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국제한국어교육학회> 한국어 교육> 자동 형태소 분석 기술을 이용한 한국어 읽기 보조 도구의 개발- 일본어 모어화자를 위한 기능을 중심으로 -

KCI등재

자동 형태소 분석 기술을 이용한 한국어 읽기 보조 도구의 개발- 일본어 모어화자를 위한 기능을 중심으로 -

The Development of a Reading Support Tool for the Korean Language Using Automatic Morphological Analysis Technology

스가이요시노리 ( YoshinoriSugai )
  • : 국제한국어교육학회
  • : 한국어 교육 24권3호
  • : 연속간행물
  • : 2013년 06월
  • : 139-159(21pages)
피인용수 : 28건

(자료제공: 네이버학술정보)

DOI


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키워드 보기


초록 보기

The purpose of this paper is to give an outline of a web-based reading support tool which provides valuable information for learners of the Korean language, by using the automatic morphological analysis technology. This tool processes Korean texts input by a user and provides information such as: 1) word frequency lists according to the part of speech, 2) learning level of words, 3) Hanja notation. These kinds of information will be helpful for learners to encourage both bottom-up and top-down processes in reading comprehension. In this tool, an open source software "MeCab" is used as the morphological analysis engine, with a dictionary which has approximately 60,000 entries. The reading support tool developed in this study is available on the internet and anyone can use it via a web browser. It is expected that learner autonomy can be fostered by providing the tool through the internet. However, there are some problems to be solved in the future as follows: a) shortage of dictionary entries, b) additional functions necessary for learners.

ECN

ECN-0102-2014-700-001653878


UCI

I410-ECN-0102-2014-700-001653878

간행물정보

  • : 어문학분야  > 국어학
  • : KCI 등재
  • : -
  • : 계간
  • : 1225-6137
  • :
  • : 학술지
  • : 연속간행물
  • : 1989-2017
  • : 973


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발행기관 최신논문
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1융합형 한국학 인재 양성을 위한 교육 과정 개발 연구

저자 : 박경우 ( Kyung Woo Park ) , 민영란 ( Min Ying Lan )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 1-26 (26 pages)

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초록보기

From the perspective of how the educational world should response to the rapidly changing society, this paper studied on the direction of training human resources required by modern society on Koreanology in terms of academy, practice and culture, and introduced a new training model that enables interdisciplinary communication and compounding. As a new exploration of Koreanology in Chinese universities, this study aims to enhance the professional skill and the scholarism of study itself, and has an implication to the revival of the true nature of universities that endeavors to maximize learnersacademic ability. Instead of an institution that only teaches skills, university should be a place that constantly creates and challenges new knowledge. In summary, this paper has the following implications. Firstly, the program of compound talents training on Koreanology overcomes the limitation of so called academic outcome by Korean native speakers that are L1 users, and reflects the diverse and vibrant image of Koreanology according to researchers and senior students that uses Korean language as L2 in the process of globalization, enlarging the extensions of Koreanology. Secondly, by the development of the educational program that meets the modern society requirements, we extend Koreanology from the Korean Wave Phenomenon and Cultural Boom to the satisfaction of the academic nature and social demand, expecting that the growth of Koreanology would continue with the development of international study and the increase of academic communication Thirdly, this study tries to give a new definition of Koreanology from an external view according to L2 users instead of the perception that used to define Koreanology from the internal view by L1 users, therefore has an implication to the study of the spontaneous evolution and development of Koreanology overseas. In this sense, the program of compound talents training on Koreanology aims at a new prospect of the study of this field.

2외국인 유학생을 위한 학습자 중심의 각주 쓰기 교육방안 연구

저자 : 박나리 ( Na Ree Park )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 27-70 (44 pages)

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As KAP(Korean as an Academic Purpose) learners have been highly increasing over the last decade, the significance of effective education for them has been emphasized. Writing an academic thesis has been commonly mentioned as one of the most difficult academic tasks by KAP learners. This study specifically analyzes footnotes, one of the most outstanding text genre-based phenomena of the academic thesis which cannot be found in any other text genres. The reason why this study is conducted is that the errors of KAP learners' footnotes are largely misleading and thus cannot function well in the text. On the premise that learner-oriented education is possible only when learners' texts are considered, this study analyzes KAP learners' footnotes. Based on the results of analysis regarding literacy errors and tendency of frequency, specific learner-oriented education for writing footnotes are suggested.

