http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
중학생의 스마트폰 사용과 정신건강의 상관관계 본 연구는 윤영숙(2013)의 석사학위논문의 일부임 : 인천광역시 동부교육지원청 관내 학교를 중심으로
윤영숙 인하대학교 사회과학연구소 2014 인하사회과학논총 Vol.29 No.-
본 연구는 중학생의 스마트폰(smart phone) 사용과 정신건강과의 관계를 분석했다. 이를 통해 본 연구는 중학생들의 스마트폰 사용과 관련된 문제점을 지적하고 이를 완화할 수 있는 대안을 제시하고자 했다. 본 연구의 분석대상은 인천 지역 중 인천동부교육지원청 관할 내에 있는 중학교 남·여학생 220명이었다. 자료 분석을 위해서 SPSS 14.0을 사용하였으며 척도의 신뢰도 검증을 위하여 Cronbach's a 계수를 산정하고, 요인분석을 실시하였다. 또한 변인간의 영향을 파악하기 위해 카이제곱검정(x2-test), t-test, 상관분석(Correlation Analysis)을 실시하였다. 연구결과를 종합하면, 중학생들의 스마트폰 과다사용과 정신건강 간의 관련성이 있음을 알 수 있다. 이러한 결과는 스마트폰 과다사용으로 인한 중학생들의 정신건강을 위협하고 있다는 것을 시사하는 바이다. 충동 억제와 통제의 어려움이 있는 청소년들에게 스마트폰 사용에 있어 자기 스스로 조절·통제 할 수 있도록 교육시킴과 동시에 그러한 교육을 올바르게 지도할 수 있도록 정책적 방안이 모색되어야 할 것이다. This study examined the using situations and the following concerned factors of smart phone in middle school and analyzing the relationship between the use of smart phone and mental health. To achieve the purpose of this study, the subjects of this study were selected from 220(109 students of men, 111 students of women) middle school students located in Incheon Dongbu Office Education were sampled as subjects. Data were analyzed by using SPSS 14.0 program and Cronbach alpha coefficient was calculated for reliability of index. The data were analyzed using Pearson Correlation, x2-test and t-test. Between use of smart phone and mental health are correlated with each other. So middle school students should be educated so that they can use usefully and healthfully at home and school. Therefore let's definitely clarify the concept of smart phone overuse and inform middle school students of how serious it is. In addiction, prevention programs and practical treatment methods which to reduce the overuse of smart phone will be developed in the future.
[기획논문] 중국인 학습자의 한국어 어미오류 분석 : 연결어미와 종결어미를 중심으로
윤영숙 부산대학교 인문학연구소 2007 코기토 Vol.- No.61
In this study, we attempt to analyze the types of errors committed by Chinese native speakers who learn Korean. And through this analysis, we intend to search more effective teaching methods. On the basis of writing samples, we especially focus on the replacement errors that appear in the using of connective and final endings. Korean verb endings are complex in their structure and function. They express a large number of grammatical phenomenon including sentence type, tense, aspect, speech level, conjunction as well as various subtle semantic difference. This complexity is considered as one of the major causes that trigger subjects’s errors in the acquisition of Korean language. In fact, the results show that a great number of errors observed in this study are due to the confusion of meaning and function of verb endings which belong to the same meaning category. It reveals that subjects ignore the exact meaning and function of each verb ending. In addition, in the case of connective ending, replacement error is also caused by the misunderstanding of meaning between two simple sentences connected. Therefore in order to reduce subject’s errors, it is important to teach exact meaning and function of each verb ending. And it is of particular significance to teach, through contrastive and comparative method, the subtle difference of meaning and function that exist among verb endings which belong to the same meaning categories as well as grammatical constraints that each verb ending could appear.
제 2언어 학습자의 한국어 리듬 실현양상 -중국인 한국어 학습자를 중심으로-
윤영숙 한국음성학회 2023 말소리와 음성과학 Vol.15 No.3
This study aimed to investigate the effect of Chinese on the production of Korean rhythm. Korean and Chinese are typologically classified into different rhythmic categories; because of this, the phonological properties of Korean and Chinese are similar and different at the same time. As a result, Chinese can exert both positive and negative influences on the realization of Korean rhythm. To investigate the influence of the rhythm of the native language of L2 learners on their target language, we conducted an acoustic analysis using acoustic metrics like of the speech of 5 Korean native speakers and 10 advanced Chinese Korean learners. The analyzed material is a short paragraph of five sentences containing a variety of syllable structures. The results showed that KS and CS rhythms are similar in %V, VarcoV, and nPVI_S. However, CS, unlike KS, showed characteristics closer to those of a stress-timed language in the values of %V and VarcoV. There was also a significant difference in nPVI_V values. These results demonstrate a negative influence of the native language in the realization of Korean rhythm. This can be attributed to the fact that all vowels in Chinese sentence are not pronounced with the same emphasis due to neutral tone. In this sense, this study allowed us to observe influences of L1 on L2 production of rhythm.