문장 생성의 이중 구조에서 본 조사 ‘-는’의 기본적 의미 기능

박호관(Park Ho-gwan) 우리말글학회 2007 우리말 글 Vol.39 No.-

This study would like to make clear through the dual structure of sentence formation that the meaning of ‘topic’ or ‘contracting’ is not the basic meaning function of postpositional word ‘-neun(는)’ but the one of marking a speaker's ‘[+deulchum( 들춤)]’ aspect. A discussion in this article can be summarized as follows; First, both the meaning section in which the directive words by selected & fixed by a speaker are in logic meaning relation, and the talk section which reflects a speaker's psychological attitude, have something to do with the sentence formation structure in Korean language. Second, ‘topic’ or ‘contrasting’ which was discussed as the meaning function of postpositional word ‘-neun(는)’ has not the basic meaning function of the word ‘-neun(는)’, but its basic meaning function is to conduct the ‘[+deulchum( 들춤)]’ role in which, with the flection of a speaker's psychological attitude, the directive word is transferred into the ‘stating clearly’ word. 1) Grammatical function: in the sentence(composition), to make move a copula word into the ‘stating clearly’ word position, and ‘-neun(는)’, as a sign of ‘making expose’, is realized. 2) Meaning function: by exposing a specific designated word among the sentence components, to conduct logical(meaning) function in accordance with a specific component of other sentence or with a premise or implication. 3) Colloquial function: In the process of information delivery, to represent the aspectual attitude of a speaker who try to make clear a specific object publicly.

연결어미 ‘-(으)면서’ 구문의 사상과 의미망

박호관(Park, Ho-gwan) 우리말글학회 2015 우리말 글 Vol.67 No.-

이 논문은 연결어미 ‘-(으)면서’ 접속문을 대상으로 했으며, 연결어미‘-(으)면서’ 접속문의 선행절을 기준으로 한 후행절의 사상을 통한 의미의 확장 과정을 분석했다. 이를 요약하면 다음과 같다. 인지언어학의 신체적 경험을 중심으로 선 후행절의 ‘시간 관계’와 ‘의미 관계’에 따라 연결어미 ‘-(으)면서’ 접속문을 ‘대등적 용법’과 ‘종속적 용법’으로 구분하였다. ‘-(으)면서’ 구문의 ‘대등 접속문’은 시간적 [+동시]와 선 후행절 의미의 계열 관계인 구조적 도상성 원리에 따라 사상되는 것으로써, ‘유사 나열’과 후행절 대치에 따른 ‘대조 나열’로 구분하여 논의했다. 그리고 ‘-(으)면서’ 구문의 ‘종속 접속문’은 시간적 [+계기]와 선 후행절 의미의 계층 관계로써, ‘전체-부분’의 연역적 ‘환유’와 선 후행절의 ‘원인-결과’에 따른 귀납적 추론이 개념화자의 정신공간에서 ‘인과→기대→기대부정→대립적 양보’의 의미망으로 파생된 것임을 논의했다. The aim of this study is to analyze the conjoined sentence with connective ending ‘-eumyeonseo’, and this paper is analyzed in the semantic extension process through the mapping of the following clause based on the antecedent clause in the conjoined sentence of connective ending ‘-eumyeonseo’, which is summarized as follows: First, the connective ending ‘-eumyeonseo’ is classified into two categories of usage: ‘usage of coordinate’ and ‘subordinate usage’, according to ‘time sequence’ and ‘semantic sequence of propositional logic’ of antecedent clause and following clause, centering around the embodied experience. Second, the ‘coordinate conjoined sentence’ with connective ending ‘-eumyeonseo’ is mapped by the structural iconicity principle which is paradigmatic relation between the temporal [+simultaneity] and the semantics of antecedent clause and following clause, it is classified into two categories of conjoin: ‘similar conjoin’ and ‘contrast conjoin’ according to the substitute of following clause. Third, the ‘subordinate conjoined sentence’ with connective ending ‘-eumyeonseo’ is hierarchy relation between the temporal [+opportunity] and the semantics of antecedent clause and following clause, the ‘deductive metonymy’ of ‘whole-parts’ and the ‘inductive inference’ according to the ‘cause and effect’ of antecedent clause and following clause are derived from the mental space of conceptualizer to the semantic networks of ‘cause and effect→expectation→denial of expectation →oppositive yield’.

