Image-Schemas and Aptitude in the Learning of English Caused Motion and Resultative Constructions

Hwang, Hyun Bin 한국교원대학교 교육대학원 2018 국내석사

The purpose of this study is to investigate the effects of image-schemas on the learning of English CAUSED MOTION and RESULTATIVE constructions by Korean high school students. 156 learners were randomly assigned to four groups: three treatment groups (i.e., an image-schema, an input enhancement, a metalanguage treatment group) and one control group. The treatment effects were measured over time by a scaled grammaticality judgement task and a Korean-to-English translation task on learnability of the exposure construction and generalizability to the non-exposure ones. The study found that learners could benefit from the image-schema treatment, especially in the immediate and the delayed production of the non-exposure constructions. Another particular interest was also paid to the role of language analytic ability and working memory capacity in the learning of the target constructions. Learners’ cognitive factors were measured with a language analytic ability test and a working memory test. Hierarchical multiple regression analyses were conducted to examine the extent to which the combination of three variables (i.e., the treatment condition, the language analytic ability test scores and the working memory test scores) could predict the level of learnability and generalizability on the target constructions. The results showed that receiving the image-schema treatment was most predictive of the immediate and the delayed production of the non-exposure constructions, while language analytic ability was the primary predictor in the other cases. The role of working memory capacity proved inconclusive in the current study. The present study suggests pedagogical applications of image-schemas as a potential alternative to metalanguage-centered Korean EFL classrooms, and possible contributions of language aptitude to construction learning.

영상도식을 활용한 한국어 유사 문법 교육 방안 연구 : ‘-어서’와 ‘-니까’를 중심으로

조동호 대구대학교 대학원 2022 국내석사

This study aims to suggest a similar grammar education plan using image schema in korean education as a foreign language. Existing studies on similar grammar education depended on morphological and syntactic rather than focusing on the meaning to discriminate grammar. Accordingly, this study tried to explain the in-depth and superficial structure of grammar based on another grammatical meaning that can distinguish grammatical expressions. And this study has the point of view that image schema is useful to explain the structure of such grammatical meanings. Therefore, in this study, similar grammar items were selected as causative conjunction endings '-어서' and '-니까', In addition, 'listener information sharing status' and 'justification' were reviewed as grammatical meanings that can be usefully used to distinguish two grammatical expressions and teach them, and this was constructed as a image schema. Next, the principles of grammar education and grammar teaching and learning models were examined in order to materialize similar grammar education plans. In general grammar education, various language teaching approaches and teaching and learning models can be applied depending on the purpose of grammar education. However, similar grammar education is conducted on the premise that the learner has already progressed learning about grammar items. Therefore, similar grammar education, unlike general grammar education, must be given an explicit presentation by the teacher and aim to improve the accuracy of the learner's grammar selection. Accordingly, in this study, it was determined that result-oriented grammar education was appropriate for similar grammar education, and the PPP model was applied to discuss the similar grammar education method in detail. This study can contribute to the quantitative growth of research in a situation where there are not many attempts to conceptualize grammatical meaning using image schemas from a cognitive linguistic perspective. In addition, it has significance in that, unlike the existing educational method that lists grammatical information, a method was suggested to extend education to the superficial structure based on the in-depth structure of grammatical meaning using image schema. Keyword: Korean education, Similar grammar, Image schema, Causative conjunction ending, PPP model 본 연구는 한국어 교육에서 영상도식을 활용한 유사 문법 교육 방안을 마련하는 데 목적이 있다. 기존의 유사 문법 교육에 관한 연구들은 문법을 분별할 의미에 초점을 두기보다는 형태적, 통사적 특징에 기대어 왔다. 이에 본 연구에서는 문법 표현을 구분해 줄 수 있는 또 다른 문법 의미를 바탕으로 문법의 심층적 구조와 표면적 구조를 설명하고자 하였으며 이러한 문법 의미의 구조를 설명하는 데 영상도식이 유용하다는 관점을 가진다. 이에 따라 본 연구에서는 유사 문법 항목을 인과관계 연결어미 ‘-어서’와 ‘-니까’로 선정하고, 두 문법 표현을 구분하는 교육에 유용하게 쓰일 수 있는 ‘청자 정보 공유’와 ‘당위성’에 대해 검토하고 이를 영상도식으로 구성하였다. 다음으로 유사 문법 교육 방안을 구체화하기 위해 문법 교육 원리와 문법 교수 학습 모형을 살폈다. 일반적인 문법 교육에서는 유사 문법 교육과 달리 문법 교육의 목적에 따라 여러 언어 교수 접근법과 교수 학습 모형을 적용할 수 있다. 그러나 유사 문법 교육은 이미 학습자가 문법 항목에 대해 학습을 진행하였다는 것을 전제로 진행된다. 따라서 유사 문법 교육은 일반적인 문법 교육과 달리 교사의 명시적인 제시가 전제되어 있어야 하며 학습자의 문법 선택의 정확성을 제고하는 것을 목표로 삼아야 한다. 이에 따라 본 연구에서는 결과 중심 문법 교육이 유사 문법 교육에 적절하다고 판단하여 PPP 모형을 적용하여 유사 문법 교육 방안에 대해 구체적으로 논하였다. 본 연구는 인지언어학적 관점을 가지고 영상도식을 활용하여 문법 의미를 개념화한 시도가 많지 않은 상황에서 연구의 양적 성장에 기여할 수 있을 것이다. 또, 영상도식을 활용하여 기존의 문법 정보 나열식의 교육과 달리 문법 의미의 심층적 구조를 바탕으로 표면적 구조까지 확장하여 교육하는 방안을 마련하였다는 데에서 교육적 의의를 지닌다. 주요어: 한국어 교육, 유사 문법, 교육 방안, 영상도식, 인과관계 연결어미, 결과 중심 문법 교육

