경의선

박명순 한국외국어대학 학도호국단 1987 외대 Vol.21-22 No.-

國語敎育의 諸問題 考察 : 高校 語學(文法) 敎育을 中心으로

朴明淳 서원대학교 교육연구소 1982 敎育發展 Vol.2 No.1

The problems and correction plan of the Korean language teaching(basic grammar teaching in high school)that have been considered in this paper are as follows. 1.Two points which come from the violation of guidelines and educational policies. Educational Guidelines: (1) Korean language teaching should be based on the linguistic foundation. (2) Secondary schools should keep two hours in a week assigned to grammar lessons. (3) Grammar should make students find characteristics of system and phonological structure in modern Korean language to have an effecture command of language. These above-mentioned statements are guide-lines in the process of the Korean language teaching of the secondary schools of the Educational Ministry. Educational polodies of the education ministry against the guidelines are as follows. First, in the complatory aspect of textbooks, Linguistic teaching is lacking in the quantitative(56 pages) and the time alloted (15 minutes in a week according to questionnaire). Because the contents of Korean text books which are compiled by the Ministry of Education give much preponderance to literature (94 percents, 889 pages are literature among total 945 pages of three grade text books) compared with linguistic(grammar) area. As a result of these, we have the problems that we excute the baseless Korean language teaching. Second, in the aspect of evaluation; In view of the results so far analysed, there are problems pertaining to the Korean language of the scholastic ability tests for college enterance(150 questions, from 1978 to '80) which are given under the control of the Educational Ministry every year. The items in the linguistic field were only 8.6 percent, 13 questions among 150 ones. It was found an extreme illiberalty in the evaluation that only one problem is about phonological structure(system and characteristics) of the basis in the linguistic education having nothing to do with the educational guidelines(refer to the above-mentioned education guideline (3) among these. These phenomena led teachers(students) to disregulard the linguistic learning in the Korean language teaching in schools. The Ministry of Education should amend the problems that come from both sides(preponderance of the text book compilation and illiberality of the evaluation) according to the educational guidelines. 2.Points that come from the escape from teaching Linguistics. The basic problems which make the teachers to avoid teaching linguistics are as follows; (1) They tend to avoid teaching the analytic grammar education and depend on the innate intuition to teach the grammar. (2) They tend to avoid teaching the grammar education because they don't know about the features of the national language sounds. (3) They tend to avoid accepting new knowledge following the conventional education of Korean language. 3.The problems of the avoidance from the current knowledge; It is true that linguistics has been developing more rapidly than literature. Even though the transformational grammar was introduced 10 years ago, teachers tend to avoid teaching it in schools. Therefore the knowledge of the transformational grammar is becoming extinct or fugitive, because the schools and the Ministry of Education tend to avoid introducing a new knowledge and follow the past traditional grammar. The Ministry of Education has to supervise from publishment of a text book to education so that linguistic knowledge acquired in college should be applied and developed in schools. The above is a summary of the problems concerned in Korean(especially grammar education). I don't comment the ways to corrct the problems concerned because the problem themselves indicate solutions. Finally, although there are a few criticisms on the teachers in the course of the descrition, I don't want you to misunderstand those criticisms, which are only the methods to discover the problems. Would you point out mistakes, and I'll correct those.

