「국어교육에서의 연계성의 개념과 양상」에 대한 토론문

양세희 고려대학교 한국어문교육연구소 2009 국내학술제 Vol.1 No.-

문법화에 의한 품사 통용 교육을 위한 시론

양세희 한국어교육학회 2021 국어교육 Vol.- No.173

The purpose of this study is to propose the contents of word class conversions by grammaticalization. Word class conversions in grammar education are presented as synchronic phenomenon in which words of the same form are used as different part of speech. Language is a representation of the process and consequences of cognitive thinking by language speakers, and these changes are attributed to comprehensive aspects of history, culture, and cognitive working of language users. Grammaticalization theory is an understanding of linguistic phenomena from a panchronic perspective that encompasses synchronic and diachronic aspects, and it is a more useful methodology to grasp the original characteristics of language. Therefore, as an example of word class conversions in grammar textbooks of 2015 curriculum, the process of grammaticalization was discussed, focusing on the frequently appearing 'mankeum', 'Oneul'. When explained by the process of grammaticalization, learners can clearly identify the property of the part of speech and relate it to the speaker's intention. In addition, the learners can discover that word class conversions are also occur throughout the life of a language and identify the cause and aspect by grammaticalization.

국어과 중등교사 임용시험 문법 문항 분석 및 개선 방향

양세희 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives This study critically analyzes questions in the grammar area of the appointment examination from 2014 to 2023 and proposes directions for improvement. Methods Marzano (2007)'s new taxonomy of educational objectives was used to establish a framework for what characteristics grammar questions should have. And using it, grammar questions were analyzed according to the level of thinking and knowledge type. Results The questions corresponding to the subject education were just questions about the content of the subject, most of the information knowledge were about understanding and analysis, and no procedural knowledge was asked. Conclusions The system of subject content and subject education in grammar questions should be restructured, and grammar questions should include questions that evaluate procedural knowledge as well as information knowledge on understanding, analysis, utilization, and metacognition.

시간 표현 교육 내용의 인지의미론적 접근-‘-겠-’을 중심으로-

양세희 우리어문학회 2020 우리어문연구 Vol.66 No.-

This study intends to suggest the possibility to change of time expression educational contents in aspect of cognitive semantics. The construction method of knowledge in current textbooks lets learners understand modality in tense category. But presenting various meanings of ‘-gess-’ in a grammatic function category system not only causes trouble called an increase of the amount of leaning, but it will also end in merely using the understood gramma knowledge. For them to accurately observe and sensitively cognize grammar elements in their Korean language life, knowledge that is considered valuable to learners in Korean language life should be the object of inquiry. For this, in aspect of cognitive semantics, the study systematized time expression-related grammar elements into a diversity category of meaning, and conceptualized them into a gramma form that reflected speakers’ intentions. As a result of the survey conducted to grasp in what sense learners think of '-gess-' most familiarly, many learners thought that '-gess-' had a sense of guess. Accordingly, the study suggests setting the prototypical meaning of '-gess-' as 'guess', and finding different meanings in Korean language materials with the structure of semantic network of Langacker(1987). 이 연구는 인지의미론적 관점에서 시간 표현 교육 내용의 변화에 대한 가능성을 제언해 보고자 한다. 현행 교과서의 지식 구성 방식은 학습자가 시제의 범주 속에서 양태를 파악하게 한다. 그러나 ‘-겠-’의 다양한 의미들은 문법적 기능 범주 체계 내에서 제시하기에는 학습량의 가중이라는 문제점을 불러일으킬 뿐 아니라 단순히 이해한 문법 지식을 활용하는 차원에서 그칠 것이다. 학습자가 자신의 국어 생활에서 문법 요소를 정밀하게 관찰하고 민감하게 인식하기 위해서는 학습자의 국어 생활에서 유의미한 지식이 탐구의 대상이 되어야 할 것이다. 이를 위하여 인지의미론적 관점에서 시간 표현 관련 문법 요소들을 의미의 다양성 범주로 체계화하고 화자의 의도를 반영한 문법 형태로서 개념화하였다. 학습자가 ‘-겠-’을 어떤 의미로 가장 익숙하게 생각하는지를 파악하기 위하여 설문 조사한 결과 많은 학습자가 ‘-겠-’이 ‘추측’의 의미를 갖는 것으로 생각하였다. 따라서 ‘-겠-’의 원형 의미를 ‘추측’으로 설정하고 Langacker(1987)의 의미망 구조로 여러 의미들을 국어 자료에서 찾아가는 방식을 제안한다. 나아가 이 의미들을 문법적 기능 범주로 분류함으로써 시간 표현과 양태에 대한 지식을 구성해야 할 것이다.

