간행물

선청어문 update

  • : 서울대학교 국어교육과
  • : 어문학분야  >  국어학
  • :
  • :
  • : 연속간행물
  • : 연간
  • :
  • :
  • :

수록정보
수록범위 : 1권0호(1970)~48권0호(2021) |수록논문 수 : 721
선청어문
48권0호(2021년 02월) 수록논문
최근 권호 논문
| | | |

1이하윤의 시(詩)와 가요 접목의 이상과 현실

저자 : 오두범 ( Oh Doobeom )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 5-29 (25 pages)

다운로드

(기관인증 필요)

초록보기

Professor Yi Hayoon was a poet-journalist who was committed with 'belletristic' literature movement in Korea at the period of 1930s when the country was under the Japanese colonial rule.
Around that time in Korea, Western-style phonograph music poured out in place of conventional face-to-face music, and people of Korea were growing mad at this 'modern times' machinery music stuff. Record music in Korean market were released commercially by Japanese companies, so the Korean public were indiscriminately seduced by these sensual and low-brow music.
A poet-journalist Yi Hayoon who was cultural elite in Korea(who had have the college education in Tokyo) felt sorry about this situation. He got to an idea concerning this as follows. One of the way that poetical purity be involved in the popular songs would be that poets participate in writing and producing songs. Not only he made this claim, but also he practiced his doctrine by himself. That is he entered into Columbia Records Korean branch, and worked there for 2 years of 1935~1937.
The author of this paper reviewed that Yi himself tried to produce songs based on the strong poetic sensibility and wrote his own songs to be qualified as singing poems. After two years of practical experiment and substantial efforts, Yi Hayoon himself confessed that his arguments and implementations proved not be successful in getting some desired results. It seems like that the lyrics could not immediatelybe the song itself, nor the song could not be the singing poem itself.
The reason is that too many variables are intervened between the lyrics and the last impression of the song. Such variables would be music, singer, and publics' subjective tastes, etc. It may be concluded that the lyrics could be a necessary condition of successful song but it could not be a sufficient condition of it.

2국어사 탐구 교육 연구

저자 : 강지영 ( Kang¸ Jiyoung )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 31-101 (71 pages)

다운로드

(기관인증 필요)

초록보기

Instinctual explanations are required when the individual facts observed were surprising things that had been unexpected or unexplainable within their perception. The act of abduction occurs to explain the continuity of the observed surprise by making a connection with other evidence.
The existing Korean language history education had been structured in a way that lists the characteristics of the period, and such approaches which could not uncover the relevance do not comport with the cognitive structure of learners. Hence, it is problematic since it can inhibit the interest and necessity of learners as well as the understanding. In this regard, this paper is based on the fact that abduction, which is thought to be an instinctive on a daily basis, can operate as a logic to associate the modern Korean language and past Korean language which were considered as individual factors originally.
In chapter Ⅱ, the study examined the existing Korean language history education and reestablished the concept of Korean language history education. To identify what was required for Korean language history education, the curriculum was reviewed, and the cognitive survey on 32 teachers and 479 learners was conducted. After that, the goal of Korean language history education was reset. In addition, the definitions and types of abduction was reveiwed from Korean language historyinquiry educational perspective.
In chapter Ⅲ, this study examined the pattern of abductive inference in abductive inquiry learning of Korean language history education to draw implications which could be applied in abductive inquiry learning of Korean language history education. A structured inquiry task which was created to induce abductive inference was presented to 131 learners, and it was analyzed based on the type of abductive examined in chapter Ⅱ. As a result, four aspects -'reasoning aspect (ga)' which was referred as who could not conduct observationd, 'reasoning aspect (na)' which was referred as who can conduct only observation, 'reasoning aspect (da)'which was referred as who could not conduct creative abduction, but connect observation to knowledge of grammar, and 'reasoning aspect (ra)'which was reffered as who can conduct creative conduction - were derived. Since most of the learners to conduct type 3 1 of abduction well, 'reasoning aspect (ga)'was uncommon. The number of'reasoning aspect (da)'was small, because learners tend to conduct type 3 of abduction together when they solve the problem about type 2 of abduction. 'reasoning aspect (da)'was rarely found from the questionnaire survey, so it was captured through a small group discussion. Thus, 'reasong aspect (na)' was the most dominant factor among four aspects. Therefore, most cases of difficulties in performing 'abductive inquiry learning of Korean language history' were mostly based on the occurrence of errors in type 2 of abudction, so it is necessary to establish educational scaffolding. Also, it was found out that the process of inquiry learning of Korean language history is required as a result of aspect analysis.
In chapter Ⅳ, the paper set a design principles of education, which were 'principles of inquiry topic selection', 'principles of inquiry procedure structuring', and appropriate inquiry topics were selected and inquiry procedures were structured. Also, this study prepared constructive frame which can include the dimensions of 'method' and 'strategy' in the contents of education, and showed the actual contents composition by inquiry topic.
This paper has an edcational significance in reviewing the limitations of existing inquiry educational perspective. Korean language history education which emphasized pedagogical justice and education contents. Also, it is meaningful since it suggests the direction of Korean language history education from a macro perspective and shows the possibility of Korean language history inquiry education by introducing 'abduction'. In addition, this study has an pedagogical meaning because it observes the learners' abductive thinking, and prepares the actual education contents composition.

