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        • KCI등재
        • KCI등재후보

          한국어 교육 현장에서의 의문문 형태의 접근과 현황 -중한 의문문 대조를 중심으로

          최연 ( Cui Yan ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

          至此爲了對韓國語疑問句進行敎授,比較了中國語和韓國語疑問句的類型和用法,同時對韓國語疑問句的特征和分類進行了仔細的考察。通過在實際敎育現場中獲得的經驗以及對學生完成的實例進行分析,對實例中存在的착誤進行了硏究。在這里提出了在韓國語敎育現場中出現的疑問句終結語尾的使用區分問題,對能推動韓國語敎育現場發展的疑問句語調也有所提及。這項硏究是有效地對韓國語疑問句進行敎授的方案之一。但是在這里有特別要注意的地方,如果過分强調韓國語和中國語疑問句的句型差異,或者執意對其劃分范疇,整理槪念的話不僅會讓學習者混淆不淸,而且更重要是在實際對話中必須對實用性進行考慮才行。因爲對于在文章中受到規則制約的學習者來說즘楊更便于運用是最重要的。從傳統語法敎育目的上來看,是把語言的內部規則和條理來規則化,理論化,但是在這里再次說明,對于外國語語法敎育的目的來說,就是把從這些理論中得到的成果運用于實際的語言交流情況中。總之,以后也將對于這方面的內容進行更多楊的方法摸索。幷且這個問題旣是韓國語敎育現狀中語法敎育階段化問題,也是意思疏通机能問題,要把兩個問題合幷起來進行更具體的討論。因爲筆者的能力和水准有限,也感到論文有?多不足之處,所以以后還需要更多的努力,不斷提高自己。

        • KCI등재
        • KCI등재

          문법교육 : 한국어 교육에서 주어와 주제 구분에 대하여

          이창덕 ( Chang Deok Lee ) 한국문법교육학회 2014 문법 교육 Vol.21 No.-

          In Korean education, as in any language education system, there are complicated grammatical and contextual concepts requiring in depth explanations, for example, the difference between tense and aspect, and between subject and topic. It is very challenging for teachers to respond effectively to students`` question on precise meanings and usage in context when even linguists have not resolved yet these issues. In this paper, I systemize precisely ``subject`` and ``topic`` in current Korean usage, and offer a method to explain the meaning and function of the particles ‘-이/가’and ‘-은/는’. I also propose that the concept of ``subject`` and ``topic`` should be viewed from entirely different perspectives. In the last few decades "subject`` has been studied in syntax as a significant constituent acting as an agent with the predicate of a sentence. However, strictly speaking, ``topic`` is not a notion of syntactic structure but of pragmatic usage in practical conversation contexts. Therefore, the particle ‘-이/가’ should be dealt with not only syntactically but also from a pragmatic perspective. The particle ‘-이/가’ is used for the maker of the subject at sentence level but at the pragmatics level it definitely has the function of ``focus (comment, new information)``. Also, the particle ‘-은/는’ is not a case maker at sentence level but a special particle with the meaning of ``contrast``. At the pragmatic level, except as a maker of``contrast``, the particle ‘-은/는’ is the topic marker (given, old information)`` that has been identified between the speaker and the hearer with appropriate conditions in some contexts. In conclusion, in Korean language education, the notions ``subject`` and ``topic`` should be taught as different conceptions of different domains, and the particles ‘-이(-i)/가(ga)’ and ‘-은(eun)/는(neun)’ should also be considered at both the syntax and pragmatics levels. The particle ‘-이/가’ is a ``focus`` marker (comment, new information)`` as well as a subject marker. The particle ‘-은/는’ is a special particle with the meaning of ``contrast`` in syntax and also the marker of ``topic(given, old information)`` in pragmatics.

