뜻 구별에 따른 의미 교육의 방향 = The Directions of Meaning Education based on Distinguishing Meanings

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to research the directions of meaning education based on distinguishing meanings in elementary school. Types of distinguishing meanings in meaning education are two facet. One is distinguishing meanings in the level of word form, the other is distinguishing meanings in the level of sentence form. The former mainly appears in same of similar word forms, the latter mainly appears in outwardly same or similar sentence forms. The latter can divided into two appearances. One is a sentence form that have a same deep structure, the other is a sentence form that have different deep structures.
Problems of semantics related with homonymy can be divided into two fields. One is causes in which it can arise, the other is types in which it can appear. There are only three ways in which homonymy can arise, 1)phonetic convergence,2)semantic divergence,3)foreign influence There are three viewpoints for types of homonymy which it can appear, grapheme, grammatical informations, basic morph According to sameness of grapheme, homonym can be divided into three kinds, 1) homograph, homophone, heterosem 2) homograph, heterophone, heterosem 3)heterograph, homophone, heterosem According to sameness of grammatical informations, homonym can be divided into an absolute homonym and a partial homonym According to basic morph, homonym can be divided into a lexical homonym and a phenomenal homonym
Problems of semantics related with polysemy can be divided into two One is causes in which it can arise, the other is types in which it can appear There are five ways In which polysemy can arise, shifts in application, specialization in a social milieu, figurative language, homonyms reinterpreted, foreign influence Polysemy can be divided into two types by relatedness between two sememes in Polysemy One is the type formed by transfer, the other is the type formed by figures of language The former can be illustrated as below, 1)a partial change,2)used only partially, 3)by Inference
The latter can be illustrated a sememe that a basic sememe was changed above or below sememe and a sememe that a basic sememe was spreaded another sememe by a time or spatial contact
Viewpoints of meaning education based on distinguishing meanings are objectives of teaching, contents of teaching, methodology etc The objectives of teaching are two kinds, aspect of knowledges and aspect of skills The former is learners to know that same or similar linguistic expressions(lexemes, setences, texts etc) can perform different semantic phnomena The latter is learners to distinguish different meanings of same or similar linguistic expressions Contents of teaching to distinguish meanings can be ralated with homonymy or polysemy Methodology of teaching to distinguish meanings is how to select contents of learning for distinguishing meanings, and how to establish viewpoints for teaching to distinguishing meanings The principal points in viewpoints for teaching to distinguish meanings are the optimal allocation of learning area, appropriateness for teaching times required.

목차 (Table of Contents)

• Ⅰ. 들머리
• Ⅱ. 뜻 구별의 여러 가지
• 1. 낱말 층위에서의 뜻 구별
• 1) 동음 관계와 다의 관계
• 2) 비슷한 동음 관계
• 3) 다의 관계와 발화 의미
• 2. 문장 층위에서의 뜻 구별
• 1) 같은 속짜임새를 가진 문장 형태
• 2) 서로 다른 속짜임새에서 나온 문장 형태
• Ⅲ. 동음 관계의 구조
• 1. 동음 관계 발생의 요인
• 2. 동음 관계의 유형
• 1) 글자소의 동일성 여부에 따라
• 2) 문법적 정보의 동일성 여부에 따라
• 3) 기본 형태의 동일성 여부에 따라
• Ⅳ. 다의 관계의 구조
• 1. 다의 관계 발생의 요인
• 2. 다의 관계의 유형
• Ⅴ. 뜻 구별 지도의 관점
• 1. 지도의 목표
• 2. 지도 내용의 선정과 조직
• 1) 지도 내용 선정의 절차
• 2) 언어 표현의 성격에 따른 지도 내용
• 3) 지도 내용의 조직
• 3. 지도의 방법
• 1) 지도 방법의 선정
• 2) 학습 영역에 따른 지도 방법의 열쇠
• Ⅵ. 마무리