이용악 시의 인지시학적 연구

왕태삼 전북대학교 일반대학원 2019 국내석사

This study analyzed Lee Yong‐ak's poems with cognitive poetic methodology. In particular, this study purposes to derive the semantic structure of poems by examining the cognitive system of the world of Lee Yong‐ak’s poems. For this purpose, the type of cognitive system was largely divided and traced to despair from death experience, escape from hometown, awareness of community disintegration and regression consciousness, and image schema of liberation space and literary embodiment of contradiction of the times. This was a work of identifying through what kind of cognitive process Lee Yong‐ak's soul of poetry symbolizes the text and expresses the literary character. Thus, this study attempts to conclude by summarizing his cognitive system and transformational patterns. First, Lee Yong‐ak's hometown consciousness operates mainly on materials such as despair and escape consciousness. The fundamental cause lies in the father and brother's death away from home, the death of young nephew, and poverty. In particular, the father is the most central prototype of the family members. The loss of the prototype of the family head is recognized by despair and sorrow through "A Retual with a Moon", "Full of Sounds of Grass Bugs" and "On the Bridge". Eventually the poet is confined from a horrible poor homeland and ordinary conventions. However, through the "Night Running Away", the inner consciousness to escape the space of reality without change and growth is shaped into the image schema of the inside and outside. Lee Yong‐ak’s escape is negative and provocative, but the value sought is positive and imperturbable. Second, Lee Yong‐ak's poems are aimed at the recognition of the reality and the north‐hometown of migrants destroyed by the perception of community demolition and regression. In other words, to the poet, the north extends to the longing of the hometown and the pathos towards the migrants. The collapse of the family community under the imperial Japanese occupation forces mass migrants to the north. "An Old House" sharply blends the lyricism on this epic skeleton and penetrates the 'Footprints Shaking on Snow' of migrants heading north. He provides a profound basis for the spirit of the age beyond simple direction to ‘Footprints’ through an ontological metaphor with the attribute of personification. Thus, the north is recognized by Lee Yong‐ak as the space of joys and sorrows of family history and national history. Based on this life experience of community consciousness, the poet accuses national contradiction and contradiction of the age, and is approaching the aesthetic accomplishment of poetry and service of literature. Third, Lee Yong‐ak's poems literally embody the image schema of the liberation space and the contradictions of the age by the existential will and the tragic desire of consciousness. He shows the cognitive scheme of ascension rising from the will of life to heaven. "A Carriage and Pair" and "A Song of Hibernating Insect" reject existing values ​​and old spirit. Lee Yong‐ak's soul of poetry through conceptual metaphors such as “Life is an adventure”, “Time is the line that causes change”, and “Rational above, non‐rational below”, shows an adventurous attitude to meet the thoughts of breathing in the high mountains. In addition, there is always a schema of the center‐periphery image in his poetic world. In “A Violet,” the poet's non‐sleeping frontier and compassion consciousness are shaped. But he does not close the spirit of the times with despair and compassion. “One Star Each” is distributed to the chest of the migrants returning to liberation, and he shapes it with the road schema. Through the conceptual metaphors in “Happiness is light” and “Life is light”, it is recognized that there is the attitude of the poet dreaming of the identification with the 'star' which is the celestial being in the reality of darkness. The space that Lee Yong‐ak pursues is a world of peaceful unity. However, the migrants that have returned are being brought back to the springless frozen land where they can only chew 'Chinese cabbage roots' 'In the Dugout'. The contradictions of migrants‐periphery and consciousness‐era are constantly being repeated today as a key mechanism. In this study, the cognitive system and transformational patterns appearing in Lee Yong‐ak's poems were examined by quoting the cognitive poetic methodology. In the course of deriving the meaning of his works, the application of the organic methodology was limited. However, the literary significance of Lee Yong‐ak's poetry world is large. Lee Yong‐ak has poetic grounds on narrative and lyricism more than any poet. From the perspective of cognitive poetics, human behavior and the product itself is a product of the mind. Therefore, cognitive poetic methodology for Lee Yong‐ak’s works is available, since sense and information coming from deep root of reality experience is a process of cognition. As a result, his soul of poetry is not contemplative but rather concrete, empirical, and practical. In this way, Lee Yong‐ak has attempted to expand the meaning of the poetry world to a new perspective with a horizon of interpretation. In this study, the deductive analysis of biographical facts was avoided as much as possible, and the cognitive system and transformational patterns of Lee Yong‐ak's poems were investigated by inductively analyzing individual text works.