3정서적 문식성 중심의 시 감상교육 연구

저자 : 김민지 ( Minji¸ Kim )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 103-140 (38 pages)

다운로드

(기관인증 필요)

초록보기

This Study introduces 'Emotional Literacy' as a concept to explain the learner's emotional response to poetry, based on the belief that poetry appreciation education should pay attention to the learner's emotional response process, and aims to project poetry appreciation education for developing emotional literacy.
The act of appreciating poetry is not only an act toward the other implied in the poem but also toward the inside of the self. Thus, the learners as the reader can figure out in depth the emotion of the text through experiencing the other's and their own emotions, and understanding how that experiences are related with subject's perception and way of life. This way of poem reading is made possible through the process of constant communication between the other and the learners, and the emotions provoked in the appreciation process can be internalized in learners through self-reflection on their own reaction.
Therefore, This study conceptualizes the 'Emotional Literacy' as learner's ability to perceive, understand, express, and self-reflect about the emotion in the process of poetry appreciation, and aims to design the poetry appreciation education by analyzing the types and problems of the real learner's practice of emotional literacy.
In order to examine the types of emotional literacy of the learners, this study selected the modern poetry texts according to the criteria for activating the emotional response. After that, based on the theory of the appreciation of works of art, presented principle as 'Perception of expressed emotions in the text', 'Communication for understanding emotions subjectively', and 'Self-reflection of emotional response for expressing emotions'. This study assumed these categories as having a circular and complementary nature rather than a linear process or stages. Based on this, this study categorized the real practicing aspects by analysing the learners' reports.
The aspects of learners' emotional literacy practicing were categorized as follows by data analysis. First, 'Understanding informations of the text and Perceiving of expressed emotions in the text' was presented as capturing emotions through discovery of emotional marks, suggesting emotional situations through text citations, and inferring emotions through context reconstitution. Second, as the result of categorizing by similarity of experiences that learners use as a communication mechanism to build a communicative relationship between themselves and others, 'Communication between self-other and Subjectivization of emotions' was presented as empathic understanding of emotions through recollecting similar experiences, relative understanding of emotions through referring adjacent experiences, and concretization of own emotions through comparing with others. Third, 'Self-reflecting of emotional response and expression of emotions' was divided into two aspects according to the learner's reflection process on self-expression, it was found to recognize the effect of other's emotional expression and to reconstruct emotional expression through reflective comparison.
This study explored the possibility of education about emotional response by assuming the emotional literacy as learners' appreciation ability that can be confirmed and extended in the process of poetry appreciation. The significance of this study is that it can form a communicative self, secure active attitude of learner as the emotional subject, deepen the learners' appreciation and enhance their ability to express emotions, by designing concrete educational methods through analyzing the aspects of actual learners.

