최대우도추정을 이용한 CFAR의 Censoring 기법

권순희(Soonhee Kwon),송민기(Minki Song),최정민(Jung-Min Choi),신동준(Dong-Joon Shin) 한국통신학회 2018 한국통신학회 학술대회논문집 Vol.2018 No.1

한국어 학습자의 언어문화 차이로 인한 표현 이해 간섭 양상 연구 -요청 화행을 중심으로-

권순희 ( Soonhee Kwon ),정경화 ( Kyungwha Jung ) 한국화법학회 2015 화법연구 Vol.0 No.30

This study aims to identify effective communicative measures, from a cross-cultural speech act perspective, by figuring out the reasons behind the pragmatic errors and failures arising from Korean learners’ linguistic and cultural distinctiveness through the analysis of the practical examples of learners from English-, Japanese-, and Chinese-speaking countries learners and Korean native speakers request speech acts. For this purpose, how Korean learners, compared to 51 native speakers of the above-mentioned languages, had spoken in various situations was looked into. Discourse completion tests and focus group interviews with survey participants were conducted to figure out how their request speech acts were expressed. The most frequently used request strategy used by the four groups was to ask about a possibility of being accepted, when it came to the frequency of a request being made by language. However, due to linguistic and cultural uniqueness, the responses, such as Japanese Korean learners using the imperatives of directly making a request and the learners from English-speaking countries not making a request to others, were scored relatively higher than those of the other language sectors. The degree to which the participant felt burdened when making a request per language and the difference made by the distinct characteristics of each linguistic and cultural sector in uttering speech acts are summarized as follows. First, as for Korean native speakers and Japanese Korean learners, due to their being considerate to seniors and the culture of senior-junior relationships, listeners, rather than speakers, scored higher on a scale for feeling burdened, than those of the other language cultures, in either public or private situations where they weremaking a request to listeners in power, irrespective of whether they had maintained a close relationship with each other. Second, Japanese Korean learners and Chinese Korean learners revealed different aspects in their auxiliary strategy when asking favors to others. While Chinese Korean learners proposed compensation or expressed gratitude in advance on the presumption that the listener would accept the speaker’s request, Japanese Korean learners expressed their feeling grateful in the form of feeling sorry because of Japan’s cultures of apologies and thanks. In addition, Korean native speakers scored high on a scale for the realization of politeness when the requests, good for the speaker, burdensome for the listener, were made. Third, in the English-speaking culture where a kept promise is valued, the degree to which one felt burdened was high regardless of how close, powerful, or private the relationship between speaker and listener might be. Also, even in the same Oriental linguistic and cultural sector, there was a difference in frequency in which one felt burdened when asking favors depending on whether their relationship was private or public. As for the Japanese Korean learners whose promise culture was as important as that of English-using cultures, the burden of asking favors was scored high as well.

