국어 청자존대법 쟁점의 회고와 전망

양영희(Yang, Young-hee) 전남대학교 한국어문학연구소 2020 전남대학교 한국어문학연구소 학술지 어문논총 Vol.- No.36

본고는 중세국어부터 현대국어까지의 청자 존대 사용 양상을 살피는 한편으로, 이에 대한 그동안의 견해들을 검토하였다. 그 과정에서 청자존대법 연구는 사회언어학 관점과 규범 중심의 관점이 양립되어 진행되었음을 확인하였다. 규범 중심의 관점은 문법 외적 요인에 영향을 받을 필요가 없는 비교적 안정된 존대 체계를 수립할 수 있다는 장점이 있음에 비하여 끊임없이 변화하는 언어의 본질과 언중들의 사용 양상을 문법 범위로 수용하지 않음으로써 문법만을 위한 문법, 언어 사회와 유리된 문법으로 될 간주될 여지가 있는 단점을 지닌 것으로 파악하였다. 반면 사회언어학 관점은 언중들의 언어 사용 양상을 문법 체계에서 민감하게 수용할 수 있다는 장점이 있지만 세대 별 혹은 성별에 따른 다양한 존대 체계를 구성하게 됨으로써 표준 문법을 설정하기 쉽지 않다는 단점이 있는 것으로 해석하였다. 이에, 본고에서는 규범 중심의 관점에서 청자 존대 체계를 수립한 후에, 사회언어학 관점에서 기능으로 설명할 방안을 제언하였다. The present study aims to examine the usage of Korean aural honorifics from Middle Korean to Contemporary Korean and review different perspectives on them. In the process, the current study confirms that the study of Korean hearer honorifics has been divided into two different views: that is, the sociolinguistic standpoint and the norm-centered perspective. The linguistic norm-centered standpoint has an advantage in that it can construct a relatively stable honorific system which is not affected by extra-grammatical factors. There is, however, the danger of being alienated from the linguistic society and therefore being regarded as grammar for grammar’s sake, since it does not accept constantly changing public usage of the language. On the other hand, the sociolinguistic view has its strength in accepting public language usage sensitively in the grammar system, but there still is a limit that it is difficult to set grammatical norms as it constructs various honorific systems according to both age and sex.

「2011 국어과 교육과정」에 근거한 ‘문법’ 영역의 텍스트 구현 방식 고찰

양영희(Yang, young hee) 국어문학회 2014 국어문학 Vol.57 No.-

본 연구는 ?2011 국어과 교육과정?에 근거한 교과서의 문법 단원에서 텍스트를 구현하는 양상을 고찰하고자 시도되었다. 그 결과 ‘통합’은 소단원의 전개 부분인 ‘학습 활동’에서 문법 활동의 결과물로 인식되는 ‘글’을 탐구하는 차원에서 이루어졌음을 확인하였다. 이러한 태도를 본고는 문법교육의 중핵을 ‘문법적 지식을 학습자에게 친절히 전수하는 것’으로 간주하는 데서 비롯한 것으로 풀이하였다. 그러나 현 교과서가 텍스트 중심의 문법교육의 중요성을 인식하여 문법 설명에 텍스트를 반영하고자 하였다면, 문법 활동의 결과물을 텍스트로 활용하여 이를 분석하는 것만으로는 만족하기 어려운 부분이 없지 않다는 결론을 내리고 다음과 같은 제언을 하였다. 먼저 현 교과서 대부분이 취하는 방식인, ‘학습 활동’ 부분에서 텍스트를 제시하여 그것을 탐구하도록 하는 대신, 텍스트를 학습 활동 이전의 설명 과정에서 활용하자는 것이다. 둘째, 텍스트의 다양화가 필요하다는 것이다. 즉 문법적 사고 과정을 명시적으로 보여주는 텍스트나, 명제적 지식을 상징적ㆍ함축적으로 삼은 텍스트를 사용하자는 것이다. 그래서 전자를 통해서는 ‘문법적 지식’이 국어활동에 얼마나 깊게 관여하는가를 학습자에게 직접 경험하도록 하고, 후자를 통해서는 독서 활동을 하면서 문법적 지식을 획득하도록 하자는 것이다. The purpose of this study is to examine the implementation method of the text in the field of grammar based on 2011 Korean Language Education Curriculum. The result of this study shows that the integral is conducted in a dimension of studying the text which is regarded as a result of the grammatical activity in the learning activity, the developmental part of the small unit. This paper interprets this attitude comes from the consciousness that the grammatical knowledge, the central part of the grammar education is “kindly handed down to the students.” However, it is hard to content only to use and analyze the output of the grammatical activity if the current textbook attempts to reflect the text for the grammatical explanation because of the importance of the grammar education based on the text. Therefore, this paper suggests as follows: first, instead of presenting the text in the learning activity part to study as most of the current textbooks, the text could be presented during the explanation process prior to the learning activity. Secondly, it is necessary to diversify the text. In another words, the text which shows the grammatical thought processes clearly or contains propositional knowledge symbolically and connotatively could be used. Through the former one, the leaner will experience directly how the grammatical knowledge deeply involved in the Korean language activity. Through the latter, the students will learn the grammatical knowledge during the reading activities.