4표현 효과 중심의 문법교육적 관점에 입각한 학습자의 부정표현 선택 과정 유형 분석 연구

저자 : 김범진 ( Kim¸ Beom-jin )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 141-179 (39 pages)

다운로드

(기관인증 필요)

초록보기

Negative expressions are used not only to deny a situation but also to express various expressive intentions of a person. Therefore, it is necessary to pay attention not only to the syntactic characteristics of negative expressions but also to the choice of negative expressions in which various contextual factors are considered. This study revealed how negative expressions are used for expressive effects and analyzed learner's selecting process of negative expression.
This study focuses not on the syntactic characteristics of negative sentences but on the effect of negative expressions. Thus, the concept of negative expression, which has been defined mainly from a syntactic point of view, has been redefined as an extended concept covering a semantic perspective. This study also suggested the concept of grammar education centered on expression effect which aims at the teaching of grammatical knowledge that can be used to understand a text and produce established text. Through this, this study secured the educational significance of negative expressions which can increase the linguistic resources that can be used as a rhetorical strategy and increase the linguistic sensitivity by paying attention to language expression. Then, the background of the expression effect of negative expression, the mechanism of context, and the context factors involved inthe choice of negative expressions were examined to establish the basis for the contents of education of negative expression.
As preliminary work to of prepare the contents of negative expression, this study analyzed the aspect of students' selecting negative expression through on a survey of 476 students. Based on the theoretical basis, the learner's process of selecting negative expression was analyzed based on whether the context was considered, whether it constituted the optional system and whether the expression intention was considered. According to these analyses, the learner 's process of selecting negative expressions was typified into five.
This work is important in that it extensively redefines the concept of negative representation based on theoretical review. This study also analyzed the actual negative representation selection process of learners, which is meaningful as a pre-work to prepare negative representation training content based on grammatical educational perspectives centered on expression effects.

5인도네시아인 한국어 학습자 쓰기 교육의 응결장치 교수학습 연구

저자 : 김선주 ( Kim Sun Joo )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 181-228 (48 pages)

다운로드

(기관인증 필요)

초록보기

With an aim of improving the writing ability of Indonesian learners of Korean as a second language, this study analyzes the usage of Cohesive Devices in Korean writing and reveals the cause of error in the text using the written writing data of Indonesian Korean learners. By identifying the characteristics of their usage of Cohesive Devices and comparatively analyzing the results with those of Korean native writers, the study also aims to suggest a teaching method of Cohesive Devices for Indonesian learners of Korean as a second language.
With this purpose, 162 1st, 2nd, and 3rd year Indonesian students majoring in Korean Education were to select one of two topics ('hobbies' and 'travel') to write texts. Of this group, 121 subjects who were competent in writing in Korean were selected to be analyzed. The texts of Korean native writers were also collected to compare the usage patterns of the writing of both groups. Based on the collected texts, the cause of the errors of Cohesive Device usage are analyzed, and an education method of the Cohesive Devices is suggested.
In Chapter 2, the existing discussion on Korean Cohesive Devices is reviewed. This becomes the basis of the analysis framework of Korean Cohesive Devices to be used for analysis of the Korean learners' writing data. First, the concept of text and textuality are summarized and the relationship between cohesion and coherenceare discussed. Cohesion and coherence are distinguished, and cohesion is defined as the word(s) that connect clauses to clauses and sentences to key propositions of sentences to provide a unified meaning, and the language device used in text is referred to as a 'Cohesive Device'. To understand the characteristics of the errors of Cohesive Device usage in Indonesian Korean learners' writing, a comparative analysis of the Cohesive Device framework is made between Korean and Indonesian. The purpose is to predict the errors that may appear in the learner's writing data.
In Chapter 3, a framework for analyzing the Korean learners' writing is suggested as the method of analysis. The analytical main framework is divided into three different parts: Referential Cohesion, Conjunctional Cohesion, and Lexical Cohesion Devices, and the frequency and pattern of Cohesive Devices in composition data is analyzed. The study finds that the connective ending devices that do not exist in Indonesian shows the greatest difference between Indonesian and Korean. Due to the influence of the mother tongue language, the expansion and contraction phenomenon of the register in the place directive pronoun and the connective ending appears, and there is an error due to the intralingual transfer in the connective ending devices due to the complexity of the target language. Also, because of lack of textbooks and teaching content, Indonesian learners do not correctly recognize the use of Cohesive devices.
In Chapter 4, an education method for cohesive devices for Indonesians is developed based on the analysis of the use of cohesive devices analyzed in Chapter 3. The purpose and the goal of the cohesive devices is set separately, and a method of education is suggested after the education content of cohesive devices is selected. The OHE model is used to recognize the Cohesive Device's role and function of Indonesian and Korean language. The ultimate goal of the training of Cohesive Devices is to improve the writing skill of Indonesian Korean learners. Therefore, process approach principle is set as teaching principle. Finally, a practical teaching model is presented to apply the cohesive devices to actual education field.
Cohesive Devices connect the core proposition that writers want to convey between clauses and clauses, and sentences and sentences, to deliver a clear meaning. Therefore, it is necessary to understand the usage of Cohesive Devices, which are grammatical mechanisms used in text, and to be able to apply it properly in the text. The purpose of this study is to, for the first time, analyze the writing of Indonesian learners to improve the writing ability of Indonesian Korean learners.

