preposition or conjunction in Chinese. The usage of the adverb ‘jiu’ is the most complicated one of all. For the foreign learners of Chinese language, the most difficult one should be adverbs, especially the adverb ‘jiu’. According to the dictionary, ‘jiu’ has many meanings and different grammar structures. We summarize them and find out the corresponding expression of Korean as much as possible. By the research on Chinese textbooks which were wrote by Chinese and Korean academics, we found that the grammar description of ‘jiu’ are much the same. The Chinese textbooks written by Korean academics did not reflect the pertinence for Korean learners. Then we searched the Korean learners’ errors of adverb ‘jiu’ from HSK composition corpus and assort them into different types. We analysed the reasons of them by combining with the contrast analysis. Based on above analysis, also according to the grammar description principle of TENG(2003), we supplement more grammar description of adverb ‘jiu’ for Korean learners. If the suggestion be used in the textbook writing or teaching, the errors of adverb ‘jiu’ would be reduced. 현대 중국어에 ‘就’는 상당히 많이 사용되고 있는 단어이며 동사, 개사, 부사, 접속사 등 여러 품사가 있는데 부사로써의 용법이 가장 복잡하다. 중국어 학습자에 있어서 중국어 부사는 원래 큰 어려움이 되는데 그 중에 부사 ‘就’는 특히 그렇다. 본문에서 사전을 참고하여 부사 ‘就’의 여러 의항과 문장 중에 사용되는 구조를 정리하고 한국어와 대응하는 표현을 찾아낸다. 한·중 양국의 연구자가 편성한 중국어 교재를 살펴보면서 ‘就’의 사용상황 및 문법 설명을 고찰하는데 편성방식과 설명 내용이 별로 차이가 없는 것을 발견하였다. 즉 어법 설명 측면에서 한국인 학습자를 위한 교재의 특징이 드러내지 못 하였다. 그리고 대조분석 및 북경언어대학교의 HSK 작문 코퍼스 오류 분석을 통해 한국인 학습자의 ‘就’를 사용 상황을 살펴보고 오류 유형과 예측 가능한 원인을 탐색하였다. 마지막으로 대외 한어교학문법 묘사 원칙에 의해서 ‘就’의 문법적 설명에 대해서 몇 가지 보충해야 할 내용을 제안하였다. 이를 통해 부사 ‘就’의 교학을 중요시하고 한국인 학습자를 위한 초점을 더욱 잘 맞출 수 있는 교육 및 교재 편성을 개선하고자 한다.

基于中韩副词种类及句法位置对比的语序偏误探讨

유준방,한용수 중국어문연구회 2019 中國語文論叢 Vol.0 No.92

The most conspicuous different word order between Chinese and Korean is regarded as the opposite orders of verb and object. In linguistic typology research, Chinese is an SVO type language while Korean is an SOV type language. It is true that Korean always confuse the order of verb and object at the beginning of learning the Chinese language. But this ordering problem is not the most one when the level gets up. The position of adverb becomes a more common problem to the Korean learners. The aim of this article is to find out the reason for the adverb position error of Korean learners which is related to their native language. A strong relationship between adverb position error and negative transfer has been reported in the prior studies. But most of them are not enough for explaining the reason for the adverb position error. Because the prior contrast studies have only focused on comparing two languages, while the prior error studies paid much attention to the negative transfer. Both of them can not deal with the word order error. This study set out to determine the adverb order of Chinese language and Korean language, then based on the comparison of them, to analyze the reason for the errors. According to the result, a more optimized solution to the order problem of adverb would take happen by improving the teaching and teaching materials.

