일반 논문 : 한국어교육에서 비교문학을 활용한 현대시 교육 연구

오지혜 ( Ji Hye Oh ),윤여탁 ( Yeo Tak Yoon ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.131

This study proposes the contents of Korean poetry teaching and an teaching method in the comparative literature approach in order to improve learners` Korean language competence in Korean language education. In the area of foreign language education, literature education has been discussed dividedly in the aspects of language education, culture education, and literature education, and recently it is dealt with in interdisciplinary approaches. In literature education, learning literary works in connection to their socio-cultural contexts such as history, politics and psychology, and through this, learners can understand not only literary works themselves but also the target culture and the world. And it is based on the view that literature is life or culture as well as an art. Contemporary comparative literature emphasizes common and different points between two or more countries` literature, literature within the home country, and literature and its adjacent art areas. Comparative literature as a methodology of literary research can be take into account as one of teaching methods in Korean language education. In Korean poetry education through the comparative literature approach, learners understand literary works as Korean culture in a general or special context in the world. And also they learn universal sentiment throughout the world and the peculiarity of their own and Korean culture through comparison with their home country`s literary works and their socio-cultural contexts. That is, the learners feel the joy of literature through the universality of world literature, expand their perception of other cultures and world culture through the peculiarity of Korean literature, and furthermore, establish cultural identity.

재외동포아동 학습자 대상 교재의 내러티브 텍스트 비교 연구

오지혜(Oh Ji-hye) 어문연구학회 2018 어문연구 Vol.96 No.-

이 연구는 재외동포 대상 한국어교육을 ‘모국어 교과’, ‘분단 상황에서의 중간자적 언어 교과’, ‘재외동포 현지 교과’ 차원에서 접근하여 교재에 실린 텍스트를 비교, 분석하고 그 특성을 밝히는 데 목적을 두고 있다. 이러한 관점에서 이 연구에서는 재외동포아동용 한국어교재 중 영어권 한국어교재「맞춤한국어」와 재중동포 교과서「조선어문」, 성인 학습자 대상 한국어교재 「말이 트이는 한국어 IV」를 연구 대상으로 삼았다. 그리고 재외동포 아동에게 적합하고 서사성이 뚜렷한 내러티브 텍스트인 설화 <금도끼와 은도끼>를 분석 대상으로 선정하였다. 이를 바탕으로 이야기문법과 텍스트 수정의 관점에서 텍스트의 구조와 형식적, 내용적 특성을 살펴보았는데 먼저 이들 텍스트는 크게 두 가지 이야기문법 유형, 즉 사건-반응 중심과 반응 중심의 의미 구조로 나타났다. 또한 문장, 어휘 및 표현, 표기 차원에서는 텍스트의 양상이 다르게 나타났다. 각 교재 내 텍스트는 구체적으로 다 음의 측면에서 분석하였다. 첫째 텍스트 내 문장은 문장의 수, 길이, 문장구조 측면에서 살펴보았다. 둘째 어휘 및 표현은 이야기 내용에 대한 ‘핵심어 , ‘지시적 표현’, ‘감각적, 감정적, 정서적 어휘 및 표현’, ‘수식어’로 구분하였다. 셋째, 표기 방식의 경우, 어휘 표기, 단락 구분, 문장부호의 사용을 중심으로 살펴보았다. 이를 통해 연령과 계승어 사용, 교육 목적 등 학습자 변인에 따라 동일한 텍스트가 교재별로 어떻게 수정, 개작되는지 양상을 규명하였다. This study aims at figuring out features of texts in Korean textbooks for overseas Korean children learners, comparing and analyzing it from an approach such as ‘the native language subject,’ ‘the mediator language subject in the divisional situation’ and ’the local language subject. In this sense, ‘Machum Hangugeo (Customized Korean) 2 and ‘Korean for overseas Korean 2-2 for English-speaking Korean children, ‘Cho-seon language and literature for Chinese-Korean elementary students in Yanbian, China, ‘Pathfinder in Korean IV for adult learners with general purpose. It is used ‘The Golden Ax and the Silver Ax , narrative text as folktale with obvious narrativity which is appropriate for overseas Korean children as subject for this study. This study examined text structure, formal and content features from the point of view like story grammar, text modification. Above all, these texts appeared two types of story grammar, that is, event-reaction oriented and reaction oriented semantic structure. Also four texts look very different in terms of sentence, vocabulary, expression, transcription. It is analyzed as follows. First, it is looked into sentence in texts from all sentence number, sentence length, sentence structure. Next, it is divided vocabulary and expression into key content word, deitic expression, sensual, emotional expression, modified. Third, it is included vocabulary orthography, paragraph separation, punctuation marks in transcriptional way In consequence, it is revealed that four narrative texts by textbook are adapted differently according to learner factors such as age, heritage language use, learning purpose.