Improvement of a GC–MS analytical method for the simultaneous detection of 3-MCPD and 1,3-DCP in food

양세희,권기성,최장덕,조천호 한국식품과학회 2018 Food Science and Biotechnology Vol.27 No.3

Chloropropanols such as 3-monochloropropane- 1,2-diol (3-MCPD) and 1,3-dichloropropan-2-ol (1,3-DCP) are produced by heat treatment in the presence of fat and hydrochloric acid during the manufacture of food stuffs such as hydrolyzed vegetable protein and soy sauce. 3-MCPD and 1,3-DCP have been detected in several foods. An efficient, highly selective GC–MS method was developed to determine the concentration of 3-MCPD and 1,3- DCP in food. Calibration curves for 3-MCPD and 1,3-DCP were constructed, and a correlation of determination (r2) C 0.9990 was obtained. The limits of detection and quantitation for 3-MCPD in food were 0.6 and 2.0 lg/kg, respectively, and those for 1,3-DCP were 0.2 and 0.6 lg/ kg, respectively. To the best of our knowledge, this GC– MS-based method is a newly improved analytical procedure for the simultaneous separation and determination of 3-MCPD and 1,3-DCP, at once and at low levels (lg/kg).

남해안 특정도서 암반조간대의 대형저서동물 군집의 공간분포

양세희,양효식,이창일,서총현 해양환경안전학회 2022 해양환경안전학회지 Vol.28 No.6

In this study, from August to October 2019, we conducted a survey of the spatial distribution and dominant species of macrobenthos on the rocky intertidal zones of 38 specified islands distributed along the southern coast of Korea. On the basis of observation made using 50 × 50 cm quadrats, we identified a total of 80 species, among which, Mollusca were the most abundant fauna, with 54 species that accounted for 67.4% of the total, followed by Crustacea with 15 species (18.7%). The recorded numbers of Cnidaria, Porifera, and Echinodermata species ranged from 1 to 6. In terms of the regional patterns of species richness, specified islands in Yeosu were found to be the most species rich, supporting 61 species, whereas islands in Hadong, Namhae, and Chujado were found to have a similar level of species richness, ranging from 42 to 46 species. Islands in Boseong and Goheung were home to the fewest species, with only 29 species being recorded. At the sampling station scale, we noted a considerable difference in faunal richness, ranging from 6 (St. 6) to 33 (St. 20) species. Among the recorded species, Echinolittorina radiata was identified as the dominant species on 15 specified islands, with the next most abundant species being Tetraclita japonica, considered an indicator species of climate change, which was recorded on 11 islands. In terms of frequency, E. radiata, found on 36 islands, was identified as the most frequently occurring species, followed by Reishia clavigera (30 islands), Mytilisepta virgata (29), Nerita japonica (28), Ligia. exotica (27), and Littorina brevicula (26). Of the 80 species identified, 9, 4, and 2 species of Mollusca, Crustacea, and Cnidaria, respectively, are classified as Marine fauna of accepted foreign export, whereas 50 are Red List species, 44 are species of Least Concern, 3 are Data Deficient species, and 1 species was not