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장미라(Jang Mi-Ra) 국어국문학회 2006 국어국문학 Vol.- No.142
This study was to review the needs of sentence education and explored the contents and basic principles of it to enhance the ability to use Korean sentences, as a second language, for foreign learners. A sentence is the basic communication unit, which conveys one’s thoughts and makes to understand other people’s intentions, by using the words, expressions and grammar which one already knew or achieve from learning. Development of the ability to use sentences is related to every fields of Korean education not only writing, reading, speaking and listing but also vocabulary and grammar. Existing education usually have focused on writing and grammar to enhance the sentence-use ability, and the writing education has laid weight on the contents, topic, construction and the process of writing. The grammatical items taught in grammar education mean, after all, the learning of sentence structure in which one uses the very grammar items. The reality is that, however, presenting grammatical items without considering the sentence system, and the grammar education wholly composed of such contents and practicing, fails to help learners accumulate the knowledge for sentences. Therefore, some sentence education to enhance the foreign learners’ sentence-use ability and to develop their understanding of Korean sentences, namely intuitive power, is needed. To improve the ability to use sentences with structural eligibility, the contents of sentence education should include following six; (1) the basic sentence structure and pattern in Korean (2) selectional feature (3) the hierarchy of sentence elements and their word order (4) curtailment of sentence (5) expansion of sentence (6) the expressive and discourse function of sentence. These contents of sentence education should be carried out in ‘spiral curriculum’, in consideration of the variables, ‘learners, objectives, steps of education’.
"-은/는 것이다" 구성의 표현 문형 설정과 교육 방안에 대한 연구
장미라 ( Mi Ra Jang ) 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2
`-은/는 것이다` is frequently used for speakers to express `assertion` or `oughtness` from objective point of view towards proposition. However, it is not easy to distinguish `-은/는 것이다` from substitution and function of noun clauses and, actual use and frequent of is not fully reviewed and analyzed. That`s why it hasn`t been selected and taught as Korean pedagogical grammar. Therefore, this research aims to find out if it can be selected as Korean pedagogical grammar by examining characteristics of express pattern of `-은/는 것이다`. In addition, this research will examine related grammar suggested in text books of Korean in order to suggest effective models to improve level and stage of learning and communication skills as well as to propose suggested form of organizing `-은/는 것이다`. Assertion 1 can be learned through task with `assertive suggestion` such as talking about experience in intermediate part, and Assertion 2 through task with `assertive delivery` such as quotation in the advanced intermediate part or suggested with quotation sentence related patterns. Oughtness can be learned and taught through task with `definitely suggestion` such as insistence and advice. (Kyung Hee University)
문화 기반 초급 온라인 한국어교육 콘텐츠의 교수요목 설계 및 단원 구성 방안 연구
장미라(Jang, Mi-ra),김지형(Kim, Ji-hyung) 한국어문학회 2012 語文學 Vol.0 No.116
This report outlines the development of suitable Korean Hallyu cultural education contents in Korean as a Foreign Language(KFL) environment for learners abroad and presents the current state of syllabus and unit organisation of ‘Dynamic Korean, Exciting Hallyu’ that have already been developed. As for the content, Hallyu cultural content is used as a lure and as a basis to connect language learning while multimedia resources have been developed to for stimulation. The syllabus comprises of a total of 15 units. The target level is upper beginner and is based on one topic, cultural content, activities, functions, tasks, vocabulary and grammar. The introduction, Are You Ready? uses topics such as ‘Dae Jang Geum’, K-POP, ‘Two Days and One Night’ and Trendy Dramas to introduce each unit. Through explanations, case studies, cultural vocabulary and student interaction in ‘Let’s Learn Culture!’ students gain an understanding of Korean culture and then in the linking segment, Let’s Learn Korean! students learn how to use the functions of conversational media to produce Korean and other tasks. In the concluding segment, Remember This! the contents of the unit is summarised and through a quiz, the content learned is reviewed.
물중의 잔류농약 분석을 위한 SPME의 최적조건 선정에 관한 연구
장미라 ( Mi Ra Jang ),정효준 ( Hyo June Jeong ),이홍근 ( Hong Keun Lee ) 한국물환경학회 2002 한국물환경학회지 Vol.18 No.4
This study was conducted to develope a simple, rapid and solvent-free solid-phase microextraction(SPME) procedure for extracting three organochlorine, one triazine and nine organophosphorus pesticides from water. The optimal conditions of SPME for analyses of organochlorine pesticides were obtained at 250℃ of desorption temperature, 45 minutes of equilibrium time, pH 6 and NaCl 0% addition using 100㎛ polydimethylsiloxane fiber and those of triazine and organophosphorus pesticides were obtained at 270℃ of desorption temperature, 60 minutes of equilibrium time, pH 6 and NaCl 0% addition using 100㎛ polydimethylsiloxane fiber. This method showed good lineality for organochlorine pesticides between 0.0001 and 10㎍/L with regression coefficients ranging 0.9986∼0.9992 and for triazine and organophosphorus pesticides between 0.01 and 100㎍/L with regression coefficients ranging 0.9867∼0.9998.
장미라 ( Mi Ra Jang ),서진숙 ( Jin Suk Seo ) 국제한국어교육학회 2013 한국어 교육 Vol.24 No.1
University and post-graduate Korean education programs and related fields teachers' reeducation courses are designed with the emphasis on the teacher's linguistic knowledge and improvement of their knowledge as a language instructor. However, as for the Korean teachers, they are not just required to have knowledge or teaching ability but they are also required to have personal skills and interpersonal skills with learners or associate teachers. Also, for harmonious management of the classroom, teachers are also required to know how to form and maintain a relationship with students. Therefore, Korean language institute teachers' self development and reeducation should include not just education resources and teaching methods but also information on how to control and care for students and how to create atmosphere. However, for a teacher to control students and create atmosphere, research on the effort required both inside and outside the classroom and on these types of difficulties and burdens are currently not taking place. This paper focuses on Korean institutes' teachers' outside interaction with students and explores Korean teachers' perception of being in charge of counselling. Thus, gaining an understanding of the way in which Korean teachers' interact with students outside of the classroom and the difficulties faced during this process and also depending on the level (beginner, intermediate, advanced) and teacher's teaching career explore similarities and differences. Finally in order to resolve the difficulties for the Korean teachers in Korean institutes, there is a need for information about the construction of a general database for counselling and counselling method etc within the Korean language institute.