통사적(統辭的) 중의성(重義性)에 대한 국어교육(國語敎育) 방안(方案) -7차(次) 교육과정(敎育課程)을 중심으로-

최홍열 ( Choi Hong-yeal ) 한국어문교육연구회 2005 어문연구(語文硏究) Vol.33 No.3

본 硏究는 國語生活 속에서 발견되는 重義的인 表現의 樣相을 整理하고, 그들이 가지고 있는 敎育的인 側面에서의 問題點들에 대한 理解를 도모하고자 하는 데에 그 目的이 있다.現行 敎育課程의 構成이 동의적인 표현의 領域別, 段階別 敎授 方法을 염두에 두고 있는 것으로 보이지는 않는다. 이에 본고에서는 重義的 표현 가운데 統辭的인 중의 표현을 중심으로 교육과정에 반영된 내용을 비교하여 보다 효율적인 교육과정의 구성을 모색하고, 9학년에 집중적으로 할당된 統辭的인 중의 표현에 대하여 우리는 敎授 效果의 增大를 위한 循環ㆍ反復의 敎授 方法을 취하고, 특정 학년의 특정 主題에 많이 비중이 담기는 경향을 피할 수 있는 방법을 현행 7차 교육과정을 바탕으로 하여 論議하였다. 國語敎育의 거의 모든 영역과 단계에 걸쳐 重義的인 표현과 관련된 敎授 內容이 반영되어야 한다고 본다. The study has two aims. One is to arrange the forms of ambiguity found in linguistic life and the other is to understand their problems in educational area. The composition of the current educational curriculum doesn't seem to consider teaching method about synonymous expressions' area and level. So in this study effective educational curriculum is considered by comparing contents of its official process centralized on syntactic ambiguity among ambiguous expressions. We take educational method of circulation and repetition to improve educational effect about syntactic ambiguity expressions alloted to grade 9 students. And we suggest the way to prevent focusing specific topics on a certain grade on the basic of current the 7th educational curriculum.

여성결혼이민자의 경어법 교육에 대한 일고찰

최홍열(Hong-Yeal Choi) 중앙대학교 문화콘텐츠기술연구원 2017 다문화콘텐츠연구 Vol.0 No.24

본 연구는 여성결혼이민자 법무부사회통합프로그램의 한국어 교재에서 경어법의 사회적 요소가 어떻게 다루어지고 있는지 살펴보고, 교재 분석결과를 토대로 사회언어학적 측면에서 올바른 교육을 위한 교재의 개선 방안을 제시하는 것을 목적으로 하였다. 본 논문의 연구 대상의 교재는 법무부출입국.외국인정책본부가 기획한 ‘이민자를 위한 한국어와 한국문화’ 5단계의 기초, 초급1, 초급2, 중급1, 중급2, 한국사회의 이해로 하였다. 먼저 이론적인 접근으로 한국어 경어법을 살펴보고, 이를 구체적으로 이민자를 위한 한국어와 한국문화 교재에 주체경어법, 객체경어법, 상대경어법, 특수 어휘 경어법에 문법 항목들은 어떻게 기술되어 있으며 호칭과 상대경어법은 어떻게 공기하고 있는지 분석하였다. 또한 교재에 제시된 대화문과 듣기의 내용에 대한 정보 제시의 문제점과 오류를 분석하였다. 마지막으로 지금까지 논의한 내용을 바탕으로 법무부사회통합프로그램의 한국어 교재의 경어법과 대화문의 개선 방안을 제시하고자 하였다. 개선 방안은 첫째 주체경어법은 초급1에서는 주체경어법 선어말어미 ‘-시-’에 대한 설명과 조사 ‘-께서’와의 공기관계를 동시에 교육해야 하며, 초급2에서는 ‘-시-’와 같이 사용되는 시제선어말어미 ‘-았-’이나 ‘-겠-’의 위치 등을 제시하여야 한다. 둘째 상대경어법은 초급1에서 상대경어법에 대한 설명과 일상 대화에서 많이 쓰이는 ‘해요체’에 대한 문법 항목을 제시하고, 초급2에서 ‘하십시오체’, ‘해라체’의 순서로 기술되어야 한다. 중급에서 ‘하게체’와 ‘하오체’에 대한 문법 항목에 대한 제시가 반드시 필요하다. 모든 교재의 대화문에서는 상대경어법의 6화계에 해당하는 대화문을 제시하여야 한다. 셋째 특수어휘 경어법의 어휘들은 문장의 쓰임에 따라 호응관계가 다양하기 때문에 문장을 많이 제시하여 설명해야 한다. 넷째 대화문과 듣기 내용은 교재가 여성결혼이민자를 위한 것이기 때문에 가정생활 속에서 일어나는 다양한 관계를 제시하여 상대경어법을 자연스럽게 습득하도록 해야 한다. The Ministry of Justice offers a Korea Immigration and Integration Program for female marriage immigrants to help them gain permanent residence. The intention of this study is to investigate how sociolinguistic factors of honorifics are dealt with in the Korean language textbook for the program. Based on the analytic review of the textbook, we also aim to suggest textbook revisions with the goal of appropriate sociolinguistic education. The material we reviewed is ‘Korean Language and Korean Culture’, designed by the Korea Immigration Service, that consists of five levels: Basic, Elementary 1, Elementary 2, Intermediate 1, Intermediate 2, and Understanding Korean Society. First, we reviewed Korean honorifics theoretically, and analyzed how the textbook of Korean Language and Korean Culture described the grammatical honorific items: the subject honorifics, object honorifics, relative honorifics, and lexical honorifics, as well as the co-occurrence of the address and its relative honorifics. We also examined problematic issues and errors regarding the contents of conversations and listening in dealing with honorific information. Based on our findings, we suggest revision of the honorifics and conversations in the textbook of Korean Language and Korean Culture for the Korean Immigration and Integration Program. Firstly, the subject honorific inflectional suffix ‘-si’ and the co-occurrence of the marker ‘-ggeseo’ should be explained and taught in Level 1, while the tense suffixal expressions such as ‘-ass’ or ‘-gess’ should be introduced with its use alongside ‘-si’ and their appropriate place in a sentence. Secondly, relative honorifics should be introduced in Level 1 with Haeyo style that are used often in daily conversational situations, then in an order of Hasipsio style and Haera style in Level 2. In the intermediate level, the introduction for the Hage style and Hao style is necessary. Every conversation in the textbook should present the six variants of the relative honorifics. Since the association of lexical honorifics varies depending on their usage in sentences, a number of example sentences should be presented. Fourthly, we suggest to provide various social relationships within the family in the context of conversation and listening, since female marriage immigrants are the subjects of this class. This will help them to acquire Korean honorific systems naturally.

