한국어 발음 전문 교재 개발을 위한 기초 연구 : 중국 내 한국어 발음 교재의 문법 용어를 중심으로

신호철 淸州大學校 學術硏究所 2022 淸大學術論集 Vol.38 No.-

This study examines how to convert Korean grammar terms into Chinese terms for Korean pronunciation textbooks published in China for the purpose of conducting basic research for the development of Korean pronunciation textbooks. In chapter 2, this study selects textbooks, among the textbooks which were published in China, that could be the subject of this study. 9 comprehensive Korean language education textbooks were selected. The selection criteria is professionalism, scope of use, publication time, and ease of access. And among Korean grammar terms that have not been discussed so far, grammatical terms related to the vowel, consonant and phonological system were selected. Therefore, 28 Korean grammar terms were selected, including 12 vowel-related grammatical terms and 16 consonant-related grammatical terms. In chapter 3, this paper analyzed how Korean grammar terms are used as Chinese grammar terms in selected Korean pronunciation education textbooks. And we found a lot of problems by analyzing vowel and consonant. First, Chinese grammatical terms are using different forms from Korean terms except the gutturals and nasal sound in consonant, It can cause distortion of conceptual meaning that Korean grammatical terms imply. And, grammatical terms are used based on the Chinese phonological system not Korean. Also they are using grammatical terms by suggesting Chinese criterion which are different from Korean criterion. In chapter 4, this study suggests five solutions to resolve problems from chapter 3. First, this study suggests to distinguish Chinese grammatical terms according to purposes of learning Korean. Next, we propose to differentiate Chinese grammatical terms and Korean terms according to analyzing learner's requirements and abilitys. And, this study suggests that Korean grammatical terms should use on the base of its linguistic features. Also, Chinese grammatical terms should use by considering culture and custom. Finally, Chinese and Korean terms should write side-by-side.

일반 논문 : 한국어 교사의 등급별 문법 용어 사용 실태

김호정 ( Ho Jung Kim ),김은성 ( Eun Sung Kim ),남가영 ( Ga Yeong Nam ),박재현 ( Jae Hyun Park ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.139

The purpose of this study lies in analyzing the usage of graded grammatical terms by Korean language teacher. There has not been any specific practice guideline, but an unspoken agreement that grammatical terms in Korean language education shall be minimally used. An analysis on the usage of grammatical terms by Korean language teacher, as a basic research for further discussion, is made upon the idea that the judgment on the necessity of grammatical terms in Korean language education shall not resort to the teacher`s subjective experience, but requires a process of deliberation. A survey was made on 30 Korean language teachers to understand the usage of graded grammatical terms from January 3 through February 23, 2012. Those who engaged in Korean language education of all grades from 1 to 6 in Korean education institutions attached to universities for over 5 years are selected as subjects of inquiry. 123 grammatical terms are selected on the basis of an analysis on the items of term in Korean language textbooks. The results of survey shall be analyzed by ``overall frequency of use`` and ``frequency of use by grade``. Fifteen, the majority of participants, is set as the standard and analyzed for frequency of use by grade after selecting highly used group of terms. The result shows that the list of grammatical terms that are reported to be used by Korean language teachers autonomously takes the form of systematic concentric circle, and adds new grammatical terms by the increase in grade based on list of central terms. This is likely to be used as a fundamental data to theoretically systemize grammatical terms with important educational function in Korean language grammar instruction.