中韩标点符号对比

유준방,한용수 중국학연구회 2015 중국학연구 Vol.- No.74

Based on the 本文基于标点符号在外语教学中不受重视的现实情况,回顾了中韩标点符号的发展历史,并根据两国最新的标准≪标点符号用法≫和≪한글맞춤법≫,将中韩标点符号分成形式相同的、形式不同的和无对应形式的三类,进行了对比分析。通过对比,我们发现,无论是形式相同的或是形式不同的中韩标点符号之间都存在着或大或小的差异,有的是功能上的差异,有的是用法上的差异,还有的是书写格式及与其他符号连用的差异。可见,在作为第二语言习得的汉语或韩语的学习及教学过程中,都不能忽视标点符号的差异,若直接将母语中标点符号的使用习惯移植到外语中,容易产生偏误。我们还针对无对应形式的中韩标点符号,以及形式相同而功能有区别的标点符号,提出了可行的替换方案。希望以此为作为第二语言习得的汉语或韩语的学习及教学、中韩翻译,提供明确且实用的标点符号参照标准。 Based on the circumstances of punctuation in foreign language teaching neglected, we reviewed the history of Chinese and Korean punctuation. According to both the latest standards 标点符号用法 and 한글 맞춤법, we compared the punctuation of Chinese and Korean by putting them into three categories. One is different forms of punctuation, another one is no correspondence in the form of punctuation, and the third one is the same forms of punctuation. By contrast, we found that more or less there are significant differences in either same forms or different forms of Chinese and Korean punctuation. Some of them are the differences in function, some differences are in usage, as well as some of them are different written form and conjunction differences with other punctuation. In a word, we can not ignore the differences in punctuation while learning and teaching process as a second language acquisition in both Chinese and Korean. Otherwise it would make usage error. In addition, we also proposed the viable alternative for punctuations without a corresponding form in Chinese and Korean, as well as those which is in the same form but different functions. We hope this paper can provide clear and practical reference standard of punctuation for learning or teaching Chinese or Korean as a second language, as well as the translation of Chinese and Korean.

关于韩国汉语学习者语言迁移研究的考察

유준방,한용수 중국인문학회 2017 中國人文科學 Vol.0 No.66

This is a review paper about the studies of language transfer taken place in the Chinese language acquisition process of Korean learners. As we know,language transfer is a very important factor in SLA(Second Language Acquisition). Language transfer are mentioned much in EA(Error Analysis),but it is different from EA. EA scholars focus exclusively on negative transfer,therefore Transfer scholars also look for positive transfer. Transfer is more complete than EA in the study on the influence of L1. That is why we suggest language transfer should be valued and taken more studies. We collected the most transfer studies of Korean learners of L2 Chinese by using the most authoritative academic searching databases of China and Korea— CNKI and RISS,to review the status of transfer studies of Korean learners of L2 Chinese. Referring to the language transfer theory all over the world,we found out there are still great improvement space to research and apply them to the Korean learners' Chinese SLA. More and deeper transfer studied will be very useful in the Chinese language teaching,learning and translation.

韩汉外来语范畴及类型对比研究

한용수,유준방 고려대학교 중국학연구소 2014 中國學論叢 Vol.45 No.-

There is not a kind of language was developed just only by itself. Languagesare usually affected more or less by some other languages and there are loanwords in them. We can not only get the idea of the influence from foreignlanguages, but also can observe the reaction of themselves by studying theirloan words. Because when a language borrows words from another foreignlanguage, they usually assimilate them with their own phonologic rules, writtensystem and grammatical patterns. Both Korean and Chinese have a lot of loanwords. We try to contrast the methods of assimilating foreign languages. Thatwould be a special way to contrast the linguistic characteristics of Korean andChinese. We hope it would be helpful to the language education as a secondlanguage of each other, and also be useful to the translation and interpreting ofKorean and Chinese. The definitions, categories and types of loan words in Korean and Chineseare the subjects of this paper. There are some arguments about the categoriesof loan words both in Korean and Chinese. The category argument of Korean isfocus on loan words, foreign languages, domesticating loan words and borrowingwords. And category argument of Chinese is free-translation words, hanji fromJapan and letter words. We analyse them and try to find out the reasonableclassification. Then we choose the most definite types ― phonetic translationwords and phonetic&semantic translation words to contrast the loan words ofKorean and Chinese.