동사 '빠지다'의 인지언어학적 분석 및 한국어 교육방안 연구

박화경 韓國外國語大學校 大學院 2020 국내석사

This study deals with the verb 'PPAJIDA' which has various meanings. The purpose of this study was to interpret the meaning of verb 'PPAJIDA' as a polysemy and to understand the semantic relationship between them based on cognitive linguistic methodology. In addition, the study also suggested that foreign learners can learn vocabulary naturally based on their shared experience as a human being without the burden of memorizing the meaning of dictionary in learning vocabulary. In Chapter 2, cognitive linguistic theory was presented to examine the meaning expansion and cognitive processes of the verb 'PPAJIDA' as a polysemy. First, ‘Prototype theory’ was suggested to set the prototypical meaning of 'PPAJIDA' and then 'Conceptual Metaphor' and 'Image schema' were arranged to analyze what cognitive mechanism was derived from it to extended meaning. In Chapter 3, the prototypical meaning of the verb 'PPAJIDA' is assumed to be 'moving from an existing position to another', and at this time 'movement from the starting point' and 'movement to the arrival point' according to the a postposition used together as the characteristic of meaning. It turns out that the focusing is given differently. Each of these is represented by a prototypical schema, with the former delineating the starting point and focusing, while the latter delineating the destination, resulting in different schema. Based on this schema, it was found that 'movement from the starting point' was extended in three meanings, and 'movement to the arrival point' was extended in four ways. Finally, it was proved that the expansion of the meaning of the verb 'PAJIDA' was formed into a radial semantic network structure, and based on this analysis, the final meaning network of the verb 'PPAJIDA' was presented. In Chapter 4, specific teaching and learning methods in Korean language education as a foreign language were proposed based on the cognitive linguistic interpretation of the verb 'PPAJIDA' analyzed in the previous chapter. A method of visual teaching was proposed to make the process of meaning expansion easier to understand and infer through picture data based on Image schema. This study is meaningful in that it sees the verb 'PPAJIDA' as a polysemy and examines the process of meaning expansion in cognitive linguistics. In other words, it is different from other 'PPAJIDA' studies in that it is interpreted by the cognitive ability which is inseparable from language. In addition, this study suggests the method for korean language education so that Korean learners can easily understand it, and it will be significant in that it presented the way of teaching visually through the picture material based on the Image schema.

이동 사건과 한국어 조사 '에', '로', '를'의 인지언어학적 연구 : 영상 도식을 바탕으로

최예빈 한국외국어대학교 대학원 2018 국내석사

This study aims to analyze the Korean adpositions ‘ey’, ‘lo’, and ‘lul’ for the translocative event from the point of view of cognitive linguistics and suggest an effective Korean grammar education method. 'Moving' is a fundamental concept related to human physical experience, but it has different ways of construals in each language. Especially, in Korean, we use ‘ey’, ‘lo’, and ‘lul’ in the translocative events, which is the foreign learners have difficulty in delivering clear meanings and using properly. Therefore, this study attempts to clarify the process of conceptualization of ‘ey’, ‘lo’, and ‘lul’ in translocative events and to apply it to Korean education. Chapter 2 briefly explains the cognitive linguistics concepts: figure and ground, the concept of image schema, the metaphor and metonymy, and the windowing of attention theory in the path event frame. Chapter 3 covers the cognitive linguistic approach of ‘ey’, ‘lo’, and ‘lul’. First, the primary meaning of each adposition was extracted. Then, through a questionnaire, we examined how Korean and Chinese learners perceive the ‘ey’, ‘lo’, and ‘lul’ in translocative events. In the analysis of the results, we found out the different conceptualization process of the adposition constructions. In next step, the image schema was presented to explain the meaning and extended meaning of ‘ey’, ‘lo’, and ‘lul’. In terms of ‘ey’, [location] which is its primary sense appears at the end of the movement, and it motivates the final windowing. So ‘ey’ focuses the result of the movement, and the changed location. In terms of ‘lo’, its primary sense revealed as [direction] and [path] in translocative events. It motivates the medial windowing, showing the path between start point and end point of the translocative event. Since ‘lo’ does not assume the result of movement, it is more properly used to indicate the irrealis aspect. ‘lul’ evokes the entire the translocative event representing [totality] of the moving place. Also when it comes with action noun, it indicates the [purpose] of the movement. In addition, there is an extension of the semantic meaning according to metonymy process, which is the location represents the unique act occurring in the place. In Chapter 4, we examined how the conceptualization of ‘ey VLOC’, ‘lo VLOC’, and ‘lul VLOC’ is dealt with in current Korean education through the analysis of Korean textbooks. Then the teaching methods using the Image schema and the consciousness-rasing task based on the Focus on Form are proposed. This study deals with the conceptualization of Korean adposition based on cognitive linguistic approach. Although the cognitive linguistic approach is not familiar with Korean grammar education, it can develop insights of learners into the target language and facilitate recognition of its structure and meaning. In particular, this study explains the adposition and translocative verb construction based on the image schema. Therefore it is expected that understanding the conceptualization process based on usage rather than merely grasping the various meanings of individual adposition will be beneficial in terms of memory and use.