훈몽자회 「질병」부 자훈의 고찰 -내과를 중심으로-

최홍열 ( Hong Yeal Choi ) 한말연구학회 2006 한말연구 Vol.- No.19

性狀冠形詞의 範疇 設定에 관한 一考察

崔洪烈(Choi Hong-yeal) 중앙어문학회 2014 語文論集 Vol.59 No.-

본 硏究는 性狀冠形詞의 範疇와 目錄을 設定하는 데 目的을 두고, 先行硏究에 나타나는 性狀冠形詞 목록 33字의 先行 成分을 3音節 漢字語를 중심으로 冠形詞와 接頭辭를 구분하는 기준을 제시하여 先行 成分의 意味 把握하여 性狀冠形詞의 範疇 및 目錄을 확정했다. 그 결과 3音節 漢字語 先行 成分 중에서 接頭辭로 분류할 수 있는 것은 ‘가(假), 대(大), 명(名), 부(副), 생(生), 신(新), 정(正), 준(準), 진(眞), 초(超)’, 接頭辭나 冠形詞도 아닌 語根은 ‘고(高), 공(公), 급(急), 단(短), 사(私), 소(小), 숙(熟), 악(惡), 완(緩), 저(低)’, 接頭辭이면서 語根인 것은 ‘호(好), 평(平)’, 接頭辭이면서 冠形詞인 것은 ‘순(純), 장(長)’, 語根이면서 冠形詞인 것은 ‘단(單), 만(滿)’이며, 마지막으로 冠形詞로만 쓰인 것은 ‘구(舊), 근(近), 동(同), 신(新), 약(約), 이(異), 주(主)’이다. 그러므로 先行硏究에서 선정했던 目錄 33字 중에서 性狀冠形詞로 볼 수 있는 것은 ‘구(舊), 근(近), 단(單), 동(同), 만(滿), 순(純), 신(新), 약(約), 이(異), 장(長), 주(主)’ 등이다. The purpose of this study is to set the category and list of shape determiner and present the criterion to distinguish between determiner and prefix, depending on three syllable Sino-Korean characters that show on the list of 33 shape determiners in its previous study. Through this study the meaning of the previous study elements are researched and the category and list for determiner are set. As a result, among the three syllables Sino-Korean characters the following letters are classified as a prefix; Ga(假), Dae(大), Myung(名), Bu(副), Saeng(生), Shin(新), Jeong(正), Jun(準), Jin(眞), Cho(超). And the radixes which is neither prefix nor determiner are followed; Go(高), Gong (公), Geub(急), Dan(短), Sa(私), So(小), Suk(熟), Ak(惡), Wan(緩), Jeo(低). The letters which are both prefix and radix are followed; Ho(好), Pyung(平). The letter of sun(純), Jang(長) is both prefix and determiner. The letter of Dan(單), Man(滿) are both radix and determiner. Finally only determiner is followed; Gu(舊), Geun(近), Dong(同), Sin(新), Yak(約), Yi(異), Ju(主). Therefor among 33 letters on the list of previous study the following letters can be classified as shape determiners; Gu(舊), Geun(近), Dan(單), Dong(同), Man(滿), Sun(純), Sin(新), Yak(約), Yi(異), Jang(長) and Ju(主).