復文의 前提에 관하여

朴明順 이화여자대학교 대학원 1976 硏究論叢 Vol.6 No.-

丹陽地域語의 音韻硏究

朴明淳 西原大學校湖西文化硏究所 1991 湖西文化論叢 Vol.6 No.-

忠北 陰域地域語의 音韻硏究 : 音韻變化를 中心으로 Chiefly on the phonological change

朴明淳 西原大學校 1984 西原大學 論文集 Vol.13 No.-

Ⅳ.Conclusion. This thesis,a phonological study on the dialect of Eumseong Ara,aims to arrange the phonological system briefly and to observe them with emphasis on the pbonological change. The focus on the phonological change enables me to make a comparative study between Eumseong Area and other ones. The special feature of this dialect has already been discussed in details in the main subject. As a result of investigation and study, I find out the fact that the native-born dialect is well preserved and it also has a diversified pbonological change. The concrete features revealed in this dialect can be summariezed as followings. 1) The Vowel System. The vowel system appears as the Diasystem. 1. this dialect 2. kyunggi dialect 3. East Area dialest 2) The phoneme system ㄱ) length ① The symmetrical pair: /:/ ② The initial syllable or alliterative vowel---- ㄴ) Intonation ① Interrogation. affirmation ② statement.imperative.directiion. acknowledgement: / ↓ / ③ continuation:/→/ ㄷ) Boundary ① Word Boundary : /#/ ② Morphological Boundary :/+/ 3) Phonological change 가)The change of /z/ /ㅿ/ or /β/ /ㅸ/ ㄱ) The change of /z/ The transformation of /z/ has two different aspect:Preservation type and Input type. The circumstances happened and the concrete facts have the following relationship. -voc -cns -back -tense -high +voc (preservation) ø→ +contin +voc -cns +strid +cns +nasal ……(2) -coron +voc +voc (Input) -cns -cns ㄴ) The change of /β/ The change of /β/ is introduced into this area from Kyong Sang province. The relationship between the circumstances and the factes are as follows. +anter +voc -coron +cns +voc ø → ……… (4) -nasal -cns -cns -tense +voc 나) The phenomenon of Umlaut The phenomenon of Umlaut appeared in this dialect is freely realized within the lexical morpheme,but it is arbitrarily changed within an indeclinable part of speech: the lexical morpheme and gramatical morphems. Thre is no distinguished phonological circumstances needed in this phenomenon. 다) The process of a fortis There are two types of a fortis: The change of word - initial consonants and word - fnial consonants The change of word - initial consonants may be consolidated as follwings. - tense - voice -----→ + glottal / # ------ +voc - low -cns …… (6) 라) Palatalization The concrete examples of palatalization of the /k/ and /h/ characteristically happened in this dialect are as followes. -voice + back + strid - cns α high # + high ……… (8) - voc - back - cns - high 마) The change of simple vowel under the labial sounds. The duplicate vowels /je/,and / jo/ under the bilabial sounds /m/,/p/, and /p/ turn ito the simple vowel /e/ at the head of words. This rule is confined to our mother tongue. 바) The process of aspiration. In this dialect /k/ , /t/, and /p/ etc conbined with The verbalizing suffix /ha(ta)/ and /ha/ of the postposition /ha(ko)/,This word-final/k/, /t/ and /p/ sound of the precedings syllable remains intact,only the receding syllable is generated into the aspirated /k?/ /t?/ and /p?/ 사) Deletion The frequently realized deletion in this context are that of /k/,/h/ and /g/ and that of consonants in the consonant groups. The concrete facts are shown as follows. ㄱ) The deletion of /k/ k →ø/ +voc - cns ------- ε ………… (9) ㄴ) The deletion of /h/ h →ø/ +voice ------- + voice ……… (10) ㄷ) The deletion of /j/ j →ø/ +high -back ------- +v ………… (11) ㄹ) The deletion of consonants in the consonant group. l k 〔s〕 ------ p 〔t〕 ----ø V. l ph 〔?〕 n m c k # …… (12) p 아) Addition The phenomenon of addition in this dialect is similar to the maintenance and input of the archaistic phoneme. The phenomenon of addition only under the general circumstances is consolidated as followings. ㄱ) The addition of /p/ +anter +voice ø → -coron +cns +voc -nasal +voc -cns … (13) -tense -cns ㄴ) The addition of /s/ ø → +anter +coron -cns +voc -nasal +voc -cns …(14) -tense Finally in the descriptive process of this thesis there may be some mistakes. It would be much helpful to me to indicate such faults and I will devote myself to furthering my study about this field by making reference to the given advice.