한국어 교육에서의 다의 동사 ‘뜨다’에 관한 인지언어학적 연구

최혜림 한국외국어대학교 대학원 2016 국내석사

A Cognitive Linguistic Study on Korean Verb “TTEU-DA” in Teaching Korean as a Foreign Language The importance of vocabulary has been emphasized since the communicative language teaching was developed. Teaching vocabulary, however, has been neglected in real education field because of the thought that learners should learn vocabularies for themselves. Therefore, it has great significance to discover the aspect of meaning extension of polysemy, which is demanding for foreign learners, in view of human universal cognitive point of view. This study aims at finding out the relations between meanings of polysemy, ‘TTEU-DA’ from a cognitive linguistic perspective. The previous studies on polysemies have a limit that they focused on classification of various usages rather than relationship between their meanings. The outline of this thesis is as follows. In chapter 1, the background and the purpose of this study on the polysemy ‘TTEU-DA’ are described and the trend of preceding cognitive linguistic studies on polysemy verbs is discussed as well as their limits. Theoretic concepts (such as Base and Profile, Trajector and Landmark, Image-schema) required for the cognitive linguistic approach to analyze the meaning of ‘TTEU-DA’ are investigated in chapter 2. It is verified that ‘TTEU-DA’ is a polysemy by analyzing forms and usage of ‘TTEU-DA’ appeared in the middle Korean in chapter 3. And then, each meaning of ‘TTEU-DA as an object of study is selected. And a prototypical meaning of ‘TTEU-DA’ is postulated on the basis of selection standard for the prototypical meaning. In chapter 4, several examples of ‘TTEU-DA’ syntax are collected by types and classified. Base on the examples, feature of arguments making a pair with ‘TTEU-DA’ are analyzed and attempt to analyze concrete meanings is made based on the meaning analysis frames introduced in chapter 2. Based on the result of chapter 4, semantic network is proposed that shows directionality with which prototypical meaning has been developed to extended meanings. Finally, chapter 5 is devoted to a brief summary of each chapter’s results and presenting a significance and limits of this study. This study would help foreign learners recognize meanings of Korean polysemy verbs and guess the meaning of them appearing in several conversation. Teachers could use this result as an important material when they teach foreign learners about polysemous word in Korean education field. Finally, I hope that studies on more variety verbs from a cognitive linguistic viewpoint will be performed actively hereafter and it will enable us to find the stereotype of the characteristics of Korean verbs.

Making sense of time-telling classroom : interplay of cognition, instruction, and tools

