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        • KCI등재

          인지적 도제 이론에 기초한 한국어 말하기 수업 설계 방안 연구

          김지애(Jiae Kim), 이영준(Youngjun Lee) 한국어의미학회 2015 한국어 의미학 Vol.48 No.-

          This article aims at developing teaching method of Korean speaking for academic purpose. For the successful performance of academic work Korean learners need communicative competence as well as creative and logical thinking skills. This emphasize the adoption of the cognitive apprenticeship theory in the curriculum. Process-based instruction and mutual cooperation establish the foundation of this theory. In this education could be included such methods as modelling, coaching, scaffolding, and fading. The special course based on these methods was developed and had considerable effect on constructing discourse. First of all, foreign learners acquired the ability to plan a strategy leading to speaking logically. The teacher's coaching and interaction between peers made easy to create new ideas and organize frame for logical text.

        • KCI등재후보

          외국인을 위한 한국어 의미 교육의 현황과 전망

          문금현(Moon Keum-Hyun) 한국어의미학회 2005 한국어 의미학 Vol.16 No.-

          The purpose of this paper is to examine the present condition and prospect of korean meaning education for foreigners. First, this paper clarifies many researches and education focus on lexical meaning but has no interest in utterance meaning. From an educational point of view the research and education of utterance meaning have to be realized with lexical meaning. For this results I investigate research achievements and inquire questionnaire to korean teachers. Second, the teacher have to teach concentratedly the special fine parts according to learning level. Lastly this paper emphasize the reflection on the contents of meaning education in korean textbook. So that I insist on preparations of basic materials(list of semantic domain, corpus data, dictionary of idiom and proverb, collocation list, list of implication and indirect expression etc.) and development of systematic teaching methods.

        • KCI등재

          한국어 학습자를 위한 한국어 동료튜터링(peer tutoring)의 성과와 방향성

          김선효(Kim Sunhyo) 한국어의미학회 2015 한국어 의미학 Vol.47 No.-

          This paper explored that Korean Peer Tutoring(KPT) is proper learning activities for korean learners at the writing class, and suggested better KPT directions for foreigners and overseas Koreans. Through the survey KPT was verified a learning activity for improving Korean abilities of Korean learners on the basis of expectation and satisfaction of KPT activities, KPT domains which included learning activities and non-learning activities. Korean tutees evaluated KPT was very useful and proper learning activities, above all satisfactional rate is higher frequency than expectative rate. KPT has carried out both learning activities that Korean writing courses and non-learning activities that are focus on making friends and adjusting new college life and so on. However, it was identified that foreign learners evaluated positively both learning activities and non-learning activities, but overseas koreans prefer to learning activities, especially in writing.

        • KCI등재

          한국어 초급 교재에서 ‘이/가', ‘은/는'의 제시 방법에 대한 연구

          이미지(Yi, Miji) 한국어의미학회 2013 한국어 의미학 Vol.42 No.-

          Usually ‘i/ka' is used as a subject marker and ‘eun/neun' is used as a topic marker in Korean language. These two particles are learned in the early stages of Korean language education, however, Korean leaners experience difficulties in understanding and distinguishing the meanings and use of them even after their proficiency is reached to a higher level. This paper supposes the learners‘ difficulties are in large part resulted from lack of systematic learning of ‘i/ka' and ‘eun/neun', especially the meanings and contexts of them. Thus, this study sought to suggest methods of presenting ‘i/ka' and ‘eun/neun' in the Korean language textbooks for beginners level. To this end, the meanings and contexts where ‘i/ka' and ‘eun/neun' are used were discussed by examining previous studies, and Korean language textbooks were also analysed to identify problems of presentation methods of ‘i/ka' and ‘eun/neun'. Contents of explanation, presentation methods, example sentences, and practices of these two particles which should be presented in the textbook were suggested based on the analysis result of the previous studies and Korean language textbooks.