한국어 교육에서의 국어학적 지식 역할

양영희(Yang Young-hee),서상준(Suh Sang-jun) 우리말글학회 2009 우리말 글 Vol.46 No.-

This study focused on identifying the role of language education in the field of teaching Korean as a second language (L2). First, the organized knowledge in Korean studies should be used when teaching Korean. The cases that spelling different from pronunciation in Korean language are much more than any other languages and it is because of historical changes. To explain the procedure of those changes, people who are related to teaching Korean should understand Korean phonology in general. Next, when the teachers have re-education, the present point of view on Korean education should be considered with much more importance in choosing the curriculum or subjects. There are two types of teachers: Some have to review the existed knowledge of Korean language, and the others have to learn the curriculum of the study from the beginning. As the two different courses which are offered by different teachers must be run separately, Korean education should be in charge of all sorts of matters related to Korean studies. Finally, the knowledge of Korean studies is also necessary in developing the textbooks for teaching of Korean language. In the process of developing various textbooks classified by the level or aim, there are opinions that regional language and preferential vocabularies should be reflected on the textbooks. So dialectology and lexis that belong to the subordinate field of Korean studies are essential to select appropriate vocabularies. In conclusion, Korean education should take a certain role in organizing textbooks for Korean language.

자기효능증진 전략을 이용한 암극복 프로그램의 효과 Ⅱ

양영희(Yang Young Hee),이종경(Lee Jong Kyung) 한국성인간호학회 2006 성인간호학회지 Vol.18 No.3

현대 국어 문법화와 역문법화의 비교 고찰

양영희(Yang Young-hee) 국어문학회 2016 국어문학 Vol.62 No.-

본 논의는 문법화와 역문법화의 차이를 비교함으로써 역으로 각각의 고유한 성질을 점검해 보려는 취지에서 출발하였다. 여기에는 최근에 관찰되기 시작한 특정 언어 현상을 역문법화로 규정하면서 막연하게 ‘문법화의 반대방향으로 진행하는 현상’으로 규정하면서 문법화와의 관련성을 중시하는 태도에 대한 필자 나름의 견해를 구축하려는 의도가 내재해 있었다. 이런 맥락에서 내린 결론은 먼저 역문법화는 거시적으로 문법화의 반대 방향으로 진행된다는 면은 공통되지만, 이 두 언어 현상은 다음과 같은 차이점이 존재한다는 것이다. 먼저 문법화는 대부분이 단선적인 방향으로 진행되기도 하지만, 하나의 문법 형태가 하나 이상의 문법화의 연쇄를 일으킴에 비하여 역문법화는 단선적인 방향으로만 진행한다는 점에서 차이를 보인다. 둘째, 문법화는 언중들이 어떤 두 언어 형식을 연접하여 반복적으로 사용하다 보니, 이 두 형식을 단일한 단위로 인식함으로써 생성되지만 역문법화는 이와 반대로 자주 연결되어 사용되는 두 언어 형식을 단절하거나 분리시킴으로써 생성되는 것으로 추정된다. 셋째, 문법화는 진행 과정에서 구체적이고 어휘적 의미에서 추상적이고 문법적인 의미로 변함에 비하여 역문법화는 이러한 의미적 변화는 관찰되지 않는다는 것이다. The purpose of this discussion is to compare grammaticalization and degrammaticalization to identify the intrinsic nature of each phenomenon. First of all, most grammaticalization processes progress in direction, but a grammatical form may cause a chain reaction. On the other hand, degrammaticalization shows a difference in that it only proceeds to the unilinear direction. Secondly, in grammaticalization, speakers use two language forms consecutively and recognize the two forms as a single unit. Contrastively, it is assumed that degrammaticalization results from the disconnection or separation of collocation. Thirdly, grammaticalization makes a language form transform from a concrete and lexical meaning to an abstract and grammatical meaning. There is, however, no such change in meaning in degrammaticalization.