한채린 서울대학교 대학원 2020 국내박사

While young students often have difficulty learning the topic of time, it is relatively recent that efforts for attempts to identify this difficulty and its features have begun to be documented. Reading the time on an analog clock in various ways requires not only an understanding of temporal quantities that reflect a different base –N numeral system and their relation, but also an understanding of a tool that represents multiple quantities that overlapped each other by number line metaphor. It is special that these two understandings are not serial things, but dialectical union things. Three independent but related studies in this thesis consider the teaching and learning of time-telling. Drawing on the observations of ordinary mathematics classrooms in Korea, the three papers explore how teachers teach time-telling, how students read time, and how tools for telling time mediate this teaching and learning. This thesis aims to explore the potentiality of the field of teaching and learning of time-telling as a result of enhancing the comprehensive understanding of the phenomena by applying theory from various angles to the field. The first paper investigates Korean students’ ways of reading relative time. A total of 126 Korean students in grade 2 participated in a comprehension test involving clock reading for absolute and relative times. The quantitative results showed that the students had lower performance on relative time-reading tasks than on absolute time-reading tasks. By conducting eye-tracking examinations with 10 focal students, I inferred the referenced image schemas that the students used when they read relative time based on the eye-mind hypothesis. The qualitative analysis revealed that Korean students read relative time in unique manners, which may cause errors in their relative time-reading. These findings suggest that one of the Korean students’ difficulties in reading relative time was based on linguistic characteristics and the learning sequence of time-related content. The second paper offers an account of ways in which the metaphors used by teachers serve as a lens for providing a better understanding of relative time teaching in the elementary mathematics classroom. I observed ordinary relative time instruction by six elementary school teachers. Four relative time metaphors—temporal, directional, actional, and dimensional—were identified that emerged in every instruction I observed and the relationships among the metaphors. The teachers used relative time metaphors in particular ways related to the intrinsic nature of mathematics and the linguistic characteristics of the specific language. These findings highlight two cultural patterns at work in the mathematics classroom. This analysis and interpretation illuminate aspects of the cultural characteristics of mathematics teaching. The final paper investigates opportunities to manipulate clocks provided by teachers and the effects of these opportunities on students’ performance in positioning clock hands. I considered how elementary teachers enacted two analog clocks that differed regarding the connectivity of the two hands. I observed 18 lessons on time taught by six teachers and administered a test of time understanding before and after the lessons to the student participants (n = 109) who belonged to the classes of the participating teachers. A qualitative analysis of the six teachers’ instruction revealed that the enacted tools differentially mediated their teaching, which resulted in students being provided with different opportunities to access covariational reasoning. A quantitative analysis of the students’ performance on clock hand positioning tasks by the teacher group and the assigned tool showed that the assigned tool-using opportunities differentially mediated students’ thinking as the students positioned the clock hands. These findings suggest that pedagogical attention to the enactment of various clocks with a focus on the clock properties is needed to promote students’ conceptual understandings of time. The overarching investigations of these three studies have the following implications. First is that they provide an in-depth understanding of the teaching and learning of time, which our research community has been lacked, by conducting empirical research. The findings highlight the interplay of language and time ideas by focusing on the relation between Korean and the teaching and learning of time. Second, they provide specific ideas to support students’ time-telling. A new way of diagnosing students’ errors in time-telling was introduced, teachers’ various efforts for students’ conceptual understanding of time were reported, and how students’ experiences of clock manipulating can attribute to their problem-solving of time was revealed. Finally, by uncovering time-telling, time-telling instruction, and the mediating role of tools for connecting the two, this thesis has implications in that it is a multifaceted study that traced interplay of the teaching, learning, and tool’s mediation that happens in the mathematics classroom. 어린 학생들은 종종 시간이라는 주제를 학습하는 데에 어려움을 겪지만, 그 어려움의 종류 및 특질을 판별하고자 시도하는 노력이 문서화 되기 시작한 것은 비교적 최근의 일이다. 아날로그 시계를 보고 여러 가지 방법으로 시각을 읽어내는 일은 서로 다른 진법을 가진 시간적인 양들 및 그 사이의 관계에 대한 이해뿐만 아니라, 복수의 양이 중첩된 수직선 메타포로 제시되는 도구에 대한 이해를 순차적이 아닌 변증법적인 통합체로서 함께 요구한다. 상기와 같은 특징은 시각 읽기가 왜 학생들에게 상당한 도전인지를 설명해주는 동시에 시각 읽기가 여타의 수학 학습 내용과는 그 결이 다름을 말해준다. 이 논문은 시각의 교수∙학습에 관한 서로 독립적이면서도 관련성을 갖는 세 개의 연구를 다룬다. 한국의 일반적인 수학교실 관찰을 통하여 교사들이 시각 읽기를 어떻게 가르치고 있고, 학생들은 어떻게 배우고 있으며, 이러한 가르침과 배움의 과정을 시계라는 도구가 어떻게 매개하는지를 탐색하였다. 이 논문은 시각 읽기 교수∙학습 현장을 다양한 각도에서 이론을 적용함으로써 현상에 대한 포괄적인 이해를 높이고, 궁극적으로는 시각 읽기 교수∙학습의 개선 가능성을 탐색하는 것을 목표로 한다. 첫번째 연구는 한국 학생들이 상대 시각을 읽는 방법을 조사한다. 이를 위해 먼저 초등학교 2학년 학생 126명을 대상으로 절대 시각과 상대 시각으로 시계를 읽는 문항을 포함한 시각 이해 검사를 실시하였다. 양적 분석 결과 학생들의 정답률은 절대 시각 읽기 문항보다 상대 시각 읽기 문항에서 더 낮았는데, 그 차이는 통계적으로 유의하였다. 그 다음으로는 126명 중 10명의 학생을 대상으로 시선 추적 검사를 실시하였다. 이는 마음-눈 가설에 기반하여 학생들이 상대 시각을 읽을 때에 참조하는 이미지 스키마를 유추해내기 위한 것이다. 질적 분석 결과 상대 시각을 올바르게 읽는 학생들에게서만 드러나는 공통적인 시선 움직임을 식별하였고, 이와 같은 특징은 학생들이 상대 시각 표현에서 나타내는 오류와 특별한 관련을 보였다. 분석 결과를 통해 한국학생들이 상대 시각 읽기에서 경험하는 어려움이 한국어 고유의 언어 사용 문화 및 시간과 관련된 학습 내용을 배우는 순서의 영향에 기인하였을 가능성을 논의하였다. 두번째 연구는 초등학교 수학교실에서 이루어지는 상대 시각 교수에 대한 이해를 제공하기 위해 교사들이 사용하는 은유를 분석한다. 이를 위해 여섯 명의 초등 교사들이 정규 교과 시간에 실시하는 상대 시각에 관한 수업을 관찰하였다. 오픈 코딩을 통하여 네 가지 상대 시각 은유-시제, 방향, 행동, 차원-가 여섯 교사의 수업에서 공통적으로 발현됨을 식별하였으며, 몇 가지 은유들은 서로 관련성을 드러내었다. 특정한 방식으로 이루어지는 교사들의 상대 시각 은유 사용은 수학 고유의 성질 및 한국어의 언어적인 특성과 관련이 있었다. 이러한 결과는 수학 교실에서 작용하는 두 가지의 문화적인 패턴을 드러내 주었으며, 이를 통하여 수학 교수에 내재된 문화적인 성격을 조망하였다. 마지막 연구는 시각 읽기 수업 시간에 교사들에 의해 학생들에게 제공되는 시계 교구 조작 기회 및 그러한 기회가 학생들의 시계 바늘 위치시키기 과제에서의 수행에 미치는 영향을 조사한다. 이 때 제공되는 시계 교구는 시침과 분침의 연결 여부에 따라 두 가지였으며, 도구 사용 기회는 교사들이 몇 가지 종류의 교구를 어떤 식으로 활용 했는지에 초점을 둔다. 이에 따라 여섯 교사들이 진행하는 시각 읽기 수업 18개 차시를 관찰하였으며 각 교사들의 학급에 속한 109명의 학생을 대상으로 시각 읽기 수업 사전 사후 검사를 실시하였다. 교사들의 수업에 관한 질적 분석은 교사들의 교구 선택이 그들의 교수를 매개하고, 이와 같은 교수의 차이는 학생들이 공변 추론에 접근할 기회의 차이를 가져왔음을 보여주었다. 도구 사용에 따른 교사 그룹별로 시계 바늘 위치시키기 과제에 대한 학생들의 수행을 양적으로 분석한 결과, 학생들에게 주어진 도구 사용 기회는 학생들이 시계 바늘을 위치시키는 데에 있어 그들의 생각을 서로 다르게 매개하고 있었다. 이를 통해 학생들의 시각에 대한 개념적인 이해를 진작시키기 위해서는 시계의 구조적인 특성에 초점을 맞춘 시계 활용에 대한 교수학적인 관심이 필요함을 제안하였다. 이 논문은 다음과 같은 의의를 지닌다. 첫째, 그동안 수학 교육 학계에서 많은 관심을 받지 못했던 시각의 교수 학습에 대한 실증적인 연구를 수행함으로써 시각을 가르치고 배우는 일에 대해 보다 상세한 이해를 제공하였다. 한국어와 시각의 교수 학습과의 관계에 주목함으로써 여타 수학 내용과 구분되는 시각 아이디어와 언어 간의 특별한 상호작용을 조망하였다. 둘째, 학생들의 시각 읽기를 지원할 수 있는 구체적인 방안에 대한 아이디어를 제공하였다. 학생들이 나타내는 시각 읽기 과정에서의 오류를 진단하는 새로운 방법을 소개하였고, 시각에 대한 개념적인 이해를 위해 이루어지는 교사들의 다양한 시도를 보고하였으며, 학생들에게 제공되는 시계 조작 경험이 이들의 문제 해결 능력에 기여하는 방식을 드러내었다. 궁극적으로, 이 논문은 시각 교실을 시각 학습, 시각 교수, 그리고 이들을 매개하는 도구의 측면에서 탐구함으로써, 수학교실에서 일어나는 교수와 학습 간의 관계를 다면적으로 추적하였다는 데에 의의가 있다.