대구대학교 공통 교양 ‘대학 글쓰기’의 교육 목표와 교육 과정 탐색

박호관(Park Ho-gwan) 우리말글학회 2010 우리말 글 Vol.49 No.-

This paper aims to point out some problems of ‘University Writing’ practiced in Daegu university at the present time, and to propose revisional directions in the educational objectives and curriculum. This can be summarized as follows. First, the educational objectives of ‘University Writing’ are to improve the thinking ability including logical thinking, critical thinking and creative thinking and to raise the communicative skills including reading, speaking/listening, writing. Second, the curriculum of ‘University Writing’ must be linked to the high school curriculum, and be centered on the communicative skills. Finally, the curriculum of ‘University Writing’ must be comprised of gradually ‘common→appointed→balanced’ cultural subject linked to the high school curriculum. And this must be the integrative writing with reading[summation], speaking and listening[discussion].

청소년들의 신조어 생성과 형태의 기능 변이 - 서울과 대구 지역고교생들의 언어 사용 실태 분석을 중심으로 -

박호관(Park Ho-gwan) 우리말글학회 2005 우리말 글 Vol.35 No.-

Concerning the words-use actual conditions of high school students until now, the researcher looked over the formation and use of the symbolizing words and the compound ones enriching the lexical system of Korean language, and over the functional alteration of grammar morph. The results of main discussion can be summarized as follows:<br/> First, in the formation and use of the symbolizing words, it's found that new onomatopoeic words and mimetic words, due to a time and spacial restriction in communication, have been created with a teller's intent to express an conversational scene situation, these words have been realized in a transformed form with an economical efficiency of keyboard input and an amusement motive(purpose), which are the characteristics of communication language.<br/> Second, in the formation and use of compound words, the prefixes such as '초(cho)-, 왕(wang)-' etc. and the suffixes such as '-님(nim), -쟁이(jaeng-i)' etc. were mainly used, and the words such as '-이즘/이스트(-ism/ist)' were also used. In creating the compound words, they did so mainly by combining the newly-coined words in communication language or the existing words.<br/> Third, in the functional transformation of morph, as the case in which nouns or prefixes have played a function as the other parts of speech, the nouns such as '완전(wan-jeon), 대략(dae-ryak), 짱(zzang)' assumed the form of modifying a non-predicative noun or the predicate of a sentence, the prefixes such as '초(cho)-, 왕(wang)-' were used as adverbs, especially the suffix of '-님(nim)' was used as the second personal pronoun. And young people have created and used new idiomatic phrases; 'jamsu pul-da, daebak na-da, gag chin-da'.

다문화인에 대한 한국인들의 언어 차별

박호관(Park, Ho Gwan),이정복(Lee, Jeong Bok) 대구대학교 인문과학연구소 2012 人文科學硏究 Vol.39 No.-

This study classified linguistic discrimination of Korean for person with multicultural background to types such as "selection of vocabulary", "composition of phrase and sentence", "discourse and context." Causes for linguistic discrimination were divided to ‘skin color(human race), cultural exclusivity from homogenous country, economic power(capital) and nation"s status of the person with multicultural background’ to interpret data. The implications of analysis results are as follows. First, this study pointed out that if one regards "different" of skin color as "wrong" or element of "discrimination," one can have difficulty in living the era of multiculture. Second, some Koreans have still strong cultural exclusivity from homogenous country. They should throw away closed nationalism in the global village where various races live together, and should be accustomed to cultural relativism. Third, fetishism was revealed in linguistic expression when some Koreans met persons with multicultural background―fetishism discriminatively evaluates and judges persons according to economic power of their country. It is necessary to overcome such wrong fetishism. Thus, It is necessary for some Koreans to recognize difference between "different" and "wrong", to understand that variety such as human race, culture, economic power etc. coexists in Korean society. And proper "speaking and writing education" is necessary through education of national language and multiculture so that existing Korean people can communicate with person with multicultural background.

