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「教室日本語」の特徴と談話構造 -カナダの大学の日本語教育の現場から-
조영남 한국일어일문학회 2017 日語日文學硏究 Vol.103 No.1
본고에서는 캐나다 소재의 York 대학교의 사례를 통해서 ‘교실일본어’의 특징과 담화구조를 밝혔다. 결과는 다음과 같다. 교사에 의해서 단계적으로 학생의 ‘교실일본어’의 사용을 유도하고 있다. 또한 시간의 경과에 따라 화제가 확장된다는 것을 알 수 있다. ‘교실일본어’에서는 의미전달을 위해 영어를 병용하는 전략을 사용하는 경우도 보였다. 발화를 촉진시키는 표현(もう一度)과 맞장구적 발화(はい, そう계)가 다수 보였다. 또한 복수의 교사에게 공통된 ‘교실일본어’가 나타나기 때문에 결과적으로 동일한 표현이 학생에게 입력(input)된다. 향후 한국의 중등교육기관과 고등교육기관에서 ‘교실일본어’를 제안하는 것을 목표로 기초연구를 수행할 것을 과제로 삼고자 한다. The purpose of this research is to define the characteristics and conversational structures of its “Classroom Japanese” at York University in Toronto, Canada. The result is as follows. Teachers induce students to use “Classroom Japanese” in a step-by-step manner, and the topic of the conversation spreads as the time goes by. They occasionally repeat same phrases in English to avoid miscommunication. teachers frequently use phrases to encourage students’ speech such as “Again? (もう一度)” and give responses to make the conversation go smoothly by saying “Yes(はい)”or “Right(そう)”. Also, Students acquire some specific phrases of “Classroom Japanese” since several different teachers use them in the classroom. These basic researches would sure to make a proposition of effective “Classroom Japanese” in secondly and higher educational institution in Korea.
편심 압축력을 받는 콘크리트 충전 원형강관 기둥의 내력 및 거동에 관한 실험적 연구
조영남,박주호,서정환,양영성 대한건축학회 2000 대한건축학회 학술발표대회 논문집 - 계획계/구조계 Vol.20 No.2
There are no systematic and fundamental studies on the concrete filled circular steel columns under eccentric compressed loads in wide range of magnitude of eccentricity. The specimens are a concrete filled circular steel columns of which steel portion is a cold-formed circular steel section ○-114.3×2.3. Diameter-thickness ratio of a plat element is 49.09. As the experimental parameters, the existence of filled concrete, the strength of concrete, the direction of end-moment and magnitude of eccentricity a are selected, and they vary as follows: f_(ck)= 180 ㎏f/㎠, 400 ㎏f/㎠ and e/k = 0, 1, 3, 5 Objectives of this paper are to obtain the maximum load by performing an experimental work and to compare the experimental behavior with the analytical results and to examine AIK-LSD, AISC-LRFD design formulas for the concrete filled circular steel columns.
「言語スキル」向上が目的の教科における日本語 イマージョン教育の役割と教育条件
曺英南 한국일본언어문화학회 2015 일본언어문화 Vol.30 No.-
The purpose of this research is to prove how the Japanese immersion program helps its students to improve their Japanese language ability, and what sort of educational conditions are preferred on the spot also, through the questionnaire survey. The research targets 49 students, either in junior or senior year of K University’s undergraduate level, asking for their opinions based on their own experiences regarding the courses taught in Japanese. Good side and bad side, areas to require improvement, how it could be developed in the future, and so on. The result shows that the most expected role of Japanese immersion education is the “improvement of Japanese language proficiency”, while the merit of “concentrated study environment” is also mentioned, and many thought it could certainly help “to increase the motivation for studying Japanese”. Many of these students agree that teacher’s ability to control the class is the most important factor for successful immersion education. Investment on tangible systems cannot be ignored also, since there are some references on the university’s facilities to support the immersion program. Last but not the least, are some references regarding to learners themselves. Opinions on the effect of Japanese immersion program varies depending on the specification of Japanese language related courses, such as conversation, reading, grammar and composition. Thus if the expected roles and the educational conditions could successfully be mixed and matched, the realization of effective immersion education would be easier Large number of students are noticeably against the introduction of immersion education in the beginning level classrooms. This fact makes us to recognize the importance of exchanging information and suggestions to ameliorate the situations of these classrooms. Needless to mention though, trainings to polish teachers’ teaching skill is considered mandatory for the better immersion education.