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한국어교육학회(구 한국국어교육연구학회)> 국어교육> 구어 담화표지 ‘어디’의 운율 특성

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구어 담화표지 ‘어디’의 운율 특성

The Prosodic Features of Discourse Marker “eodi (어디)”

홍민경 ( Hong Minkyoung ) , 홍종선 ( Hong Jongseon )
  • : 한국어교육학회(구 한국국어교육연구학회)
  • : 국어교육 168권0호
  • : 연속간행물
  • : 2020년 02월
  • : 193-221(29pages)

DOI

10.29401/KLE.168.6


목차

Ⅰ. 서론
Ⅱ. 연구 방법
Ⅲ. 담화표지 ‘어디’의 운율 특성
Ⅳ. 결론

키워드 보기


초록 보기


						
The purpose of this study is to analyze the prosodic features of the discourse marker "eodi (어디)." Using speech data collected from 10 (F5, M5) participants, prosodic features. such as tonal pattern, duration, and utterance rate of "어디", were analyzed based on their functions. The discourse marker "어디" is located at the beginning, middle, and end of the utterance, and can be presented as a single utterance. The specific tonal pattern of the discourse marker "어디" in each function can be noted at IP boundary tone, which is realized on the IP-final syllable "di (디)": H+L% (utterance initiation), L+L% (maintenance of utterance), L+H% (positive attitude, only in single utterance), L+HL% (negative attitude), and L+LH% (emphasizing). The average length of the discourse marker "어디" was the longest in the function of maintaining utterance (454 ms) and the shortest in positive attitude (267 ms). The study results also show that speakers modulate the speech rate of the discourse marker "어디" in their own utterance by lengthening or shortening the duration of each syllable.

UCI(KEPA)

간행물정보

  • : 어문학분야  > 국어학
  • : KCI등재
  • :
  • : 계간
  • : 1226-3958
  • : 2713-9867
  • : 학술지
  • : 연속간행물
  • : 1958-2020
  • : 2082


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1국민의 국어능력 실태 조사 결과 분석

저자 : 민병곤 ( Min Byeong-gon ) , 김종철 ( Kim Jong-cheol ) , 구본관 ( Koo Bon-kwan ) , 김혜정 ( Kim Hye-jeong ) , 박재현 ( Park Jae-hyun ) , 김승현 ( Kim Seung-hyun ) , 이문수 ( Lee Moon-soo ) , 서보영 ( Seo Bo-young ) , 차경미 ( Cha Kyung-mi ) , 장지혜 ( Jang Ji-hye ) , 이효정 ( Lee Hyo-jung

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 1-45 (45 pages)

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The purpose of this study is to examine the language ability of Korean people in various fields of their lives and formulate future language policy based on this knowledge.
To achieve this goal, we must first prepare research tools with a sufficient degree of validity and reliability. In this study, research tools were designed based on the results of a 2017 study, and the questions were formulated to reflect the reality with increased accuracy because the previous study was criticized for its inaccurate depiction of reality. In the grammar section, the evaluation framework was significantly revised, and questions were supplemented to determine the language ability of the test-taker during day-to-day conversations. In addition, in the reading section, a digital literacy item was included by establishing its concept and component parts, with the corresponding analysis tools.
The stratified sampling method using population distribution statistics was applied to secure the representativeness of the survey respondents. In addition, five variables-sex, age, regional scale, education, and occupational-were set, and samples were extracted to ensure that the survey respondents can be sampled in proportion to the actual population distribution by each variable.
The analysis result of the integrated type, which includes both the 가 and 나 types, shows that the average score of respondents' Korean language ability was 635.7 out of 1,030 in 2018. For specific grade ratings, Level 4 is 13.4%, Level 3 is 44.7%, Level 2 is 34.2%, and Level 1 is 7.6%. Based on the survey results, specific discussions were conducted regarding the preparation and implementation of future surveys and the regularization of the five-year Korean language ability investigation.

