Thanatrophoric Dysplasia 1례

서희정,박원아,이혜경,유영희,이현숙 최신의학사 1991 最新醫學 Vol.34 No.5

한국어 교육 항목으로서의 담화표지 '말이다'에 대한 고찰

서희정 이중언어학회 2010 이중언어학 Vol.43 No.-

Seo Huijeong. 2010. 6. 30. A Study on the Discourse Marker ‘Malida’ in Korean Language Education. Bilingual Research 43, 217-246. This paper aims to set up the morphosyntactic features, the semantic function, the discourse situations and the pragmatic information of the discourse marker ‘malida’ in Korean language education. Even though advanced Korean language learners sensitively react to speaker’s attitude, discourse markers revealing speaker’s attitude have been treated too lightly so far in Korean language education. Also,the discourse marker ‘malida’ has been presented as grammar item in Korean language textbooks. Therefore, it is suggested that ‘malida’ should be clearly mentioned as one of discourse markers, and systematically presented in Korean language education. The morphosyntactic features, the semantic function, the discourse situations and the pragmatic information of ‘malida’ are presented like below, based on 548 sentences including ‘malida’ extracted from drama scripts which show Korean colloquial style. First, ‘malida’ follows all kinds of grammatical elements, and constructs declarative, interrogative and exclamatory sentences. Also, ‘maliya’ is common form in casual speech. Second, ‘malida’attracts the listener’s attention in mainly rebuking, complaining, turning the theme, confirming situation. Third, ‘malida’ is mostly used in a group of similar age and close relation as well as a private conversation. (Kyunghee University)

형용사 ‘괜찮다’의 담화 기능

서희정 이중언어학회 2005 이중언어학 Vol.28 No.-

This paper is intended to describe the importance of the cross-cultural pragmatics and the pragmatic education in the field of KFL (Korean as a Foreign Language) based on the investigation into the differences of recognition between Korean native speakers and Japanese learners of Korean language about the Korean adjective ‘Gwaenchanta’. ‘Gwaenchanta’ has various discourse functions such as assessment, agreement, disagreement, denial, refusal when it becomes the adjacency pair of first pair part such as asking the opinion, being worry, requesting for permission, apologizing, offering. These lots of functions make Korean learners confused. Furthermore, these functions bring the communication breakdown and pragmatic failure in the communication with the Korean native speakers. Therefore, Korean teachers and the coursebook designers should be concerned about the discourse functions of language items, even though those are just one word like ‘Gwaenchanta’. For this study, six questions as to ‘Gwaenchanta’ were suggested to two other groups. The First group is composed of Korean native speakers. The second group consists of Japanese learners of Korean language. The analyses from two survey groups on the recognition about ‘Gwaenchanta’ show how important the pragmatic education in KFL is.

한국어 학습자를 위한명사절과 종속절 형성의 ‘-는지’ 교육 연구

서희정 국제한국어교육학회 2016 한국어 교육 Vol.27 No.2

Huijeong Seo. 2016. A Study on Teaching ‘-Neunji’ Forming Noun Clauses or Subordinate Clauses in Korean Language Education. Journal of Korean Language Education 27-2: 105-142. The purpose of this study is to make clear two kinds of functions of ‘-neunji’, such as forming noun clauses or subordinate clauses while making complex sentences, and then to suggest the teaching methods of ‘-neunji’ for international students. Through an analysis of essays written by 117 Korean undergraduate students and 117 Chinese undergraduate students, this study reveals that Chinese students do not correctly understand the functions of ‘-neunji’ when making complex sentences, and mostly use ‘-neunji’ in a fixed form. Based on the methods of presenting ‘-neunji’ in four kinds of Korean textbooks as well as the differences in using ‘-neunji’ between Korean students and Chinese students, a number of teaching methods are suggested for teaching ‘-neunji’ as follows: presenting predicates of the main clause, elaborating features of constructing ‘-neunji’ for expressing assumption or possibility, allowing students to understand the absolute tense and the relative tense in complex sentences, and initially teaching ‘-neunji’ forming noun clauses, and ‘-neunji’ forming subordinate clauses later on. (Yeungnam University)

