문법연구 : 텍스트 중심 문법교육의 내용 구축에 대한 제언

유혜령 ( Hye Ryeong Yu ) 한국문법교육학회 2014 문법 교육 Vol.22 No.-

The views and meanings of texts-based grammar education in grammar education were investigated in this study. Then, it was found that the views of texts-based grammar education had two important problems. One was that there were various views about grammar description in discourse·text level, and another was that there was little construction of education contents about generic features which were reflected on discourses and texts. For in-depth discussion, the grammars were classified into four types, which were discussed in association with the education contents which would be constructed in ‘texts-based grammar education’. These four types of grammars were ‘formal grammar rule’, ‘grammar which describes formal rule in discourse·text level’, ‘grammar which describes language in discourse·text level focusing on meaning·function’, and ‘grammar as process’. It is of no use in grammar education that these four types of grammars are selected or discarded by single view of point. The level of language development of the learners and the purpose and situation of education should be considered in construction and application of education contents. Also corpus linguistics should be applied to disclose the generic features

언어 구조의 다차원성과 학교문법의 연결어미 교육 내용

유혜령 ( Hye Ryeong Yu ) 한말연구학회 2006 한말연구 Vol.- No.18

문법 능력과 작문 능력 간의 상관성 고찰 -고등학교 1학년생의 논술문을 중심으로-

유혜령 ( Hye Ryeong Yu ),김성숙 ( Sung Sook Kim ) 청람어문교육학회 2011 청람어문교육 Vol.44 No.-

The purpose of this article was to reveal the correlation between grammar ability and writing ability. To reach the goal of this study, we analyzed 64 essays written by 1st grade high school students with Pearson`s correlation analysis and FACETS program. We investigated the grammatical errors with three criteria such as the textual cohesion, the syntactic concord, and the mechanic correctness. The results of this study are as follows:First, the correlation between grammar ability and writing ability is significant, which suggests that the students who have the higher grammar ability receive the higher evaluation marks in the writing task. Second, the categories of syntax and mechanic correctness have statistically quite significant correlation with the writing ability, and the category of text is also correlated with the writing ability. Third, grammar ability has quite significant correlation with not only the expression but also the content and the organization which are subcategories of writing. These findings would provide some important suggestions for the integrated education in the field of grammar and the field of writing in Korean language education.

국어의 형태,통사적 공손 표지에 대한 연구

유혜령 ( Hye Ryeong Yu ) 청람어문교육학회 2010 청람어문교육 Vol.41 No.-

This article examined the semantic and functional characteristics of morphosyntactic politeness markers. Morphosyntactic politeness markers are linguistic forms that express politeness in the morphological and syntactical level. The semantic characteristics of morphosyntactic politeness markers are related to the fact that the speakers indirectly deal with the propositions. It was explored that the factors related to the semantic indirectness-such as passive form, causative form, speculative expressions, modality category, negative sentence and so on-were operating as politeness expressions. And this paper discussed the functional characteristics of morphosyntactic politeness markers. Those are as follows. Firstly, politeness is not fixed to the linguistic forms, so it is context-dependent. Secondly, the degree of politeness is stepwise, and the more the politeness factors are included, the higher the degree of politeness is. Thirdly, the sentence to which morphosyntactic politeness markers are attached does not only express politeness but also does hedging though mitigating illocutionary force.

국어지식 교육 내용 구성의 원리 - 연결어미 체계를 중심으로 -

유혜령 ( Hye Ryeong Yu ) 청람어문교육학회 2005 청람어문교육 Vol.32 No.-

작문교육에서 문장 쓰기 지도의 방향

유혜령 ( Hye Ryeong Yu ) 한국문법교육학회 2011 문법 교육 Vol.14 No.-

This paper aims to recognize the importance of teaching of sentence writing and to establish the advisable direction that has to be pursued in the field of writing education. The ultimate purpose of the teaching of sentence writing that this paper suggests is not in making students write system sentence fluently, but in making them write advanced text through the teaching of sentence writing. This paper is summarized as follows. Firstly, as a result of investigation about current text and curriculum of Korean subject, it was realized that students had been rarely taught on sentence writing in the field of writing education. Next, this paper argued the importance of ability of sentence writing. The teaching of the sentence writing has to be strengthened in writing education because sentences are the basic and core constituents of text and the reality which meanings are coded into. Finally, this paper discussed on the content and the timing of the teaching of sentence writing. The sentence writing has to be taught in the level of text as well as in the level of syntax and orthography, and especially it has to be taught as sentences in text and context. Until now the sentence writing has been taught through revising syntactic formal errors in the stage of ``reviewing``, but from now on the teaching of sentence writing has to be strengthened also in the stage of ``translating`` to make students write more correct and more proper sentences.

`텍스트와 장르를 고려한 문장 쓰기` 지도가 쓰기 성취도에 미치는 효과

유혜령 ( Yu Hye-ryeong ) 국제어문학회 2013 국제어문 Vol.58 No.-

The purpose of this paper is to verify the effect of instruction of `sentence writing in text level` on the improvement of writing ability. To prove this, writing achievements of experimental group and controlled group were investigated by statistical methods. Through this research could be found the fact as follows: First, the score of controlled group was decreased, butthe score of experimental group was increased, and the score difference between controlled and experimental group was statistically significant. Second, in comparison according to evaluation categories, score difference between controlled and experimental group was not significant in category of contents and category of organization, but in category of expression, the score of experimental group was increased, and the score difference between controlled and experimental group was statistically significant. Third, in comparison of the sub-items in category of expression, the sub-items of which scores were statistically significantly increasedwere expression1, expression3 and expression4. In conclusion, writing achievement of the experimental group compared to the controlled group was improved by instruction of `sentence writing in text level`.

