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≪고려사(高麗史)≫·≪조선왕조실록(朝鮮王朝實錄)≫ 백화문(白話文) 중 복수표지(複數標志) ‘每·們’에 관한 연구(硏究)
이태수 ( Lee¸ Taesu ) 고려대학교 중국학연구소 2021 中國學論叢 Vol.- No.73
This paper focuses on the Chinese plural markers “Mei每” and “門Men” shown in Written vernacular Chinese (Baihua) in ≪History of Goryeo 高麗史≫ and ≪Veritable Records of the Joseon Dynasty 朝鮮王朝實錄≫. Former studies of these two literatures did not focus on Written vernacular Chinese, as they were mainly written in Classical Chinese. However, these two literatures could be used as important historical records of Written vernacular Chinese (Baihua), as the spoken language of the time would have been reflected in its written form, and it is recorded with its precise time of appearance. In the two literatures, “Mei每” and “門Men” are post-positional words located behind the central word, taking the form of ‘Z(central word)+Mei每/門Men’ to express plurality. They are usually attached to personal pronouns to mark plurality. They are also attached to either personal nouns, or personal substitute combined with demonstrative pronouns to mark plurality. Only “Mei每” is used in ≪History of Goryeo 高麗史≫, while in ≪Veritable Records of the Joseon Dynasty 朝鮮王朝實錄≫, the usage of “Mei每” changes to the usage of “門Men”, chronologically. In terms of the timing of appearance, “Mei 每” was used the period corresponding to the late Song Dynasty until the Yuan and Ming Dynasty of China, while “門Men” was used in the corresponing peiod of the Ming and Qing Dynasty of China. This represents the form of Modern Chinese(近代漢語) in late Song, Yuan, Ming and Qing Dynasty.
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『朝鮮王朝實錄』 중 方位詞 ‘上·上頭·根前·根底’의 특수용법 硏究
이태수 ( Lee¸ Taesu ) 한국중국언어학회 2023 중국언어연구 Vol.- No.108
This paper analyzes the special use of localizers as postpositions with a focus on “Sang 上”, “Sangdu 上頭”, “Geunjeon 根前”, “Geunjeo 根底” in 『Veritable Records of the Joseon Dynasty 朝鮮王朝實錄』. The usage of these localizers in the abovementioned document has been compared with the usage shown in 『Nogeol dae 老乞大』 and 『Bak tong sa 朴通事』, the translatological textbooks in Joseon Dynasty. In contemporary Chinese, “Sang 上” and “Sangdu 上頭” usually function as localizers in order to indicate the position or direction of objects (such as “up and upper”), and are placed behind nouns. “Geunjeon 根前” and “Geunjeo 根底” do not function as localizers in contemporary Chinese, but did function as localizers in modern Chinese. In 『Veritable Records of the Joseon Dynasty 朝鮮 王朝實錄』, “Sang 上”, “Sangdu 上頭”, “Geunjeon 根前” and “Geunjeo 根底” were all used as postpositions, placed behind the main word of the sentence they are included. The special usage of localizers as postpositions is a language phenomenon widely used in Vernacular Chinese (Baihua白話) during the Yuan Dynasty (Modern Chinese era). “Sang 上” and “Sangdu 上頭” have a special function of representing the causes of related events, while “Geunjeon 根前, Geunjeo 根底” function as postpositions (“to” or “for”) to indicate the object of action, or function as “for” or “in front of” to indicate the destination of action. The circumstances in which the localizers functioned as postpositions differ: “Sang 上” in Written Classical Chinese (文語文, 古文); “Sangdu 上頭” in Written Vernacular Chinese (Baihua 白話); “Geunjeon 根前” and “Geunjeo 根底” in both Written Classical Chinese (文語文, 古文) and Written Vernacular Chinese (Baihua 白話). It could be inferred that the special usage of localizers started in Vernacular Chinese (Baihua 白話), and was later spread to Classical Chinese (文語文, 古文) amid the sociolinguistic context of Written Vernacular Chinese (Baihua 白話) being spread through translatological textbooks. This study is significant in that it shows how the widespread usage of Vernacular Chinese (Baihua 白話) caused the linguistic variation and change of Classical Chinese (文語文, 古文).
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증강현실 기반 과학과 STEAM 프로그램이 지적장애 학생의 과학과 학습 동기 및 학습 몰입도에 미치는 효과
김정수(Kim, JungSoo),이태수(Lee, TaeSu) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.12
본 연구는 증강현실 기반 과학과 STEAM 프로그램이 지적장애 학생의 과학과 학습 동기 및 몰입도에 미치는 효과를 알아보는 데 주요한 목적이 있다. 이를 위해 고등학교 특수학급에 재학 중인 지적장애 학생 33명을 실험집단(15명)과 통제집단(18 명)으로 배치하였고, 지능과 과학과 학업 성취도에 대한 동질성을 검증하였다. 2011 특수교육 기본교육과정 초등학교 5~6학년 과학과 ‘날씨와 생활’ 단원을 중심으로 통제집단에는 교과서와 함께 개발된 전자저작물을 적용하여 수업하였고, 실험집단은 증강현실 기반 STEAM 프로그램을 적용하였다. 실험 중재는 2014년 9월부터 11월까지 3개월(10주) 동안 주당 2~3회씩 총 16차시에 걸쳐 진행하였고, 자료는 공분산분석(ANCOVA)으로 분석하였다. 연구 결과, 증강현실 기반 과학과 프로그램은 지적장애 학생의 과학과 학습 동기 및 몰입도를 유의미하게 향상시켰음을 확인할 수 있었다. 이를 통해 증강현실 기반 과학과 STEAM 프로그램은 지적장애 학생의 과학과 학습지도에 효과적으로 활용할 수 있는 교수-학습 방법 중에 하나임을 확인할 수 있었다. This study explores the effects of an Augment Reality-based Science Education STEAM Program, whose contents are mainly focused on the theme ‘Weather and Life’. The student participants were divided into two groups according to their intelligence quotient and academic achievement in science, 18 students being in the experimental group and 15 students being in the control group. While the AR-SESP was implemented for the experimental group, the control group was taught science with electronic textbook materials from september to November(10 weeks), 2014. The effects of the AR-SESP on students were analyzed in terms of the differences in their motivation and flow in science. The two factors were examined using pretest-posttest control group design. Data was analyzed using ANCOVA. The research findings regarding the effects of the AR-SESP on students can be summarized as follows: First, there has been a significant difference in students’ motivation in science between the control and the experimental group. Secondly, there has been a significant difference in students’ flow toward science classes between the control and the experimental group. This implies that the Science Education STEAM Program based on Augment Reality has been helpful in stimulating students’ motivation and improving their flow, leading to the increase in students’ engagement in lessons.
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