2노트쓰기가 요약문 쓰기에 미치는 영향에 대한 질적 분석

저자 : 주민재 ( Joo Min-jae ) , 김진웅 ( Kim Jinung )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 47-77 (31 pages)

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This study uses a qualitative research method wherein the authors of the abstract are interviewed, and an in-depth analysis is conducted to determine the students' perceptions regarding note-taking, the purpose of note-taking, its application, and the relationship between the use of note-taking and the level of summary. Note-taking is an active, cognitive action that helps people to overcome memory-related limitations by recording as much information as possible in limited time and space, such as classrooms. Note-taking ensures the effective use of "attention" and "memory". Moreover, it influences other factors, such as "comprehension," "recognition," and "connection" with other knowledge. The participants indicated that they were fully aware of the utility of note-taking and actively used note-taking, based on their situation and conditions. The results showed that there was a clear difference in the use of "marking" and "memo". "Marking" was often used when the psychological burden of understanding or remembering information or knowledge was weak. On the other hand, "memo was generally used when the cognitive agent consciously determined the importance of the information at hand, thus indicating the need to remember or understand the information. "Memo" and "marking" were not limited to identifying and selecting information that should be learned in the summary process. Note-taking plays a real context role in organizing information. The results show that based on the level of summary, the difference in the recognition mode of note taking was not confirmed. The "high-level" group was specific about the role and function that note-taking played in the summary process. However, the "low-level" group retained the general level of perception. These findings show that there is a clear difference between the ability of the two group to apply and use note-taking for knowledge acquisition and elaboration. In addition, the "high-level" group spent increased time and effort to identify the subject, core content, and structure of the text by using note-taking and constructing the content of the summary. The study findings provide a tentative conclusion that the use of note-taking for training in specific writing genres, such as summary writing, can lead to substantial improvement in students' writing ability.

3복합양식 텍스트 읽기에서의 전략 사용 양상 연구

저자 : 편지윤 ( Pyun Ji-yun )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 79-116 (38 pages)

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The purpose of this study is to derive implications for the reading education by analyzing the patterns of readers' multimodal text reading strategies. In this regard, nine undergraduate readers examined the process of reading text. The analysis revealed that readers personally created and used reading strategies through (non) formal learning.
'navigator' strategies are 'Select meaningful modes based on informativity', 'Following along' and 'Selective access to modes based on empirical knowledge'. 'interpreter' strategies are 'Infer meaning through anchoring modes', 'Use Schema to infer the meaning of modest' and 'Infer text context through Representation Ques'. 'designer' strategy is 'Framing'. Finally 'interrogator' strategies are 'Examine and evaluate the semantic function of modes using interpretive grammar' and 'View inside and outside the text'.
However, it was confirmed that there are significant deviations in the aspect and level of reading strategies depending on learning. This means that systematic learning is needed. Therefore, some suggestions were made regarding the design of multimodal text reading education.

415세기 이중모음 체계와 순경음의 변화

저자 : 김경아 ( Kim Gyeong-a )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 117-149 (33 pages)

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During the 15th century, "wa, wə, wi" were not considered rounded diphthongs at the phonological level of the Korean vowel system. However, "wa, wə, wi" existed only through allophone level. Although they existed, they could not be written in letters.
During the 15th century, "ㅘ, ㅝ" represented the chain of two vowels, that is "ㅘ → ㅗ + ㅏ(oa)" and "ㅝ → ㅜ + ㅓ(uə)." Some sound changes, such as "ㅸ>w(β>w)", made "wa, wə, wi" on the phonetic level. Scholars active during this period attempted to distinguish the original "ㅘ, ㅝ" between the phonetic "ㅘ, ㅝ."
Because "wa, wə, wi" did not include unique characters, they were forced to use "ㅘ(oa), ㅝ(uə)". As a result, "ㅘ, ㅝ" were used as two phonetic values. Scholars of active during this period used the notation symbol "ㅇ" to distinguish "ㅘ(wa), ㅝ(wə)" from "ㅘ(oa), ㅝ(uə)."
In the result, "ㅇ" of "글왈, □오 니 " was different from the normal letter "ㅇ" as alif. This special "ㅇ" played a role as the syllable boundary. In this case, phonetic value of "ㅇ" was described as "h(voiced glottal fricative)" or "hw."

