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《로동신문》에 나타난 북한의 ‘조선어’ 담론 분석 - 핵심어 추출과 토픽모델링 기법을 사용하여 -
위햇님 ( We Hat-nim ) 서울대학교 국어교육과 2020 先淸語文 Vol.47 No.-
This study is aimed at analyzing the “Korean language” discourse in North Korea’s Rodong Sinmun. So far, there has been a large number of studies analyzing Rodong Sinmun, but researches on politics, society, economy, etc. have mainly been conducted in terms of contents, using mostly qualitative methods. This study extracts keywords by applying the TF-IDF (Term Frequency- Inverse Document Frequency) weighting model and derives the main themes by applying Latent Dirichlet Allocation. These are big data analysis techniques mainly used to derive text implications based on objective statistical information. This is different from existing qualitative research in that it quantitatively analyzes a large amount of data to produce more objective results. Thus, the top 20 keywords in the articles related to “Korean language” in “Rodong Sinmun” are “We,” “Language,” “Development,” “Korean Language,” “Ethnic Language,” “Ethnic,” “Japan,” “Korea,” “Comrades,” “People,” “Kim Jong-il,” “Supreme Leader,” “Science,” “Society,” “Culture,” “Problems,” “Destruction,” “Juche,” “People,” and “programs.” These can be categorized into values of Korean language and vocabularies of punishment, Japanese atrocities, and ideas and ideology. Next, as a result of the topic modeling, the main themes presented in the articles related to Korean language in “Rodong Sinmun” are largely on the values of Korean language and efforts to preserve and develop them, the extermination of national language by foreign powers, and the achievements of Korean language its leader as a national language, and each major theme includes subtopics with various keywords. Through the above content, we can confirm the wisdom of the forebears, the best language created by the people, the great weapon for revolution and construction, and the national pride that has been self-supporting against hardship and adversity. The discourse on “Korean language” learned through the analysis can be said to be an organic collection to maintain the macroscopic social structure. In the series of discourses that emphasize the superiority and status of Korean language among world languages, highlight its meaning as a national language (that there is no “national” without Korean language), and stress on the effort to inherit and develop such a Korean language. There are hidden mechanisms to secure the legitimacy of the ruling ideology that leads to the Juche idea → Sunun Politics → Kim Il-sung-Kim Jong-ilism. North Korea’s discourse on “Korean language” is largely in line with the South’s “Korean language,” except that it is related to deep ideas and ideology. The results of the analysis of excellent creations with scientific value, the foundation of national maintenance, the task to develop, the social discourse, etc. are considered useful in preparing Korean language education for the unification era. There are still many issues to be agreed upon and resolved in detail, such as language norms and teaching and learning, but the common philosophy of language education, which excludes ideology and ideas, can help establish a macroscopic framework. I look forward to continuing the discourse analysis of Labor News and subsequent studies on Korean language education based on it.
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과학 학습 과정에서 나타나는 중간언어의 유형 및 과학 언어에 대한 이해수준 변화에 따른 중간언어의 특징
양찬호 ( Chan Ho Yang ),김지영 ( Ji Yeong Kim ),신필여 ( Pil Yeo Shin ),위햇님 ( Hat Nim We ),신명환 ( Myung Hwan Shin ),강도영 ( Do Young Kang ),김소요 ( So Yo Kim ),민현식 ( Hyun Sik Min ),김찬종 ( Chan Jong Kim ),노태희 ( Tae H 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.5
이 연구에서는 중학교 3학년 학생들이 물리변화와 화학변화를 나타내는 현상을 구분하고 설명하는 과정에서 사용하는 중간언어를 집단토의 활동과 사후면담을 통해 조사하였다. 학생들이 사용한 언어를 귀납적으로 분석하여 중간언어의 유형을 분류하고, 과학 언어에 대한 이해수준의 변화에 따른 중간언어의 특징을 조사하였다. 연구 결과, 학생들의 중간언어는 그 의미와 형태에 따라 세 가지 유형으로 나타났다. 중간언어 유형 1은 과학적 의미를 나타내기 위해 과학 언어와 일상 언어를 함께 사용하는 언어 사용 방식으로, 과학 언어에 대한 이해수준 변화와 관련 없이 대부분의 학생들이 사용하는 것으로 나타났다. 중간언어 유형 2는 과학적 의미를 나타내기 위해 일상 언어만을 사용하는 언어 사용 방식으로, 과학 언어에 대한 이해 가 높은 학생들에게서만 나타났다. 중간언어 유형 3은 언어를 다중적인 의미로 사용하는 언어 사용 방식으로, 과학 언어에 대한 피상적 이해를 지닌 학생들에게서 주로 나타났다. 이에 대한 교육학적 함의를 논의하였다. In this study, we investigated the interlanguage of ninth graders that was used to classify and explain the phenomena related to the change of the matters in a group discussion and semi-structured interview. The patterns of the interlanguage were classified and analyzed through the change of their understanding of science languages. The analyses of the results suggested that the interlanguage of the students are classified into the three patterns according to its meaning and form. Pattern 1 is science language used in combination with everyday language to express scientific meaning. This was used by most students regardless of the level of understanding of science languages. Pattern 2 is everyday language used to show scientific meaning, which was used by students who had better understanding of science languages than the others. Pattern 3 is using languages with multiple meaning, which was mainly used by students who have superficial understanding of science languages. Educational implications of these findings are discussed.
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