한국어 학습자의 리터러시(Literacy) 교육을 위한 문학 제재 연구 -현대 시 작품을 중심으로-

오지혜 ( Ji Hye Oh ) 시학과 언어학회 2010 시학과 언어학 Vol.18 No.-

This article argues literature-based teaching in terms of introduction of "literacy" to Korean education and the selection criteria for it. And I discuss this from educational concerns as follows: (1) the status and role of the literary as teaching materials (2) the appropriacy of language, culture as teaching contents in the terminology used (3) four skills-integrated education as teaching methods In this article, context-based, reading-writing integrated literacy teaching from skills-integrated not skills-separated approach is addressed as a educational alternative. Also CBI(content-based instruction) is used as a framework for a selection criteria of the literary. First of all, the term literacy conveys a broader and more unified scope than the terms reading and writing, highlighting the reciprocal relationships among readers, writers, text, culture, and language learning. And it is made sense from Bakhtin`s(1981) dialogic approach, which is set up a goal as both language and knowledge of contents, with the selection criteria of the literary as content-based instruction, that is, forms and contents of language. The former is focused on language of literature which is characterized with metaphor, symbol, irony, etc, while the latter is focused on cultural information, practice, emotion through topic, theme in politics, history, philosophy, art, etc. Hence Korean learners understand socio-cultural context of Korea and raise conception, consciousness about forms of Korean language at the same time.

부모와의 애착이 대학생의 심리적 안녕감에 미치는 영향에서 대인관계유능성의 매개효과

오지혜(Ji-Hye Oh),윤혜미(Hyemee Yoon) 한국콘텐츠학회 2017 한국콘텐츠학회논문지 Vol.17 No.2

본 연구는 대학생이 지각하는 부모와의 애착이 대인관계유능성과 심리적 안녕감에 미치는 영향을 알아보고, 대인관계유능성이 매개 역할을 하는지에 주목하였다. 충북, 충남, 대전 소재 대학 재학생 625명을 대상으로 설문조사하였다. 수집된 자료는 SPSS 18.0 프로그램을 이용하여 기술통계, Cronbachs ɑ, t-test, F-test, Duncan 사후검증, Pearson 적률상관계수, 위계적 다중회귀 분석을 실시하였다. 선행연구 분석 결과를 참조, 부모애착과 대인관계 유능성의 심리적 안녕감의 영향을 성별 분석하였다. 연구 결과, 남녀 모두 부모애착과 대인관계 유능성이 심리적 안녕감에 유의한 영향을 미쳤고, 대인관계유능성의 영향력이 부모애착보다 상대적으로 더 컸다. 특히 연구변인 간의 영향관계에서 성별차이를 보여주었는데, 남자대학생의 경우, 대인관계 유능성은 부애착과 심리적 안녕감의 영향관계에서 부분매개역할을, 모애착과의 영향관계에서는 완전매개역할을 하는 것으로 나타났다. 한편 여자대학생의 대인관계유능성은 모애착과 심리적 안녕감을 부분매개하고, 부애착과 심리적 안녕감 간의 관계를 완전매개하는 것으로 나타났다. 연구결과에 기초하여 동성부모와의 애착 증진과, 대학당국의 대학생을 대상으로 한 대인관계 유능성 진작 노력의 필요성을 제안하였다. This study investigated the effect of parental attachment on interpersonal competence and psychological well-being of college students. 625 college students completed self-administered questionnaires. Reliability test, ANOVA, Duncan ex-post analysis, and hierarchical regression analysis on data were used. Study results showed that parental attachement and interpersonal competence had significant effects on college students psychological well-being. Results also depicted gender differences in the relationship of study variables; students’ interpersonal competence demonstrated partial mediation effect in the relation of attachment with the same-sex parent and psychological well-being, while complete mediation effect in that of attachment with the opposite-sex parent and psychological well-being, These findings suggest that gender-conscious university policies to promote interpersonal competence among students are greatly needed to ensure psychological well-being of the student population.