디지털 매체를 활용한 대학 글쓰기의 수업 내용 구성과 실습 사례 연구

박호관(Park, HoGwan) 한국교양교육학회 2022 교양교육연구 Vol.16 No.2

21세기 대학생들은 디지털 매체를 활용한 의사표현과 비판적 수용의 과정을 이해해야 하며, 디지털 매체에 나타난 언어적 특성과 언어적 표현이 언어 생활에 미치는 영향을 인식해야 한다. 대학생들은 디지털 매체 언어를 활용한 정보의 수용자인 동시에 새로운 디지털 정보의 생산자이기 때문에, 원활한 언어 생활을 해 나갈 수 있는 의사소통 능력을 길러야 한다. 따라서 효과적인 디지털 매체를 활용하여 의사소통할 수 있는 교양 교과목의 필요성이 요구된다. 필자는 21세기 디지털 시대를 살아가는 대학생들의 일상 생활과 실용적 요구에 따라 2020년 1학기부 터 현재까지 <디지털 문화와 언어>라는 교과목을 개발하여 균형(선택) 교양 교과목(3/3)으로 운영하고 있다. 이 논문에서는 필자가 개발한 교과목인 <디지털 문화와 언어>를 대상으로 2021년 2학기 디지털 매체를 활용한 의사소통 교육 내용과 수업 사례를 제안하고 있다. Undergraduate students in the 21st century need to understand both the process of expressing their opinions and that of the critical acceptance of those opinions utilizing digital media. They also need to recognize the linguistic characteristics and linguistic expressions that are used in digital media in the language of their everyday lives. Since undergraduate students are both receivers of information utilizing digital media language and producers of new digital information, they should develop communication skills that better correspond to the language that they use in their offline lives. Hence, it is necessary to open liberal arts courses for the purpose of fostering more effective communication skills utilizing digital media. In keeping in line with the daily life and practical needs of undergraduate students living in the digital age, the writer developed a course (Digital Culture and Language) in the first semester of 2020, and has delivered lectures to the present date as part of a balanced (elective) liberal arts course (3/3). This thesis aims to suggest certain communication education content and to provide class cases utilizing the digital media that appeared in the Digital Culture and Language course, as taught in the second semester of 2021.

연결어미 ‘-(으)며’와 ‘-(으)면’의 인지언어학적 의미 해석

박호관(Park, Ho-gwan) 우리말글학회 2013 우리말 글 Vol.58 No.-

이 논문은 연결어미 ‘-(으)며’와 ‘-(으)면’을 ‘-(으)ㅁ+-이-+-어’와 ‘-(으)ㅁ+-이-+-어+은’의 혼성 융합형으로 보고, ‘-(으)며’와 ‘-(으)면’의 의미 기능을 신체적 경험이라는 용법 중심으로 인지언어학의 ‘구문 문법,주의 체계, 개념적 혼성이론’을 활용하여 분석한 것이다. 첫째, 연결어미 ‘-(으)며’의 형태 분석과 용법을 중심으로 각 형태의 의미 기능을 분석하였다. 둘째, 연결어미 ‘-(으)면’의 조건법 실현 양상을 ‘-(으)ㅁ’과 ‘-어’의 의미와 보조사 ‘은’의 주제(화제) 현상에 따른 후행절에 대한 ‘전제’로 사상됨을 논의하였다. 셋째, 연결어미 ‘-(으)면’은 ‘-(으)ㅁ’, ‘-이-’, ‘-어’, ‘은’의 의미적 유사성과 인접성에 의해 각각의 형태들이 의미 자질의 일치나 은유 · 환유적 전이, 또는 의미 자질의 정도에 따른 선택적 투사에 따라 혼성 융합된 형태로 재구조화되어 사상됨을 논의하였다. This study considers the connecting endings ‘-(eu)myeo’ and ‘-(eu)myeon’ as a blending fusion type of ‘-(eu)m+-i-+-eo’ and ‘-(eu)m+-i-+-eo+-eun’, and applies ‘construction grammars, attentional system, and conceptual blending’ of cognitive linguistics to analyze based on the method called embodied experience for meaning function of ‘-(eu)myeo’ and ‘-(eu)myeon’. First, I analyzed the meaning function of each type by usage-base and form analysis of connecting endings ‘-(eu)myeo’. Second, I discussed the conditional method of act realization of ‘-(eu)myeon’ could be mappings for ‘the premise’ about following clause by topicalization of meaning of ‘-(eu)m’ and ‘-eo’ and proposition ‘-eun’. Third, by similarity and contiguity of the connecting endings ‘-(eu)myeon[-(eu)m+-i-+-eo+-eun]’, I discussed it is reconstructed in the form of mixed fusion according to the selective projection by matching of meaning features, or metaphor · metonymy change, or meaning features of each forms.