북한이탈주민의 언어 교육을 위한 교재 개발 현황

권순희(Kwon, SoonHee) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.10

본 연구는 북한이탈주민의 대한민국 정착을 돕기 위한 교재를 소개하고 그 특징을 분석한 연구이다. 북한이탈주민은 대한민국에 들어온 이후 남북한의 언어 차이때문에 여러 가지 어려움을 겪는다. 그 중 남한의 낯선 어휘, 발음․억양․화용 표 현의 차이로 인해 매우 힘들어한다. 특히 수많은 외래어와 외국어는 북한이탈주민의 언어생활에 많은 부담을 주며, 화용상의 차이는 의사소통의 오해를 가져오기도 한다. 그 결과 북한이탈주민은 일상생활, 직장 생활, 사회생활에서 어려움을 겪고 있 다. 현재까지 북한이탈주민을 위해 개발된 성인용 교육 자료로는 발음 교육 프로그램, 어휘 교재, 구어학습용 교재 등이 있다. 교육 자료 개발을 위해서는 북한이탈주민의 언어 사용 실태에 대한 실제성 있는 조사 및 남북 언어, 사회, 문화의 차이에 대한 기본적인 검토, 학습자의 요구를 파악하는 것을 전제로 삼아야 한다. 본 연구에서는 현재까지 개발된 북한이탈주민의 언어 교육을 위한 교육 자료의 특징을 상술하였다. 북한이탈주민이 우리 사회에서 살고 있는 시대적 요구로 발음, 어휘, 억양, 화법분야에 걸쳐 교재가 만들어졌다. 이 교재는 북한이탈주민의 표준어 습득 및 표준어로의 교정에 초점을 둔 언어 정책의 일환으로 만들어진 것이다. 그런데 표준 한국어 에 대한 교육은 북한이탈주민의 적응의 문제로만 보고 협소하게 생각할 문제가 아니다. 북한이탈주민의 언어 교육을 표준어 습득 및 표준어로의 교정으로 갈 것인가, 남한 사람들의 듣는 귀를 열어 주어 북한이탈주민의 북한어 사용을 방언의 일부로 받 아들이도록 할 것인가의 문제는 선택의 문제라기보다는 상호 보완적 관계에 있는 문제이다. 통일 이전에 개발되고 있는 북한이탈주민을 위한 교육 자료는 갑작스럽게 이루어질 수도 있는 한반도 통일을 대비하기 위한 사명적인 작업의 일환으로 이루어 야 할 과제이다. The purpose of this study is to introduce and characterize teaching materials for language education for bukhanitaljumin, immigrants from North Korea. Bukhanitaljumins have difficulties when they came to south Korea because of the language differences between South and North Korea. They are suffering from strange vocabularies and differences of pronunciation, intonation, and pragmatic expression. Especially adopted hundreds of foreign words and foreign language impose a heavy burden on language life for bukhanitaljumin and the differences of pragmatic expression produce misunderstanding. As the results, bukhanitaljumins experience difficulties in daily life, work life, and social life. For the development of teaching materials for language education, investigation of the real state of language use of bukhanitaljumin, examination of the differences of language, society and culture between south and north Korea, and understanding the needs of learners are prerequisite. In this study, the characteristics of teaching materials for language education for bukhanitaljumin are explained in detail. Teaching materials of pronunciation, vocabulary, intonation, and speech communication for bukhanitaljumin have been developed because bukhanitaljumins are living in South Korean society. These teaching materials have been developed based on linguistic policy for making bukhanitaljumin learn and use South Korean standard language. However this linguistic policy of adapting bukhanitaljumin to South Korean standard language should be reconsidered. Other linguistic policy, the use of North Korean by bukhanitaljumin is considered as a dialect of South Korean, may be required. It is more of a matter of a complement than a matter of choice to adopt the linguistic policy for bukhanitaljumin.

TV 홈쇼핑 화장품 판매에 나타난 쇼호스트의 구매 설득 말하기 방식

권순희(Kwon SoonHee),석예은(Seok YeEun),이형주(Lee HyungJu),정재은(Jeong JaeEun) 세계한국어문학회 2011 세계한국어문학 Vol.6 No.-