6한국 현대시 읽기에서 중국인 학습자 경험의 작용에 대한 고찰

저자 : 김소연 ( Jin¸ Xiaoyan )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 229-275 (47 pages)

다운로드

(기관인증 필요)

초록보기

This study began with the recognition that focus on the experiences of the Chinese leaners and study the process of reading and understanding poetry using their experiences is necessary. By selecting Chinese leaners and ethnic-Korean learners in China as research subjects, we will also examine the personal and cultural differences of the subjects of experience and the effect of differences in identity recognition on reading. Through these efforts, we intends to design a method of teaching and learning modern Korean poetry that can arise self-awareness, understand others, and develop communication skills, which beyond a conceptual understanding of poetry text.
Literature allows for multilayered and abundant language learning, beyond the limits of simple and repetitive mechanical language learning. Literature is sometimes referred to as 'expression of thought' or 'expression of valuable experience'. This means that ideas and emotions are derived from concrete experiences, and that everything is not literature, but only when it is meaningful to human being. Among literature, poetry is a subjective genre, which presents images of oneself in a direct relationship to 'self' and emphasizes experience and emotion. However, Korean literature education in China has focused only on understanding and analyzing the experiences of writers which depicted in their works, and has not paid much attention to the experiences of learners who accepting the literature. The learner's experience can be influenced by nationality, the environment he or she has grown, the educational experience, etc., and the diversity of his or her experiences means the diversity of reading. Therefore, this study, tries to understand how the learner's experience is related to literature work and how that experience has an effect on reading poetry.
In order to identify the reading patterns in the actual learner, and to come up with an educational method suitable for the process of such thinking and expression, this study analyzed the questionnaires and interview materials produced by the actual learner. In addition, through related theories, we explored the concepts of experience in poetry reading, and set the principles of modern Korean poetry reading in three categories: reading through learning experience, reading through social and cultural backgrounds, and reading through learner identity recognition.
Based on this, we looked at the aspects of Chinese learners' experiences in modern Korean poetry reading as follows: First, the 'effect of learning experience of learner' was divided into 'effect of learning experience in understanding text' and 'effect of learning experience in interpretation'. Second, the 'effect of learner's social and cultural background' was divided into 'effect of social and cultural background in intertextual evocation' and 'effect of social and cultural background in making relationships with text.' Third, we divided the 'effect of learner identity recognition' into 'effect of identity in self-discovery' and 'effect of identity in the discovery of a heterogeneous world.' Along with these aspects, we looked at the factors that influenced reading poetry in each aspect.
Based on the actual data of the learners, this study confirmed various aspects of poetry reading and tried to present appropriate education methods by collecting the learners' responses. In addition, our work has significance in working with Chinese learners and ethnic-Korean learners in China, we looked at how the diversity of experiences derived from personal differences, social and cultural differences, and identity differences can be revealed in modern Korean poetry reading.