인지활동을 이용한 구절동사의 학습 효과 연구 : turn on과 turn off를 중심으로

김태숙 연세대학교 교육대학원 2006 국내석사

This study analyzed the phenomenon of the preference of English learners for the use of single?word verbs derived from Latin rather than the employment of phrasal verbs. The principal reasons for this language learner choice can be found in an examination of the characteristics of phrasal verbs as well as in the typical methods for studying verbs employed by English learners. However, this second language phenomenon can create a certain distance from the instinctive preferences of native speaker verb choices in real situations.The verbs and particles that compose phrasal verbs tend to be highly polysemous. This polysemity is so extensive that it can easily lead to the overlooking of the systematic expansion of meanings. Phrasal verbs tend to generate a range of integrated meanings that go far beyond what might be expected from the mere combination of individual words. In addition, the meanings that result from these combinations are also highly polysemous. The accumulation of additional layers of meaning within the typical phrasal verb results in the phenomenon whereby even native speakers use phrasal verbs as idiomatic expressions.Phrasal verbs thus take on additional meanings that appear to lack any clear cognitive guidance for meaning expansion. As a result, English dictionaries and study books tend to present phrasal verbs as simply idiomatic. In a similar fashion, most junior and high school textbooks in Korea offer only simple phrasal verb definitions and synonyms. Faced with this learning environment, many student language learners attempt to memorize phrasal verb word meanings individually. This is inevitably perceived as a taxing burden for them.In spite of these second language learning difficulties, it is clear that native speakers prefer phrasal verbs to single?word verbs. The major reason appears to be that phrasal verbs exhibit a dynamic sense based on the concept of “motion-direction-terminal”. In addition, phrasal verbs generate in native speakers much stronger feelings of activeness than the single?word verbs derived from Latin, which tend to be perceived as static. Consisting of two distinct word items, phrasal verbs also seem to be better for imprinting on the cognitive mechanism of the native speaker. In addition, because they tend to have a trochaic rhythm, they are also more easily memorized than the comparatively longer single?word verbs. Finally, thanks to their polysemous characteristics, phrasal verbs are used in much more extensive contexts.The research undertaken was motivated by the theory of cognitive grammar. Cognitive grammar emphasizes human cognitive activity, sense organs, and knowledge of the world. Its educational implications relate mostly to the concept of the semantic web, the use of image schema by the sense organs, and the application of figurative techniques like metaphor or metonymy. In this way, cognitive grammar offers learners the insight that vocabulary is not arbitrary but rather systematic. The concepts behind vocabulary items are best seen as being built up from the level of prototypical meaning.This paper examined how the two phrasal verbs―turn on and turn off―were learned in order to see how the concepts of the semantic web, image schema and figurative techniques interacted. The first experiment involved a reading test, and the second involved a writing test. An experimental class was exposed to a series of cognitive activities, while the control class was exposed to synonyms and contextual definitions. The following hypotheses were tested:1. The cognitive approach involving the use of the semantic web and image schema is more efficient for learning vocabulary than an approach that involves the use of contextual definitions.2. The cognitive approach more effective at promoting long?term retention of vocabulary than an approach that involves the use of contextual definitions.3. The cognitive approach