통신판매의 수단으로 TV를 사용하는 것이 TV 홈쇼핑이다. TV 홈쇼핑은 소비자가 자신의 집에서 편안히 제품을 비교·평가하며 구매할 수 있게 해 주었다. 이러한 소비형태의 변화에 새롭게 등장한 게 쇼호스트이다. 쇼호스트는 판매자와 구매자를 연결하는 중개인으로서 방송의 상징이자 진행자로 그리고 정보전달자이면서 동시에 시청자의 대리인이라는 다양한 역할을 하며 소비행위에 지대한 영향을 미치고 있다. 잠정적 구매자인 시청자가 상품의 실제 구매자가 되기까지 쇼호스트가 중요한 역할을 수행하기 때문에 그들의 말하기 방식이 학계의 관심을 받기 시작하였다. 본 연구에서는 쇼호스트들의 구매 설득 메시지를 내용 범주의 다섯 가지 기준으로 분류하였다. 구매기회의 희소성과 긴급성 판매처의 신뢰성과 브랜드의 명성 제품의 기능과 성능 그리고 직접 구매와는 다른 홈쇼핑의 한계를 보완해주는 형태로 스토리텔링 보여주기와 같은 자기 경험 마지막으로 가격의 매력성이 그것이다. 구매기회의 희소성과 긴급성을 나타내기 위해 쇼호스트는'단 하루','오늘' 등 현시성을 강조하는 표현을 빈번하게 사용한다. 또한 판매처의 신뢰성과 브랜드의 명성은 상품 특성상 신뢰도 형성의 일환으로 강조되었으며 이 부분이 부족하다고 판단될 시 쇼호스트들은 상품 후기와 이전의 매진 사례를 들어 보완하였다. 핵심이라고 할 수 있는 제품에 대한 설명은 긍정적이고 다채로운 미사어구와 더불어 생생한 전달을 위해 묘사와 비유가 많이 사용되었다. 구매자와의 친밀감을 형성하기 위해서 메이크업을 지워 자신의 허점을 드러내기도 하고 소소한 자신의 일상이나 경험을 스토리텔링의 기법으로 풀어 놓았다. 이로써 감성에 호소하게 되고 물리적 심리적 거리를 좁히는 효과를 거두었다. 그밖에도 할부 금액을 제시하거나 가격의 앞자리를 강조하고 최저가를 운운하며 가격의 매력을 반복하는 것도 구매 욕구를 자극하는 기법이다. TV 홈쇼핑을 통한 충동구매를 줄이고 합리적이고 경제적인 구매결정을 위해 쇼호스트들의 화법을 정확히 파악할 필요가 있다. 특히 구매자들은 쇼호스트들의 설득 메시지가 감정적 구매를 자극하는 원리임을 알고 이를 비판적으로 수용해야 한다. 홈쇼핑에서 쇼호스트의 말하기 방식을 분석한 사례를 통해 보건대 학생들에게 화법교육 매체교육의 영역에서 다양한 언어 분석을 다뤄야 할 필요가 있음을 제안한다. TV Home Shopping is a kind of shopping using TV as a media to allow consumers to shop for goods from the privacy of their own home. TV Home Shopping has made it possible for consumers to purchase products sitting in their own home easily comparing several products' prices and features. As the pattern of consumption changed a new term "Show Host" came into being. A show host plays various roles; first it acts as an intermediator between providers and consumers second it is the symbol of the program as well as being the announcer and third while it gives consumers the products' information it also speaks up for the buyers at the same time. Show hosts exert great influence on buying and selling by fulfilling all the roles mentioned above. Speech patterns of show hosts began to get attention from academics as they play a major role in turning TV watchers the potential buyers into actual consumers. In this study we categorized the persuasive tone of speech that show hosts use into five groups. 1) limited chances of purchasing and the pressure that products will be all sold-out soon 2) reliability of the providers and brand popularity 3) great functions and features of products 4) the performances of show hosts who share their experiences by using techniques such as storytelling and exposing which make up for limitations of TV home shopping and lastly 5) eye-popping prices. Show hosts frequently use expressions such as "only for this day" or "today" to remind TV watchers of the limited time and opportunity to buy products In terms of selling cosmetics in particular reliability of providers and brand popularity were stressed as to boost up people's trust. If show hosts thought these strategies were not enough they made an additional remark to bring up other pre-users' product comments and previously sold out cases. In explaining their main products show hosts used rhetorical phrases and figurative words as well as positive colorful and flowery words to visualize the features of products. In order to get closer to buyers some show hosts removed their make-up and exposed their non make-up faces. Sometimes they shared their everyday life experiences with viewers by using storytelling techniques. This type of persuasive tone of speech appealed to people's emotion and narrowed the physical and psychological gap between the two. In the same sense coming up with installments or putting stress on the first few digits of the price and repeatedly mentioning the lowest price are all one of the techniques to make potential buyers to purchase products. We should try to understand show hosts' speech patterns in the right way to abstain from buying on impulse and to make reasonable economical decisions when purchasing. Above all buyers must be aware of the fact that the show hosts' persuasive tone of speech is their way of appealing to consumers' emotion to buy products and therefore look at them in a critical way. As we analyzed show hosts' speech patterns in this study we suggest that students need to be taught how to analyze various linguistic patterns in the field of speech and media education.

BCH 부호의 유한체의 크기에 대한 암맹 판별 기법

권순희(Soonhee Kwon),신동준(Dong-Joon Shin) 한국통신학회 2017 韓國通信學會論文誌 Vol.42 No.12

설득적 글쓰기와 정서 표현 글쓰기에 나타난 표현 양상 -강원국·김민식의 저서와 강연 분석을 중심으로-

권순희 ( Kwon Soonhee ),김여흘 ( Kim Yeoheul ),신소연 ( Shin Soyeon ),안병현 ( Ahn Byeonghyun ),원보람 ( Won Boram ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-

