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외국어로서의 한국어 교육에 있어서의 문화교육 -태국인 학습자를 대상으로-
홍혜련 한국언어문화교육학회 2006 언어와 문화 Vol.2 No.3
Hong, Hye-Ryon. 2006. Korean Culture Education in Teaching Korean as a Foreign Language -Limited to the Thai Students. The Language and Culture 2-3: 193-203. This article aims the contrast of sentence structure and word order between Korean and Thai and gives the definition of culture education. And it also compares Korean culture and customs with those of Thai, finding out proper teaching methods. And the purpose of Korean education is the thing that not only makes the students listen to and comprehend Korean, and read and understand materials written in Korean, but also speak Korean and write in Korean. Language is a tool for communication, and it is also a basic means with which man keeps social and it creates, develops and succeeds to culture. Furthermore, because language is bound to vary for the society accordingly, it is of much importance to acquire not only a language but also many circumstances such as cultures and customs belonging to a society of the target language. (Naresuan University/Hankuk University of Foreign Studies)
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홍혜련 국제한국언어문화학회 2009 한국언어문화학 Vol.6 No.2
Up to the present, the number of foreign laborers and immigrants for marriage grows rapidly and the number of children of multi-cultural families and the foreign students coming to study abroad increases every year. Meanwhile, we, Koreans, have always emphasized that Korea has one race with homogeneous lineage, single culture, and a single language. Now, we must change our thoughts about the concept of homogeneity and accept things and custom of various culture backgrounds from those who immigrated to Korea. When we teach them Korean, we have to teach them history of Korea, social values of Korea, emotional values of Koreans, Korean family relationship as well as Korean language. Moreover, Korean teachers must know about the learners’ mother tongue and culture, which can facilitate the foreign learners’ study of Korean. The physical space of learners also differs. Some of them are learning Korean in Korea, where Korean is spoken, but, some are in the learner’s country, where the learner’s mother tongue is spoken. But, in the long run, their ultimate goal is to make it possible to communicate with and in Korean. In addition, it also can be a goal to educate Korean through which help increase the knowledge on academic fields, Korean culture, and the comparison with learner's native language and Korean. Because language, in the final analysis, is inseparably related to society, foreign students must also learn Korean culture for better and correct communication in Korean. Thus, it is important for language instructors to teach cultural aspects of a language. To do so, the instructors need to know about the complete understanding of both the culture of learner’s country and the culture of society where target language is spoken. Teachers of a language should learn history, economy and culture of other countries’. It is needed to provide teachers with training program for understanding cultures in domestic and abroad. The teacher can design curricula available for foreigners after choosing a proper methodology of teaching. In addition, the texts for foreign learners must be selected carefully. The text must contain cultural contents of Korean and the learner’s country as well as grammar. It will help learners to accept Korea and Korean easily. To educate new language is not a problem that can be solved in a short time. It is desirable to study constantly.
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홍혜련,안응남,강현식 한국운동영양학회 2007 Physical Activity and Nutrition (Phys Act Nutr) Vol.7 No.1
This study was designed to investigate whether or not patterns of daily physical activity and dietary intakes are associated with obesity and obesity-related cardiovascular disease. Daily physical activities of all the participants (N = 16, aged 17.25 ± 0.58) were monitored by wearing the Intelligent Device for Energy Expenditure and Activity (IDEEA) Monitor for 24hours, which provides volumes (min) and nine different patterns of the daily physical activities such as lie, recline, transition, sit, stand, walk, step, run, and jump. Dietary intakes were analyzed by using Can-Pro 2.0, which offers both total calorie (kcal) and percentage of carbohydrate, protein, and fat in total calories. The Pearson correlation analyses showed that 1) time spent in daily physical activity such as “step” was negatively related to percentage of body fat, TG, and TG/HDL-C, 2) cardiorespiratory fitness was inversely related to obesity indices such as BMI and waist circumference 3) total calorie was positively related to all obesity indices including BMI, percentage of body fat, waist circumstance, and WHR. Stepwise linear regression analyses showed that both cardiorespiratory fitness and total calorie explained individual variations of BMI and waist circumstance up to 80.4%, 80.3% respectively. Step, total calorie, and percentage fat intake explained individual variation of percentage of body fat up to 86.6%. In conclusion, physical activity like step, cardiorespiratory fitness, total calorie eaten may be important modulators in determining body fatness in high-school girls.
