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The Acquisition of Korean Locative Constructions by Native English Speakers
유석훈,오은정 한국언어학회 2008 언어 Vol.33 No.1
This paper examines the role of L1 transfer in the domain of the acquisition of the argument structure of Korean locative verbs by native English speakers, using a grammaticality judgment task. In particular, this paper investigates questions such as which L1 grammatical properties transfer, in which case the negative effects of L1 transfer persist, and in this case, what factor is behind it. The acquisition of Korean locative verbs by native English speakers provides a good testing ground for studying the role of L1 transfer in that syntactic properties of Korean and English locative verbs are similar in many aspects but crucially, they are different in some important respects. We predict that where the two languages are similar, L2-Korean learners' performance will be more target-like. Results show that this prediction was clearly borne out, which in turn provides empirical evidence that L1 transfer is indeed operative at the level of syntax. Additionally, this study further shows that effects of negative transfer linger where transferred L1 grammar is more general than corresponding target grammar.
외국어로서 한국어 학습자 말뭉치 구축의 필요성과 자료 분석
유석훈 국제한국어교육학회 2001 한국어 교육 Vol.12 No.1
Proverbs are regarded as cultural phrases in that they reflect people's ways of thinking and living. The aim of this paper is to expound the method of Korean culture education using proverbs. The cultural characteristics of proverbs are observed in views of subcultures, comparative cultural analysis, themes and materials. Korean proverbs represent the subcultures of the common people in the Yi dynasty. Also they reveal the characteristics of common Korean such as collective, authoritative and Confucian-oriented nature. Proverbs cover various themes and materials so that foreign learners can easily get the knowledge of the manners and customs which we Koreans have. Thus proverbs should be dealt with as the useful cultural data. They should be introduced systematically to foreign learners. The list of Proverbs had better include the proverbs of each cultural characteristic. Foreign learner should know what idiomatic and pragmatic meanings each proverb has and how to use in creative use as well as in standard use.
내용중심 영어강의에서 토론 활성화를 위한 팀 프로토콜 기법 활용연구
유석훈 고려대학교 언어정보연구소 2011 언어정보 Vol.0 No.13
A protocol is a predefined written procedural method in the design and implementation of experiments in the natural science in order to standardize a laboratory method to ensure successful replication of results by others. Detailed protocols also facilitate the assessment of results through peer review. In this study, a type of team protocol method is adopted for enhancing and activating group discussion sessions of subject course taught in English at the college level. Students are required to compile and submit a very highly elaborated written protocol reports per session as a part of requirement and for evaluation. Advantages of the method are fully exploited to ensure quality of discussion to its maximum level. Exact components, procedures and employment schemes are fully described and explored. Finally, actual course evaluation is provided as a substantial and supporting evidence for the benefit of the method. The method has proven to be an effective way of dealing with well-known defects of conventional discussion activity.
내용중심 영어강의에서 토론 활성화를 위한 팀 프로토콜 기법 활용연구
유석훈 고려대학교 언어정보연구소 2011 언어정보 Vol.13 No.-
A protocol is a predefined written procedural method in the design and implementation of experiments in the natural science in order to standardize a laboratory method to ensure successful replication of results by others. Detailed protocols also facilitate the assessment of results through peer review. In this study, a type of team protocol method is adopted for enhancing and activating group discussion sessions of subject course taught in English at the college level. Students are required to compile and submit a very highly elaborated written protocol reports per session as a part of requirement and for evaluation. Advantages of the method are fully exploited to ensure quality of discussion to its maximum level. Exact components, procedures and employment schemes are fully described and explored. Finally, actual course evaluation is provided as a substantial and supporting evidence for the benefit of the method. The method has proven to be an effective way of dealing with well-known defects of conventional discussion activity.
유석훈 국제한국어교육학회 2004 한국어 교육 Vol.15 No.3
This paper aims to discuss a constructive teaching tool and program for learners and teachers of Korean language and culture with English-speaking background. In the past decade Korean has been introduced as part of a formal degree course in a number of tertiary institutions across English speaking countries. This trend and the growing public awareness of Korea as an important regional partner in these countries clearly support the view that Korean will be on a par in many respects with other established Asian languages. However, with the full implementation of these regional initiatives, there is and will be an ongoing demand for Korean language and cultural resources and qualified Korean language teachers. The goals of the present paper is as follows: (1) To demonstrate sample modules of cultural materials in multimedia format for 10-12th Graders in English speaking countries, (2) To demonstrate a resource material repository which includes the basic classroom and instructional language, cultural notes, activity resources and student workbooks, all of which are tightly integrated with the basic core language materials, (3) To demonstrate a sample template program so-called sampler, to be used to compile automatic syllabi satisfying personalized and individualized demand.