3한국어의 구어와 말뭉치

저자 : 서상규 ( Sang Kyu Seo )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 71-107 (37 pages)

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Spoken language and its grammar has been robustly discussed in the field of Korean education as well as various language studies in recent years. It is possible to utilize written and spoken corpora after a large amount of corpora were built up and corpus linguistics was paid attention to by a lot of researchers in the late 1990s and early 2000s. It is the time to review the relations not only between spoken and written language but also between spoken and written language grammar. The primary purpose of the study is to answer the two crucial questions with regard to spoken language in the field of Korean education. First, how can we tell the difference between spoken and written language or spoken and written language grammar? Second, how can we detect the spoken language features or orality in the basis of the analysis of corpora? To answer these questions, the usages and the distributions of various language structures which are assumed to be under the category of the spoken language have been analyzed. In particular, the distributions of written and spoken forms of postpositions, endings, pronouns, exclamations, adverbs, and dependency nouns were compared and the following conclusions can be drawn from the present study. The relation between spoken and written language is neither contrastive nor exclusive. Rather, their relation is different aspects of one language depending on a media or a genre. In some cases, the division of "spoken language - co-activation from both languages - written language" can be decided by the principles of composing words or utterances. However, in the most cases, the division of them is the matter of the degree. It is almost impossible to find pure spoken language and grammar or pure written language and grammar. In other words, it seems reasonable that literacy and orality cannot be divided by the specific sets of words such as endings and postpositions but by aspects of using each lexeme and grammar. As a result, it is important to understand that the ratio of spoken language to written language is affected by genres, types, or registers in teaching-learning of combinations of words, and descriptions and educations of grammar rules.

4한국어 쓰기 피드백에 대한 학습자와 교사의 인식 및 선호 차이에 관한 연구

저자 : 김영규 ( Young Kyu Kim ) , 설수연 ( Soo Yeon Sul )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 109-138 (30 pages)

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While many studies have examined the efficacy of written corrective feedback provided by teachers, few studies have investigated students' and teachers' perceptions and preferences regarding teacher feedback. This study investigates and compares student and teacher beliefs on teacher feedback. A total of 27 students and 25 teachers participated in this study, and their perceptions and preferences regarding teacher feedback were measured by a questionnaire. Results show that both students and teachers have strong beliefs on teacher feedback. However, some discrepancies were found: (1) students preferred direct metalinguistic feedback, while teachers preferred direct feedback; and (2) students seemed to have consistent beliefs regarding the type of feedback they prefer, but teachers were not very consistent. Suggestions for future research were made.

5자동 형태소 분석 기술을 이용한 한국어 읽기 보조 도구의 개발- 일본어 모어화자를 위한 기능을 중심으로 -

저자 : 스가이요시노리 ( YoshinoriSugai )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 139-159 (21 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this paper is to give an outline of a web-based reading support tool which provides valuable information for learners of the Korean language, by using the automatic morphological analysis technology. This tool processes Korean texts input by a user and provides information such as: 1) word frequency lists according to the part of speech, 2) learning level of words, 3) Hanja notation. These kinds of information will be helpful for learners to encourage both bottom-up and top-down processes in reading comprehension. In this tool, an open source software "MeCab" is used as the morphological analysis engine, with a dictionary which has approximately 60,000 entries. The reading support tool developed in this study is available on the internet and anyone can use it via a web browser. It is expected that learner autonomy can be fostered by providing the tool through the internet. However, there are some problems to be solved in the future as follows: a) shortage of dictionary entries, b) additional functions necessary for learners.

6기독교 선교사를 위한 조선어교재 "일용조선어(EVERY-DAY KOREAN)"에 관한 고찰

저자 : 오대환 ( Dae Whan Oh )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 161-186 (26 pages)

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The purpose of the study is to elucidate the value and meaning of Everyday Korean, published in 1921, from the perspective of Korean education. The book has so far been classified as one of the achievements made by a westerner in the study of the Korean language, but since its use wasnt known, it has been classified as a study material,thus never drawing spotlight. But this thesis makes it clear that it was not just a study material but a textbook used in an educational institution; that it was a 2nd-year students conversation textbook that took up an important position in the said institutions curriculum. Furthermore, the thesis brings light on the exterior characteristics of the textbook, disclosing it as practically the first conversation textbook with chapters divided by topic and dialogues whose participants are manifest unlike the previous conversation guides. The thesis further describes the textbooks stereoscopic quality provided by dialogue scenes which are mobile, not fixed to a single place, while revealing that, with descriptions indicating the sequence in the dialogue, it differs from other previous materials.

7미국 정규 학교 한국어 교육의 현황과 과제 -교사들의 요구를 중심으로-

저자 : 이선우 ( Sun Woo Lee )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 187-210 (24 pages)

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This study is to delineate what the current problems are and how they should be solved to develop Korean language courses at K-12 schools in the United States. The researcher interviewed 13 current Korean language teachers at K-12 schools, and asked what the teachers consider as the most urgent problems and what solutions they suggest. This process identified the following as the main problems; establishing standardized Korean language courses; standardizing terms; developing course books and references; and providing teacher training programs. To establish standard Korean language courses, a detailed Scope and Sequence should be developed through discussion among Korean language professionals; and to create effective teacher training programs, primary and secondary school teachers should be separated and programs should be specialized and tailored for each group. These suggestions are to develop Korean language education in the USA regular schools, and furthermore to contribute in globalization of Korean language.