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홍혜련,진기남,이동우,김재수,Hong, Hye-Ryeon,Jin, Ki-Nam,Lee, Dong-Woo,Kim, Jae-Su 대한예방의학회 1998 Journal of Preventive Medicine and Public Health Vol.31 No.3
Injuries and infectious diseases have been the most important public health problems since the beginning of human life. Injuries result in death of about 30,000 people each year in South Korea. In terms of years of life lost, injuries are considerably more costly than either heart disease or cancer. In terms of cost - both the direct costs of care and the indirect costs to individuals, families, and societies of a diminished life-injuries are among the most expensive of all social problems. The main purposes of this study are (1) to describe the outcomes as well as treatment process of brain injured patients and (2) to identify the factors impacting on length of stay during hospitalization and hospital fees. The research method used in this study was to review the medical records of five hundreds brain injured cases using systemic random sampling. The multiple logistic regression was administered to identify the factors impacting on the outcomes. The results are as follow : (1) the consultation .ate was found to be 72.9% while referral rate was 11.2%; (2) nearly 30% of the respondents were hospitalized over 30 days; (3) multiple logistic regression analyses revealed that the determinants influencing LOS were number of consultations, number of lab tests, and surgery; (4) the determinants of hospital fee were severity of brain injury, gender of patients, number of consultations, number of lab tests, and surgery.
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외국어로서의 한국어 교육에 있어서의 문화교육 - 태국인 학습자를 대상으로 -
홍혜련 ( Hong Hye-ryon ) 한국언어문화교육학회 2006 언어와 문화 Vol.2 No.3
Korean and Thai and gives the definition of culture education. And it also compares Korean culture and customs with those of Thai, finding out proper teaching methods. And the purpose of Korean education is the thing that not only makes the students listen to and comprehend Korean, and read and understand materials written in Korean, but also speak Korean and write in Korean. Language is a tool for communication, and it is also a basic means with which man keeps social and it creates, develops and succeeds to culture. Furthermore, because language is bound to vary for the society accordingly, it is of much importance to acquire not only a language but also many circumstances such as cultures and customs belonging to a society of the target language. (Naresuan University/Hankuk University of Foreign Studies)
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60세 이상 여성노인의 심혈관계 위험인자와 인지장애 및 우울증과의 연관성
홍혜련(Haeryun Hong),강현식(Hyunsik Kang) 한국생활환경학회 2020 한국생활환경학회지 Vol.27 No.4
In this cross-sectional study, we examined the effect of cardiovascular risk factors on cognitive impairment and depressive symptoms in older Korean women aged 60 years and older (N=3,034). Cardiovascular risk factors included smoking, heavy alcohol consumption, physical inactivity, underweight/obesity, unintentional weight loss. Cognitive impairment and depressive symptoms were assessed with Mini-Mental Status of Examination and Center for Epidemiological Studies of Depression 10, respectively. Logistic regression analyses showed that odds ratio (OR) of cognitive impairment was 2.79 (95% confidence interval, CI, 2.220∼3.515, p<0.001), 2.97 (95% CI, 2.323~3.793, p<0.001), and 4.38 (95% CI, 2.861~6.711, p<0.001) for one, two, and three and more risk factors. The ORs of one and two risk factors for cognitive impairment remained significant even after adjustments for age, body mass index, income, education, religion, type of house, impaired activities of daily living, fall experience, hospitalization, and medications. The OR of depression was 1.81 (95% CI, 1.439~2.272, p<0.001), 2.24 (95% CI, 1.757~2.585, p<0.001), and 3.44 (95% CI, 2.268~5.207, p<0.001) for one, two, and three and more risk factors. The ORs of one, two, three and more risk factors for depression remained significant even after adjustments for all the covariates.
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홍혜련(Hyeryon Hong) 국제한국어교육문화재단 2015 국제한국어교육 Vol.1 No.2
This study aims to examine the present state situation of Korean Education in Thailand and suggest its future development strategies. In 2015, 10 universities have bachelor’s degree curricula of Korean Studies in Thailand. In addition to that, 51 Thai local middle and high schools have started Korean as a second language class, also it’s been on going teaching Korean Language to children of overseas Koreans in Korean schools in 4 different regions. Moreover, dispatching Industry Trainee in Asian countries in 2009, establishing Sejong Hakdang in 2010, and starting Korean as a second language class in Thai local middle and high schools in 2011 have increased the demands of Korean Language Education in Thailand. For the most part, the purpose of this study is to inspect Korean educations in Thailand and its development strategies.
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