女性結婚移民者를 위한 漢字 敎育에 대한 一考察

崔洪烈(Hong-yeal, Choi) 중앙대학교 문화콘텐츠기술연구원 2013 다문화콘텐츠연구 Vol.0 No.15

女性結婚移民者들이 늘어나면서 한국 사회는 여성결혼이민자의 韓國語 敎育에 막대한 예산을 지원하고 있다. 韓國語 교육에서 語彙 敎育은 매우 중요한데, 한국어 語彙의 70% 이상을 漢字語가 차지하고 있기 때문에 國語敎育뿐만 아니라 外國語로서의 韓國語 敎育에서도 漢字敎育은 반드시 필요하다. 따라서 여성결혼이민자에 대한 한국어 교육에서 學習者의 語彙力을 伸張시키고자 할 때 漢字敎育이 效果的인 方法이 될 수 있다는 것은 분명하다. 본고에서는 지금까지의 여성결혼이민자를 위한 한국어 교육에서의 한자 교육에 대한 基礎漢字 數, 敎育 時期에 대한 문제점을 기존 연구를 통해 살펴보고, 이를 바탕으로 여성결혼이민자들에게 가장 적합한 敎育用 基本漢字를 選定하였다. 選定基準은 첫째, 여성결혼 이민자 敎育用 敎材에 포함된 漢字語를 이루는 漢字, 둘째, 家庭에 필요한 實用的인 生活 基礎 漢字, 셋째, 造語力이 높은 漢字, 넷째, 어휘 목록에는 없지만 한국어 교육에서 가장 基礎的인 漢字에 해당하는 것으로 했다. 이상의 선정기준을 토대로 수업의 段階를 감안하여 325字를 選定하였다. 이를 學習者의 수준에 맞춰 初級 1 段階에 해당하는 25字, 初級 2 段階에 해당하는 50字, 中級 1 段階에 해당하는 100字, 中級 2 段階에 해당하는 150字를 선정하였다. With increasing the number of immigrant wives, Korean Society has supported massive amounts of budget to the wives. Vocabulary education is important for them in Korean education. As a word written Chinese character is 70 percent composed of Korean vocabulary. Hanja education is necessary for Korean education not only native Korean but also foreigners who learn Korean as a second language. So hanja education is an effective way for immigrant wives to improve their Korean. This study find out the problems about the number of basic Chinese characters which are used on Korean education for immigrant wives and the education time. According to the result, educational basic Chinese characters are selected. The selection criteria is as follows: First, the Chinese characters in teaching materials for immigrant wives, Second, basic practical Hanja in daily life, Third, Highly coined Chinese characters, Fourth, high frequency As meeting learners levels, 325 Chinese characters are selected although they do not exist on lexicon but most frequently show up on basic Korean lessons. The selected 325 letters are Primary 1 level : 25 letters, Primary 2 level : 50 letters, Intermediate 1 level : 100 letters, Intermediate 2 level : 150 letters.

