新HSK 4, 5급 어휘의 등가어, 비등가어 분석 -수용적 지식을 중심으로-

진현 영남중국어문학회 2022 중국어문학 Vol.- No.91

The purpose of this paper is to verify whether the HSK level 4 or 5 vocabulary achieves internal homogeneity in the case of Koreans. We classified HSK level 4 and 5 vocabulary as equivalence words and non-equivalence words. We hypothesized that the mean score of equivalents would be lower than that of non-equivalence words. As a result, the average score difference between the equivalence words and non-equivalence words of the Level 4 verb was 38.40 points, the score difference between the adjective equivalent words and the non-equivalence word was 35.3 points, and the score difference between the adverb equivalence words and the non-equivalence word was 33.70 points. The difference between the average score for grade 4 equivalent and non-equivalent words was 35.8 points, which was very large. The average score for level 4 verbs is 79.5 points, the average score for adjectives is 80.8 points, and the average score for adverbs is 73.5 points. The average score difference between equivalence words and non- equivalence of level 5 verbs was 31.7 points, the difference between equivalence words and non-equivalence words was 29.2 points, and the difference between adverb equivalence words and non-equivalence words was 26.3 points. The difference between the average score of level 5 equivalence words and non-equivalent words was 29.1 points. The average score of level 5 verbs is 82.7 points, the average score of adjectives is 82.1 points, and the average score of adverbs is 83.2 points. Looking at the results of the above research analysis, it can be confirmed that the current HSK level 4 vocabulary is not homogeneous in difficulty between the vocabulary words for Koreans. It can be seen that the level 5 vocabulary of the new HSK is not uniform in difficulty between the same words.

중국어 2급 교재 어휘 분석 ― 『国际汉语教学通用大纲』과 비교하여

진현 중국어문학연구회 2019 중국어문학논집 Vol.0 No.116

In this paper, we examined the frequency of vocabulary and frequency of vocabulary repetition in the four classes of Second grade textbooks. Class Second grade textbooks are students whose target audience is Second grade. The vocabulary of the textbook should also be Second grade. However, as a result of the analysis, the vocabulary other than Second grade in all four textbooks appeared too much. 78% for A textbooks, 65% for B textbooks, 68% for C textbooks, and 78% for D textbooks. There were also many vocabularies not included in the grade. 49% for A textbooks, 52% for B textbooks, 46% for C textbooks and 49% for D textbooks. Compared with 300 Second grade vocabulary presented in "International Curriculim for Chinese language Education" (2014), the number of Second grade proper vocabulary of four kinds of textbook was considerably high. 75% for A textbooks, 54% for B textbooks, 77% for C textbooks and 81% for D textbooks. I examined the number of vocabulary repetition of four kinds of textbooks. Carpay (1975) was applied to investigate the proportion of vocabulary that appeared more than four times. The grades 1-6 were 27% for the average A textbook, 22% for the B textbook, 28% for the C textbook, and 30% for the D textbook. At least 22% and 30%, respectively. It is not easy to use only 1 and Second grade vocabulary when organizing Second grade textbooks. You may also use several classes of vocabulary depending on the purpose of the textbook. However, it is necessary for the educational effect to use some degree of vocabulary that is appropriate for the target object of the textbook.

중국어 문장부호 교육방안 연구

진현 한국중문학회 2017 中國文學硏究 Vol.0 No.69

The order of this paper is as follows. First, we decided on the principle of selection of punctuation marks and the principle of arrangement of education order. Second, according to this principle, the contents of education were selected and the order of education was decided. The principle of selecting punctuation marks is as follows. First, only the sentence code standards proposed by the Korean and Chinese governments were analyzed. Second, only the necessary contents are selected in undergraduate classes. Third, we selected only the most common usage among the contents to be taught, and selected only the least possible. The frequency of punctuation marks was investigated according to the above principle. As a result, nine sentence codes were confirmed as educational contents. Of the various uses, only general and non-substitutable ones were selected. The principle of punctuation order is as follows. First, punctuation marks and commas are shown before other punctuation marks. Second, we first teach Chinese punctuation with the same usage as Korean punctuation. Third, we first teach the punctuation mark with the mark. Fourth, The punctuation marks where both the second principle and the third principle exist are first taught. If there is only one of the second principle and the third principle, it is positioned in the second place. If both the second and third principles do not exist, they are placed at the end. According to this principle, the educational order is classified as follows. Beginner: Periods All usage, comma all usage, question mark 1 type. Intermediate: exclamation points, a slight-pause mark, colon, titl, question mark 2, and quotation marks 1 and 4. Advanced: quotation marks 2⋅3, semicolon.