慶南 居昌 方言硏究 : 西北地域 北上面을 中心으로

朴明淳 西原大學校 1982 西原大學 論文集 Vol.11 No.-

Ⅰ. I have reviewed both the sound pattern and usage of the dialect used in Keo Chang, Kyeong Sang Nam Do. The results are summarized like follows: Ⅱ. The phonology 1. The Underlying Basic Phonemic System [1] Pure Vowel System ?? *informant B1 = below the age of 40's B2 = above the age of 50's [2] The Underlying Pure Consonantal System ?? [3] Liquids: //1// [4] Glides: //??// Ⅱ. 2. The Underlying Prosodic System [1] Tone System: high; /´/, mid: / /, low; /、/ [2] Length; long; / : /, short; / / 3. The hold vowel system [1] In the case when the consonantal does not precede: ?? [2] In the case when the consonantal precedes: //??// Except such cases, there occurs shortening in vowel length. The phenomena is like follows: j{E/??, u, o}→E, ??, j, o, u/c_____ w{i/E, a}→i, E, a/c_____ 4. The phonological phenomena and the phonological rules Followings are the summary of the phonological rules described according to the phonemic feature and thus governed by phonological phenomena: [1] The retention of old phonemes. (1) Retentio of the mid-consonant [-P-] and [-s-] ?? (2) Retention of mid-consonant [-k-] ?? (3) Retention of [-?-] according to consonant change ?? [2] Changes in phoneme (1) Deletion in consonant clusters of end position: The 7 consonants [p, t, k, m, n, ??, l] rising at the final position of a syllable are equals to the case of standard language. However final sound in the consonantal culsters ends by becoming /l/ and the phonems /k, t, p/ are delated. ?? In the case of V {l.m}, it ends by becoming /m/. Except such case s, all are posited in front of consoant in the consonantal clusters. (2) Assimilation 1) Consonant Assimilation; Inevitable consonant assimilation equals to the case of standard language. But the assimilation dealt optionally is inevitably assimilated. When phonemes /n/, /m/ are followed by /k/, front consonants /n/, /m/ are moved to the similar position of articulation /k/, thus assimilated to /??/. 2) Palatalization; The palatalization of phoneme /t/ equals to the case of standard language. I reviewed only both the cases of phonemes /k/ and /h/. The palatalization of /k/ and /h/ are realized through the influences of three restrictions. Namely, (1) The palatelization like this is confined to the pare Korea. (2) It occurs in the first syllable of a phoneme. (3) The patatalizing agent must be etymological /i/. If all these conditions are satisfied, the palatalization of /k/ and /h/ are like the ofllowings. ?? 3) i-regressive assimilation; It is realized under the conditions like followings: (1) The palatalizing-agent /i/ needs etymological /i/ which is not changed first. (2) The assimilation does not occurs in the case that /s, c, ch, n, r/ are follow=by palatalizing - agent /i/. (3) Assimilation is restricted in the case that last consonant is / /. The regressive assimilation satisfying these three conditions are like followings; ?? (4) Aperature assimilation of vowel under the influence of consonants: The consonants/?? c(p, m, t, n, s, l)- / having small degree of aperature influences to the making /??/ to /u/. ?? [3] Changes in the Syllable structure (1) Deletion: There occurs consonants deletion /k/, /??/, /h/ and the delection of the Syllable [ - ni] 1) deletion of the phoneme /k/; k → ø / [-back]--- v 2) deletion of the phoneme / / : ?? → ø / [-back]--- v 3) deletion of the phoneme /h/ ; h → ø / [+voice ] - [+voice]/ In the case of 3) /h/ omission does not occur when the verb is followed by suffix [?? (do) deletion of [-ni]; [-ni] is deleted when [??, k, E) follows instead of the suffix [-nik'a] meaning origin or reason. [-ni] → ø /V ------- + nasal + back (2) Addition; In the case of consonant addition /p, s, k, n/, the addition of /p, s, k/ is delt in Ⅱ. 3. [1]. I will deal only the case of addition /n/. There are other cases of addition that is, the cases of [?? / ??] 1) addition of /n/;ø→n/V → -anter / +coron 2) addition of suffixes [ -ari / -ari] ø → [-ari/??] / +back -#/ -cons (3) Contraction There are two kinds of contraction;; rowel contraction and consonant contraction 1) vowel contraction; /l/ + /?? → o/u + a/?? → θ/u /t/ + /??/ → ?? 