새말 교육의 현황과 과제

박혜진 한국어학회 2024 한국어학 Vol.103 No.-

본 연구는 단어 형성 교육의 관점에서 새말 교육의 현실태를 분석하고 새말 교육의 개선 방안을 제안하고자 한 연구이다. 이를 위해 새말 교육과 관련한 교육적 담론 및 5종의 ≪언어와 매체≫ 교과서의 단어 형성 단원을 분석하였다. 분석 결과 ‘새말 사례의 실제성, 친숙성, 신선성이 부족한 점, 새말 형성을 기존의 단어 형성 교육 내용과 유기적으로 통합하지 않고 예외적 사례로 다루는 점, 새말 형성을 비롯한 단어 형성 교육의 내용이 형태 구조 측면에 경도된 점’ 등을 현행 새말 교육의 한계점으로 파악할 수 있었다. 이와 관련하여 본 연구에서는 ‘사례 선정, 내용 구조화 방식, 교수・학습 방안’ 각 국면에서 ‘친숙성, 신선성을 고려한 사례의 다양화, 단어와 새말에 대한 통합적 내용 구성, 의미 형성 국면을 포함한 새말 교육’을 핵심 내용으로 하는 개선 방안을 제안하였다. This study aims to analyze the current state of new words education from the perspective of word formation education and to propose improvements. Initially, the educational discourse related to new words education was analyzed to examine the directions of 'demands for educational acceptance of new words' and 'critiques of the implementation state of new words education'. The analysis identified three main themes: 'Which examples of new words are presented?', 'How are methods of forming new words integrated with existing word formation education in a morphological dimension?', and 'Are aspects of meaning and form in new words formation being harmoniously addressed?'. Additionally, based on these findings, the study analyzed the word formation unit of "Language and Media," a textbook that represents the advanced grammar curriculum in the current educational system. The analysis pointed out several limitations in current new words education: the lack of authenticity, familiarity, and novelty in examples of new words; the treatment of new words formation as an exceptional case rather than integrating it organically with existing word formation education; and a bias towards morphological structures in the content of word formation education. Considering these limitations, this study explored how new words formation should be implemented within word formation education, taking into account 'the educational significance of new words, the goals of grammar education, and the patterns of linguistic changes'. As a result, improvement measures were proposed that focus on 'diversifying examples considering familiarity and novelty, integrating content on words and new words, and including phases of meaning formation in new words education'.

중급 TOPIK과 중급 신(新)HSK 교육용 어휘의 한자 조어단위에 대한 연구

최금단 ( Choe Geum Dan ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.5

본 연구에서는 2,870개 중급 TOPIK 어휘에서의 1,688개 한자 어휘와 900개 중급 新HSK 교육용 어휘 자료에 나타난 한자 조어단위의 결합 양상을 분석하였다. 아울러 고빈도 조어단위 목록을 구축하여 향후 언어능력평가시험과 어휘 교육에 있어서, 조어능력 평가검증과 어휘 변별력 제고를 기반으로 한 어휘 선정 자료로서의 활용을 목적으로 하였다. 중급 TOPIK과 중급 신HSK 어휘의 조어단위 조어단어족 구성 비중에서 중급 TOPIK이 40.43.% 높게 통계되었고, 복합어 조어단위의 비중에서 중급 TOPIK이 73.80% 높게 통계되었으며 복합어의 비중에서 중급 TOPIK이 29.06% 높게 통계되었다. 모든 단일어가 반드시 복합어의 조어단위가 되지는 않지만 한자의 조어력을 감안했을 때 복합어 조어단위의 비율이 높다는 것은 언어능력평가시험에서의 어휘 변별력과 조어능력 평가검증에 저애가 될 수 있다는 점을 간과할 수 없으므로 중급 TOPIK 교육용 어휘 선정에서의 조어단위와 단어족 구성 비중에 대한 재고가 요구된다. This study analyzes the combined aspect of word-formation units in Chinese characters presented in the words of 1,688 Chinese characters from 2,870 words of intermediate TOPIK and in the 900 words for education from intermediate New HSK. By making the list of word-formation units of high frequency, the study can be used as a research material concerning selected words based on verifying evaluation of word-formation ability and improving discrimination for words in the Language Ability Test and education for words from now on. Statistically, intermediate TOPIK accounts for 40.43% in the word family of word-formation units, 73.80% in the word formation-units of compound words, and 29.06% in the compound words from intermediate TOPIK and intermediate New HSK. All the simple words are not the word-formation units of compound words, but when the power of word-formation units is considered, the high rate of word-formation units of compound words means that it can disturb the discrimination for words and the verification of the evaluation of word-formation ability in the Language Ability Test. Therefore, it is required to reconsider the importance of word-formation units and the composition of word family in selecting the words for intermediate TOPIK education.