        • KCI등재

          한국어 외래어 교육과 교재 개발

          오미정(Oh Mi-jung), 이혜용(Lee Hye-yong) 한국어의미학회 2007 한국어 의미학 Vol.23 No.-

          This study discusses the principles and the condition of the development of textbook in Koran education as the fundamental work for the development of textbook of a words of foreign origin, and the practical conception of textbook. Chapter two examines the current education of a words of foreign origin from the past studies, and explored foreign students' perception and demands on a words of foreign origin using the survey. Chapter three shows the principles and the condition of the development of textbook in Korean education as the following three levels. 1) The classification of the rank of referred an entry word: Entry word of words of foreign origin in Korean education can be classified by the morphologic construction or frequency, the range, the degree of difficulty, durability in Korean. This study argues the use of this classification in vocabulary textbook. 2) The arrangement of vocabularies classified by the rank: This study suggests not the general arranging in alphabetical order but multi-level arrangement to show compoundㆍderived connection effectively. 3) Textbook having a dictionary format and a study book function: This study suggests to have a dictionary format such as spelling, pronunciation, definition, example and a study book function. According to the conditions on chapter three, chapter four introduces the practical conception of textbook to study a words of foreign origin in Korean education.

        • KCI등재

          한국어 초급 교재에서‘이/가', ‘은/는'의 제시 방법에 대한 연구

          이미지 한국어의미학회 2013 한국어 의미학 Vol.42 No.-

          Usually ‘i/ka' is used as a subject marker and ‘eun/neun' is used as a topic marker in Korean language. These two particles are learned in the early stages of Korean language education, however, Korean leaners experience difficulties in understanding and distinguishing the meanings and use of them even after their proficiency is reached to a higher level. This paper supposes the learners‘ difficulties are in large part resulted from lack of systematic learning of ‘i/ka' and ‘eun/neun', especially the meanings and contexts of them. Thus, this study sought to suggest methods of presenting ‘i/ka' and ‘eun/neun' in the Korean language textbooks for beginners level. To this end, the meanings and contexts where ‘i/ka' and ‘eun/neun' are used were discussed by examining previous studies, and Korean language textbooks were also analysed to identify problems of presentation methods of ‘i/ka' and ‘eun/neun'. Contents of explanation, presentation methods, example sentences, and practices of these two particles which should be presented in the textbook were suggested based on the analysis result of the previous studies and Korean language textbooks.

        • KCI등재

          한국어 구어 교육을 위한 조사 ‘이/가'의 실현 및 비실현에 관한 연구

          오선영(O Seon-Yeong) 한국어의미학회 2018 한국어 의미학 Vol.61 No.-

          The objective of this research is to propose a new method of marker education through the use of spoken languages by analyzing the occurrence and non-occurrence of the markers i/ka in learner error corpus and spoken language corpus. Maintaining the position that Korean language education for foreigners requires spoken language education, this research focuses on the aspects that are realized in spoken language education and their related problems. This research emphasizes that a clear differentiation is required in phenomena where markers do not appear, and that education on markers must be conducted on these grounds. The phenomena in which markers fail to appear include ‘those that do not need markers(ellipsis),' ‘markers that have been left out(omission),' and ‘those that have different meanings depending on whether markers are inserted or deleted(occurrence and non-occurrence). This research first reviews what errors learners of the Korean language make regarding i/ka through methods of learner error corpus, and identifies complementary measures to aid learners studying markers in the Korean language. In addition, this research analyzes the Korean spoken language corpus and identifies how native speakers of the Korean language use i/ka. It identifies situations where the markers are used in normal everyday life, the form of use and the meanings they portray. This research focuses primarily on: the occurrence and non-occurrence of the markers i/ka and identifies if this has significant meaning; the methods on how to provide spoken language education of the meaning and function of i/ka; and proposing a direction for marker education that reflects the nature of the Korean spoken language.