청소년 자녀를 둔 부모를 위한 정서조절향상 프로그램 개발 및 효과검증

이귀숙,김현숙,유준호,방소희,이태영 한국청소년상담복지개발원 2017 청소년상담연구 Vol.25 No.2

This study was conducted to develop a program that helps improve emotion-regulation skills of parents with adolescent children. The program development process has followed the procedure model suggested by Kim et al.(2011) like the planning step, composition step, and execution & evaluation step. Results of this study were as follow: First, the main contents of this program are self-exploration of the parents, exploration of unresolved emotions, clarification and acceptance of unresolved emotions, and development of the participants' own emotion regulation strategies and evaluation. Second, the program significantly contributed to lowering the total score of difficulties in emotion regulation, as well as scores on sub-scales of impulse control difficulties, non-acceptance of emotional responses, and lack of emotional clarity. Third, the program significantly contributed to improving general parenting efficacy and parenting efficacy for guiding their children’s academic performance. 본 연구는 청소년 자녀를 둔 부모를 대상으로 한 정서조절프로그램을 개발하여 프로그램이 부모정서조절능력 향상 및 양육효능감 향상에 긍정적 효과를 미치는지 검증해 보기 위하여 수행되었다. 프로그램 개발은 김창대, 김형수, 신을진, 이상희와 최한나(2011)가 제안한 절차모형에 따라 기획단계-구성단계-실시 및 평가단계의 순으로 이루어졌다. 프로그램이 부모의 정서조절능력 및 양육효능감 향상에 긍정적인 영향을 미치는지 알아보기 위하여 SPSS win 21.0프로그램을 활용한 독립표본 t-검증 및 대응표본 t-검증을 사용하였으며, 연구의 대상은 부산·경남에 거주하는 청소년의 부모 14명이었다. 연구의 주요한 결과는 다음과 같다. 첫째, 프로그램은 부모됨의 의미와 자기탐색, 미해결정서의 탐색·명료화·수용, 나만의 정서조절방략 수립 및 평가를 주요내용으로 하며 90분씩 5회기의 집단상담 형태로 운영되도록 하였다. 둘째, 본 프로그램은 청소년 자녀를 둔 부모의 정서조절능력 가운데 정서에 대한 주의/자각부족을 유의하게 감소시키는 것으로 나타났다. 셋째, 본 프로그램은 양육효능감의 하위요인 가운데 전반적 양육에 대한 효능감과 학습지도 효능감을 유의하게 향상시킨 것으로 나타났다. 끝으로 이와 같은 결과와 관련하여 프로그램의 내용 및 효과성 검증 결과에 대한 시사점과 후속연구를 위한 제언을 중심으로 논의하였다.

청소년상담 프로그램의 효과에 대한 메타분석

양미진,신인수,방소희,유준호 한국청소년상담복지개발원 2018 청소년상담연구 Vol.26 No.2

The purpose of this study is to systematically summarize the effects of programs through meta-analysis. This study conducted in the following steps: First, we combined the study results of the programs developed by the Korea Youth Counseling & Welfare Institute through meta-analysis, and analyzed each program’s effectiveness. For this work, we selected 30 studies on youth counseling programs out of 120 studies published in “The Korea Journal of Youth Counseling”, excluding researches that had no pilot operation to prove effectiveness. The result showed that the average effect size of the selected 30 programs is .525, which indicates that these programs are effective. In detail, the effect size according to the program participants was the largest in the effect size of the high school program. Second, the effects size of program operation type showed that the effect size of group education and activities were effective. Third, in the process of program development, both the beneficiary and the field expert were effective in pre–investigation. Based on the results of the research future counseling contributed to the development and support of effective programs by providing information on research directions such as topic selection, subject selection, research method, and program operation method. 본 연구는 청소년상담 프로그램 효과를 메타분석을 통해 검증하는데 그 목적이 있으며 다음과 같은 절차를 통해 이루어 졌다. 먼저 프로그램의 연구결과들을 메타분석의 방법에 의해 통합하여 그 효과의 정도를 종합, 분석하였다. 이를 위해 2000년부터 2016년까지 한국청소년상담복지개발원에서 발행한「청소년상담연구보고서」120편의 연구 중 시범운영을 통한 효과성검증을 실시하지 않은 연구를 제외하고, 청소년상담 관련 프로그램 연구 30편을 최종 선정하여 분석의 대상으로 삼았다. 그 결과, 먼저 본 연구에서 선정한 30편 연구물의 전체 평균효과크기가 .525로 나타나 프로그램들이 효과적이라는 것을 알 수 있었다. 세부적으로 살펴보면 첫째, 프로그램 대상자에 따른 효과크기는 고등학교 대상 프로그램이 효과크기가 가장 컸다. 둘째, 프로그램 운영방식에 따른 효과크기는 집단교육과 활동을 함께 운영하는 것이 효과크기가 높게 나타났다. 셋째, 프로그램 개발 과정에서 사전조사 대상을 수혜자와 현장전문가 모두 한 경우 효과적으로 나타났다. 연구결과를 토대로 향후 청소년 상담이 프로그램 연구를 하는데 있어 주제 및 대상선정, 연구방법, 프로그램 운영방식 등 연구방향에 대한 정보를 제공함으로써 효과적인 프로그램의 개발과 지원에 기여하였다는데 의의가 있다.