강릉방언의 부사형성 연구

김옥영 한국방언학회 2016 방언학 Vol.0 No.24

How new linguistic units get grammatically generated? It is questionable whether we can access to the principle of word formation by using only compounding and derivation. In this study, a number of different methods of language generation are analyzed within ‘Gangneung dialect’ and ‘adverb-formation’. The problems with previous research proposed in this paper are following two. First, whole aspect of word formation can’t be explained just by ‘combination of linguistic units’ which is a complex word formation method. Rules like replacement and elision as well as combination are involved in the processes of word formation, and reasons for occurring combination can be different on its components type. Second, the properties of complex word formation can’t be actually detected and it is difficult to describe the word formation consistently by only using the concept of ‘root’ or ‘affix’. It’s because that detailed morpheme information is required for word formation and it’s possible to combine Josa or ending. Dialect materials have properties as natural daily conversation. Therefore in these materials, much more diverse adverb-formation methods, not just complex word-formation, can be observed. For example, in addition to complex-adverb, ‘reduplication, Josa combination, ending combination, and extended formation of Josa/ending combination’ are all processes of adverb-formation using word combination. Besides such a ‘combination of linguistic units’, processes of ‘zero modification, replacement, elision, fusion of phonemes or syllables’ can form adverbs. 새로운 언어 단위의 생성은 어떠한 방식으로 이루어질까? 일반적인 단어형성방법인 합성법이나 파생법만으로 형성의 원리에 접근할 수 있을까? 이 논문에서는 ‘강릉방언’과 ‘부사형성’을 구체적인 논의 범위로 하여 단어 생성의 다양한 방식을 살펴보고자 한다. 이 논문에서 제기한 문제는 다음 두 가지이다. 첫째, 복합어의 구성 방식인‘언어 단위의 결합’만으로는 단어형성의 전체 양상을 밝힐 수 없다. 결합 이외에 대치나 생략 등도 단어형성에 관여하며, 복합어의 구성 요소에 따라 결합의동인을 달리 볼 수도 있다. 둘째, ‘어근’이나 ‘접사’의 개념만으로는 복합어 구성의 특징을 제대로 포착할 수 없으며 단어형성에 대한 일관성 있는 기술도 어렵다. 단어형성에는 활용형에 대한 정보가 필요한 경우도 있으며, 조사나 어미의 결합에 의한 형성도 가능하기 때문이다. 방언 자료는 자연스러운 일상 발화로서의 특징을 지니므로 다양한 구어적 표현을 연구 대상으로 할 수 있다. 그리고 이러한 방언 자료를 통해 부사형성의여러 가지 방식을 관찰할 수 있다. 부사형성의 대표적인 방법은 결합에 의한 것으로 복합부사를 비롯하여 ‘중첩, 조사 결합 및 어미 결합, 조사․어미 결합의확장 구성’ 등이 이에 속한다. 그리고 이러한 ‘언어 단위의 결합’은 물론 ‘형태 의 유지, 음운의 대치, 음절의 생략, 음절의 축약’ 등의 과정을 통해서도 부사가 형성된다.