한국어 표준 문법 용어의 성립과 과제 - ‘표준 국어 문법 개발’을 중심으로 -

한재영 한국문법교육학회 2017 문법 교육 Vol.31 No.-

This study, as part of ‘The Development of Standard Korean language Grammar’ project, aims to provide recommendations for standardized grammatical terms. To unify grammatical terms, which we regarded as a preceding condition to develop standard Korean grammar, we attempt to revise grammatical terms and make recommendations for standardized grammatical terms. For this purpose, we have thoroughly examined grammatical terms used in grammar books and Standard Korean Language Dictionary. Since we conduct this work as part of ‘The Development of Standard Korean language Grammar’ project, we analyze the terms included in the manuscript of ‘The Development of a Standard Korean language Grammar’. Based on the examined list of terms, we develop ‘The list of Repetitive Grammatical Terms’ that contains synonymous grammatical terms, the subject we have reviewed in this paper. Through the above-mentioned process, we suggest the criteria for establishing standard Korean grammar terminology. The criteria proposed in this paper include exhaustiveness, modernity, normality, traditionality, systematicity, conformity, productivity, typicality, the possibility of redundancy, and simplicity. To obtain as many grammatical terms as possible for our review and to offer practical implications of the study, we include both ‘exhaustiveness’ and ‘modernity’ in the criteria. The other criteria applied in the paper are ‘normality, traditionality, systematicity, consistency, productivity, the possibility of redundancy, and simplicity’. In addition, by reviewing the on-going ‘Standard Korean Language Grammar’ Project, we examine the various specific problems that researchers are up against during the selection process of grammar terms.

중학생의 영어 문법용어 학습 경험 분석

유범 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.4

This study investigated when and how middle school students comprehend 10 basic grammatical terms. It is follow-up research of Yoo (2017) and examined the students who stated they did not comprehend one or more terms among the 10 grammatical terms in the same survey. The subjects for this study were a total of 141 3rd-year middle school students that were not eligible as subjects for Yoo’s (2017) research. Their responses were analyzed through SAS to compute both basic descriptive and inferential statistics. The results confirmed Yoo’s (2017) four findings: (1) learning grammatical terms through private English teaching while in elementary school can be a crucial factor for middle school students’ comprehension of grammatical terms; (2) comprehending grammatical terms require a long period of time for many students; (3) many students are able to comprehend grammatical terms mainly through the help of private teaching; and (4) the contribution of English class at school to students’ comprehension of grammatical terms is quite low. Based on the results, this study recommends middle school English textbooks to be revised such that they can allow grammatical terms to be learned effectively in class.

고등학교 일본어 교재의 문법용어 분석과 제언 -『EBS 수능특강 일본어Ⅰ』을 대상으로 -

장근수 ( Jang Kun-soo ) 한국일어교육학회 2017 일본어교육연구 Vol.0 No.40

본 연구에서는 『EBS 수능특강 일본어Ⅰ』에서 제시하고 있는 문법용어의 문제점에 대해 분석하였다. 이와 함께 개선책을 제안함으로써 고등학교 일본어 학습자가 보다 통일된 문법용어를 학습할 수 있도록 제언하였다. 분석 결과는 동사활용형의 명칭의 문제와 기타 문법용어의 제시로 나누어 정리할 수 있다. 첫째, 동사활용형의 명칭에 관한 문제로 먼저, 수능특강 교재에서는 `기본형`과 `종지형`이 혼재하여 사용되고 있음을 확인하였다. 그리고 `ます형`이라는 용어의 사용에 있어 `연용형`과 동일한 개념으로 제시하거나 혹은 `ます`가 접속한 형태로 제시하기도 하는 등 명칭의 일관성에 있어 문제점을 노출하고 있다. `て형·た형`, `ない형`에 대해서도 동일한 문제점을 지적할 수 있다. 둘째, 문법용어의 제시에서는 `겸양어, 존경어`, `정중 표현` 혹은 `존경 표현`과 `정중한 표현`, `공손한 표현` 등의 사용에 일관성을 확보할 필요가 있다. 그리고 설명과 용례가 일치하지 않아 학습자에서 혼란을 줄 수 있다는 점, 또한 조동사라는 품사의 제시는 일본어교육에 효과적이지 않다는 점을 지적하였다. This study points out problems with the grammatical terms presented in high school Japanese textbooks for 『EBS College Scholastic Ability Test(CSAT) JapaneseⅠ』. This study also suggests improvement measures so that high school Japanese learners can acquire more unified grammatical terms. The results of the analysis can be categorized into the problems with the terms for verb conjugations and the problems with the presentation of other grammatical terms. First, regarding the problems with the terms for verb conjugations, it was confirmed that both the terms `basic form` and `predicative form` were used for the same meaning. And, the term `masu-form` was presented as the same concept as `conjunctive form` or as a form to which `masu` is connected, thus revealing the problem with the consistency in using terms. The same problem can be noted as for `te form` and `ta forms` and `nai form.` Second, with respect to the presentation of grammatical terms, there needs to be consistency when the terms `honorific language/respect language`, `courteous expression`. `respectful expression` and `polite expression` are used for the same meaning. And the disagreement between explanation and example can confuse learners, and the presentation of auxiliary verb as one of the parts of speech is not effective in teaching and learning Japanese.