        • KCI등재

          Levinon의 GCI 이론을 통한 ‘거시기'의 화용론적 분석

          전성호 한국어의미학회 2007 한국어 의미학 Vol.23 No.-

          Chun, Sung-ho. 2007. A Pragmatic Analysis of kesiki in Levinson's GCI Theory. Korean semantics 23. The present study aims at analysis of the Korean dialect discourse marker kesiki by Levinson's GCI (Generalized Conversational Implicature) theory. Many previous pragmatic analyses of kesiki were studied by Sperber and Wilson's Relevance Theory which does not allow GCI. However, by the weak point of Relevance Theory itself, in order to interpret the implicatures of kesiki, an addressee should consider all utterance situation and context, and given world in all situations where a speaker uses it. However it is contradictory to the pragmaticians' general idea in that interpreting an implicature is much easier than any abilities of humanbeings. In this paper, we should distinguish between GCI and PCI (Particularized Conversational Implicature) in analyzing the implicatures of kesiki by Levinson's theory. And I shall represent the analysis by GCI theory is more appropriate to explain the phenomena that the interpretation of kesiki is easy and correct between Korean dialect speakers. In this paper, we will discuss i) the status of kesiki in a Korean dialect, ii) the pragmatic analysis of kesiki in the Relevance Theory, and iii) the other one, contrasting to the former, in Levinson's GCI theory. According to them, moreover, I shall indicate validity and appropriateness of GCI theory. 기존의 ‘거시기'에 대한 화용론적 연구는 적합성 이론에 근거한 것이었다. 하지만 적합성 이론 자체가 가지는 약점으로 인해 청자는 모든 상황에서 그 발화 상황과 맥락, 주어진 세계를 고려하여 가장 적합한 ‘거시기'의 함축을 추론해 내야 한다. 그러나 그러한 노력은 적합성 이론의 도식 안에서 ‘거시기'의 함축을 약화시키는 결과를 가져오게 된다. 그러나 ‘거시기'의 함축은 그렇게 약하지 않을 뿐더러 함축의 처리가 어떤 인간 능력보다도 쉽게 일어난다는 화용론자들의 생각에 배치된다. 그러나 Levinson의 GCI 이론을 통해 우리는 ‘거시기'의 함축을 해석함에 있어 GCI와 PCI의 처리 과정을 구분함으로서 ‘거시기'라는, 한국어를 모르는 외국인들이 보기에는 막연하고 애매하게만 여겨질 수 있는 표현이 어떻게 그렇게 쉽고 빠르게 한국어 방언 사용자들 사이에서 함축 처리되는 지에 대해서도 설명력을 가질 수 있게 된다.

        • KCI등재

          중국인 한국어 학습자의 ‘-겠-'을 포함한 요청 화행의 공손 의미 습득 양상

          정진(Jeong Jin) 한국어의미학회 2013 한국어 의미학 Vol.40 No.-

          The purpose of this study is to identify how Chinese learners of Koran acquire the meaning of politeness of ‘-겠-' in a request speech act. Research subjects were 20 Chinese learners who were studying Korean in Korea and attending a university in Seoul. The research results include the following. First, the scope of ‘-겠-', which could be produced was smaller than that of the meaning of politeness perceived by Chinese learners of Korean. Second, learners used ‘-겠-' distinctively according to distance between a speaker and a listener and superiors in power. Third, learners perceived that they felt awkward in making a request using a declarative sentence although it may be a polite way of making a request; thus, the frequency in use was very low. (Ewha Womans University)

        • KCI등재

          어휘 학습 전략 교육이 L2 한국어 작문의 어휘 다양성에 미치는 영향

          이유림(Yurim Lee), 김영주(Youngjooo Kim) 한국어의미학회 2016 한국어 의미학 Vol.53 No.-

          This study investigated the effect of vocabulary learning strategy education on lexical diversity of L2 Korean learners' writings. Before the experiment, the study surveyed 136 L2 Korean learners on what vocabulary learning strategies are effective and elicited three strategies such as using idioms, having conversation with native speaker, and imaging words. The study employed 35 Chinese L2 Korean learners at TOPIK intermediate level and allocated them into 4 experiment groups with three strategy groups and a control group. Learners' writings were collected before and after the 4 week education and were analyzed to measure lexical diversity by TTR and D_optimum average. The study found out that there was huge improvement of lexical diversity in using idioms group and having conversation with native speakers group; and the latter is even bigger. Based on the results, this study claimed that the appropriate education of vocabulary learning strategies is necessary to improve lexical diversity of L2 Korean learners' writings.

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