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한국어교육을 위한 문법 사전으로서의 <한국어교육 문법 - 자료편>에 대한 서평
한송화 한국사전학회 2019 한국사전학 Vol.- No.33
In current Korean language education, grammar teaching syllabus consists of grammatical items. Therefore, Korean learners and teachers are required to have knowledge of grammatical items, and they have constantly demanded a grammar dictionary that describes grammar items as entries. And to meet these demands, many grammar dictionaries have been published. I analyzed the most recently published Korean Grammar for Korean Education(2016) in this paper. This dictionary progressed in that it provided an objective basis for the selection of entries, unlike previous grammar dictionaries. Still, it had not set a clear range of what was a grammar item. In addition, some factors were still found to be somewhat complementary to the selection of the entries. And this book seems to be for teachers, given the explanation in the preface, the use of meta language and the microstructure of the dictionary, and teachers will be able to get help through this dictionary. However, it was analyzed as a rather unfriendly dictionary to the dictionary users, given the arrangement and forms of the entries. Next, it is presented grammar informations, collocations, and discourse information in a separate section. Presenting information in these separate sections has the advantages of not only promotes convenience for dictionary users, but also provides a wealth of information presentation. Nevertheless, this dictionary needs to be supplemented somewhat because these informations are not economical because they are somewhat redundant or because of the large amount of space occupied by the dictionary.
한송화 연세대학교 언어정보연구원 2019 언어사실과 관점 Vol.48 No.-
In this paper, I analyzed the usage patterns of Chinese Korean learners in the Korean learners’ corpus. To this purpose, I compared NIKL learners’ corpus 674,553 words with the native speakers’ corpus 1,055,790 words. According to the analysis, Chinese Korean learners used about 28 more adverbs per 1,000 words than native Korean in their writing. And Chinese Korean learners have either overused or underused the high frequency adverbs, the degree of overuse was stronger than underuse. And compared to native speakers, they lacked the diversity of the use of adverbs. From this corpus analysis, we were able to identify the characteristics of Chinese Korean learners’ use of adverbs. Korean learners overused adverbs such as ‘너무, 아주’and modal adverbs ‘정말, 진짜’to reinforce their own discourse, and they also used a lot of mimetic adverbs due to the influence of teaching. In addition, through the analysis of the learners’ corpus, we were able to identify problems with the use of adverbs by Chinese Korean learners. Chinese Korean learners should try to expand available adverbs and diversify their choice of adverbs in their composition. And they should also develop the recognition of written and spoken registers when selecting adverbs.
한국어 문법용어에 사용에 관한 교사,학습자의 인식 연구
한송화 국제한국어교육학회 2010 한국어 교육 Vol.21 No.4
Song Hwa Han. 2010. A Research on the Cognition of Korean Language Learners and Korean Language Teachers: The Use of Grammatical Terminology. Journal of Korean Language Education 21-4: 361-391. Many studies have emphasized that grammatical terminology is of little consequence in the communicative or proficiency-oriented classroom because the aim of communicative teaching is to promote interaction in the target language. However, recently, a partially opposing argument has been raised that grammatical terminology has an important role to play in classroom discourse. This paper investigates these issues by surveying learner`s cognition and teacher`s views on the use of Korean grammatical terminology. Depending on surveying, teachers hardly use grammatical terminology and avoid the situations where they introduce grammatical terminology. However, teacher tend to use grammatical terms in their classroom more often than is perceived. On the other hand, Korean learners respond positively to the teacher`s usage of these terms. They thought that the use of terminology might benefit their understanding of grammar. Learners were more aware of grammatical terms than teachers assumed. Therefore Korean teachers may utilize terminology in a way that is beneficial to their students. However, they need to set limit in the use of terminology i.e. basic terminology. This may be determined according to the degree of necessity when the teacher teaches grammar or talks about grammar. Learner`s familiarity with grammatical terminology should be a criterion for deciding the basic terminology.
기능과 문법 요소의 연결을 통한 한국어 교육 : 명령 기능을 중심으로
한송화 국제한국어교육학회 2003 한국어 교육 Vol.14 No.3
On this note, I'm proposing to teach Korean grammar by relating with functions of grammatical elements. To pursue this proposition, it is important to analyze functions of each grammatical element, because each grammatical element does not match with function one by one. In other words, a function can be expressed by various grammatical elements or phrases, and a grammatical element or a phrase can perform various functions. In addition, to instruct grammar by relating function, it is also important to analyze each function and summarize grammatical elements or phrases that perform such functions. On this note, I researched ordering functions as an example of proposed grammar instruction. First, I grouped ordering functions into several sub-function groups based on speech act theory. And we analyzed the typical grammatical elements, that perform ordering functions, focused on their functions. Finally, we proposed, even it is at a rough stage, proposed how to utilize such detail functions in instructing Korean language.
한국어 부사 연구에 있어서의 쟁점과 과제 - 담화·화용적 관점에서 -
한송화 한국어의미학회 2016 한국어 의미학 Vol.52 No.-
Korean adverb is one of part of speech that is categorized by meaning, form and function in sentences. The function of adverbs is said that they modify verbs in sentences or they modify sentences at beginning sentences. But Korean adverbs have various functions in discourse. The first, ‘그런데, 그리고, 그러나, ...’ among the adverbs are used for intensifying cohesion in discourse. And ‘근데, 그니까, 그래서, 그럼, 하여튼, ...’ among the adverbs are used as discourse markers that display discourse border such as introduction, change and finishing of topic. ‘그니까, 하긴, 설마, ...’ are used as semi-yes/no responses and ‘정말, 진짜, 그냥, ...’ are used as speech act sentences for demanding or threatening in conversations. And ‘혹시, 아마, 그냥, 막, ...’ are used as discourse markers that strengthen or weaken speaker’s speech representing for speaker’s mental attitudes. Lastly the functions of ‘차라리, 오히려, 물론, ...’ can be known through discourse premise.