5'문법 지식'의 성격과 교육

저자 : 신명선 ( Shin Myung-sun )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 151-192 (42 pages)

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This paper examines how grammar knowledge should be understood and interpreted in Korean language education. First, based on the Korean language curriculum, the presentation and understanding of knowledge as educational content is analyzed, while focusing on the type and nature of knowledge. Moreover, the understanding of grammar knowledge in the Korean language curriculum in analyzed, while focusing on the nature of knowledge. Finally, the nature of grammar knowledge and the direction of grammar education is determined.
Korean language education highlights the importance of procedural knowledge and focuses on the application of knowledge based on pragmatism. Grammar knowledge has not only been perceived as propositional knowledge, but also the use and application of knowledge has been emphasized. This paper highlights the transformation and connection of propositional and procedural knowledge. This paper also notes that procedural knowledge must not only deal with processes, but also "perspective" and "judgments."

6구어 담화표지 '어디'의 운율 특성

저자 : 홍민경 ( Hong Minkyoung ) , 홍종선 ( Hong Jongseon )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 193-221 (29 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to analyze the prosodic features of the discourse marker "eodi (어디)." Using speech data collected from 10 (F5, M5) participants, prosodic features. such as tonal pattern, duration, and utterance rate of "어디", were analyzed based on their functions. The discourse marker "어디" is located at the beginning, middle, and end of the utterance, and can be presented as a single utterance. The specific tonal pattern of the discourse marker "어디" in each function can be noted at IP boundary tone, which is realized on the IP-final syllable "di (디)": H+L% (utterance initiation), L+L% (maintenance of utterance), L+H% (positive attitude, only in single utterance), L+HL% (negative attitude), and L+LH% (emphasizing). The average length of the discourse marker "어디" was the longest in the function of maintaining utterance (454 ms) and the shortest in positive attitude (267 ms). The study results also show that speakers modulate the speech rate of the discourse marker "어디" in their own utterance by lengthening or shortening the duration of each syllable.

7한국어 문법항목을 가르치기 위한 이론적 교사지식 연구 - '-나 보다'를 중심으로 -

저자 : 한용혁 ( Han Yong-hyeok )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 168권 0호 발행 연도 : 2020 페이지 : pp. 223-253 (31 pages)

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The purpose of this study is to examine the necessity and components of the theoretical knowledge required for teachers to teach Korean "grammatical items." In Korean language education, teachers' knowledge, which should be focused on teaching target grammatical items, can be categorized into theoretical knowledge of educational content and practical knowledge about teaching and learning. This study focused on the theoretical knowledge of educational content and discussed the importance of theoretical teaching knowledge by focusing on the theoretical knowledge that Korean teachers should have to teach the grammatical item "-na boda." To this end, research regarding teachers'knowledge was examined and categorized as theoretical knowledge for teaching Korean grammatical items. In addition, by measuring the theoretical knowledge of "-na boda" through a survey of current Korean language teachers, the government emphasized the need for theoretical knowledge to teach grammatical items. The current study findings are significant for observing the theoretical knowledge of teaching content, which is the cornerstone of the study of Korean teachers' practical knowledge about existing teaching methods.

1
주제별 간행물
간행물명 수록권호

한국문법교육학회 학술발표논문집
2020권 1호 ~ 2020권 1호

한글한자문화
250권 0호 ~ 250권 0호

KCI등재

청람어문교육
75권 0호 ~ 75권 0호

KCI등재

한국어 교육
31권 2호 ~ 31권 2호

KCI등재

국어교육
169권 0호 ~ 169권 0호

KCI등재

언어사실과 관점
50권 0호 ~ 50권 0호

KCI등재

외국어로서의 한국어교육
57권 0호 ~ 57권 0호

국제한국어교육학회 춘계학술발표논문집
2020권 0호 ~ 2020권 0호

한글한자문화
249권 0호 ~ 249권 0호

KCI등재

한국문학연구
62권 0호 ~ 62권 0호

KCI등재

문법교육
38권 0호 ~ 38권 0호

KCI등재

한말연구
55권 0호 ~ 55권 0호

KCI등재

어문논집
88권 0호 ~ 88권 0호

KCI등재

국어학(國語學)
93권 0호 ~ 93권 0호

선청어문
47권 0호 ~ 47권 0호

한글한자문화
248권 0호 ~ 248권 0호

KCI등재

청람어문교육
74권 0호 ~ 74권 0호

KCI등재

작문연구
44권 0호 ~ 44권 0호

KCI등재

새국어교육
122권 0호 ~ 122권 0호

KCI등재

언어사실과 관점
49권 0호 ~ 49권 0호
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