is more effective at promoting meaning analogies than an approach that involves the use of contextual definitions.The results of the experiment proved to be statistically significant, clearly demonstrating that cognitive grammar instruction was more effective than an approach involving contextual definition. The cognitive grammar approach proved to be better for student learning, retention and analogical inference. In addition, the experiment demonstrated that cognitive activity had a positive effect on both the better class of student and on those students who lacked linguistic knowledge and enthusiasm for language learning.Students in an EFL environment often tend to believe that they must memorize individual vocabulary items. Often enough, they undertake this task without recourse to the concept of the semantic network, a situation that results in frustration and poor outcomes. The cognitive approach to language learning offers the possibility of breaking with this unhappy learning cycle. The useful microscopic tools of the semantic web and the image schema can be particularly beneficial. Since good teaching methods ought to stem from the students'' sense of sight and his or her conventional knowledge of the world, the cognitive approach provides a useful vehicle for the promotion of sounder methods of language learning. 이 논문의 목적은 영어 학습에서 큰 비중을 차지하는 어휘 가운데, 구절 동사에 대한 현행 학습의 문제점을 살펴보고, 그에 대한 효과적인 학습 방안을 모색하는데 있다. 동사와 불변화사의 결합구조인 구절동사는 단순한 표현에 비해 의미 파악이 쉽지 않은 것이 사실이다. 그 이유로는 첫째, 구절 동사를 구성하는 동사나 불변화사가 고도로 다의적이라는 점을 들 수 있다. 그리고 이 다의성은 한 단어가 지니는 여러 의미들 사이의 체계성을 간과할 정도로 범위가 넓다. 둘째, 다의적 동사와 불변화사의 결합은 그 단어군(群)이 지니는 의미의 단순 조합 이상을 창출하는 특징이 있다. 세 째, 이런 구절 동사의 통합된 의미 역시 매우 다양하다는 점이다. 이런 다의성에 다의성을 더하는 과정이 모국어로 습득한 이들조차 의미 파생에 대한 인지적 고찰 없이 관용적 표현으로 상용화하는 경향을 낳았다.많은 원어민 언어 연구가들이 영영 사전이나 기타 학습서에서 구절 동사를 관용적 표현들로 제시한 것은 구절동사의 관용적 상용화 경향을 뒷받침해준다. 또 대부분의 해외 어휘 학습서가 구절동사에 대하여 그 의미를 나열하거나 동의어를 제시하는 방식에 머물고, 의미의 체계적 파생이나 파생 과정 속에 개입된 세상사적 지식과 인간의 인지 활동에 대한 언급이 없다. 따라서 학습자에게 의미의 다양성이나 의미 파생의 체계성을 인지할 기회를 찾기란 어렵다.학교 현장에서도 구절동사를 포함한 대부분의 어휘를 단순 정의식으로 암기하는 방식이 주류를 이루고 있다. 영어 능력 - 문법과 독해, 회화 및 청취, 그리고 작문 - 의 기본이 되는 것이 어휘임은 누구나 알고 있다. 그렇기 때문에 어휘의 보유량을 넓히기 위해 학습자들은 부단히 노력하고, 수업에서 가장 빈번하게 학습 여부를 점검 받기도 한다. 그러나 상당 부분을 교사와 함께 하는 다른 학습활동에 비해, 학습자의 노력에 가장 많이 일임되고 교수자의 역할이 상대적으로 적은 활동 역시 어휘 학습이다.이런 어휘 학습 활동은 영영사전과 해외 어휘 학습서 및 국내 참고서에 제시된 방식과도 무관하지 않다. 대부분의 학습자들이 구절동사를 포함한 모든 어휘의 의미를 개별적으로 암기하는 학습 방식을 취해왔다. 이런 수동적인 학습 방법은 어휘가 지닌 다의적 의미의 수만큼 학습자에게 엄청난 학습부담을 줄 것이다. 자신이 보유한 생득적 능력이나 언어적 정보를 활용하지 못한 채, 외부에서 입력되는 정보만 저장하여야만 하는 상황은 결국 어휘 학습을 배움의 즐거움보다는 지식에 대한 일방적 강요로 느끼게 할 것이다. 이는 학습 의욕과 흥미의 상실로 이어지게 할 우려도 크다. 결국 학습자들은 원어민들이 상용하는 구절 동사의 표현을 포기한 채, 단일 의미를 지닌 동사를 선호하는 귀결에 이르고 말 것이다.그러나 복잡 다양한 모국어 어휘를 구사하는 방식에서 우리는 각 표현이 지니는 다른 표현과의 미묘한 차이를 감지하고 있다. 이런 관점에서 본다면 능숙한 영어 구사력을 위해서도 실제적이고 현실감 있는 어휘의 이해와 선별 및 표현 능력이 필요하다. 영어적 특성을 잘 반영하는 구절동사의 숙지는 그런 의미에서 매우 중요하다. 의미의 이해가 까다로우므로 단일어로 대치할 것이 아니라, 원어민이 그것을 상용하는 이유와 활용에 대한 깊이 있는 분석이 필요하다. 또 인간사적인 맥락에서 그 파생 원리를 추적해 보아야 할 것이다. 이유는 언어가 보편적 인간 활동에서 나온 대표적 산물이며, 언어 학습의 심층부에 인지활동이 관여하기 때문이다. 이런 의미의 파생과정을 통찰하고 그 도출과정을 외국어로서의 영어 학습에 적용시킨다면, 기계적 반복 학습이 아닌 이해의 관점에서 학습과 응용이 가능할 것이다.이에 연구자는 다분히 영어적 표현임에도 다의적 특성으로 인해 기피되어온 구절동사를 중심으로 효과적인 어휘 학습 방법을 찾고자 한다. 기존의 어휘 학습에서 나타나는 문제점을 자연스럽게 풀어내는 최근의 언어 이론 가운데 인지 이론이 있다. 인지 이론은 어휘 속에 존재하는 잘 짜여진 의미의 조직망을 들여다보게 하는 일종의 현미경이다. 인지 맥락에서는 어휘의 여러 의미들이 산발적으로 흩어져 있는 것이 아니라, 의미 핵을 중심으로 조직적으로 연계·확대되어 다른 의미와 통합하는 도식을 통찰하게 한다. 이런 도식으로 인지 기제 속에 보유된 정보와 감각 기관으로부터 입력된 정보가 부단히 연결·분류되어 의미가 비약적으로 커져가는 것을 알 수 있다. 이는 단순한 경제성 원리에서 파생되었다고 간주하기에는 고도로 복잡한 어휘를 매우 자연스럽고도 보편적으로 설명해준다.1980년대부터 Langacker와 더불어 본격적으로 연구된 인지이론은 실제 언어학습에 적용되어 그 효과가 입증되고 있다. 따라서 본 연구는 자연스러운 어휘학습 방법으로 대두되고 있는 인지이론을 검증하는 관점의 연장선이라 하겠다. 서론과 본론에서는 인지 이론의 분석을 통하여 어휘 학습에 대한 교육적 함의를 살펴보고, 그것을 구절동사를 이용한 실험에 투입하였다. 실험은 구절동사 turn on과 turn off를 중심으로 이루어졌다. 결론에서는 실험 결과에서 인지 학습이 기억, 파지, 및 응용 면에서 유의적 효과가 있는지를 검토하였다. 또한 인지활동이 학습에 의욕적인 학생뿐 아니라 영어적 기초가 없는 하위권 학생들에게도 효과적인가도 검증하였다. 이는 높은 학습 열의로 반복학습의 지루함을 깨거나 이미 인지활동이 활성화된 학생들보다 그렇지 않은 학생들의 학습 효과에 더 교육적인 의미를 두었기 때문이다.