        • KCI등재후보

          국어교육 교재와 한국어교육 교재 간의 접점 연구 -문장의 통사론적 난이도를 중심으로

          김의수 ( Ui Su Kim ),양지연 ( Ji Yeon Yang ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

          This paper aims to study the interface between KNL(Korean as a Native Language) text books for pre-school children and KFL(Korean as a Foreign Language) text books for adults from a syntactic point of view. It is concluded that the reading texts of KNL fall somewhere between KFL level 2 and 3. After this study, we will research the interface between pre-school KNL text books and adult KFL text books from a lexical point of view. We hypothesize that this lexical study will support the findings of the syntactic study.

        • KCI등재

          국어 문법 교육의 효율성 제고 방안 -문법 교과서의 "국어 알기" 영역의 구성을 중심으로-

          황화상 ( Hwa Sang Hwang ) 한국문법교육학회 2005 문법 교육 Vol.3 No.-

          The purpose of this paper is to propose a way of Heightening of efficiency in grammar education. Grammar(that is a grammar textbook of high school) have systematic problems in leading learner-centered study. Grammar is composed to study from a smaller grammatical unit to a bigger grammatical unit in turn(that is in order of phoneme, word, sentence). But it is desirable that Grammar is composed to study from a bigger grammatical unit to a smaller grammatical unit(that is senence, word, phoneme), because sentence is most famillar grammatical unit for learners. And Grammar is composed to do research activity after studing grammatical theory. But it is desirable that Grammar is composed to do research activity before studing grammatical theory.

        • KCI등재후보

          한국어 읽기에서의 문법 교육

          김재욱 ( Jae Wook Kim ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

          While the objectives of Korean Language Education focused on accuracy of reading and writing, in recent years the objectives of Korean Language Education are to improve communication competence. Because of this change, the role of grammar education became weak in Korean language classroom than ever before. Reading education also pursue the original objective of reading, that is comprehension ability, grammar education in reading is underestimated. But in the actual classroom, Korean language learners do read for grammar as well as master vocabularies and grammars through reading. This paper explores how reading and grammar education can collaborate each other with criticizing the grammar education for accurate language use separates from reading education for comprehension. For this, I put the importance of grammar education and reading in order and I analysed the concept of grammar education in reading and the way how the grammatical contents are connected with a course of study. And I suggested interactional and integrated approach of reading education and grammar education.

        • KCI등재
        • KCI등재

          최신 문법교수 이론의 경향과 한국어교육에의 적용

          강현화 ( Hyoun Hwa Kang ) 한국문법교육학회 2009 문법 교육 Vol.11 No.-

          This study reviews the latest grammar teaching theories and discusses its applications to Korean grammar teaching. It finds that the current trend in grammar teaching studies is shifting from written grammar to spoken grammar, changing from sentence-based grammar to discourse-based grammar, and adopting a discourse approach rather than a lexical approach. In addition, this study demonstrates that the grammar teaching study focus more on form within communicative approach. This study is able to confirm that grammar teaching method is influenced by linguistic theory and that its applications to classroom and textbooks are to be desired.

        • KCI등재

          한국어 교재에 나타난 문법 교육 내용 변천 연구 –이화여자대학교 언어교육원 교재를 중심으로-

          김현진 한국문법교육학회 2020 문법 교육 Vol.38 No.-

          This research is to examine how the Korean grammar is described in Korean language textbooks. Among the textbooks, this research focuses on the textbooks published by Ewha Womans University Ewha Language Center, such as <외국인을 위한 한국어> series, <말이 트이는 한국어> series, and <이화 한국어> series. Regarding to the grammar on the textbooks, we used evaluation aspects of ‘teaching methods used for the textbooks, devices to help learning grammar, grammar’s form and structure, meaning, and usage’ to examine total of 12 textbooks. As a result, <외국인을 위한 한국어> series utilized grammar education methods with a focus of having an accuracy with learning grammatic structure and forms. Series of <말이 트이는 한국어> and <이화 한국어> aim to increase the communicative competence. Hence, after learning about the grammars, combination tasks of speaking, listening, reading, and writing were mainly featured.

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