evaluated. However, during the survey, we found no Near Threatened or Not Applicable species. On the basis of the findings of this survey, it would appear that the abundance and richness of macrobenthic fauna inhabiting the rocky intertidal zones of specified islands along the southern coast of Korea differ according to different habitat conditions, particularly with respect to the duration of exposure and the extent and properties of the substrata. The findings of this study will provide baseline data for future monitoring and management of specified islands in Korea. 본 연구는 남해안 38개 특정도서의 암반조간대에서 2019년 8월부터 10월까지 방형구(50x50cm)를 이용하여 대형저서동물의 공간분포와 우점종 조사를 실시하였다. 특정도서에서는 총 80종이 출현하였으며, 연체동물이 54종으로 67.4%를 차지하여 가장 우점하였고, 절지동물은 15종(18.7%)이었다. 그 외 자포동물, 해면동물, 극피동물은 1~6종의 범위내에서 출현하였다. 지역별로 보면, 여수의 특정도서에서 61종으로 가장 많았으며, 하동, 남해, 추자도 등에서는 각각 42~46종으로 유사하였고, 보성과 고흥은 29종으로 출현종수가 가장 적었다. 정점별 출현종수는 6종(정점 6)~33종(정점 20)의 범위로 큰 차이를 보였다. 주요 우점종은 좁쌀무늬총알고둥으로 15개 특정도서에서 우점하였으며, 그 다음으로 검은큰따개비가 11개 특정도서에서 우점종으로 출현하였다. 좁쌀무늬총알고둥은 36개 특정도서에서 출현하여 가장 넓게 분포하였으며, 대수리 30개, 굵은줄격판담치 29개, 갈고둥 28개, 갯강구 27개, 총알고둥 26개의 특정도서에서 출현하였다. 국외반출승인 대상종은 연체동물 9종, 절지동물 4종, 자포동물 2종이며, 국가적색목록은 총 50종으로 관심대상(LC)은 44종, 정보부족(DD) 3종, 미평가(NE), 준위협(NT) 및 미적용(NA)은 각각 1종씩 출현하였다. 남해안 특정도서에서 출현한 대형저서동물은 지역에 따른 노출시간, 암간 조간대의 길이, 암반기질 등 서식환경 차이에 의한 출현종수와 우점종의 차이를 보였다. 본 연구 결과는 추후 특정도서 모니터링과 관리방안 수립시 기초자료로 활용될 수 있을 것으로 생각된다.

문법 교육의 위계화 개념에 대한 연구

양세희 한국국어교육학회 2015 새국어교육 Vol.0 No.105

This study aims to newly re-establish the concept of the staging of the grammar education in organizing its contents by paying attention to their sequence or arrangement. The concept of the staging of the grammar education should be a differentiated concept that not only has the implication of the concept that is used in the field that has a correlativity with the grammar education but also can be explained only in the grammar education. Thus, this study reviewed the concept of the staging in teaching & learning theories, linguistics, Korean grammar, and Korean language education. Through this, the concept of the staging of the grammar education was derived. In addition, what principle this concept involves was discussed. The concept of the staging of the grammar education involves the principles of the phases of learners’ linguistic development, level of difficulty of gramma knowledge and the level of discourse. The significance of this study can be found in the fact that it provided one of the processes essential to systematically organizing the contents of the grammar education. However, this study should go through an empirical verification. 이 연구는 문법 교육 내용을 조직하는 데 있어서 교육 내용의 순서나 배열 관계에 주목하여 문법 교육의 위계화 개념을 새롭게 정립하고자 한다. 문법 교육의 위계화에 관한 개념은 문법 교육과 상관성을 갖는 분야에서 사용되는 개념을 함의하면서도 문법 교육에서만 설명될 수 있는 차별화된 개념이기도 해야 한다. 그래서 교수 학습 이론, 언어학, 국어 문법, 국어 교육에서의 위계화 개념을 고찰하고, 이를 통해 문법 교육의 위계화 개념을 도출하였다. 더불어 이 개념은 어떤 원리를 포함하는지 논의하였다. 문법 교육의 위계화 개념은 ‘학습자의 언어 능력과 메타언어 능력 발달 단계, 문장 형성 원리와 맥락을 고려한 문법 지식의 난이도, 학습자와 문법 지식을 매개하는 담화 수준’이라는 원리를 포함한다. 이 연구는 문법 교육 내용을 체계적으로 조직하는 데 필요한 과정 중의 하나로서 의의를 갖는다. 그러나 이 연구에 대한 후속 연구로서 실증적인 검증이 뒤따라야 할 것이다.