중학생의 영어 문법용어 이해 과정에 관한 연구

유범(Yoo, Beom) 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.4

This study investigates when and how middle school students comprehend 10 basic grammatical terms such as subject, verb, tense, person, etc. The research questions are (1) When were the students able to comprehend the terms?; (2) Which was more helpful between their English class at school and their private tutoring or reference books for comprehending the terms?; and (3) what ways of teaching were considered effective/ineffective by the students for learning the terms? A survey was conducted on a total of 702 3rd-year students enrolled in seven middle schools in Gyeonggi, Gangwon, Chungbuk, and Gwangju, and among them 367 students that stated they comprehended the 10 grammatical terms presented in the survey were selected as the subjects. Their responses were analyzed through SAS to compute both basic descriptive and inferential statistics. Some of the important findings are (1) 40.87% of the subjects comprehended the terms during their 1st year at middle school, while 34.87% did while in elementary school; (2) for 51.23% of the subjects their private tutoring (reference book included) was more helpful than their English class for comprehending the terms; for 37.33% both were equally helpful; and for 11.45%, their English class was more helpful; (3) most subjects considered all of the nine ways of teaching presented in the survey to be effective.

남북 통합 국어사전에서의 언어학 용어 처리 방안 연구

김병문(Kim, Byounmoon),주영훈(Ju, Younghun) 한국사전학회 2017 한국사전학 Vol.- No.29

Since the National division, South and North have developed the orthography and grammatical system differing from each other for about 70 years. It’s by no means easy to compile a Korean dictionary which can be shared by South and North in that a Korean dictionary premises the consistent orthography and a certain grammatical system. This paper addresses an issue of how to handle linguistic terms to be listed in GyeoremalKeunsajeon. Prior to a fullᐨscale discussion, this paper explained how GyeoremalKeunsajeon handles general terms which are differently used in South and North. and presented the selection criteria of linguistic technical terms. In addition, this paper adopted general a definition method of the linguistic terms which belong to oneᐨtoᐨone correspondence although linguistic terms are different between South and North, but put a marker saying ‘a word referred to by the South’, or ‘a word referred to by the North’ on the terms belonging to oneᐨtoᐨone correspondence respectively in case they are due to the difference in the grammatical system, and made it possible to do definition using each side’s unique concept.