2) Contraction of consonant /h/ P Ph P t + h → th ← h + t k kh c ch Ⅲ. Diction 1. Suffix deletions are like the followings: ------------------------------------------------------------------------------- The Kind of Suffix deletion Suffix deletion ------------------------------------------------------------------------------- Case-enging Nominative suffix i/ka, ika ------------------------------------------------------------------------------- Dative n, tl/r+l,r ro ------------------------------------------------------------------------------- Genitive E, u (place under the labial sound) ------------------------------------------------------------------------------- Locative i, ?? ------------------------------------------------------------------------------- Formative + ro, kacuko (+l /r+l + postposition) ------------------------------------------------------------------------------- Evocative sa, a / ja, jo (showing-respect suffix) ------------------------------------------------------------------------------- Post-position designating Dative ??, poko (change of verb 'pota') ------------------------------------------------------------------------------- word and Common hako, ?? ------------------------------------------------------------------------------- auxilary word Comparative ??, ??+ro, ??, ??, potam ------------------------------------------------------------------------------- each s'?k ------------------------------------------------------------------------------- Beginning ?? ------------------------------------------------------------------------------- Terminal ?? (??) ------------------------------------------------------------------------------- Discontent ina t'ana ------------------------------------------------------------------------------- appropriate PEK'i (PEK-K'i) ------------------------------------------------------------------------------- 2. Deelination of suffixes [1] Terminating suffixes: Following chart shoes the examples of terminating suffixes. ------------------------------------------------------------------------------- level of respect Style suffix ------------------------------------------------------------------------------- declarative ∼ta, ∼ntEi, ∼k'uma∼-ra, ∼k'ita ------------------------------------------------------------------------------- Casual interrogative ∼na, ∼ika, ∼no, ∼cE (conformation) ------------------------------------------------------------------------------- inviting ∼ca, ∼a ------------------------------------------------------------------------------- declarative ∼ nE, ∼kE ------------------------------------------------------------------------------- Intimate interrogative ∼ inka, ∼ninka ------------------------------------------------------------------------------- inviting ∼ msE ------------------------------------------------------------------------------- declarative ∼p/?? ∼so, ∼tEjE, ∼rajo ------------------------------------------------------------------------------- Formal interrogative ∼nik'a, ∼ninkijo, ∼rik'a, ∼cEjE ------------------------------------------------------------------------------- inviting ∼psita, ∼sitE, ∼sitEl ------------------------------------------------------------------------------- [2] Suffixes showing gualification ------------------------------------------------------------------------------- kinds of suffixes suffixes feature ------------------------------------------------------------------------------- particle or medifier ∼an, ∼hEn Being followed by the roots of verb, ∼??/atn+n adjective ditdesign ates the past tense. ------------------------------------------------------------------------------- adverbial ∼kuro (the second Being followed by the roots of verbs adverbial) and adjectives, it designates degree ∼ku (the fourth degree or state. adverbial) ------------------------------------------------------------------------------- [3] Suffixes designating connection ------------------------------------------------------------------------------- kinds of suffixes suffixes features ------------------------------------------------------------------------------- Coordination ∼ko: (when it ends in vowel sound) It is followed by coordinating sentence. ∼k'o;(when it ends in consoment sound): It designates successive activities ------------------------------------------------------------------------------- Subordination ∼ min+n; designates concurrent activities because of reason or concurrence ∼ ?? ∼ r, ra: designates intention or purpose ------------------------------------------------------------------------------- ∼ ra; designates persuasion ------------------------------------------------------------------------------- ∼ ato: designates concession or conjecture ------------------------------------------------------------------------------- ∼(+) ni?k'E: designates cause or reason -------------------------------------------------------------------------------

忠北 鎭川方言의 音韻硏究

朴明淳 成均館大學校 國語國文學科 1978 成大文學 Vol.20 No.-

新羅 金銅彌勒半跏思惟像의 樣式 : 特히 그 微笑에 對하여

朴明順 동국대학교 교육대학원 1984 교육논총 Vol.14 No.-

韓國官僚制의 變遷 發展에 對한 硏究

朴明順 이화여자대학교 법정대학 정치외교학과 1974 정치외교연구 Vol.2 No.-

조선조 전쟁 관계 애정소설의 애정층위

박명순 조선대학교 인문과학연구소 1997 인문과학연구 Vol.19 No.-