생활.상식 - 아.열대산 과일의 올바른 보관법

최정희,Choi, Jeong-Hui 한국식품연구원 2008 한맛한얼 Vol.1 No.2

일본어 학습자의 학습유형별 학습전략 -성격, 인지 학습유형별 학습전략을 중심으로-

최정희 ( Jeong Hui Choi ) 한국일본어교육학회 2010 日本語敎育 Vol.52 No.-

스마트 세대 일본어 학습자를 위한 영상자료 활용 방안

최정희 ( Choi Jeong Hui ) 한국일본어교육학회 2020 日本語敎育 Vol.0 No.91

From point of view that the use of learning tools should be changed for need of smart-generation learners in the era of the fourth industrial revolution, this study is the review of the learner’s response to the training with the development of storytelling visual materials( animation ) linked to text content, targeting Japanese learners at beginning or intermediate level. As a result, applying storytelling materials aroused the beginner’s interest, and caused review effect for the intermediate. Through actual situation as storytelling, we found that we can acquire a language and go through ‘the internalization process of language’. Previous visual media is helpful for checking learning itself, but is insufficient for ‘the internalization.’ For a successful ‘internalization process of language’, the learner’s ‘internalization’should be done through ‘the alternation of phenomenon and essence’. And this refers to the process in which learners understand the essence of learning and then generate results or organize them into the essence after understanding the phenomenon. It was found by the learner’s reaction that storytelling media structured contents into the essence, and enhanced problem solving skills. Developing visual media for the information age is a new education paradigm suitable for the new age and need of learners. The various development and research of right curriculum should be made.

‘가오잡다’의 세대 간 사용양상에 관한 사회언어학적 고찰

최정희 ( Choi Jeong Hui ) 한국일본어교육학회 2021 日本語敎育 Vol.- No.95

This study compared the results of Lee Deok-bae (2014) and the present (2020) on the usage of ‘Gao’ or ‘Gaojabda’ between generations. After comparing the usage pattern of general public in the media with that of high school students and college students, the time concept between generations and the ambiguous boundaries of semantic qualities that exist between time made a difference in the usage of language. The elaboration of metaphorical use of glorification, exaggeration and avoidance was progressing. Comparing the frequency of use of ‘Gao’ or ‘Gaojabda’ with Lee Duk-bae (2014) and this study (2020), Lee Duk-bae (2014) has a response rate of 45% (23 respondents) on “sometimes/often used” and this study (2020) has 100% (51 respondents) on “have used it before”. The reason why the frequency of use of ‘Gaojabda’ among high school students and college students increased in 2020 compared to 2014 is that the acceptance of language use has increased as ‘Gao’ has been exposed more through media in the arts and cultural sector and by the social leaders. Analysing the usage pattern of ‘Gaojabda’ in terms of time concept between generations, high school students use “gaojabda,” a term that means “pretend” and connotes a negative attitude toward the exaggerated behavior of others. College students in their twenties added meaning of ‘pretend to be strong’ in ‘pretend’ used by high school students, and started to use the meanings of ‘face, appearance, cool and Bonsae’, which are the dictionary definition of ‘Gao’. This finding suggests that two different semantic features coexist in the usage of ‘Gao’ among people in their twenties. People in their twenties use both exaggerated slang metaphors used by high school students and general metaphors such as glorification and avoidance of shame used by the general public. The meaning and usage patterns of ‘Gaojabda’ are different between generations, in other words in time concept, but it is found that 'Gaojabda' is used metaphorically by finding alternative expressions derived from its base meaning.

한국 대학생의 ‘간지나다’ 사용 양상에 관한 사회언어학적 고찰

최정희 ( Choi Jeong Hui ) 한국일본어교육학회 2018 日本語敎育 Vol.0 No.83

We have socio-linguistically examined the usage of the Japanese neologism ‘Kanjinada’, which first appeared in the Internet newspaper in 2003, and has been being used until now. The usage of ‘Kanjinada’ on Internet newspaper articles goes through morphological and semantic changes. The result of studying the usage pattern and language recognition of ‘Kanjinada’ for university students (20∼23 years old) shows that even though they use the expression ‘Mushitta’ for those who are thought to be right for the lexical meaning of ‘Mut’, they tend to use more appropriate form of word when a new concept of ‘Mut’ is added to ‘Mushitta’. And it seems that the twenties, analogizing language, coin the new form of word and use it so that they can express the new concept of ‘Mut’ that cannot be described by the original concept of ‘Mut’. They have a wide range of receptiveness for the languages, which indicates that they are flexible in word choice between Korean and Japanese as long as they don't have any strong reasons not to use Japanese(88 percent of the women stays neutral for Japanese, and so does 86 percent of the man). In addition, it is likely that, by picking the existing words, the twenties will continue to coin new words that are in the interaction of used terminology and concept, and also can express feelings that are expressed only by that neologism.