한국 미혼 남녀의 결혼 시기와 결혼 가능성에 관한 연구

오지혜(Ji Hye Oh),임정재(Jeong Jae Lim) 한국사회학회 2016 韓國社會學 Vol.50 No.5

본 연구는 미혼 남녀의 결혼 시기와 결혼 가능성이 인적자본에 따라 다른지 살펴보기 위해, 노동패널 17개년도 자료를 이용하여 카플런-마이어 생존분석과 이산시간 생존분석을 실시하였다. 결과에 따르면 남성은 자신의 인적자본이 많아질수록 결혼 가능성이 증가해 기존의 인적자본 논의를 지지하고 있었다. 반면 여성은 취업 여부와 상관없이 고졸 여성의 생존자 함수가 가장 낮고 전문대졸 여성은 가장 높은 것으로 나타나 경제력 및 학력과 같은 인적자본으로부터 결정적 영향을 받고 있지 않았다. 특히 전문대졸 여성은 30세를 전후로 생존자 함수가 완만히 감소하는 것으로 나타나, 기존의 연령규범에 대한 새로운 해석이 필요해 보였다. 사회적으로 일정 연령이 되면 결혼해야 한다는 ‘연령규범’이 여성 전반이 아니라 유독 전문대졸 여성에게 강한 것이다. 이는 인적자본이 낮은 여성에게 배우자로서 요구하는 남성의 또 다른 배우자 기준이 반영된 것으로, 전문대졸 여성은 이른 시기에 결혼하여야 결혼의 가능성을 높일 수 있다. 이러한 점들을 미루어볼 때, 앞으로의 결혼 연구는 미혼 남녀 안에서도 집단을 구분한 세부적 연구가 필요하며, 나아가 파트너에 대한 선호 기준과 가치관이 반영되어야 할 것이다. This study aims to examine patterns of timing and possibility of marriage using the “human capital theory.” A 17-year (1998-2014) panel data from KLIPS was analyzed for this study under Kaplan-Meier survival analysis and discrete-time survival analysis. Results show human capital theory being supported as there exists a positive correlation between man’s marrying tendencies and his human capital. That is, the possibility of a man marrying increases as his human capital increases. However, a different pattern was noted on women which could not be explained by the theory. First, the possibility and timing of marriage for them are not influenced by whether she and her partner have jobs. Unlike men, women’ marriage are not affected by a specific economic resource. In addition, while survivor function of women high school graduates is low, and those who finished junior college have high, the latter group experiences its survival function to gradually decrease by the age of 30, making the demand to get married earlier true for female college degree holders. This reinforces a norm in the Korean society. On the other hand, men’s preference for women who have low human capital as partner is also reflected. With this result of study, further studies in marriage would need to divide groups among unmarried men and women to reveal the specific patterns of marriage. Researchers would also need to consider each sex’s preferred standards and values for a partner.

과열증기 처리조건에 따른 닭 가슴살의 물리,화학적 및 관능 특성

오지혜 ( Ji Hye Oh ),윤선 ( Sun Yoon ),최윤 ( Yoon Choi ) 한국식품조리과학회(구 한국조리과학회) 2014 한국식품조리과학회지 Vol.30 No.3

This study attempted to investigate the optimum cooking conditions of chicken breast fillets employing the superheated steam (SHS). The effects of SHS cooking conditions on the physico-chemical and sensory properties of chicken breast fillets were studied. Chicken breast fillets for SHS cooking were treated in six different combinations of steam temperature (330°C or 350°C) and cooking time (6, 8 and 10 min). As a result, when the chicken breast fillets were cooked for 8min at 330°C and 6 min at 350°C steam, the internal temperature of the chicken breast fillets reached 75~76°C. At that cooking condition, the chicken breast fillets demonstrated lower cooking loss, higher moisture content, lower hardness and fracturability, and higher springiness; further, they had more acceptable sensory properties compared to the other SHS conditions and conventional electric oven cooking (control). These results suggest that the application of SHS technology to chicken breast fillet products can reduce the cooking time and cooking loss; moreover, it can produce highly preferred chicken products compared to conventional electric oven cooking.