Anger, Rage, 그리고 Annoyance와 관련된 전치사의 의미 확장

이루비 경북대학교 대학원 2018 국내석사

The purposes of this study are to investigate the core meanings of the English preposition about, at, by, and with using image schema theory and to analyze their extended meanings related to emotional adjectives, especially of anger, rage, and annoyance. The prepositions about, at, by, and with are considered relevant to the three emotions based on Corpus of Comtemporary American English (COCA). Adjective-preposition combinations are also examined through COCA. The results of this study are as follows: First, the meanings associated with emotions of the above four prepositions indicate the causes of emotions, but each preposition has its own delicate shades of meaning. About means that the cause has a range of possibilities and the emotions result from what is relevant to the cause. At represents the short duration of emotions, the clear focus on the cause, and sharp emotions such as fury. By indicates that the cause may contain an action, event, or process and has primary responsibility for the emotion. With denotes physical or metaphorical proximity to the cause, continuous existence of the cause and long term emotional states. Second, adjectives which express anger, rage, and annoyance show differences in a combination with the prepositions depending on the properties of each emotion. Anger is stronger than annoyance, and a relatively rational and controllable emotion compared to rage. Adjectives for anger are frequently used with prepositions at and about. Rage is the most intense emotion of the three, and it is difficult to control. Adjectives for rage have a higher frequency in collocations with the prepositions by and at. Annoyance is similar to anger but different from that in that it can be developed without justifiable reasons. Adjectives for annoyance are often used with the prepositions by and with. Finally, the results of this study are expected to help us understand the senses that the adjective-preposition combinations convey considering the different meanings that each preposition implies and the nature of the emotions.

Over의 인지의미론적 연구 : Image Schemata of over

이재원 경북대학교 대학원 2007 국내석사

본 논문은 불변화사 over의 의미에 대한 인지의미론적 연구로서 보다 간결한 over의 의미구조 연구를 통하여 영어를 제2언어로 사용하는 사람들이 over의 의미 체계를 파악하는 데 도움이 되고자 하는 것이 목적이다. over의 다양한 의미는 서로 연결되어 있으며 표면적으로 드러난 많은 의미들은 기저에 있는 큰 의미를 바탕으로 파생되어 있다. 따라서 본 논문은 이전의 의미론적 연구를 바탕으로 over의 보다 큰 카테고리를 찾아보고 over의 총체적인 의미 파악에 도움이 되고자 한다. 2장에서는 이전의 over 연구를 분석하고 그 의미망구조를 파악하였다. over는 여러 불변화사 중에서도 매우 복잡한 의미망구조를 가지고 있음이 이전의 연구에서 드러난다. Brugman과 Lakoff, Tyler와 Evans의 연구에서 주로 공간적으로 파악되는 다양한 over의 의미 중, 이러한 기제로 파악되지 않는 것을 포함하여 공간적이고 추상적인 여러 의미의 공통점을 찾아 3장에서 새로이 구조를 나누어 보았다. over의 기본 의미는 ‘경계에 대한 인식(awareness of boundary)’ 이며, 화자는 figure와 ground 사이의 경계(boundary)를 바탕으로 그 둘 사이에 공간의 차이가 있음을 over를 통하여 파악한다. over의 의미는 대상이 경계 밖에 있음을 인식하는 경우, 대상이 (경계 밖에 있음을 인식하면서) 양의 방향의 배열을 하는 경우, 경계 내의 대상들을 아우르는 경우로 나뉠 수 있다.