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RISS 인기검색어
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- 저자 : 임지아(Lim Ji A) (검색결과 4 건)
- 무료
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임지아(Lim Ji-A) 동남어문학회 2006 동남어문논집 Vol.22 No.-
Although it"s been just about four decades since local Korean language education agencies started the education, learners of Korean language and institutions of teaching Korean are now greatly increasing and at the same time, cultures and studies related to Korea are attracting more and more attention. In a similar vein, more and more attention is being paid to qualitatively changing the way of Korean language instruction towards effective Korean language education.<BR> Setting aside a particular teaching method, in fact, all teaching-learning activities in classes may be respectively regarded a teaching method. To make classes of Korean language instruction successful, Korean language teachers should understand learners to the instruction orients and who have different purposes, apply different teaching methods in accordance with conditions of the instruction and thereon implement Korean language education and evaluate its results. This necessities a better instruction design which could be most effective by combining a variety of teaching methods occasionally, rather than using them separately.<BR> Thus the purpose of this study is to propose some teaching methods for the design of Korean language instruction on the basis of systematic approach principles, ultimately establishing fundamentals for designing Korean language education better.
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김혜정(Kim Hye Jeong),안태형(An Tai Hyung),임지아(Lim Ji A) 동남어문학회 2016 동남어문논집 Vol.1 No.41
이 연구는 대학생들이 작성한 글에서 자주 발견되는 틀린 문장 의 양상을 살피는 것이 목적이다. 이를 위해 학생들이 작성한 자기소개서, 논리적인 글쓰기, 자기 생각 쓰기의 글 749편을 분석하여 오류 문장을 수집하였다. 수집한 오류 문장을 ‘어문 규정, 통사·의미, 문체’ 3가지로 나누었다. 이 중 어문 규정을 어긴 문장과 통사·의미적 오류를 범하고 있는 문장을 틀린 문장으로 규정하고, 이들 하위 항목에 해당하는 틀린 문장의 양상을 오류 빈도가 높은 순으로 살펴보았다. 그 결과 맞춤법 오류가 27%로 가장 많았으며, 어미 사용 오류, 조사 사용 오류, 성분 생략, 호응 오류, 어휘 사용 오류, 접속 오류, 어순 오류 순으로 그 뒤를 이었다. This study is aimed at examining the sentence error aspect that frequently appear in the text written by college students. For this, 749 texts about cover letter, logical writing, and one's thinking writing written by students were analyzed to collect the error sentences. The collected error sentences were divided into 'grammar regulation, syntax-semantics, and style of writing'. The sentences that violated the grammar regulation and the sentences that committed the syntax/semantic errors were defined as wrong sentences, and the wrong sentence aspect applying to these subcategories were examined in order of the high error frequency. As a result, the spelling error was the biggest with 27% which was followed by the ending use error, postposition use error, component omission, response error, vocabulary use error, connection error, and word order error.
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김혜정 ( Hye-jeong Kim ),안태형 ( Tai-hyung An ),임지아 ( Ji-a Lim ) 배달말학회 2016 배달말 Vol.58 No.-
이 연구는 효율적인 띄어쓰기 수업 방향을 모색하는 데 토대를 마련하고자 학생들이 자주 범하는 띄어쓰기 오류 실태를 파악하는 데 그 목적이 있다.이를 위해 학생들이 작성한 자기소개서, 논리적인 글쓰기, 자기 생각 쓰기의글 749편을 분석하였다. 그 결과 띄어쓰기 오류는 ‘띄어 써야 하는데 붙여쓴 경우’와 ‘붙여 써야 하는데 띄어 쓴 경우’로 나눌 수 있었다. 띄어 써야하는데 붙여 쓴 오류가 82.6%이고, 붙여 써야 하는데 띄어 쓴 오류가 17.4%로 붙여 쓴 오류가 띄어 쓴 오류보다 4배 정도 많았다. 띄어 써야 하는데 붙여 쓴 오류는 명사(28.7%), 의존명사(26.7%), 용언(11.2%)의 순으로 많이 나타났고, 붙여 써야 하는데 띄어 쓴 오류는 조사(8.7%), 접사(6.6%), 어미(0.9%), 용언(0.7%), 체언(0.5%) 순으로 나타났다. This study sought to lay the foundation for an efficient spacing, orientation classes. For this, 749 texts about cover letter, logical writing, and one``s thinking writing were analyzed which were written by students. As a result, the type of the word spacing error could be divided into the ``case of attaching when the words must be separated`` and the ``case of detaching when they must be attached``. The error of attaching when they must be detached was 82.6% and the error of detaching when they must be attached was 17.4%, the number of attachment error was 4 times as big as one of the detachment error. The error of attaching when they must be detached included noun(28.7%), dependent noun(26.7%), and predicate(11.2%) in order of frequency. The error of detaching when they must be attached included postposition(8.7%), affix(6.6%), ending(0.9%), predicate(0.7%), and uninflected word(0.5%) in order of frequency.
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