쌍점(:)과 쌍반점(;)의 한중 대조분석

진현 한국외국어대학교 통번역연구소 2013 통번역학연구 Vol.17 No.4

In language studies, punctuation research is very important. South Korea and China have a few research papers in punctuation. Few researchers are concernig to the punctuation. Therefore, there is very little contrast in punctuation between Chinese and Korean. The purpose of this paper is to conduct a contrastive analysis and present translation strategy in the use of colon and semicolon in Korean and Chinese. Chinese and Korean colon have three aspects in common and three different points. There is no semicolon in Korean. Chinese semicolon has three functions.

論“不A不B”格式的偏義型語用意義

진현,진진우 중국어문학연구회 2006 중국어문학논집 Vol.0 No.37

〈 한 글 제 요 〉 본 논문은 '不長不短', '不進不退', '不男不女'등 '不A不B'형식을 분석하였다. 특히 '不A不B'가운데 포폄의 의미에 집중하여 포폄 의미가 발생하게 되는 메카니즘을 연구하였다. 첫째 장에서는 기존 연구에 대해 고찰하였고 둘째 장에서는 '不A不B'가운데 A와 B의 성질에 대해 구분한 뒤 '不A不B' 형식을 中量, 中動, 中質 세 가지로 나누었다. 그런 다음 이 세 가지 형식의 기본적인 의미를 고찰하였다. 셋째 장에서는 이 세 가지 형식의 偏義型 포폄 의미의 발생 메카니즘을 탐구하였다. 넷째 장에서는 半偏義型 포폄 의미의 발생 메카니즘을 탐구하였다. 다섯 째 장에서는 '不A不B' 형식이 수식어가 될 때의 포폄 의미를 탐구하였다. 여섯 째 장에서는 '不A不B'의 中量, 中動, 中質 이 세 형식의 비대칭에 대해 연구하였다.

삼성의 창의적 인재육성 사례

진현 한국인적자원개발학회 2011 한국인적자원개발학회 학술연구발표회 발표논문집 Vol.2011 No.6

한국인 중국어 학습자를 위한 문법 항목 연구 방법론 탐색 -‘把’구문 문법 항목 순서를 중심으로-

진현 한민족문화학회 2023 한민족문화연구 Vol.84 No.-

본 논문의 목적은 한국인을 대상으로, 생산적 지식 관점에서 기존 중국어 문법 항목의 교육 순서 문제점을 지적하고, 문법 항목 순서 배열을 위한 방법론 제시하는 데 있다. 제2언어 학습에서 어휘 지식은 ‘듣거나 읽을 때 필요한 지식’과 ‘말하거나 쓸 때 필요한 지식’으로 구분된다. 이러한 구분은 제2언어 문법 학습에도 적용될 수 있다. 연구 결과를 통해 알 수 있는 것은 다음과 같다. 1. 國際漢語教學通用課程大綱 (2014)에서 사용된 ‘把’자문의 문법 의미 항목 구분은 한국인에게 적절하지 않다. 2. 문법 의미 항목 등급 구분도 한국인에게 적합하지 않다. 전문 통역사들을 대상으로 조사한 결과 ‘把’구문 문법 의미 항목 중 6급 전체와 5급 ‘주어+把+목적어+给+동사절’ 항목은 생산적 지식 교육에 부적합하다는 결과가 나왔다. 한국인 대학생들의 설문 결과를 분석한 결과에서도 ‘把’구문 문법 의미 항목 6급 전체와 5급 ‘주어+把+목적어+给+동사절’ 항목은 생산적 지식 교육에 부적합해서 삭제해야 한다는 결과가 나왔다. 또 國際漢語教學通用課程大綱 (2014)에 제시된 3, 4급 모든 항목과 5급 ‘주어+把+목적어+동사+着’ 항목은 모두 너무 어렵게 나타났다. 기존 교과서를 분석해보니 ‘把’구문 교육이 제대로 이루어지지 않았음을 알 수 있었다. 문항반응이론을 사용하여 조사한 결과 3, 4급 모든 항목과 5급 ‘주어+把+목적어+동사+着’ 항목의 난이도에 차이가 거의 없었다. 항목 재분석과 재배열이 필요하다. 결론적으로, 한국인을 대상으로 생산적 지식 관점에서 볼 때, 國際漢語教學通用課程大綱 (2014) 6급 항목 전체와 5급 ‘주어+把+목적어+给+동사절’ 항목은 교육에서 배제되어야 한다. 3, 4급 항목 전체와 5급 ‘주어+把+목적어+동사+着’는 생산적 지식 어휘 관점에서 볼 때 재분석과 재배열이 필요했다. The study conducted on Koreans yields two main conclusions.: 1. the arrangement of the “把” construction grammar items in the “International Curriculum for Chinese Language Education” (2014) was found to be inappropriate. 2. the classification of grammar meaning items was not practical. In this paper, survey questions were developed based on the grammar meaning items of the “把” construction as outlined in the “International Curriculum for Chinese Language Education” (2014), with a focus on productive knowledge. Surveys were conducted among Korean university students and professional interpreters regarding the grammar meaning items of the “把” construction. The results revealed that all three Level 6 items and the Level 5 “subject + 把+ object + 给+ verb phrase” item were deemed unsuitable for productive knowledge education. Furthermore, according to the results of the investigation on item difficulty based on item response theory, the same Level 6 items and the Level 5 “subject + 把+ object + 给+ verb phrase” item were found to be extremely challenging. It is considered appropriate to remove these items from the educational targets.