In order to examine the connection between logical and emotional writing and writing theory, Kang Wonguk’s book ‘President‘s writing’ and Kim Minsik’s book ‘Did you write every morning?’ were selected as the texts to analyze, and ‘Time to change the world, 15 minutes’, ‘How to Write Moving People (Kang Wonguk)’ and ‘Writing that Changes Pain to Pleasure (Kim Minsik)’ were selected for analysis. The analysis results are shown in the table below. The above difference comes from the difference between the purpose and direction of discourse between Kang Wonguk and Kim Minsik. Kang Wonguk explains his speeches and talks to persuade others in his writings and lectures. Therefore, Kang Wonguk’s writing focuses on logical writing, and the direction of writing is directed to the outside. Kim Minsik, on the other hand, mentions diaries and personal blog posts and talks about self-reflective and internal discourse. The direction of writing is directed inward, communicating with the self, and in the process of self-healing through writing.

모평균 추정을 이용한 CFAR 의 Censoring 기법

권순희(Soonhee Kwon),신동준(Dong-Joon Shin) 한국통신학회 2019 한국통신학회 학술대회논문집 Vol.2019 No.1

2013년 개정 북한 국어 교과서 분석

권순희 ( Kwon Soonhee ) 국어교육학회 2018 國語敎育學硏究 Vol.53 No.3

본 연구는 최근 개정 북한 소학교, 초급중학교 국어 교과서의 구성 및 내용을 분석하는 것을 목적으로 한다. 남한에 입수된 북한 교과서를 중심으로 그 특징을 살펴보았다. 그 결과 북한의 기존 교과서에 비해 서문 양식의 추가, 목표 중심의 국어교육 지향, 경쟁 위주의 교육 지향, 삽화와 더불어 사진의 새로운 등장, 학습활동 중심의 제시, 실천의 길을 넣어 응용 및 적용 활동 제시, 복습 활동 제시 등의 특징이 드러났다. 남한과 다른 학습 용어의 사례로는 토론을 들 수 있으며, 문학용어의 발단 대신 환경전개를 사용하였으며, 야유법, 자리바꿈법, 되풀이, 사람대명사, 가리킴대명사, 물음대명사, 격토 등의 문법 용어의 차이를 살펴볼 수 있었다. 북한 교과서에 나타난 인식 및 사상으로는 개인주의보다는 전체주의를 주로 다루고 있음을 알 수 있었으며, 가난에 대한 긍정적 인식과 원쑤에 대한 반감적 태도가 남한과 다름을 알 수 있었다. This study aims to analyze the content of North Korean textbooks in elementary and middle schools. The characteristics of North Korean textbooks were examined. Results revealed their characteristics such as addition of preface form, goal-oriented Korean language education, competitive education orientation, photo presentation, learning activity presentation, application activity, and review activity presentation. In North Korea, the term “debate” is employed differently from South Korea. In North Korea, the term “environmental development” is employed instead of “introduction”. In grammar, terms such as irony, doctrine, repetition, personal pronoun, direct pronoun, question pronoun, and postposition are different. North Korean textbooks primarily contend with totalitarianism rather than individualism, and their positive perceptions of poverty and antipathy toward enemies differ from South Korea.