일본어 학습자의 학습전략과 성취도와의 상관관계

최정희 ( Jeong Hui Choi ) 한국일본어교육학회 2011 日本語敎育 Vol.56 No.-

日本語學習者の成績に影響を與える樣樣な變因と成功的な學習者を理解するために、日本語學習者の性絡、學習タイプ別の學習ストラテジ―と學習方法による成績との相關關係を調査した。學習方法(講義ベ―ス、問題解決のベ―ス)による成績との相關關係を檢證した結果、講義ベ―スの學習(70.43点)と問題解決のベ―スの學習(69.39点)の平均得点は70点台で差はなかった。學習ストラテジ―の使用では、講義ベ―スの學習者の場合、すべての學習ストラテジ―の使用で問題解決のベ―スの學習者に比ベて低い使用頻度を見せたが、情意的ストラテジ(2.0897)のみで高かった。認知ストラテジ―(2.0765)の使用頻度が最も低かった。性格、認知學習タイプ別の學習ストラテジ―と成績との相關關係を檢證した結果、点數との相關性が最も高い認知ストラテジ―の使用は、判斷型(2.1591)が最も高く、70点以上の点數台ですベてのタイプの中で最も高い成績分布(69.5%)を見せた。學習ストラテジ―の使用による、學業成績との相關關係のあることが明らかになった。學習者個個の變因である性格、學習タイプ別の學習方法によるた學業成績との相關關係を分析した結果、直觀型は講義ベ―スの學習(71.42点)での問題解決のベ―ス(61.48点)より10点ほどの高い成績との相關關係を見せた。講義ベ―スの學習で、成績と高い相關關係が示されている直觀型、思考型、場依存型、衝動型學習者が問題解決のベ―スの學習よりも講義ベ―スの學習に適していると見ることができる。學業成績に影響を與える變因を性格、學習タイプ別の學習ストラテジ―と學習方法で接近し、これによる相關關係を分かるようになることは學習の主體である學習者を理解し、戰略基盤指導法の設計と成功的な第二言語習得の關係を明らかにすることに役に立つだろう。

직관적으로 기억하게 하는 히라가나 교육 ─ 이미지와 음(音)을 연계한 교육을 중심으로 ─

최정희 ( Choi Jeong Hui ) 한국일본어교육학회 2017 日本語敎育 Vol.0 No.82

When teaching hiragana, the Japanese alphabet system, to the beginners of Japanese language at a university, I found that learners remembered hiragana more intuitively when I used the concept of 'images' which remained in the memories of the learners rather than letters literally, which were unknown symbols to them. When learning a foreign language, memorizing the character system intuitively can not only increase efficiency in terms of economic aspect of language, but also lead the better understanding and more interest in learning over all. Students take a concept as a concept itself at the moment of learning, but the concept becomes weaker and subjective as time passes. In other words, it is found that the margin of error increases. In order to raise the efficiency of language learning, an education plan for reducing the subspecialization of a concept is needed. When the Japanese alphabet system was taught in conjunction with images and sounds as an educational method to reduce the Subjectification of a concept, the learners remembered by intuition due to the enhanced objectivity of the concept. Besides, they got more interested in learning and understood sentences more quickly as a result of their improved reading speed when studying vocabulary. In short, hiragana education linked to images and sounds makes the learners remember characters intuitively, enhancing the efficiency of overall learning. Foreign language education using 'images' should be studied further as it can be applied in the field of pragmatics as well as in the character system.

봉준호 감독의 <마더>에 나타난 어머니의 이미지가 가정교육에 주는 시사점

김영철(Kim Young-Chul),최정희(Choi Jeong-Hui) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.8

이 논문은 봉준호 감독의 영화 <마더>에 나타난 어머니의 이미지를 추출하고, 그 영화적 이미지가 관객에게 미치는 실재적 영향을 통하여 가정교육에 주는 시사점을 도출하려는 시도이다. <마더>로부터 최종 선별된 71개의 어머니의 이미지는 다시 세 가지 이미지 군으로 분류된다. 영화의 서사적 전개에 따르면, ‘아들과 어머니가 아는 살인사건’, ‘어머니의 수사’, ‘어머니의 손’이며, 이 각각의 주제적 의미는 ‘지독한 상처’, ‘자식에 대한 절대적 믿음’, ‘능선능악한 능력’이다. 상처의 주제와 관련하여, <마더>는 관객에게 자신의 과거의 상처를 직시하고 성찰하도록 유도한다. 믿음의 주제와 관련하여, 이 영화는 미래를 살아 갈 자식에 대한 절대적 믿음의 위험성을 성찰하도록 이끈다. 능력의 주제와 관련하여, 영화는 현재의 능동적 기쁨을 강구하도록 촉구한다. 어머니를 포함한 관객은 <마더>를 통하여 상처를 극복하고, 타자의 고통에 민감하며, 능동적 기쁨을 가진 가정교육적 주체로 거듭날 수 있다. The purpose of this study is to extract the images of mother in the film <Mother> directed by Jun-ho Bong, and explore the suggestions on the family education focusing on the real influence of the film on the audience. 71 images of mother which were selected from the film are classed as 3 groups, such as, viewed from the narrative side, ‘The murder son and his mother know’, ‘the mother’s investigation’ and ‘The mother’s hands’, and from the thematic side, ‘Awful scars’, ‘The absolute belief in her son’ and ‘The ability to be good or evil’. With regard to the theme scars, the film makes the audience look at his past injuries and reflect them. With belief, it makes the audience think of the danger of absolute faith in her son who is and will be ever living in the future. With ability, it make the audience seek present active joy. The audience including every mother can blossomed into a being who gets over his scars, gets susceptibility to other’s agony, and gets active joy.