학문목적 한국어교육에서 개조식 문체 쓰기 교육을 위한 제언

서희정 국제한국어교육학회 2015 한국어 교육 Vol.26 No.1

The purpose of this study is to make clear the importance of education of writing style ending in noun in Korean language education for academic purposes. Through an analysis of writing style ending in noun written by 37 Korean undergraduate students and 98 Chinese undergraduate students, this study finds out the differences in conversion of sentence connecting forms serving their functions such as purpose, object, means, order, degree, equality, as well as sentence final forms having their functions such as presenting, expressing result, suggesting. Based on the differences in writing style ending in noun between Korean and Chinese undergraduate students, three kinds of educational contents are suggested while teaching the writing style ending in noun: teaching final nouns replacing functions of sentence final forms, typical sentence connecting forms, and noun sequential constructions. (Yeungnam University)

일본어 모어 학습자를 위한 한국어 거절 표현 교육 연구

서희정 이중언어학회 2002 이중언어학 Vol.20 No.-

도깨비 설화를 활용한 한국어 교육 방안

서희정 국제한국어교육학회 2005 한국어 교육 Vol.16 No.3

This paper is purposed for searching the effective ways and possibilities in teaching Korean language using the Korean typical Dokkaebi Tales such as ‘DokkaebiBangmangi’ and ‘DokkaebiGamtu’. Dokkaebi is a supernatural being with unusual powers. It is generally described as a tall figure having two canine teeth and one or two horns. Yet, its traditional figure in Korean folk tales is just a little bit taller than Korean people and its traits and emotions are similar to human being. Also, it has been familar in Korean folk beliefs and is fond of mischief, tricks and sometimes helping people, in that it differs from Chiwoo in China or Oni in Japan. In other words, Dokkaebi is a unique and imaginary being in many Korean traditional stories and Korean culture. Themes, fetishes, structures, types of punishment for people’s bad acts, and traditional values of ‘DokkaebiBangmangi’ and ‘DokkaebiGamtu’ are going to be considered in Korean language teaching methods. Teaching Korean language through Dokkaebi Tales will boost understanding Korean culture and learning Korean language.

학습자 중심 워크북 개발 방안 연구

서희정 국제한국어교육학회 2004 한국어 교육 Vol.15 No.3

This paper is intended to describe the method of developing workbooks based on the learner-centered instruction. The various outstanding coursebooks have been recently introduced to the field of KFL(Korean as a Foreign Language). As all the curriculum and syllabus have the defects, so are coursebooks have been developed in accordance to the curriculum and syllabus of each institute of Korean education. In other words, the contents and frameworks of the coursebooks are still not enough for people to learn and to teach Korean. Therefore, workbooks as a supplementary material need to fill up the deficiency of the coursebooks as well as workbooks should have relevance to the contents and frameworks of coursebooks. Furthermore, the significant emphasis of the learner-centered workbooks should be placed on how to help learners cultivate not only accuracy but also fluency with the workbooks keeping the cohesion and coherence to context. When it comes to the learner- centered workbooks, the most important point is the learners’ autonomy. For this purpose, the workbooks are supposed to have three functions. The first is to provide helpful practicing drills. The second is that the workbooks enable the learner to deepen or broaden the contents of the coursebooks which are used in class. The last one is to give a chance for learners to have self-assessment after their studying. Finally, This paper will provide the five principles for developing the leaner- centered workbooks through making an investigation into the problems which current workbooks have, and try to suggest the contents and frameworks of each unit in workbook.

PPT를 활용한 외국인 학부생의 발표 분석 연구*54) -슬라이드와 발화의 연관성을 중심으로-

서희정 한국언어문학회 2024 한국언어문학 Vol.127 No.-

This study aims to analyze the connection between the PPT slides and utterances in the presentation of foreign undergraduate students using PPT, and to suggest teaching methods that can ultimately increases the effectiveness of presentation by connecting slides and utterances. First, to analyze the connection between the slide and the utterance, the function and composition of the slide that is distinct from the utterance, and the structure and content of the presentation that the slide and the utterance should share were revealed, and then the connection between the slide and the utterance was set up based on this. In addition, 490 slides, 1,655 slide sentences, 1,718 speech sentences derived from 234-minutes utterances used in 67 foreign undergraduate students’presentations were analyzed, focusing on the structure, content, and delivery method of the presentation. As a result, it turned out that foreign undergraduate students had a difficulty to connect slides and utterances in terms of the structure and content of the presentation, and were unable to properly recognize and express the stylistic difference between the slide and the utterance in terms of the delivery method. Lastly, five kinds of teaching methods were proposed that are useful to solve these problems in the presentation education.

라면 외 1편

서희정 고요아침 2019 한국동시조 Vol.- No.13