공손 표현에 대한 중국인 한국어 학습자와 한국어 모어 화자의 인식 차이 비교 연구 -인스턴트 메신저 대화를 중심으로-

( Niu Lei ),권순희 ( Kwon Soonhee ) 이중언어학회 2021 이중언어학 Vol.85 No.-

This study analyzed the expression patterns of polite expressions used by advanced Chinese learners of Korean when sending instant messengers. In addition, this study investigated the responses of Chinese Korean learners and native Korean speakers to the polite expression of messengers used by Chinese learners. Chinese Korean learners showed a high percentage of polite expressions through the use of honorific endings in instant messengers. In particular, the usage patterns of ‘Biumnida(ㅂ니다)’, ‘Biumnigga(ㅂ니까)’ accounted for 55.2% of the total ‘honorable endings’. I was found that Chinese learners use respectful endings of honorific words the most when expressing politeness. In particular, ‘Hapshoche(합쇼체)’, which is the highest grade, was often used. Instant messages sent by 10 Chinese graduate students to professors and seniors from September 2019 to March 2021 were analyzed. In order to understand the difference in politeness in expression of politeness between Chinese and Koreans, a 5-point scale perception survey was conducted on instant messages sent by Chinese learners to 30 Chinese and Koreans each. The average politeness scores of the two groups were compared and analyzed, and the survey results were examined focusing on low scores, high scores, and large differences in scores among them. Looking at the overall score, Koreans showed a wider range of recognition scores for politeness than Chinese. It was found that the Chinese gave a generous score to politeness compared to the Koreans. This means that even if Chinese people recognize and use certain expressions as polite expressions, Koreans can underestimate politeness. If you look at the expressions that Koreans consider to be low in politeness, most of the cases in which Chinese learners speak only their own business and take other people’s circumstances into account cannot be revealed in the message. These expressions may make the other person feel rude. In general, some think that native speakers lack politeness due to grammatical errors, but more importantly, it is due to the emotional attitude that Chinese learners contain in their messages. Through this, it can be interpreted that the criteria for judging Chinese and Korean politeness are different. In the case of most Chinese learners, they express their politeness centering on grammar. From the collected instant messages sent by Chinese learners, it can be seen that most Chinese learners mainly use ‘Hapshoche (합쇼체)’ when talking with professors. On the other hand, native Korean speakers do not simply consider grammatical factors regarding politeness through the results of recognition of the politeness level of native Korean speakers. There is a tendency to think that pragmatic elements such as feelings and emotions implied in the expression are more important than grammatical content. For this reason, there is a difference in the perception of politeness between advanced Chinese learners and native Korean speakers. (Ewha Womans University)

다문화 배경 학습자의 글쓰기에 나타난 사회 문화적 화용 표현 양상 연구

정소연(Chung, SoYeon),권순희(Kwon, SoonHee) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.1

본고는 문화적 화용 표현 교육 및 문화 인식 교육이 필요함을 제안하려는 문제의식에서 출발해 다문화 배경 학습자의 글쓰기를 대상으로 문화 인식과 언어 표현 간의 관련성을 탐색한 것이다. 이를 위해 Ⅱ장에서는 이론적 배경으로서 문화와 언어 간의 상관관계와 관련 예들을 고찰하고, 문화 인식 교육을 위한 교수학습 모형을 살펴보았다. Ⅲ장에서는 중등학생을 대상으로 진행한 글쓰기 과정을 개관하였다. Ⅳ장 에서는 다문화 배경 학습자 60여 명의 글에 나타난 특성을 문화 경험, 문화 인식, 언어 인식, 언어 학습으로 유형화하였다. 그리고 그 하위의 모문화 기반의 친숙지 위주의 표현, 문화의 차이에 따른 발상의 차이, 가치관의 차이가 글에 나타난 경우, 다문화인으로서의 정체성이 표현되거나 그렇지 않은 경우, 언어 표현의 문법적 오류 등의 6가지 현상에 대하여 구체적인 사례를 들어 살펴보았다. 본고는 다문화 배경 학습자의 실제 경험에 나타난 언어활동에 기반해 문화 인식의 상관성을 추출함으로써 다문화 배경 학습자의 글쓰기 지도 시 문화 인식 능력 신장을 위한 고려 요소들이 무엇인지 밝히고, 그 교육 방향은 단순한 언어 지식이 아니라 문화 인식을 고려한 실천적 지식 교육으로 나아가야 한다는 것을 보였다는 점에서 의의가 있다. This paper explores the relationship between cultural awareness and linguistic expression by studying the writing of learners from multicultural backgrounds, motivated by a critical observation that proposes the need for pragmatic expressions of culture and cultural awareness training. To achieve this, Chapter II investigates as a theoretical background the interrelation of language and culture, provides some related examples of these links, and explores teaching-learning models for cultural awareness education. Chapter III provides an overview of the writing process of middle and high school students. Chapter IV comprehensively analyzes the results, and classifies the characteristics of about 60 multicultural backgrounds students’ text as cultural experiences, cultural awareness, linguistic awareness, and linguistic learning. In addition, the following phenomena are examined as specific examples: (1) expressions of familiar knowledge based on the mother-culture; (2) different ways of thinking arising from cultural differences; (3) different worldviews expressed in writing; (4) revealing or hiding of the multicultural identity; (5) circumstances in which this identity is not revealed; and (6) grammatical errors in linguistic expressions. This study is meaningful, as it has identified a correlation between cultural awareness and linguistic activities based on analysis of the actual experiences of learners with multicultural backgrounds. Further, this study has shed light on considerations for improving cultural awareness when teaching learners with multicultural backgrounds, and has demonstrated that this educational direction is geared not only toward linguistic knowledge, but also toward practical education with consideration for cultural awareness.