외국인 유학생의 전자우편 분석 연구

전미화(Quan, Mei-hua),김월휘(Jin, Yue-hui) 우리말글학회 2014 우리말 글 Vol.61 No.-

본 연구는 한국어 전자우편 쓰기의 중요성을 강조하고 외국인 유학생들의 전자우편에 나타난 특성을 살피는 것을 목적으로 한다. 이를 위해 외국인 유학생들이 학교와 일상생활에서 관계 맺는 다양한 부류의 사람을 대상으로 쓴 전자우편 112편을 구조와 표현적 측면에서 분석하였다. 구조적 측면에서 분석한 결과 외국인 유학생들의 전자우편에는 제목을 쓰지 않거나 서론과 결미 부분에서 인사말과 보내는 이의 서명을 생략하는 경우가 있었고, 사연 부분에서는 화용적 기능에 따라 나타난 구조가 학습자 별로 너무 다양하여 전자우편 쓰기라는 장르에 대한 지식이 보편화되지 못하였음을 알 수 있었다. 또한 표현적 측면에서 높임법의 사용은 선어말어미의 활용이 압도적으로 많은 반면 오류는 조사의 사용에서 가장 많이 나타났고, 다양한 결속기제가 사용되고 있었으나 구와 문장 간의 결속력을 확보하는 데 실패하는 경우가 많았으며, 첫인사와 끝인사에서 관용적인 표현을 활용하고자 하였으나 그러한 표현이 정확한 인사로 이어지지 못하고 있음을 알 수 있었다. 본 연구는 실제적인 전자우편 쓰기에서의 특성 및 문제점을 파악하여 한국어 쓰기 교육에 유용한 교육 자료로 활용할 수 있다는 점에서 의의를 가진다. The purpose of this research is to emphasize the significance of email writing in the Korean language. It has been carried out by observing the features shown in the emails of overseas students. To attain this aim, a thorough analysis has been conducted on the structure and expression level of 112 emails written by overseas students in their efforts to establishing relationship with various people in their daily school lives. The results of the analysis on the structural level show that certain items are found missing in the emails written by overseas students, such as a lack of titles or introduction in the beginning of the email, as well as no greeting words and signature at the end. Various structures are presented in accordance with the function of the text in the body part. Moreover, skills on email writing have not been popularized yet and complement suffix is very flexible in the use of honorifics at the expression level. However, most mistakes take place in the use of auxiliary words. Though lots of conjunctions are used, there is also an abundance in incorrectly joining phrases and sentences, such as the common expressions of first-time greetings and end greetings. Those ways of expressions, however, cannot form fluent and accurate greetings. This research probes into the features and crucial points of real-time email writing. It constitutes useful teaching materials and has great importance in teaching Korean writing in the future.

중국인 유학생의 쓰기에 나타난 내용 조직 양상 연구

전미화 ( Quan Mei Hua ) 연세대학교 언어연구교육원 한국어학당 2016 외국어로서의 한국어교육 Vol.45 No.-

This study is aimed to look into aspect of contents organization appeared in writing of Chinese student studying abroad. For that, I had comparison analysis in thirty three Korean-Chinese text whether paragraphs of the text are divided properly or not and how unitarity, coherence, completion, emphasis are realized in the contents. As a result, the problems that found in contents organization of Korean writing appeared in order of completion, coherence, emphasis and unitarity. The problems in contents organization of Chinese writing appeared in order of completion, unitarity, emphasis and coherence. The student`s awareness of text structure and paragraph composition is lacked in Korean writing, and they find it hard to express topic sentence clearly and arrange supporting sentences properly. In Chinese writing, the lack of awareness of paragraph composition was the biggest problem. To solve these problems in Korean writing, basic education about structure of writing and composition of paragraphs, and Korean writing education for composing contents in dimension of text and paragraph will be needed. (Paichai University)

학문 목적 한국어 학습자의쓰기 내용 지식 구성 과정 연구

전미화 ( Mei Hua Quan ),최정순 ( Jeong Soon Choe ) 시학과 언어학회 2015 시학과 언어학 Vol.30 No.-

본 연구는 학문 목적 한국어 학습자들이 쓰기에 필요한 내용 지식을 어떻게 구성하는지, 그 과정에서 일어나는 인지적인 활동을 분석하는 데 목적을 두었다. 학습자들이 내용 지식을 구성하는 과정은 사고구술법 및 사후 인터뷰 기법을 사용하여 분석하였고, 사고구술 및 인터뷰 자료의 분석 기준은 내용 지식의 개념과 인지적 쓰기 이론을 토대로 하였다. 분석 결과 학습자들이 쓰기를 수행하는 과정에서 ‘주제 파악하기, 계획하기, 작성하기, 수정하기’ 네 단계가 서로 순환적으로 일어나고, 각각의 단계에서 내용 지식의 세 유형인 기존 지식, 상호텍스트적 지식, 통합된 지식이 모두 구성되었으며, 내용 지식을 구성하기 위해 학습자별로 다양한 전략을 사용하고 있음을 알 수 있었다. 그러나 쓰기 과정에서 무엇을 어떻게 쓸 것인지에 대한 계획이 이루어지지 않은 채 자료를 찾아 주제를 파악하는 경우가 많았고, 또한 자료의 내용을 일차적으로만 이해한 후 쓰기에 활용하고 있어 주제에 대한 의미의 재구성이 제대로 이루어지지 않고 있음을 알 수 있었다. 이러한 문제점은 앞으로 내용 지식 구성에 관한 체계적인 교육이 필요함을 시사한다. This study aims for analyzing how the Korean learners having the academic purpose compose content knowledge for writing and how their cognitive activities occur during the composing process of content knowledge. The composing process of content knowledge was analyzed through a think-aloud method and an interview. The criteria of analysing these data was based on the concept of content knowledge and the theory of cognitive writing. The analysis result showed when the Korean learners write, they have four steps: grasping a topic, planning, writing and correcting. At the each step, the learners composed three types of the content knowledge: existing knowledge, inter-textual knowledge, and integrated knowledge. Also, the learners used different strategies during composing these content knowledge. Most of learners, however, tended to grasp topics without planning what and how they write. Also, they understood the data contents superficially, and then utilized them for their writing, As a result, it revealed that the meaning of the topic wasn``t reconstructed properly. These problems suggest that it is necessary to educate how to compose content knowledge systematically.

