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Grammar Education

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수록정보
45권0호(2022) |수록논문 수 : 6
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46권0호(2022년 12월) 수록논문
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KCI등재

저자 : 김진희 ( Kim Jinhee ) , 주향아 ( Ju Hyanga )

발행기관 : 한국문법교육학회 간행물 : 문법교육 46권 0호 발행 연도 : 2022 페이지 : pp. 1-25 (25 pages)

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This study examined the discourse function by analyzing the usage patterns of '-(eu)n ji' in the reference corpus. In addition, the difference in meaning according to the presence or absence of negation was interpreted cognitively linguistically, focusing on the examples used with negative expressions. First, it was revealed that expressions such as '-(eu)n ji myeochil dwaessdago' or '-(eu)n jiga eonjeinde' indicate the psychological attitude of the speaker, 'complaining'. Next, based on the cognitive ability of 'focal adjustment', the difference in meaning according to the presence or absence of negative negativity was examined, and the speaker's intention and relationship were described. Through this, it was revealed that even when viewed from the perspective of subjective interpretation of an objective situation, the speaker decides which part to focus on because he subjectively interprets the situation, and that it affects the form of speech. Finally, the methods that can be applied to Korean language education were sought for the two points revealed in this study.

KCI등재

저자 : 백재파 ( Baek Jaepa )

발행기관 : 한국문법교육학회 간행물 : 문법교육 46권 0호 발행 연도 : 2022 페이지 : pp. 27-46 (20 pages)

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This study aimed to examine the trends in the use of adverbs as boosters in Korean academic texts and what usage trends appear depending on the academic discipline. To this end, an 855,313-word corpus of academic humanities literature and a 1,105,590-word corpus of academic social science literature were constructed and analyzed for the frequency of use of adverbs as boosters. The usage trend was analyzed using the G2 test, a statistical methodology used in quantitative linguistics. The analysis confirmed that modality adverbs are more frequently used in humanities and degree adverbs in social sciences. The implications of these results for Korean language education for academic purposes are discussed. The results of the present study can be utilized as a basis for booster-related research, teaching, and learning.

KCI등재

저자 : 이숙 ( Lee Sook )

발행기관 : 한국문법교육학회 간행물 : 문법교육 46권 0호 발행 연도 : 2022 페이지 : pp. 47-76 (30 pages)

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This paper aims to shed light on the studies of the first Korean learner in Korea through the contents of 『A Language Book of Korean』, which Horace N. Allen wrote while learning Korean as the first western missionary in Korea. Although this booklet was never formally published, records of it being helpful to early Protestant missionaries learning Korean shows that it at least served as an important guide.
This paper establishes for the first time that Allen's 『A Language Book of Korean』 consists of three parts: the first part consisting of 20 topical lessons necessary for daily conversation; the second part listing vocabulary mostly about illnesses and medicine necessary for treatment as a doctor to the Korean people; and the third part containing a collection of sentences showing how grammatical elements are used in practice. In particular, the third part focuses on use of predicates in sentences, and contains significant examples practicing terminated verbal endings expressing sentential mood and using auxiliary predicates as well as those practicing non-terminated verbal endings to conjugate sentences including determinated clauses, nominal clauses, and quotation clauses.
The foregoing analysis shows that Allen's learning contents of Korean more than 130 years ago does not diverge significantly from the pedagogy used in Korean language classes today.

KCI등재

저자 : 이정택 ( Lee Jungtag )

발행기관 : 한국문법교육학회 간행물 : 문법교육 46권 0호 발행 연도 : 2022 페이지 : pp. 77-99 (23 pages)

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Recently all the negative modal adverbs are considered 'negative polarity items' in Korean grammar. But some of negative modal adverbs cannot be categorized as such. Namely, '별로', '별반', '별달리', '그다지', '과히' and '여간' are not negative polarity items. Because both of the original meanings and the actual current meanings of them used in the negative sentences are far from extreme negation.
The five words '별로', '별반', '별달리', '그다지', '과히' entail passive affirmations only in the negative sentences containing action verbs. They cannot do so in state verb negative sentences. But the function of these words is always the same one, expressing speaker's mode that the negation is a little bit weak. In other words, they are modalities and their functions is weakening negation. As the function of them is like this, we can confirm that these 5 words are negative modal adverbs even though the original meanings of them have nothing to do with negation.
The adverb '여간' makes the negative sentence containing it get the active affirmative meaning. But still we can take '여간' for negative modal adverb, because in some usages it's meaning is totally different from it's original one and has been derived from it's strong syntactic solidarity with negative expressions. I mean this affirmative meaning has come from the habitual syntactic co-existences with negative expressions. But we should pay attention to the fact that the separate usage of '여간' cannot entail negation, because the actual meaning of the superficial negative sentence is active affirmation.
As I mentioned above, the five words including '별로' are modalities and mean speaker's passive negations. So we can make a category named 'the passive negative adverb' for these words as a subcategory of the negative modal adverb modifying negative expressions(I will call this 'negative modifying adverb' bellow). As the adverb '여간' can make speaker's active affirmative predictions in negative sentence patterns, we can build another subcategory of the negative modifying adverb, named 'the superficial negative adverb'. These two subcategories and 'polarity negative adverb' form the category of negative modifying adverb. There remains another negative adverb category to which '안' and '못' belong. These two negative adverbs make negative expressions together with affirmative action or state verbs. So we can make another category of negative adverb to which '안' and '못' belong, named 'the adverb of making negation'. Finally the adverb of making negation and the negative modifying adverb together make up the whole negative adverb category.