전문 튜터를 활용한 설득적 글쓰기 클리닉 연구

박호관(Park, Ho-gwan) 우리말글학회 2018 우리말 글 Vol.76 No.-

이 연구의 목적은 〈글쓰기 기초〉 교과목을 수강하는 학생들의 설득적 글쓰기를 대상으로 대구대학교 글쓰기 클리닉센터를 통해서 단과 대학별 글쓰기 능력을 평가하고, 클리닉센터의 운영과 〈글쓰기 기초〉 수업 운영방법을 개선하기 위한 것이다. 2017년 2학기 글쓰기 클리닉센터의 전문 튜터를 활용한 설득적 글쓰기 클리닉 결과, 단과 대학별 글쓰기 능력의 차이는 크게 나타나지 않았으나 다른 사람의 글을 표절하는 경우가 많았다. 글쓰기 클리닉센터의 운영과 〈글쓰기 기초〉 수업 운영 방법에서는 다음 사항들에 대한 개선이 필요하다. 첫째, 글쓰기 클리닉 센터에서는 종합정보시스템의 보완, 글쓰기 클리닉 전문 튜터 양성, 글쓰기 클리닉센터의 기자재 보완과 상담 공간 확보가 필요하다. 둘째, 대구대학교에서 현재 시행하고 있는 DUET3.0(온-오프라인 수업) 글쓰기 교수 · 학습 모델과 수업설계(글쓰기 윤리와 수업 내용)가 글쓰기 클리닉 센터의 글쓰기 클리닉프로그램과 연계되어야 한다. 셋째, <글쓰기 기초> 교과목을 담당하는 교수들의 인식 전환과 클리닉센터 튜터와 유기적 협력이 필요하다. The purpose of this study is to evaluate the writing ability of 〈Basics in writing〉 course taking students by college unit in terms of persuasive writing required in university life, and to improve the operation of the Clinic Center and the method of class management for 〈Basics in writing〉 course. As result of persuasive writing clinic using professional tutors of the Daegu University Writing Clinic Center in the second semester of 2017, there was not much difference in the writing ability by the college, but many of those students plagiarized others` writing. Accordingly, for the operation of Clinic Center and the method of class management for 〈Basics in writing〉 course, there is a need for improvement as follows. First, Writing Clinic Center requires the supplementation of comprehensive information system and apparatus & equipments, and for fostering the Writing Clinic"s professional tutors as well as securing a consultation space. Second, the teaching and learning model of DUET3.0 (on-offline class) writing, and teaching design (writing ethics and class contents), which are currently implemented at Daegu University, should be linked with the writing clinic program of Writing Clinic Center. Third, it requires changes in the perception of professors in charge of 〈Basics in writing〉 course, and close cooperation with the Clinic Center`s tutors.