연결어미의 접속 기능에 대하여

유혜령 ( Hye Ryeong Yu ) 한국문법교육학회 2005 문법 교육 Vol.3 No.-

Considering that the connective function of connective endings was not only syntactic connection of clauses, the author proposed that the teaching and learning of connective relation should include the instruction of the use of connective endings as well as connective adverbs. In order to instruct connective endings as a cohesion that did connective function in a text, the author formulated a stepwise process how the connection and selection of connective endings were determined. In spite of the importance of the coherence and logic of a text, the instruction of connective endings that play a important role in basic logical relation of a sentence should be emphasized as a principal factor for practical language uses. Therefore, for the teaching and learning of a mother tongue, the function and usage of connective endings as well as connective adverbs in a text should be instructed preferentially.

대학생 글쓰기 텍스트에서 어색한 문장에 대한 고찰

유혜령 ( Yu Hye-ryeong ),정희모 ( Chung Hee-mo ) 한국언어문화학회(구 한양어문학회) 2012 한국언어문화 Vol.0 No.48

The purpose of this paper is to examine the cause of awkwardness by analyzing sentences in college students` academic essays and classifying error types. Our analysis shows three facts. Firstly, the group of sentences that have semantic vagueness is divided into one subgroup that comes from semantic problem and the other subgroup that comes from syntactic problem, and mainly the syntactic problem in sentences brings about the semantic vagueness. Secondly, the sentences which have semantic problem are divided into two groups, one with the problem of coherence and the other with the contents errors. Thirdly, the sentences which have semantic clearness but are improper, are divided into sentences with surplus meaning and sentences which are not appropriate to the genre of text. The causes of awkwardness in sentences have to do with syntactic, semantic, textual, and contextual constraints. Syntactic problem has the highest percentage and contextual problem has the lowest percentage in corpus.

대학 글쓰기 교육에서 문장 쓰기 지도의 방향과 실제

유혜령(Yu Hye-Ryeong) 한국리터러시학회 2011 리터러시 연구 Vol.- No.2

문장은 의미적으로나 형식적으로 글을 구성하는 기본 단위이므로 문장 쓰기 능력은 글쓰기 능력의 가장 기본적이면서도 필수적인 요소이다. 문장은 통사구조와 문법, 표기법에 맞게 쓰여야 하는 동시에 필자의 생각을 독자에게 효과적으로 전달할 수 있어야 한다. 나아가 각각의 문장들이 글 전체의 통일성과 응집성에 기여해야 하고, 또한 쓰기 상황과 장르에 맞게 문장을 작성해야 글의 완성도를 담보할 수 있다. 글을 쓰는 행위는 실체나 형태가 없는 아이디어가 언어로 가시화되는 과정이며, 텍스트 전 단계의 의미들은 형식의 단위이자 의미의 단위인 문장으로 실현된다. 그런 이유로 문장은 글쓰기 과정에서 필자가 고민하고 탐색한 의미들이 구체적으로 실현된 형태이자 글쓰기의 핵심적인 요소라 할 만하다. 따라서 이 글은 문장 쓰기 지도가 좀 더 중요시되고 강화되는 것이 학습자의 입장에서 보다 쉽게 글쓰기에 접근하는 실질적인 방안이 된다는 점에 주목하고, 대학 글쓰기 교육에서 추구해야 할 바람직한 문장 쓰기 지도의 방향을 전반적으로 제시하고자 하였다. 이 글에서는 대학생들이 작성한 실제 예문들을 통해 문장 쓰기 지도에서 고려해야 할 사항들을 장르의 차원, 텍스트의 차원, 통사적 차원, 문자 표기의 차원으로 나누어 살펴보았다. 결론적으로, 문장 쓰기 지도는 통사문법과 형식적 요소들만을 다루는 문장 내적 층위에서뿐만 아니라 텍스트 차원과 장르 차원의 문장 외적인 층위까지 포괄하여 보다 체계적으로 이루어져야 한다. A sentence is the basic unit of a text in both aspect of meaning and form, and the ability of sentence writing is the most primary factor in the ability of text composing. Sentences should be written to conform with syntactic structure, grammar and orthography, and those should effectively transfer writer’s ideas to readers at the same time. Furthermore, in order to guarantee high quality of the text, each sentence should be written to result in the consistency and coherence of the whole text and it should be written to conform with the writing situation and the genre of the text. The act of composing text is the process in which immaterial and intangible ideas are being visualized in language and meanings in pre-text are being realized into sentences which are units of form and meaning. So sentence is a concretely realized form and a key factor in writing. This article noticed the fact that the reinforcement of sentence writing instruction was the actual method of writing education and aimed to show overall direction which had to be followed in college composition education. This article discussed some considerations in sentence writing instruction with college students’ sample sentences and in classifying the level of genre, text, syntax, and orthography. Finally, This article suggested that the sentence writing should be taught more systematically not only in the level of syntax dealing with syntactic grammar and formal factors but in the level of text and genre beyond sentences.