문법 문식성 평가로서의 공무원 임용 시험 문법 영역 분석 - 직업 문식성의 확장을 위하여 -

양세희 한말연구학회 2020 한말연구 Vol.- No.57

This study aims to reconceptualize job literacy by analyzing the grammar area of the civil service appointment examination as an evaluation of grammar literacy. First, by discussing the relationship between vocational literacy and grammatical literacy, this study presupposed the necessity of analyzing grammar area questions in civil service appointment examination. Then the questions of the civil service examination for Grade 9 from 2014 to 2019 were analyzed by linguistic units. As a result, the following improvement were proposed: First, the question should relate to the performance of the duties of public officials. Second, the linguistic characteristics revealed in the text types written by civil servants should be evaluated as grammatical knowledge. Third, grammar questions should promote civil servants to set an example for a good Korean language life and to raise their awareness of the language. The questions in the grammar section of the civil service appointment examination should be turned into valid those that require a high level of thinking. Thus, job literacy should be reestablished as a concept that includes grammatical literacy.

시 텍스트 이해와 표현 과정의 문법 교육적 접근 - 창의적 국어 사용 차원에서 문법 교육 방안 모색 -

양세희 한국문법교육학회 2020 문법 교육 Vol.39 No.-

This study aimed to approach the process in which poetic texts are understood and created, from the perspective of grammar education, by examining how grammar acts in poetic texts. First, it conceptualized the creative thinking in grammar education, in order to understanding the grammar which acts in understanding and expressing poetic texts. It explained the creative thinking as a grammatical property. The creative grammatical thinking is associated with the creative use of Korean language. Poetic language is based on a set of grammatical rules but also properly used in the context of poetry (in a similar way of daily language) or creatively used to represent poetic meanings, by deviating from the characteristics of daily language. Second, it investigated the use patterns of grammar in specific poetic texts. Then, it distinguished the contextual use of grammar from the creative use of it and analyzed them by the units of language. This study has an implication, in that it can extend the data of Korean language, with which grammar can be explored, by setting poetry, a register, and that it approached poetic language which has been interpreted as poetic license, in terms of the creative use of grammar.

평생 문식성 관점에서의 문법 교육의 방향

양세희 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.24

목적 본 연구는 평생 문식성의 관점에서 문법 교육의 방향을 제시하고 평생 문식성의 개념이 문법 능력을 포함할 수 있는 가능성을제안한다. 방법 이를 위하여 문식성과 문법 교육의 상관성을 통해 평생 문식성 교육에 평생 문법 문식성 교육을 중요한 한 범주로서 설정될수 있음을 밝히고, 평생 문법 문식성 교육의 원리를 제시하였다. 결과 국외의 실험 연구와 국내의 문법에 대한 인식 확장, 문법의 메타언어적 특성은 문법과 문식성과의 연관성을 구축하며, 평생문법 문식성 교육의 원리로서 자기 주도성과 문법 소통 능력을 제시하였다. 결론 평생 문법 문식성 교육의 원리를 바탕으로, 평생 문식성 교육의 특징인 전생애성(lifelong)과 전사회성(life-wide)을 주축 삼아 평생 문법 문식성 교육의 실천 방안을 구체화하였다. Objectives The purpose of this study is to present the direction of grammar education from the perspective of lifelong literacy and to suggest the possibility that the concept of lifelong literacy may include grammar ability. Methods Through the correlation between literacy and grammar education, it was revealed that lifelong grammar literacy education can be set as an important category in lifelong literacy education. Results grammar can be found to be related to literacy through experimental studies abroad and domestic discussions of expanding awareness of grammar and meta-linguistic characteristics. The principle of lifelong grammar literacy education was suggested as self-directedness and grammar communication ability. Conclusions Based on the principle of lifelong grammar literacy education, the practice plan of lifelong grammar literacy education was embodied by focusing on life-long and life-wide characteristics of lifelong literacy education.