D대학 설득적 글쓰기 첨삭지도와 ZOOM 활용 방안 모색

박호관(Park, Ho-gwan),전용숙(Jeon, Yong-sook) 우리말글학회 2020 우리말 글 Vol.85 No.-

이 논문은 대학 글쓰기의 교과목과 연계한 비교과 프로그램 “설득적 글쓰기 클리닉”의 한계점을 제시하고, 이에 대한 대안으로 ZOOM을 활용한 담당교수의 온라인 첨삭지도를 제안한 것이다. 2장에서는 대학 글쓰기 첨삭지도와 관련한 선행 연구를 검토하고, 3장에서는 D대학 〈글쓰기기초〉 교과목과 연계하여 비교과프로그램으로 진행하고 있는 D대학의 글쓰기 클리닉의 한계를 살펴보았다. 그리고 4장에서는 이를 어느 정도 극복하기 위한 방안으로 온라인 프로그램인 ZOOM을 활용한 1:1 대면적 영상회의 첨삭지도 방안을 제안하였다. 즉 담당교수의 글쓰기 과정별 모둠 토론 결과를 ZOOM을 활용한 온라인 첨삭지도와 병행한다면 3장에서 제시한 이러한 문제들이 어느 정도 해소될 것으로 보이며, 학습자들의 글쓰기 절차와 과정별 자기주도적 학습이 가능해질 것으로 기대한다. This thesis presents the limitations of the ‘Persuasive Writing Clinic’, which is a non-subject program that is linked to the subject of the University writing, and, as an alternative to this, the online correction guidance by the professor-in-charge utilizing the ZOOM was proposed. In Chapter 2, the precedent researches that were related to the writing correction guidance at the university had been examined. And, in Chapter 3, the limitations of the Writing Clinic at the D university, which had been proceeded with as a non-subject program by linking to the subject "The Foundations of Writing" at the D university had been taken a look into. And, in Chapter 4, as a plan for overcoming this to a certain extent, the 1:1, face-to-face videoconferencing correction guidance method utilizing the ZOOM, which is an online program, had been proposed. Or, in other words, if the results of the group discussions by the writing program of the professor-in-charge are carried out with the online correction guidance utilizing the ZOOM, it looks like such problems that had been presented in Chapter 3 will be solved to a certain extent. And it is highly expected that the writing procedure of the learners and the self-directed learning by program will become possible.

융합형 연결어미 ‘-고서’의 의미 기능 분석

박호관(Park, Ho-gwan) 우리말글학회 2012 우리말 글 Vol.56 No.-

이 논문은 연결어미 ‘-고서’를 ‘-고’와 ‘서’의 융합형으로 보고, ‘-고서’의 의미 기능을 신체적 경험이라는 용법 중심으로 인지언어학적 관점에서 분석한 것이다. 첫째, 연결어미 ‘-고’의 용법을 중심으로 [±계기]에 따라 [-계기]와 [+대칭] 관계인 ‘대등 나열’과 [+계기], [-대칭] 관계인 ‘종속 나열’로 구분하여 각각의 의미 기능을 분석하였다. 둘째, 연결어미 ‘-고’와 융합할 수 있는 것은 ‘종속 나열’의 ‘-고2’로 ‘-고1’과 구문의 인지적 층위가 다를 뿐만 아니라 주의 세기에 따른 창문화로 그 층위를 달리하여 사상됨을 논의하였다. 셋째, 연결어미 ‘-고’에 붙는 조사 ‘서’는 ‘종속 나열’, ‘[+계기]’, ‘선·후행절이 하나의 구문’을 ‘전제’한다고 할 수 있다. 넷째, 연결어미 ‘-고’와 조사 ‘서’의 의미 기능을 중심으로 인지언어학의 ‘구문문법, 주의 체계, 개념적 혼성 이론’을 중심으로 ‘-고서’로 융합되는 과정을 논의하였다. This thesis analyzes the meaning function of connective ending ‘-고서’, the merge of ‘-고’ and ‘-서’, as embodied experience based on the construction grammar, semantic networks, meaning chains, attentional system and conceptual blending theory in cognitive linguistics. First, the usage of connective ending ‘-고’ is divided in terms of [±계기] into ‘equal juxtaposition’ of [-계기] and [+대칭] and ‘subordinate juxtaposition’ of [+계기] and [-대칭] and the meaning function of each is analyzed. Second, ‘-고₂’ in ‘subordinate juxtaposition’ that can be merged with the connective ending ‘-고’ has a different cognition level in the construction from that of ‘-고₁’ and is mapping in different levels in relation to the strength of attention and windowing of attention. Third, the postposition ‘서’ after ‘-고’ premises ‘subordinate juxtaposition, [+계기], one sentence composed by preceding and following phrases’. Fourth, the process of merge of the connective ending ‘-고’ and the postposition ‘서’ is discussed with construction grammar, attentional system and conceptual blending theory.