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Grammar Education

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수록정보
수록범위 : 1권0호(2004)~45권0호(2022) |수록논문 수 : 436
문법교육
45권0호(2022년 08월) 수록논문
최근 권호 논문
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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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