이야기 문법을 활용한 한국어 고급 학습자의 이야기 쓰기 교육 연구

오지혜 ( Ji Hye Oh ) 한국작문학회 2008 작문연구 Vol.0 No.7

본고는 학문 목적의 한국어 고급 학습자의 담화 구성 능력 향상 방안에 대한 문제의식으로부터 출발하여, 구성주의적 관점에서의 이야기 문법을 활용한 이야기 쓰기 교육 방안을 제안하고 있다. 이를 위한 전제로서, 한국어 능력의 고급 단계로 갈수록 점점 더 요구되는 쓰기 능력 중 ``담화능력``. 특히 ``담화 구성 능력``에 대한 개념을 재고(再考)하고, 이를 구성하는 하위 지식 요소 중 ``장르`` 지식 및 ``담화 문법`` 지식을 그 핵심 요소로 간주한다. 그리고 이에 대한 교육적 실천으로서, 본고에서는 서사하기(narrative) 장르 중 하나의 담화로서 ``이야기``에 초점을 두고, 이야기 담화문법으로서 ``이야기 문법``을 활용한 쓰기 교육을 제안하는 바이다. 이야기 문법을 활용한 이야기 쓰기 교육은 모 대학교의 중국인 학부학생 중 한국어 학습기간이 2년 이상인 학습자 17명, 1년 이하의 학습자 17명, 총 34명을 대상으로 1시간 동안 이루어졌다. 이때 쓰기 활동은 2가지 화제, ``내 생애 가장 잊고 싶지 않은 일과 잊고 싶은 일``, ``내가 좋아하는 영화 또는 소설 줄거리`` 중 하나를 선택하여 학습자 스스로 이야기 담화를 재구성하도록 유도되었다. 이후 학생들이 구성해 낸 이야기담화를 ``응결성``에 초점을 두고, 이야기 문법 구조를 담화 분석의 틀로하여 다음의 네 가지 측면, ① 이야기 내의 일화 및 사건 수, ② 이야기 문법 구조의 체계성, ③ 각각의 일화 내의 구조, ④ 일화 또는 사건들 간의 연결관계에서 살펴보았다. 그리고 분석 결과, 한국어 학습기간이 2년 이상인 학습자와 1년 이하의 학습자 간에 담화 구성 형태 및 특성에 있어서 확연한 차이를 보이고 있었으며, 이를 바탕으로 이야기 쓰기 교육의 원리를 선택성, 조직성, 추론 및 정교화, 이상의 세 가지 측면에서 제시하였다. This study starts with question in improving discourse constructing competence in advanced-level students who learn the Korean language for academic purposes, and proposes story-writing teaching methods using story grammar from a constructivist viewpoint. For this purpose, I reconsidered the concept of ``discourse competence`` and more specifically of ``discourse-constructing competence`` among writing skills required highly of advanced-level Korean language learners. And also ``genre`` knowledge and ``grammar of speech`` knowledge are assumed as the sub factors of discourse-constructing competence. In addition, focused on ``story`` as a discourse among narrative genres, I suggested writing teaching using ``story grammar`` as a grammar of speech. Story-writing teaching using story grammar was executed for an hour to 34 undergraduate Chinese students at a university, of whom 17 had learned the Korean language for over two years and 17 less than a year. In the writing activity, the participants were instructed to choose one between two topics ``What I want to remember most and what I want to forget most in my life`` and ``The story of my favorite movie or novel,`` and to reconstruct the discourse of the story by themselves. Then, focused on ``coherence`` and using story grammar structure as the frame of discourse analysis, I analyzed the story discourses constructed by the students in four aspects as follows:① the number of episodes and events in the story; ② the systemicity of story grammar structure; ③ the constituent structure of each episode; and ④ sequencing relationships among the episodes or events. According to the results of the analysis, significant differences were observed in the kinds and features of discourse between learners who had learned the Korean language for over two years and those less than a year. Based on the result, I suggested the principles of story writing teaching in three aspects:selectivity; organization; inference and elaboration.

대학의 학문 목적 한국어 학습자 대상 문학 수업을 위한 교재 개발 연구 - 문학사 구분과 작품 선정 방향을 중심으로 -

오지혜 ( Oh Ji-hye ),김혜영 ( Kim Hye-young ),신윤경 ( Shin Yoon-kyeong ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.154

The aim of this study is that we propose the necessity of the text development for the foreign students in universities and graduate schools and present the specific plans for developing literature texts. According to educational statistics by 2015, the number of foreign students exceeds 91,332 and among them, the students who attend in universities and graduate schools are 55,739. They are studying Korean literature for an academic purpose, therefore, they need the literature texts which let them be able to appreciate Korean literature itself, not which are for communication methods. Studying these texts provide an easy access to Korean and Korean culture. However, we do not have the enough published texts which are appropriate for this purpose. Thus, the instructors excerpt some parts from the published texts and edit them in education fields. Therefore, the following two points will be considered carefully in this study. The first is the literary periodization of Korean literature and the second is the plan for the text selection according to the decided periodization. The teaching about periodization will help students understand and evaluate literary works in overall literary phenomena. Moreover, this will lead instructors and students to select the important literature in the literary field and let them focus on literature itself. The aforementioned considerations will provide a background for developing the literature texts which are appropriate for appreciating literature itself, and which are going beyond the texts of communication methods.