KCI등재

저자 : 조진수 ( Jo Jinsu )

발행기관 : 한국문법교육학회 간행물 : 문법교육 46권 0호 발행 연도 : 2022 페이지 : pp. 101-128 (28 pages)

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This study aims to reconstruct the logical metafunction of systemic functional linguistics (SFL) in the context of Korean grammar education. For this purpose, typological and pedagogical issues related to “taxis” and “logico-semantic type” were reviewed, resulting in the following methods of reconstruction. First, logical metafunction should be an item alongside experiential metafunction and textual metafunction in the system network. Second, though “taxis” is grouped under logical metafunction and “embedding” under experiential metafunction, both taxis and embedding should be included in the system network. Third, a parameter allowing “hypotaxis” to be regarded as the embedding of an adverbial clause, reflecting the typological characteristics of the Korean language, should be included in the system network. Lastly, while taxis and logico-semantic type are maintained, “elaborating”, “extending,” and “enhancing” are excluded to reduce the burden of learning.

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KCI등재

저자 : 김병건 ( Kim Byeongkeon )

발행기관 : 한국문법교육학회 간행물 : 문법교육 45권 0호 발행 연도 : 2022 페이지 : pp. 1-33 (33 pages)

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This study critically examines research performances of multiple-subject construction, which is still the great crux of Korean language academic circles, focusing on domestic journal papers since 2000. It is anticipated that this study will help in clarifying the part to explain more for understanding the multiple-subject construction.
The study result showed that multiple-subject construction studies are mostly classified into studies, which define NP1 as a subject and others as predicate clause, complement (or object) and phrasal verb, and those that define NP2 as a subject and NP1 as an output of transformation or a topic (word). It was also revealed that quite a lot of studies think there is a secret of multiple-subject construction in the relation between NP1 and NP2, whatever NP1 or NP2 is a subject. All of devices for explaining the multiple-subject construction were found to have little theoretical weaknesses, whatever it is a predicate clause, phrasal verb or topic (word). 'Cheolsuga nuni keuda', 'Oneuri nalssiga jota.', 'Sagwaga hongogi ppalgata.' and 'Cheolsuga gohyangi geuripda.' have little different characteristics, but the description devices of studies only explained part of these. Therefore, some studies presented different explanations depending on individual factors, considering the multiple-subject construction as a complex phenomenon of language.

KCI등재

저자 : 김보영 ( Kim Boyeong )

발행기관 : 한국문법교육학회 간행물 : 문법교육 45권 0호 발행 연도 : 2022 페이지 : pp. 35-65 (31 pages)

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The study aims to analyze the trends of Korean language education research targeting 'Bilingual' using topic modeling and language network analysis. To this, a total of 1,073 papers related to Korean language education on Bilingual were analyzed. The analysis results are as follows. First, a result of topic modeling analysis shows that the entire research topic categorizes 3 areas('teaching theory', 'content theory', 'policy theory'). Also, the proportion of 'teaching theory' increased and the proportion of 'content theory' and 'policy theory' decreased from 1st period to 2nd period. Next, a result of language network analysis shows the following differences among 3 categories: 1) The keywords on the topic of 'teaching theory' are bilingual ability, bilingual learning, bilingual environment, bilingual development, bilingual identity, etc; 2) The keywords of 'content theory' are pronunciation, vocabulary, grammar, expression, sentence usage, etc; 3) The keywords of the 'policy theory' includes children from support and polices for multicultural families, multicultural programs, program development, etc. In the future, research on policy theory needs to be conducted more specific and continuous.

KCI등재

저자 : 김예나 ( Kim Yena )

발행기관 : 한국문법교육학회 간행물 : 문법교육 45권 0호 발행 연도 : 2022 페이지 : pp. 67-94 (28 pages)

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This study aimed to investigate the similarities and differences of similar grammar items that both learners and teachers experience difficulties of and provide grammatical references that would be helpful for educators. To examine when “-gi wihaeseo” and “-dorok”, which have the same meaning of “purpose”, can be used in replacement of each other and when they cannot be, this study conducted a survey with native speakers of Korean language, through which 87 sentences were extracted. The sentences were compared and analyzed from a syntactic and semantic aspect. The analysis result demonstrated in detail how the two grammars that possess the common meaning of “purpose” are different in terms of their usage. This study has significance as it clarified the difference between two similar grammars that have not been studied so far and the research outcome could be used as educational references for teachers preparing for class in the education field.

