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남가영(Ka Young Nam) 한국어학회 2012 한국어학 Vol.57 No.-
The purpose of this paper is to examine grammar textbooks, then to explore direction for designing and practicing grammar education afresh. This paper takes note of these three key words, such as ``experience``, ``misconception`` and ``narrative``. These key words are all considered with ``grammar learners``. Firstly, grammar textbook should give learners ``good learning experience`` and also various experiences as education contents. Secondly, grammar textbook should not lead to build learners` misconception through incorrect explanation or improper figure of speech, and also should explore learners` present conception. Lastly, grammar textbook should exploit narratives for making access easy to difficult grammar knowledge and also should increase the level of connectivity among grammar knowledges.
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문법교육(文法敎育)의 본유적(本有的) 경험 구조에 대한 일고(一考) -‘문법인식(文法認識) 경험(經驗)’의 세 차원(현상(現象), 지식(知識), 학습(學習))을 중심으로-
남가영 ( Nam Ka-young ) 한국어문교육연구회 2007 어문연구 Vol.35 No.1
Regarding to current problematic practices in grammar education, we should go back to the start point and investigate the issue as follows: which experience could and should grammar education give students fundamentally? Then we should closely examine structure and qualities of the experience which grammar education could and should give. Investigating and examining grammar as a system of meaning potentials deep inside the text is the core experience which grammar education should target on. However, this experience is multidimensional and complex entity, in other words, it is ontologically present as a ‘phenomenon’, as a ‘knowledge’, and also as a ‘learning’. Therefore, if we plan to design grammar education, first of all, we should examine its aspects closely. That is to say, each aspect of it is closely connected each other, and has an effect on each other, then for giving a pedagogically significant learning experience to students in grammar education, we should consider its other aspects such as a phenomenon and as a knowledge synthetically.
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내륙수운을 중심으로 한 시베리아 물류 공간의 성장 모형에 관한 연구
남가영 ( Nam Ka Young ),이성우 ( Lee Sung Woo ) 배재대학교 한국-시베리아센터 2021 한국시베리아연구 Vol.25 No.4
As the Arctic Ocean is being gradually melting down, the Northern Sea Route (NSR) has started to open for commercial navigation. As a result, new opportunities and challenges are arising in Russian logistics system and alternative sea transportation between the west and east. This paper aims to examine the growth process of the Siberian logistics space by connecting this expansion with changes in the logistics network. First, this study analyzes the Russian government’s Siberian regional development strategy; USSR (1922-1991), and the Yeltsin (1992-1999), and Putin (2000-present) regimes. And then through analyzing the development of logistics infrastructure in Siberia, fluctuation of cargo volume, and the concentration of the logistics industry using Gini Coefficient, this study will review the regional transportation logistics system and build the Port Growth Theory of Siberia. The pattern that can be summarized as “Scattered maritime ports - Inland penetration” of preceding studies cannot be applied to Siberia. The inland transport system was first formed and developed as part of the expansion of Siberian logistics system, followed by development of maritime ports. This is a pattern contrary to the existing logistics system growth theories. Siberia has followed the “inland-maritime” form, in which a logistics system formed around inland water transport developed in connection with the railways, and maritime ports were developed afterward as the NSR began to melt due to climate change. Thus, this study derives the characteristics of Siberia through comparison with the existing Port Growth Theory studied across various regions of the world; it is expected that this will provide a theoretical basis for future research on the Siberian logistics system.
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남가영 ( Ka Young Nam ) 한국어교육학회 2007 국어교육 Vol.0 No.123
About the concept `structure of knowledge` in grammar education, we should focus on its experiential and procedural characteristics. Therefore, it should be considered as a `structure of experience`, that is, it represents what a grammatical experience is. Once it is reconceptualized as such, it could be an important medium between `out-of-class grammatical experience` and `in-class one`. For examining the grammatical experience, we should focus on the meaning of `knowing a language`. In that sense, based on the concept of `stratum`, this study considers the `structure of knowledge` in grammar education as a layered entity. It means, if we want to explore `knowing a language` and its experiential meaning, then we should examine it in detailed as `what to know`, `how to know` and so on. In this study, we especially pay attention to `how to deal with language`. The structuralism and functionalism in language study represent the different views and ways to deal with language, so it could give us a meaningful reference to systematize the `structure of knowledge` in grammar education.
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한국어 수업 담화 분석을 통한 교사의 문법 용어 사용 사례 연구
김호정(Ho Jung Kim),박재현(Jae Hyun Kim),김은성(Eun Sung Nam),남가영(Ka Young Nam) 언어과학회 2011 언어과학연구 Vol.57 No.-
This paper examines how Korean language teachers determine the use of grammar terms in their class, analyzing teachers` class discourse about 10 hours and one focus-group interview data among them for two hours. The results indicate that even teachers consider the use of grammar terms in the Korean language class should not be suggested mostly, but they actually use them in various ways in detailed class scenes. Analyzing the interview data, this paper suggests that teachers make a pedagogical decision, examining learners` proficient level, institution`s teaching policy, textbook`s features, learners` learning track, class characteristics, and also their own teaching experiences and academic orientation as a teacher. These factors mutually interplay and eventually influence their pedagogical decision about the use of grammar terms in classes. As a result, the use of grammar terms by teachers appear to be far more complicated and dynamic than expected, and their explicit thought about the use of grammar terms do not often seem to correspond with their actual practices. Thus, this paper suggests that teachers should consider themselves as a teacher, that is, ``an independent decision-maker`` with specialty and experiences.
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