8한국어 명사구 보문절의 교육 연구 -교재 분석 및 학습자 오류 분석을 중심으로-

저자 : 이준호 ( Jun Ho Lee )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 211-237 (27 pages)

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The purpose of his study is to describe the problems related to teaching Korean compliment noun clause and to analyze the teaching contents and students' errors in formulating compliment noun clauses. Unlike relative clauses, compliment noun clauses have gained less recognition as major instructional contents in Korean language education. Considering that the compliment noun clause is one of the main structures that form Korean sentences and that a higher difficulty on producing it is expected due to their syntactic complexity, it is necessary to teach how to formulate compliment noun clauses in Korean to Korean language learners. This study examines how Korean language textbooks introduce compliment noun clauses and also analyzes students' composition to see how they use and formulate such clauses. The finding is Korean language textbooks excessively teach formulaic expression including compliment noun clauses but give few interests on compliment noun clauses when general nouns are used as compliment nouns. The finding from students' composition is that they hardly use compliment noun clauses and it appears that they don't have enough knowledge to produce correct compliment noun clauses.

9한국어 관형절 상대시제 교육 방안 연구 -중국인 한국어 학습자를 대상으로-

저자 : 박소영 ( So Young Park ) , 임선영 ( Sun Young Im )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 239-267 (29 pages)

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This paper investigates the patterns of errors that frequently appear when Chinese learners of Korean use adnominal clause endings, especially focusing on relative tense uses of the endings. Based on the results, this paper proposes effective methods of teaching adnominal clauses to Chinese learners of Korean. There have been many previous studies which discuss errors of Chinese learners of Korean in using adnominal clause endings, but they have not paid enough attention to errors which are originated from learners' mistakes in perceptions of relative tense. Currently in Korean education of foreign learners of Korean, only absolute tense interpretations are being given in teaching adnominal clause endings. By providing a comprehensive analysis of the errors relating with relative tense use, this paper argues for the significance and the need of explicit education of relative tense in teaching adnominal clauses of Korean.

10워크숍을 활용한 한국어 쓰기 교육 방안 연구 -중급 학습자의 쓰기 수정 사례를 중심으로-

저자 : 전형길 ( Hyeoung Gil Jeon )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 24권 3호 발행 연도 : 2013 페이지 : pp. 269-298 (30 pages)

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This paper aims to examine that application of a workshop is effective in the writing education for the intermediate Korean learners. First, it discusses what kinds of characteristics the workshop should effectively utilized to enhance the learners' writing capability in Korean as a foreign or second language. It also investigates what the learners really experience within the lessons initiated by the concepts of workshop, focusing on the changes in their writings in each step. The model of workshop proposed in this study can be defined as a writing-revision programdesigned to help the learners revise their writings based on the idea of mediationof a teacher and peers within a particular educational situation. The effects of this program can be broadly divided by three aspects: cognitive, affective and social. First, the cognitive effect means that learners can acquire a certain level of knowledge in the domain of writing through this program. Second, the affective effect represents that learners might experience the change of attitude toward the writing activities through the mediationof a teacher or peers in this program. Last, the social effect indicates that this program might lead the students to understand and accept various viewpoints of members in a society through the interactions with a teacher and peers. Those characteristics of this program above might facilitate the Korean learners to focus more on the readers beyond the writer-centeredness and to finally produce appropriate texts suitable to the Korean writing conventions.

1
주제별 간행물
간행물명 수록권호

KCI등재

한국어 교육
1권 0호(1989) ~ 28권 4호 (2017)

KCI등재

작문연구
1권 0호(2005) ~ 34권 0호 (2017)

KCI등재

작문연구
1권 0호(2005) ~ 34권 0호 (2017)

KCI등재

작문연구
1권 0호(2005) ~ 34권 0호 (2017)

한글한자문화
1권 0호(1999) ~ 219권 0호 (2017)

KCI등재

청람어문교육
1권 0호(1988) ~ 63권 0호 (2017)

KCI등재

새국어교육
1권 0호(1963) ~ 112권 0호 (2017)

KCI등재

한말연구
1권 0호(1995) ~ 45권 0호 (2017)

KCI등재

한국어 교육
1권 0호(1989) ~ 28권 4호 (2017)

한글한자문화
1권 0호(1999) ~ 219권 0호 (2017)

KCI등재

한국어 교육
1권 0호(1989) ~ 28권 4호 (2017)

어문학논총
1권 0호(1982) ~ 36권 0호 (2017)

국제한국어교육학회 국제학술발표논문집
1993권 0호(1993) ~ 2017권 0호 (2017)

KCI등재

어문논집
1권 0호(1956) ~ 80권 0호 (2017)

KCI등재

문법교육
1권 0호(2004) ~ 30권 0호 (2017)

한글한자문화
1권 0호(1999) ~ 219권 0호 (2017)

KCI등재

국어교육
1권 0호(1958) ~ 158권 0호 (2017)

언어정보의 탐구
1권 0호(1999) ~ 1권 0호 (1999)

한글한자문화
1권 0호(1999) ~ 219권 0호 (2017)

KCI등재

한국어 의미학
1권 0호(1997) ~ 56권 0호 (2017)

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