한국어 학습자를 위한 문채 중심의 자기 표현적 글쓰기 교육 연구

오지혜(Ji-Hye Oh) 한국중원언어학회 2012 언어학연구 Vol.0 No.25

Generally speaking, Writing’ is understood as the concept including communication tools or behaviors to mental and cognitive process and activities. From this perspective, writing in Korean education includes mechanical, descriptive, logical, and creative aspects. Among them, creative writing requires richer, persuasive and characteristic language command, construction and organization abilities to learners. It aims at the language product of learnerdriven, active activities and refined, attractive and autonomous texts. In this study, appreciation journal as a selfexpressive text was utilized to propose figure based stylistics approach as a part of creative writing education. In details they were shown in different aspects according to writing styles of learners from the dimension of lexicology, morphology, syntax, and discourse. The language selection ability in the dimension of lexicology, morphology, and language combination ability in the dimension of syntax, discourse become more and more important in advanced learners. Figure-based style education will ultimately improve the expression abilities of learners.

문학문화적 접근을 통한 한국어문학교재 내용 체계 연구

오지혜(Oh Ji Hye) 우리말교육현장학회 2016 우리말교육현장연구 Vol.10 No.1

이 연구는 문학문화의 접근에서 한국어문학교육을 위한 교재의 내용 요소 및 체제를 모색하는 데 목적을 두고 있다 문학능력은‘ 문학적 문법’에 대한 이해를 바탕으로 하여 지식의 습득, 언어활동의 실천, 내면화, 관습화를 포괄한다. 이 관점에서 문학 능력은 리터러시(literacy)와 밀접하게 관련되며, 사회문화적 속성을 띤다. 문학문화적 접근에서 문화 교육의 내용 요소는 ①문학문화 공동체의 구성원으로서 작가와 독자, 그리고 작품의 맥락, 인접 분야, ②문학문화의 산물로서 문학, 문학텍스트, ③문학문화의 행위로서 수용, 생산, 유통, 그리고 이를 가능하게 하는 통로인 매체, ④문학문화적 사고로서 문학사, 타 문학과의 비교를 포함한다. 국어교육에서의 선행 연구를 검토하고 외국의 문학 교재 사례로서 HOLT 〈Elements of Literature〉를 분석한 결과, 교재를 구성하는 데 있어서 다음의 몇 가지 시사점을 도출할 수 있었다. ①문학문화의 요소, 특히‘ 맥락’의 범위를 확장시켜야 한다. ②문학적 발상을 중심으로 한‘ 표현’ 요소에 주목해야 한다. ③문학문화 행위로서 텍스트를 수용, 생산, 유통하는 활동에 있어서 매체를 활용하는 교육요소가 교재에 반영해야 한다. ④문학 제재, 문학 기술의 위계화 문제는 지속적으로 검토되어야 할 부분이다. This Study is aimed at finding content systm of textbook of Korean Literature education focused on literature-culture. Literary competence include acquisition of knowledge, language performance, internalization, establishment of convention based on understanding of 'literary grammar'. literary competence is closely connected with literacy, having a sociocultural characteristic. Component contents in Korean Literature education focused on culture of literature are as follows. ①writer, reader as member of cultural community of literature as well as context and field related with literary works, ②literature, literary works as products of cultural community of literature, ③acceptance, production, distribution, and media as behaviours of cultural community of literature, ④history of literature, comparison with other literature as ideas of cultural community of literature, As a result of examining previous studies in Korean Education as a first language and analyzing HOLT 〈Elements of Literature〉, implications are deducted as follows. ①It should particularly extend scope of 'context‘in cultural components of literature. ②It should pay attention to 'expression‘focused on literary thinking. ③ It should cover skills and activities using media for acceptance, production, distribution of texts as behaviours of cultural community of literature, ④ It should consistently consider hierarchy of literary subject matter, literary skills in composition of the textbook.