7한국 현대시를 활용한 상호문화 지식 교육에 대한 고찰 - 중국인 학습자의 문화 지식 구성 양상을 중심으로 -

저자 : 김유리 ( Kim¸ Yu-ri )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 277-317 (41 pages)

다운로드

(기관인증 필요)

초록보기

This study aims to project Korean culture education, focused on learner, where learner becomes the active principal and forms the Korean culture knowledge. Currently the culture education in Korean language education is usually made in a way to present fragmentary knowledge. However, as culture is a learning object to recognize, feel and experience, it is better for the teacher not to make the culture education via one-way provision of cultural knowledge. In this context, this study used the concept of 'inter-culture' and projected a intercultural knowledge education where the learner interacts with the target culture, based on his/her cultural identity, to understand, interpret, and personalize the cultural knowledge. In addition, considering the possibility that the cultural knowledge construction may differ by language level, this study tried to find out the difference in the cultural knowledge construction by intermediate and advanced level learners and design different teaching and learning method based on the difference.
In this study, 'knowledge' is assumed not just as the knowledge as a target but as the more expanded concept to comprise the process of knowledge construction and affective aspects. Also, in this study, Korean modern poems are used as education materials to have affective approaches to Korean culture. As the principles of intercultural knowledge construction using Korean modern poems, 'formation of Kommunikat via understanding of the text', 'construction of the meaning of culturalknowledge via interactions', and 'reconstruction of cultural knowledge as personal knowledge' are proposed. And, this study found that the intercultural knowledge education using Korean modern poetry has educational implication as it provides personal experience of poetic emotion via which the learner can have affective approaches to Korean culture, personalize via active meaning construction of the poem's text, and foster intercultural competence via inter-culture communication.
The experiment of this study was administered for Chinese intermediate and advanced level learners and designed to achieve both personal knowledge construction and inter-personal knowledge construction based on the viewpoint of constructivism. In addition, to compare the aspects of knowledge construction that differ by the level of language of each learner, the experiment was administered by two different groups of intermediate and advanced level learners.
The study observed following categories in the cultural knowledge construction aspects using the Korean modern poems. Firstly, in the aspect of 'forming Kommunikat via understanding of the text', learners used either the internal information of the text or external factors of the text. Secondly, in the aspect of 'construction of cultural knowledge meaning via interactions', learners either understood the factual meaning of the text or shared the awareness on self-culture and personal cultural awareness. Thirdly, in the aspect of 'reconstruction of cultural knowledge as personal knowledge', learners stated cultural knowledge based on the understanding of the text and interpreted the cultural knowledge via making relations between cultures and personalized the cultural knowledge via personal reactions.
The difference in the aspect of intercultural knowledge construction by intermediate and advanced level learners was as follows: Most advanced level learners understood the cultural knowledge via the poem's text to proceed to interpretation and personalization. Compared to this, intermediate level learners failed to make active interpretation of the cultural knowledge and personalization as they stayedin the stage of understanding the text. That is, in many cases, intermediate level learners aroused the knowledge of self-culture in the stage of interpretation, however, due to the lack of understanding on the text, they failed to make active comparison between the cultures and kept the awareness of self-culture in the stage of personalization, which made them keep the awareness of the self-culture to keep the affective distance with other culture and failed to make reflective recognition on the self-culture.
The study is meaningful as it found the processes and various aspects of cultural knowledge construction by using Korean modern poems based on actual data of learners' noticing the importance of the processes of cultural knowledge construction, and, it projected differences in the aspects of cultural knowledge construction between intermediate and advanced level Chinese learners.

8장소 기반 성찰 중심의 소거기(所居記) 교육을 위한 고찰

저자 : 김하연 ( Hayeon Kim )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 319-362 (44 pages)

다운로드

(기관인증 필요)

초록보기

This study aims to establish the concept of place-based-reflection and set it up as the content of teaching and learning Sogeogi(所居記), one of the traditional genres, which refers to living spaces. Place-based-reflection is defined as “refining of value through interpretation of place.” Place is established by giving meaning and value to space. and reflection aims at self-understanding in the light of value; therefore, contemplation of place triggers reflection. The key characteristic of Sogeogi is place-based-reflection, in that it reveals one's beliefs, values or desires through naming his/her living space and explaining the meaning of the name. The mechanism of place-based-reflection is categorized in accordance with the formal elements of Sogeogi and the way of cognizing objects. First, materialization of place following realistic cognition is implemented through Sakyung(寫境), which means description of a place. Second, contextualization of place following historical cognition appears in the form of Kisa(記事), which is similar with narration. Finally, valuing of place based on ideological cognition appears in the form of Uiron(議論), which explains the meaning of the place's name. This study has significance for clarifying the genre identity of Sogeogi(所居記), and bringing up the topic of genuine dwelling in present day life dominated by placelessness, and examining it in terms of Korean language education.

