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남기현 ( Ki Hyun Nam ),원성옥 ( Seong Ok Won ),허일 ( Il Heo ) 한국현대언어학회 2011 언어연구 Vol.26 No.4
This paper aims to study what main types of constructed actions are which appear in the narrative of Korean Sign Language (henceforth, KSL) and what the roles are that are occupied by constructed actions in the whole meanings of narratives. For this study, we analyzed the sign language narrative of one Deaf people. In KSL narratives, constructed actions are expressed mainly by face and eye gaze direction, fine direction changes of upper body, and emotion and facial expression of the certain quoted someone. In particular, the eye gaze of signer plays an important role in the whole narrative. As seen in the analysis, there are many more cases in which direction action and indirection action occur simultaneously than the cases in which the two occur independently of each other. This seems to be a unique phenomenon of KSL. When constructed actions are expressed by direction change of body and eye gaze and signs by hands of the signer occur simultaneously, although both, that is non-manual signals and manual signals, disagree in meaning, meanings of both combine to compose meanings of the narrative.
원성옥 ( Sung Ok Woon ),김경진 ( Kyung Jin Kim ),허일 ( Il Heo ) 대구대학교 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.4
The purpose of this study was to review the papers about application of Korean sign language and signed Korean in education for deaf students, especially about bilingual approach which received much attention recently. The research method is the review of literatures (curriculums for deaf students, national textbooks, books & papers for sign language in deaf education etc.) and materials for teaching of sign language). The results of the present study was as follows: The languages applied in education for deaf students were divided into two languages (Korean Sign Language & Signed Korean). First, signed Korean (SK, Sign versions of Korean language) has been adopted for deaf students to see the Korean language. Second, Korean sign language (KSL) has been adopted for communication between teachers and deaf students or among deaf students, and presenting/explaining the contents and lessons to deaf students. The purposes and practices of the applications of SK and KSL were arranged in order of curriculum revision for deaf students. Also, The teaching and learning materials were proposed for teachers and deaf students to learn SK and KSL.