한국어와 중국어의 조어법 대조 연구

왕정,박덕유 한국국어교육학회 2012 새국어교육 Vol.0 No.91

Vocabulary is the base of language learning while learning a foreign language, it is one of the difficulties for learners. Korean and Chinese belong to different language families, there are many differences between Korean word formation and Chinese word formation. but at the same time there are also many similarities. Understanding grasping and using the law in the language learning will not only arouse the learners' interest but also improve the vocabulary learning effectively. Word formation is the creation of a new word. According to word formation, word can be divided into complex words and simple words. complex words can be divided into derived words and compound words. This research contrast morpheme-the smallest functioning unit in the composition of words at first to help the readers understand word formation. Then contrast the word formation in Korean and Chinese by simple words, derived words, compound words. And also contrast reduplication words that are created by partial reduplication or total reduplication. The contrastive study on word formation of Korean and Chinese will help both Korean and Chinese to learn language. 외국어를 배우는데 가장 기본적인 것은 어휘이다. 외국인 학습자에게 어휘 학습은 어려운 것이 사실이다. 특히, 한국어와 중국어는 서로 다른 어족에 속한 언어이기 때문에 조어법에서 차이가 많이 나지만 유사한 점도 적지 않다. 단어의 결합법을 이루는 규칙을 인지하면 이질적인 언어라 할지라도 학습의 흥미를 끌어올릴 뿐만 아니라 어휘를 보다 쉽게 이해할 수 있다. 하나의 단어를 이루는 형태소의 결합법을 造語法이나 語形成法이라고 한다. 단어를 조어법에 따라 분류하면 單一語와 合成語로 나뉘며, 합성어는 다시 複合語와 派生語로 나뉜다. 본고는 조어법을 이해하기 위하여 먼저 조어의 기본단위인 형태소를 대비․분석했다. 이런 기초를 바탕으로 형태소로 이루어진 단일어, 파생어, 복합어를 구체적으로 대조 분석했으며, 아울러 동일 어근의 일부나 전부를 반복해서 이루어지는 첩어에 대해서도 대비 분석하였다. 이에 한ㆍ중 조어법의 유사점과 차이점을 연구함으로써 한국어와 중국어를 공부하는 학습자에게 실제적인 도움을 주는 데 의의가 있을 것이다.

단어형성 기제로서의 규칙에 대하여

황화상 국어학회 2010 국어학 Vol.0 No.58

This study aims to examine the necessity of the rule as the device of word formation and to explore the property of the word formation rule. Analogy is the useful device of word formation. But all words are not formed by analogy, first of all, because the mental process of the speaker who makes a word is not single, and because the similarity of the meaning is not always reflected to the similarity of the form. For this reason, I conclude that the word formation rule and analogy are the main devices of word formation. And I conclude that the word formation rule has properties as follows. First, the word formation rule exists in a mental lexicon as a mental rule. Second, the word formation rule is a rule which explains a synchronic process. Third, the word formation rule is not overgenerating rule, because it is only worked if when we see the necessity of the naming.

단어 형성과 어휘부

정원돈 한국중원언어학회 2018 언어학연구 Vol.0 No.49

The purpose of this study is to investigate two processes of word formation and storage. In order to do this, I deal with two kinds of word formation (a rule-based approach and an analogy-based approach), and examines the relationship between word formation and the lexicon. The rule-based approach, which Halle (1973) and Aronoff (1976) propose, describes and explains that words are formed by rules. Constraints or filters are used in order to avoid overgeneration in word formation. Formed words are listed in the mental lexicon which functions only as a storage. On the other hand, the analogy-based approach, suggested by Bybee (1985, 1988, 1995), illustrates that words are formed by analogy with respect to lexical relatedness. While the rule-based approach ignores the role of the lexicon, the analogy-based approach strengthens its role in word formation. As for the relationship between word formation and the lexicon, I show that there is a distinction between the lexicon and lexical component. The former is regarded as a storage, whereas the latter as a word-formation component. Thus, they are different modules.

단어 형성 연구와 의미론의 성과

정한데로 한말연구학회 2023 한말연구 Vol.64 No.10

Language consists of form(signifiant) and meaning(signifié). Therefore, understanding the meanings inherent in language is an important axis of language research, along with observing the overt forms. This article aims to highlight some of the achievements of semantics as reflected in word formation theory, focusing on several topics where 'meaning' is central to the study of words. Meaning plays a key role in the formation and lexicon listedness of words and in describing the connections between words. As a concept involved in the formation of new words, as a factor that completes the semantic compositionality of complex words, as a type of condition for listing words into the lexicon, and as an axis of lexical relatedness, the meaning of words is important. While previous studies of word formation have focused on the analysis and formation of 'form' based on the foundation of the semasiological approach, this article discusses the study of word formation centered on 'meaning' by emphasizing the onomasiological approach.