9비평적 자의식 중심의 소설 읽기 양상 연구

저자 : 박장범 ( Jangbeom¸ Park )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 363-406 (44 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to search the aspect of 'Novel Reading Focusing on Critical Self-consciousness' in literature education. When reader realize that he or she has the right to evaluate the value of literature for their own, criticism can do the role of positive interaction between the reader and the text, especially on literature education. However simple imitation of critic based on professional behavior of understanding and appreciation may lead the education of literary, historic, philosophical knowledge for reader. Furthermore, there is no certain absolute objectivity and standard in our modern time, therefore literature is getting more focused on the specific problem of individual life.
Thus, using criticism in literature education should be dealt in the view of reader's variation based on the variety of their life. Criticism includes interpreting and analysing the text just like the traditional study of literature, nevertheless this contains immersed reader's controversial aggression necessarily. The meaning of criticism in literature education is revocation of epoche about the text and literature due to the activated subjectivity of a reader.
When the author realizes his or her identity by writing text, the reader realizes his or her identity by criticizing text. 'Critical Self-consciousness' is a concept of this reader's self realization desire during the reading. Accordingly, 'Novel Reading Focusing on Critical Self-consciousness' is executed by critical reader's CriticalSelf-consciousness, and doing this can set up the literature into the reader's real life. In this context, 'Novel Reading Focusing on Critical Self-consciousness' is actually a reader's specific attitude for literature premising continuous thinking of a point of view based on reader's life. Therefore, criticism can obtain the function of reader's reflective recognition for literature and the text.
Novel Reading Focusing on Critical Self-consciousnessl make reader restructure the content of a text depending on the reader's own interest and produce the meaning of it. This brings a self inquiry of reader's opinion on literature and reflecting the evaluation, reader's a point of view for text may be adjusted. By doing this, reader can achieve his or her own original a point of view for text, and this is the actual opinion that enables communication about literature. Increasing of various point of view can extends the whole literature community which is the individual readers are fully assigned.

10한국어교육전공 외국인 대학원생의 제2언어 자아 변화 경험에 대한 내러티브 탐구

저자 : 유지윤 ( Yu Jiyun )

발행기관 : 서울대학교 국어교육과 간행물 : 선청어문 48권 0호 발행 연도 : 2021 페이지 : pp. 407-435 (29 pages)

다운로드

(기관인증 필요)

초록보기

The purpose of this study is to understand the contents and meanings of foreign graduate students' second language self by drawing out narratives on the personal experiences as foreign graduate students in the department of Korean language education. This study used the narrative inquiry research method as the main research method because a narrative inquiry is the most appropriate method to research in terms of respecting, understanding, and exploring experience as an approach to studying human life so that it can derive the most in-depth meaning of experiences. A total of six foreign graduate students majoring in Korean language education was selected to examine the process of changing their second language self based on similar learning experience. The field text was collected mainly through in-depth interviews, and the intermediate research text was reviewed with the study participants to form the final research text. The implications of their second language self-change experiences in the participants' narratives were implicitly constructed using the metaphors 'For a new journey', 'Meeting myself in a strange place', 'Floating after losing one's paddle', 'Sending a signal', and 'Unfinished voyage'. Through this study, it was possible to understand in-depth the process of the second language self-change of foreign graduate students majoring in Korean languageeducation, and through this, we could understand the meaning of the second language self-change experience they had. This will contribute to a more detailed and in-depth understanding of the various experiences of Korean language self-change in foreign graduate students.

12
권호별 보기
가장 많이 인용된 논문

(자료제공: 네이버학술정보)

가장 많이 인용된 논문
| | | |
1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

다운로드

2미국의 비트코인 규제

(2006)홍길동심리학41회 피인용

다운로드

가장 많이 참고한 논문

(자료제공: 네이버학술정보)

가장 많이 참고한 논문

다운로드

2미국의 비트코인 규제

(2006)홍길동41회 피인용

다운로드

내가 찾은 최근 검색어

최근 열람 자료

맞춤 논문

보관함

내 보관함
공유한 보관함

1:1문의

닫기