한국어 교육용 문법 용어의 중국어 표준화 연구

왕단 한글학회 2008 한글 Vol.- No.282

The purpose of this thesis is to seek solutions to “Chinese standardization of grammatical terms in Korean language education”. First, a detailed analysis is conducted on Chinese students’ needs for selection and translation of grammatical terms in Korean language. Then, a study is carried out on the status quo of the translation of Korean grammatical terms in China, indicating a series of problems in the process of translating these terms. On this basis, reasonable principles are put forward for Chinese standardization of grammatical terms in Korean language. Furthermore, specific translation methods are explained in detail for 60 gram matical terms in China’s grammar textbooks. 이 논문은 중국에서의 ‘한국어 교육용 문법 용어의 중국어 표준화’ 문제를 인식하고 이에 대한 해결 방안을 모색하는 데 목적을 둔다. 이 목적을 달성하기 위해 우선 중국인 학습자들의 한국어 문법 용어의 선택이나 번역에 대한 요구 분석을 실시하였고, 중국에서의 한국어 문법 용어 번역 양상에 대하여 고찰해 보았으며, 기존의 한국어 문법 용어의 중국어 번역상에 존재하는 문제점을 지적하였다. 그리고 이를 기초로 하여 이에 대한 합리적인 문법 용어의 중국어 표준화 원칙을 제기하고, 중국 문법 교재에 나온 60개 한국어 문법 용어의 구체적인 번역 방안에 대하여 논의하였다.

한국어 문법용어의 영어 대역어에 대한 계량적 연구

안주호 한국국어교육학회 2012 새국어교육 Vol.0 No.89

This paper aims to do a quantitative survey of the use of English equivalents of grammatical terms of the Korean language in Korean Textbook for KFL published. For this study Korean Grammar Terms as a Foreign Language (KFL) were selected from the database of 9 kinds of Korean Textbook to glean English equivalents of Korean grammatical terms. The analysis of this paper especially focuses on the terms 'suffix, ending, particle, marker, form, pattern and construction'. This study suggests that the standard English equivalents of Korean grammatical terms need to be selected from a comprehensive survey of current research findings, including research papers and textbooks. 한국어교육에서는 도구언어(meta-langauge)로 한국어가 사용되는 경우가 많은데, 이를 보조해 주는 것이 문법 용어의 영어 대역어이다. 영어 대역어는 초급의 학습자에게 이해에 도움을 주려한 것이 본래 목적이나, 현재 한국어교육에서 사용되고 있는 대역어는 매우 혼돈스럽다. 이 글에서는 한국어교육에서의 표준 교육문법(가칭)을 설정하고 한국어 문법 용어의 적절한 영어 대역어를 설정하고자 하는 궁극적인 목표 하에, 기존의 교재에서 사용된 대역어의 양상을 알아보았다. 구체적으로 한국어교육에서 주로 사용되는 문법 용어의 영어 대역어 ending, suffix, marker, pattern, construction, form 등이 무엇을 지시하는 것인지와 사용의 빈도수를 알아보았다. 이와 같은 교재 사용에서의 양상을 바탕으로 학습자 중심의 대역어가 무엇인지를 살펴볼 예정인데, 이것은 후고로 미룬다.

‘학교 문법 용어’의 변천과 교육의 변화 - ‘학교 문법 용어’ 자료 제시를 중심으로 -

박삼서 ( Park-samseo ) 서울대학교 국어교육과 2020 先淸語文 Vol.47 No.-

This article refers to the "preparatory material" compiled by the Ministry of Education for the process of the regular change in grammar terms in accordance with the compilation of grammar textbooks, and presents the "textual history of grammar education" by organizing changes in grammar terms rather than academic research. Since the government was established in commemoration of Gwangbok, public education was introduced in earnest and the compilation of textbooks made it necessary to unify and organize grammar words. Thus, 292 ‘school grammar terms’ were enacted in 1949 based on the results of the research. However, because grammar textbooks were not developed by the government-designated, education and learning were also difficult at the educational scene due to the combination of the two terms, the grammar term was either pure Korean or Chinese. Since then, the school grammar term was established in 1963 under the "School Grammar Unification Plan" and in 1967 the school grammar term was again unified when the government published the national grammar textbook after creating and abiding by the detailed system according to the school grammar unification plan. The 7th curriculum was further announced and grammar textbooks were developed as government-designated textbooks. Thus, as we sought a change in grammar education, it became inevitable to organize grammar terms for textbook compilation. Since then, the system of grammar terminology has reached the application of the 2015 revised curriculum after some readjustment.