연구논문 : 인터넷 정보를 활용한 학문 목적 한국어 쓰기의 내용 지식 구성 방안 연구

전미화 ( Mei Hua Quan ) 시학과 언어학회 2014 시학과 언어학 Vol.26 No.-

This study started with the problem about the lack of ability for information utilization when Korean learners writing for academic aims. The purpose of this study is to find a solution in constructing the content knowledge and to suggest an example of an actual course, focusing on Internet information generally used in writing. Above all, it rearranged the concept of ‘the content knowledge’, and looked into characteristics of Internet information and methods of information retrieval. Also, it pointed out that the exact cognition in methods of the content knowledge and the critical thinking about information is necessary to get valuable, in both quality and quantity, content knowledge when we match utilization of internet information with writing. Therefore, this study suggested the process of content knowledge comprised of six stages; the awareness of Internet information, the selection of information searching tools and searching words; the evaluation and sorting of searched information, knowledge integration, knowledge organization, writing the first draft. And an actual course is composed of activities which can utilize the needed strategies to compose the content knowledge at different stages. The study considered the stage of information retrieval as an important thing, which has not been discussed concretely before. Furthermore, it grafted this stage onto the part of education. Owing to these facts, the significance of this study is revealed.

중국 대학 한국어 학습자의 기계번역 사용 과정 연구

전미화 ( Quan Mei Hua ) 연세대학교 언어정보연구원 2022 언어사실과 관점 Vol.57 No.-

The objective of this study is to determine how Korean language learners at Chinese universities use machine translation and to analyze the cognitive activities that take place in the process. To this end, learners in the Korean language department performed tasks of translating Chinese into Korean using machine translation, and think-aloud data spoken by learners and the translation results were analyzed. As a result, learners mainly used Papago and Youdao; translated into the units of sentences or paragraphs; used various strategies in the translation process, including modifying input language, dividing original sentences, re-searching vocabulary, confirming sentence constituents, and comparing translation results. Corrections of the translation results were made mainly at the vocabulary level to secure form accuracy, semantic clarity, and semantic fluency. The correction of sentences was insignificant, and especially in the case of complex sentences, there were many cases where errors were not detected or corrections failed even if they were detected. This study has examined the process of using machine translation by Korean language learners at Chinese universities, which can be used as basic data for Korean language education research based on machine translation in the future.

학문 목적 한국어 학습자 쓰기의 내용 지식 구성 양상 연구

윤지원(Yoon, Ji-won),전미화(Quan, Mei-hua) 우리말글학회 2013 우리말 글 Vol.58 No.-

본 연구는 학문 목적 한국어 학습자들이 쓰기를 할 때 내용 지식을 어떻게 구성하는지, 그 양상을 살피는데 목적이 있다. 이를 위해 먼저 쓰기에서의 내용 지식의 개념을 확인한 후, 학문 목적 한국어 학습자의 쓰기텍스트와 참고자료를 분석하고, 여기에 나타난 문제점을 파악하고자 회상 자극기법을 사용한 인터뷰를 실시하였다. 실제로 학습자가 완성한 쓰기 텍스트에서도 통합된 지식의 활용은 매우 낮았고, 새로운 정보인 참고자료에서 얻은 상호텍스트적 지식의 활용이 가장 많았다. 또한 참고자료의 검색 및 수집, 선별 등을 어려워하였으며, 내용 지식을 구성하는 전략 등이 매우 부족함을 확인할 수 있었다. 이를 해결하기 위해서는 학습자의 기존 지식을 활성화하고, 참고자료에서 얻은 상호텍스트적 지식과 이들을 통합한 통합된 지식을 쓰기 텍스트 안에서 적절하게 활용할 수 있는 교육이 이루어져야 할 것이다. The purpose of this study was to look over an aspect that how to compose content knowledge when Korean learners write for their academic aim. In order to accomplish this research purpose, confirmation for the definition of the content knowledge was initiated, and analyzed the Korean learners" writing-text and references for academic purpose and also implemented an interview which was used with stimulated recall to grasp some errors that appeared in this process. The findings of analysis, while degrees of integrated-practical using of knowledge in learners" writing texts was considerably low, the degrees of intertextual knowledge using from references which was new information was high. It was found that Korean learners have problem with searching and collecting selecting for references, and they also have shortage of some strategies to compose their content knowledge. Based on the contents of this study, to solve those problems, learners" existing knowledge is to be activated, and education has to be fulfilled, that is, intertextual knowledge and its" integrated knowledge from references are properly utilized in writing texts.