訓蒙字會 ‘器皿’部의 同訓字 硏究 : ‘食器’를 중심으로

崔洪烈(Choi Hong-Yeal) 중앙어문학회 2009 語文論集 Vol.41 No.-

The purpose of this study is to investigate meaning differences among the synonyms of Chinese characters. This study compares diachronically the meanings of Chinese characters which appear in the section of ‘Keemyung (utensil; tableware)’ classified in 『Hun-Mong-Ja-Hoe『 with those which are in supplementary books or dictionaries for Chinese characters, such as 『Sin-Jeung-Yu-Hab』, 『Cheon-Ja-Mun』, 『Wae-Eo-Yu-Hae』, 『Jeon-Un-Ok-Pyeon』, 『Ja-Ryu-Ju-Seok』, 『A-Hak-Pyeon』, 『Ja-Jeon-Sok-Yo』, and 『Shin-Ja-Jeon』, It also analyzes the semantic features of Chinese characters that belong with each meaning to find out syntactic and semantic development processes of the meanings of Chinese characters. For the semantic analysis, this study selected 32 characters with the same meaning, which belong to ‘Sickee (dishes)’, out of 312 characters that appear in the section of ‘Kee-Myung’ in ‘Hun-Mong-Ja-Hoe (teaching children to master chinese characters)’. There are some characteristics in those characters as follows. First, they retain conservativeness rather than modification in common vocabulary and the meaning related to basic vocabulary didn't bring that much alteration. Second, while the meaning of other sections of ‘Hun-Mong-Ja-Hoe’ has a tendency to consist of chinese characters, that of ‘Kee-Myung’ mainly consists of a native tongue. Third, the meaning of ‘Kee-Myung’ has rarely become an obsolete word. Since most meanings are a native tongue, they have gone through modification. Finally, while the meanings of other sections of ‘Hun-Mong-Ja-Hoe’ have lots of inflected words, such as verbs and adjectives, there are only nouns in the section of ‘Kee-Myung’.

漢字 ‘通字’의 意味考察

최홍열(Hong-Yeal Choi) 한국중원언어학회 2010 언어학연구 Vol.0 No.18

This paper aims at searching for what Chinese characters written as 'Tongja(通字)' in Standard Korean Great Dictionary there are, and then examining the meaning circulated between two different kinds of Chinese characters, since these Chinese characters must have the common meaning within themselves to be replaced one with the other. Through the common meaning of them, it is revealed that there are problems related to the use of 'Tongja(通字)', by examining the words listed in Korean Dictionary. To solve this problem, common meaning and individual meaning of 42 pairs of Chinese characters among 535 pairs of entry words written as 'Tongja(通字)' in Standard Korean Great Dictionary were clarified, and also what meaning is contained within 'Tongja(通字)' in old literature is explored. As a result, this study has reached the following conclusions. First, one Chinese character doesn't correspond to one 'Tongja(通字)' but to several 'Tongja(通字)s'. Second, depending on the literature, the same Chinese letter is considered as a counterpart(同字), a Bonja(本字), or a Tongja(通字). Because of these diverse forms, there is a case of mistaking either a Bonja(本字) or a counterpart(同字) for a Tongja(通字). Third, although a Tongja(通字) corresponds to Chinese characters, Chinese character which doesn't share any common meaning with the Tongja(通字) is employed as a Tongja(通字). Fourth, a pair of letters which have only common meaning but not particular meaning between two Chinese characters indicate a relationship of implication.

訓蒙字會 ‘軍裝’部의 同訓字 硏究

최홍열(Choi, Hong-yeal) 중앙어문학회 2012 語文論集 Vol.52 No.-

This paper aims to examine semantic difference among chinese characters which refer to the same meaning in ‘Gun-Jang’ section of Hun-Mong-Ja-Hoe. The research processe of this study are as follows : 1) to lis up the chinese characters which have the same meaning discovered in ‘Gun-Jang’ section under the subcategories of Hun-Mong-Ja-Hoe, 2) to search for these characters in a series of ‘Ja-Jeon’ or ‘Study Materials for Chinese Characters’ and then to figure out which meaning they refer to, and how they are explained, 3) to figure out their changing process in terms of semantics and morphology through a diachronic comparison, 4) to compare the semantic features of chinese characters appearing in respective meaning. The objects of the research are 49 synonyms of chinese characters belonging to a kind of ‘Moo-Kee’(weapon) among 64 characters occuring in ‘Gun-Jang’ section of Hun-Mong-Ja-Hoe. As a result of the research, it turned out that there are several semantic characteristics of them like the following. Firstly, they remains conservative rather than takes morphological variation that general words undergo, and the meanings corresponding to basic words did not undergo that much change. Secondly, the meaning of chinese characters in ‘Gun-Jang’ mainly consists of native tongue while those from other sections of Hun-Mong-Ja-Hoe are mostly composed of chinese characters. Thirdly, the meanings from ‘Moo-Kee’ have rarely disappeared and most of them have taken only morphological variation. Finally, all of the words from a series of ‘Moo-Kee’ are nouns, since the words are related to weapon itself which does not require such forms as verb or adjective.

'모자라다' 유의어의 의미고찰

최홍열(Hong Yeal Choi) 한국어학회 2005 한국어학 Vol.29 No.-