한국어교육용 복합어의 조어 단위 연구 - 한국어교육 자료를 중심으로 -

강현화 한국언어문화교육학회 2015 언어와 문화 Vol.11 No.3

The purpose of this paper is to analyze the usage patterns and productive word-formation units of complex words appeared in the Korean educational materials. This study considers the linkage with the Korean education curriculum based on analysis of vocabulary appeared in the Test of Proficiency in Korean (TOPIK) materials and Korean Language Corpus (KTC). In addition, this study is based on the vocabulary frequency analysis of the general Korean by the National Institute of the Korean Language (2002) and 강범모 etc (2009). Specific results of this study are as follows. First, this study analyzes the aspects of complex words in the Korean educational materials. Specifically, this study examines the degree of overlap among complex words across the Korean materials and provides the list of complex words with higher frequency by analyzing the distribution of complex words by part of speech. Second, this study analyzes the word-formation units(affix for derivatives and word-root for compound words) constituting the complex words and finds the order of word-formation units with a high word-forming capability. Third, this study provides the characteristics of semi-complex words appeared in the Korean educational materials.

독일어 파생 조어의 유형과 분류의 문제 - 파생과 합성의 경계 -

윤혜준 고려대학교 언어정보연구소 2008 언어정보 Vol.0 No.9

Word formation, the process or method which produces new word in languages is largely subdivided into compounding and derivation, and the classification of word-formation suggested by now is diagrammed as follows, according to two viewpoints on the derivation, namely, to the narrow definition and to the extensive definition of derivation. (1) Word-formation model with the narrow definition of derivation word-formation compounding derivation conversion truncation (blending) = affixation (2) Word-formation model with the extensive definition of derivation word-formation derivation compounding affixation non-affixation prefixation suffixation infixation conversion truncation blending abbreviation & acryonym Generally, affixation is regarded as a sub-type of derivation. However, in the German language, the prefixation, particularly, the prefixation of verbs is often treated as another type of word formation, on the same level with compounding and derivation. The verbal prefixes in German are divided into 3 types, inseparable prefixes, separable prefixes and inseparable/separable prefixes, according to whether they are used separatedly from the verbs or not. Among them, separable prefixes and inseparable/separable prefixes have homophones of adverbs and prepositions, and are stressed when they are separatedly used from their verbs. But it is not desirable for the prefixation of German verbs to create new sub-type of word-formation. Therefore, in this article, it is suggested that the prefixation must be classified into compounding or derivation, according to the factual meaning, syntactical character and accent of a individual prefix. 1) The combination with inseparable prefixes which have no corresponding homophones and no accent is derivation. 2) The combination with inseparable/separable prefixes which have no accent and are not used separatedly from verbs is derivation. In this case, the homophones are homonyms, not the same word. 3) The combination with separable prefixes which have accent and are used separatedly from verbs is a type of compounding. Namely, the word-formation in German can be diagrammed as follows; word formation derivation ablaut conversion compounding back-formation separable prefix some of separable /inseparable prefix prefixation of noun & adjective inseparable prefix some of separable /inseparable prefix

단어 형성과 어휘부

정원동(Weon-Don Jeong) 한국중원언어학회 2018 언어학연구 Vol.0 No.49

The purpose of this study is to investigate two processes of word formation and storage. In order to do this, I deal with two kinds of word formation (a rule-based approach and an analogy-based approach), and examines the relationship between word formation and the lexicon. The rule-based approach, which Halle (1973) and Aronoff (1976) propose, describes and explains that words are formed by rules. Constraints or filters are used in order to avoid overgeneration in word formation. Formed words are listed in the mental lexicon which functions only as a storage. On the other hand, the analogy-based approach, suggested by Bybee (1985, 1988, 1995), illustrates that words are formed by analogy with respect to lexical relatedness. While the rule-based approach ignores the role of the lexicon, the analogy-based approach strengthens its role in word formation. As for the relationship between word formation and the lexicon, I show that there is a distinction between the lexicon and lexical component. The former is regarded as a storage, whereas the latter as a word-formation component. Thus, they are different modules.