현행 ｢한국어 교육과정｣의 내용체계와 숙달도 설정의 개선 방안

양영희(Yang young hee) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.9

본 논의는 교육 현장의 요구와 실효성을 갖춘 한국어 교육과정 을 구축하고자 하였다. 먼저 한국어 교육 내용체계를 학습한국어와 생활한국어로 이분한 점이다. 문제 핵심은 한국어 교육은 일상생활의 의사소통 능력을 기르는 것이 목표이지 다른 교과목 용어나 개념을 학습시키는 것이 아니라는 것이다. 이에 본 논의에서는 학습 한국어와 생활한국어를 구별하지 않은 내용체계를 구축할 것을 제언하였다. 그리고 현행 내용체계에서 ‘기능’으로 일괄 처리한 ‘읽기, 쓰기, 말하기, 듣기’를 고유한 영역 으로 설정하는 한편으로 ‘언어재료’에 포괄된 ‘문법, 어휘’를 ‘읽기, 쓰기’ 등과 같은 계열의 영역으로 설정할 것을 제언하였다. 다음으로 한국어 숙달 정도를 책정하는 방식이다. 현행 한국어 교육과정 에서는 한국어 숙달도를 먼저 초급, 중급, 고급의 3등급으로 구분하여 각 등급을 다시 2단계로 세분하여 6등급으로 나누어 이들을 초등학교, 중학교, 고등학교에 배정하는 형식을 취하고 있다. 이에 대해 한국어 숙달 정도를 ‘초급, 중급, 고급’으로만 구분할 것을 제언하였다. The current study attempts to reestablish Korean Language Curriculum based on effectiveness and needs of teachers. First, the present study points out that the contents of the curriculum is divided into Academic Korean and Survival Korean. The point is that Korean education should not attempt to teach terms or concepts from other subjects but aim to enhance communication competence in everyday life. This paper, therefore, suggests constructing content system which does not distinguish Academic Korean from Survival Korean. Furthermore, it is suggested that Reading, Secondly, proficiency levels of Korean Language Curriculum are discussed. In the current Korean Language Curriculum, proficiency levels are firstly divided into three levels of elementary, intermediate, and advanced levels. They are subsequently subdivided into two different levels and then theses six levels are assigned to Elementary, Middle, and High school, respectively. This study suggests that those levels should be divided into just three levels of elementary, intermediate, and advanced levels.