KCI등재

저자 : 정미 ( Zheng Mei )

발행기관 : 한국문법교육학회 간행물 : 문법교육 45권 0호 발행 연도 : 2022 페이지 : pp. 95-125 (31 pages)

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The purpose of this study is to present the topics and discourse situations for effective teaching-learning method of korean conjunction '-eureo' and '-euryeogo' through statistical methods. It develops suitable teaching method based on the premise that the goal of grammar teaching is acquiring grammar through repetitive and meaningful experiences related to contextualized discourses.
Firstly, teaching and learning context should present discourse based topics. According to the frequency of corpus by native korean speakers, '-eureo' needs to contain topics such as season/weather, dream, food and pets, in case of '-euryeogo', topics as part-time job, personality, health/diet, broadcast/entertainment and date/marriage. Secondly, by analyzing the corpus, the frequency and examples of meaningful topical discourse situations at the 0.01 level were presented. An effective teaching method based on these contents will be presented in a follow-up study.

KCI등재

저자 : 진신 ( Chen Chen )

발행기관 : 한국문법교육학회 간행물 : 문법교육 45권 0호 발행 연도 : 2022 페이지 : pp. 127-154 (28 pages)

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The purpose of this study is to reveal the difference in the signification of 'e', 'eseo', 'ro', and 'reul' by comparing the signification of the 'e V movement', 'eseo V movement', 'ro V movement', and 'NP reul to V movement' sentence structures from the perspective of 'windowing of attention' cognition semantics. In addition, this study examines the properties of verbs (including extended signatures) that have movement signification in which the 'NPe', 'NPeseo', 'NPro', 'NPreul' construction structure combines them in movement paths, depending on the difference between 'distribution of attention.
In the movement frame of event, movement path events are activated by 'e V movement', 'eseo V movement', 'ro V movement', 'reul V movement'. The 'e V movement' opens an attention window to the final stage of open movement paths and blocks attention from the initial and medial stages. Therefore, the combination pattern of the windowing of attention of the 'e V movement' can be expressed as 'initial gapping + final windowin'.
The combination pattern of windowing of attention of the 'eseo V movement' can be summarized as 'initial windowing + final gapping'. The 'ro V movement' can evoke both the medial stage- and final stage-related scenes of movement paths. However, the final stage windowing of the movement is more prominent than the medial stage windowing of the movement. The windowing combination pattern of the 'ro V movement' can be seen as 'initial gapping + medial windowing + final secondary windowing'. The 'reul V movement' can activate 'closed path' frames of events. 'eul(을)/reul(를)', a component of the construction structure, can be explained by a postposition attached to an object, result, or object in which movement is involved.
If one kind of component changes in the 'NP postposition V movement' construction structure, other components often change accordingly. Also, the contextual signification of the entire sentence and an imaginary marker, the way in which a person perceives and expresses the internal temporal structure of an event or state of affairs, can also affect the combination of each component. It is difficult to list all possible situations, but in this study, only the aspect of the verb and aspect that has the closest relationship was considered. Humans create significant language forms through the correspondence between basic image schema and language signs extracted from them with numerous world experiences. When the movement signification represented by the movement verb reflects cognition experiences such as initial, medial, and final stage windowing of attention of movement paths evoked by 'e', 'eseo', 'ro', 'reul' construction, it can form a sentence structure of the same series.

KCI등재

저자 : 허영수 ( Heo Youngsoo )

발행기관 : 한국문법교육학회 간행물 : 문법교육 45권 0호 발행 연도 : 2022 페이지 : pp. 155-196 (42 pages)

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The purpose of this study is to examine the current status of research on evaluation criteria that evaluates the writing ability of advanced Korean learners and propose ways of further improvement.
In the case of advanced Korean learners, their primary motivation of learning Korean usually concerns academic interest and employment which renders Korean writing an important language function for them. In the advanced level of Korean language education, the goal is to make learners acquire logical writing skills that take into account the characteristics of the genre. However, there are not enough evaluation criteria or evaluation tools to measure their writing competence in a reasonable and reliable manner.
As results of numerous previous studies strongly assert, evaluation items or the proportion of each item should vary by genre.
In the case of an essay, 'the validity of the argument' must be considered as the most important evaluation item, and in the case of an explanatory text, 'the method of transmitting information' must be considered as the most important item. In the case of 'emotional writing', 'creativity' must be considered as a characteristic evaluation item that is distinguished from other genres and is of high importance.
While researchers of the aforementioned studies to confer on the notion agree that evaluation criteria for each genre should be different, few studies have successfully formulated reasonable grounds and procedures for which evaluation items should be valid in which genres. Such items are subject to further research on subsequent studies.

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