중국어 학습 시간과 수용적 어휘량(읽기) 연구

진현 영남대학교 중국연구센터 2023 중국과 중국학 Vol.- No.50

본 논문의 목적은 한국인 대학생의 중국어 학습 시간에 따른 중국어 학습 어휘량(읽기)을 파악하는 데 있다. 이미 중국어 어휘, 문법 관련 ‘大綱’들이 있다. 이들 요강에 급수별 학습 시간과 어휘량이 제시되어 있다. 하지만 제시된 어휘량은 급수별 요구치일 뿐이다. 학습 시간 또한 검증을 거치지 않은 수치다. 게다가 한국인 대상으로 실제 조사를 거치지도 않았다. 본 논문은 HSK 5급 누적 어휘 2500개 중에서 총 47개 어휘를 추출하였다. 수용적 지식을 테스트하기 위해 Vocabulary Lebel Test를 사용하였다. 통계는 대응 표본 t-검정을 사용하였다. 연구 결과 180시간 학습한 대학생의 수용적 지식 어휘량은 1864개다. 1864개는 어휘의 수용적 지식이라는 측면에서만 관찰한 결과 임을 알아야 한다. 향후 생산적 지식 어휘량을 조사하면 어휘량은 상당히 줄어들 것이다. 대응 표본 t-검정 결과 통계적으로 유의미한 차이가 나타나지 않았다. 본 연구는 한국인 대학생을 대상으로 수용적 어휘량만을 살펴보았다. 향후 생산적 지식 어휘량 연구를 진행하면 좀 더 전반적인 어휘의 지식을 살펴볼 수 있을 것이다. .

Effects of process variables for NO conversion by double-layered photocatalytic mortar with TiO2 nanoparticles

진현,이태민,최하진,김교선 한국공업화학회 2023 Journal of Industrial and Engineering Chemistry Vol.117 No.-

In this study, we prepared the double-layered photocatalytic mortar, where the top-layer has the minimumthickness of 2 mm. We investigated systematically the effects of various process variables (initialNOX concentration, TiO2 addition amount, UV-A radiation, gas flow rate and relative humidity) on photocatalyticconversion of NOX and also the transient NOX conversions for changing ambient conditionsof process variables with time. The higher the nano-TiO2 concentration in the mortar or UV-A radiationintensity is, or the lower the NOX gas flow rate or relative humidity is, the higher the NOX conversion efficiencyis. As the initial concentration of NOX increases, NOX conversion efficiency decreases, but theamount of NOX conversion increases. It is confirmed that the prepared photocatalytic mortar could convertNOX in the air efficiently for various conditions of process variables. NOX conversion efficiencies intransient environmental conditions were equivalent to those in fixed conditions for the same processvariables. This study provides strong basic data to apply the photocatalytic mortar to convert NOX efficientlyusing solar energy without the use of extra energy and can be easily extended to future applicationsto infrastructures such as buildings, tunnels, or roads.

Development of Combined Steam- and Dry- Reforming of Methane (CSDRM) Catalysts for Utilizing CO2

진현,박해구,전기원 한국공업화학회 2023 한국공업화학회 연구논문 초록집 Vol.2023 No.0