호ㆍ지칭접미사 ‘-님’과 의존명사 ‘님’의 상관 고찰

양영희(Yang, Young-hee) 한국언어문학회 2012 한국언어문학 Vol.81 No.-

By origin, ‘-nim’ was the addressing suffix in order to show intimacy and respect to the close individuals such as family or relatives. Therefore, this term contains the functions of [+intimacy, +individual, +honor] as illustration of abeonim (father/father-in-law), eomeonim (mother/mother-in-law), orabeonim (brother), and hyoungnim (sister-in-law). In contrast, at the beginning of the Modern Korean period, this suffix transformed into having the functions of [-intimacy, -individual, +honor]. The basic ground of this transition is to minimize the grammatical deficiency caused by the disappearing vocative postposition, ‘ha’. That is, this disappearance of vocative post position ‘ha’ formed the lack of the grammatical system in calling respectful people so that speakers started using ‘-nim’ which includes the quality of [+honor] by means of supplying the deficiency. By linking ‘-nim’ after the terms of ‘status, class’, the present usage such as ‘kwajangnim (section chief), kyosunim (professor), bucheonim (Buddha) appears. In the process of this transformation, ‘-nim’s original function of [+intimacy] did not used after the Modern Korean period, the grammatical loss in appellation happened in the end. This paper regards ‘nim’ which appeared on purpose to replace the deficiency as bound noun. This mode gives both the feeling of intimacy and the attitude of respect in the formal situation, for example, ‘Song Chaerin nim, Chaerin nim, Song nim, Chamnamu nim’

‘공문서 바로 쓰기’ 교육의 개선 방안

양영희(Yang, Young-hee),서상준(Suh, Sang-jun),손춘섭(Son, Chun-seop) 한국언어문학회 2011 한국언어문학 Vol.76 No.-

The purpose of this study is to criticize the curriculum of ‘Correcting the Official Documents’ conducted by National Institute of the Korean Language (NIKL), and to suggest constructive solutions. As the instructors, the program did not achieve the high efficiency because the objectives between NIKL and the people in charge of education did not match. Thus, the lecturers are issuing the current problems and making resolutions as the improving methods of ‘Correcting the Official Documents’ education. Above all, official documents are the one type of writing which contains drafters’ messages, not the sum of simple sentences. Therefore, the systematic education on the method of general writing should be executed. Furthermore, the education would be effective in the range of admitting the unique conventions of official documents. That is, there are special vocabularies or terminologies used only in these documents just as the academic papers have their own technical terms. This peculiarity should be accepted in the aspect of both contents and forms. To be brief, ‘Correcting the Official Documents’ education has to be regarded as the writings with topics, not to be remained in the plain state of revising wrong sentences. The curriculum of the program should focus on the course of writing education with taking serious consideration of consumers.

사용자 중심의 존대 체계 구축을 위한 시론

양영희(Yang, Young-hee) 한국언어문학회 2020 한국언어문학 Vol.112 No.-

The current honorific systems are divided into subjects, objects and listeners. Subjects’ honorification uses the word ending ‘-si’, objects’ honorification uses special vocabulary and the listeners’ honorification is constructed by using the word ending to express the speaker s intention to do so. It can be mentioned to be a manifestation system from an object-oriented perspective. This paper attempts to establish a user-centered honorific system, on the premise that the origin of the controversy raised in modern honorific research comes from this perspective. As well known, the issues of honorification that the honorable subject of -si cannot be limited to the subject alone, the reality problem of Apjonbeop, the justification of formal/informal setting in listeners’ honorification and the exclusion of listeners rating system following the ongoing extinction of -hao and -hagae have been presented. In this regard, I would like to address the above issues by raising the basic question, Why is honorification required? As a result, I came to the idea that the speaker connects -si to the word ending when the person, who is expected to be respectful, participates in the conversation or is mentioned in the topic. In other words, -si is used not only to the subject but also to use the honorific to listeners. In this context, the speaker uses the honorific to take a verbal attitude, consistent with the listener’s age or social position. Therefore, it was taken into consideration the formality or familiarity after considering how much honorific/non-honorific the listener is. There have been discussions on establishing honorification of user-centered, this paper differs from the previous discussions in that it attempts to establish principles and criteria for honorification of subjects, listeners, and objects.

15세기 "ㅎ라"체 의문형 종결어미의 변천 양상

양영희 ( Young Hee Yang ) 한국외국어대학교 언어연구소 2009 언어와 언어학 Vol.0 No.46

The purpose of this study is to find out that which process ``-nda·noun+ga/go·nga/go·ryeo`` systems of the interrogative final ending of ``h□r□`` form had been through and finally became the modern form. These forms extinguished or shifted to the upper level around nineteenth century, and became condensed form as ``-nya`` at the present time.