코퍼스를 활용한 번역연구에 관한 담론 —선행연구를 중심으로—

남원준 한국통번역교육학회 2012 통번역교육연구 Vol.10 No.1

The present study offers a brief history of corpora and the underlying beliefs in incorporating corpora to translation studies so as to lay the basis for future research in corpus-based translation studies. For this, the paper first begins with a brief description of the history of corpora in translation studies: as Baker (1993) points out, corpora presented the ideal solution for combining the British tradition of text analyses (Stubbs, 1996/1998) and descriptive translation studies. Then, the paper offers a typology of corpora as well as the major findings made in the discipline using each type of corpora. In particular, the study attempts to focus its attention on the target-orientedness of the discipline such as regularities discovered via corpora (e.g. simplification, normalization, explicitation) as well as corpora's use in educating prospective translators using bilingual comparable and parallel corpora. The author hopes that the present paper offers an opportunity to explore the potentials and limitations of corpus-based translation studies in order to lay the groundwork for future research.

Challenges of Using Corpora in Language Teaching and Learning

Shinwoong Lee 경희대학교 언어정보연구소 2011 언어연구 Vol.28 No.1

A number of advantages of using corpora in language teaching and learning have been identified by many corpus linguists and thereby its implementation into the language classroom has been highly recommended. However, the challenges and limitations of the use of corpora have not been extensively discussed, and without critically examining the use of corpora in language pedagogy it seems premature to urge teachers to use them in their classroom. In this vein, the purpose of the current paper is to provide a critical evaluation on the use of corpora in language teaching and learning and provide implications for their use in secondary school in Korea. It is argued that without a pedagogical mediation of corpora and resolving some practical problems, the pedagogical potentials of corpora may not be realized. It is also suggested that the integration of corpora into secondary school can be fostered by providing: (a) pedagogically relevant, level-specific corpora; (b) a Korean secondary learner corpus that can show the learners’ common problems; (c) an online database of corpus-based resources; and (d) a corpus workshop for pre- and in-service teachers. It is concluded that the appropriate and effective use of corpora in the classroom is partly a technical issue, but primarily a pedagogical one. If the use of corpora in the classroom is not extensively discussed and researched to develop a pedagogical blueprint for the integration, the expected pedagogical outcomes that a number of corpus linguists simply expected may not accrue to learners and teachers.

Corpus Pedagogy: Analyzing Corpus Use in the Classroom and EFL Business Student Attitudes towards Corpora

John O'Donoghue,Chae Kwan Jung 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3

For over thirty years corpus linguists have been discussing the applicability of corpora to language teaching. While their use in compiling dictionaries and shaping teaching materials has been promoted and celebrated, using corpora directly in the classroom has been propagated by some but rejected, or even ignored, by many. Those who have conducted research into such direct use of corpora have tended to select postgraduate students who have an intrinsic interest in language or linguistics. The results of such research have invariably been rather positive. This study aims to examine the application of one corpus at undergraduate level with students whose focus is on the more general area of business and establish whether similarly positive results are to be observed. The results of which indicate that the majority of participants benefited from the experience and valued their corpus activity. There was, however, some criticism concerning navigating the British National Corpus (BNC) and the time-consuming nature of corpus work. The diverse nature of students' performances reflects the wide range of student responses to engaging with corpus. The student' attitudes indicate that an active guiding role by the teacher may significantly improve the quality of such learners' involvement with corpora.

말뭉치 규모와 텍스트 유형에 따른 명사류의 사용 양상

김일환 단국대학교 동양학연구원 2008 東洋學 Vol.43 No.-

This paper aims to find some evidence for corpus design which is representative in Modern Korean. In so far there is little effort to consider what the corpus design is in Modern Korean. In addition, Most of Korean corpora (including 21st Sejong Corpus) are rarely based on empirical consideration. In this study we have built pilot corpora which consist of four scales of sample texts, that is pilot corpus 1(400,000 words), pilot corpus 2(800,000 words), pilot corpus 3(1,600,000 words) and pilot corpus 4(3,200,000 words). Then some statistic results of type, token and hapax legomena(once occurring words) in noun classes(common noun, bound noun, proper noun, and pronoun) will be extracted from these pilot corpora. As a result, the usage of common noun is increased as the corpus scale extended steadily. Especially the usage of common noun in <newspaper>, <magazine> is increased much bigger than that of <books>. Also we can get some result of the usage of pronoun, bound noun and proper noun respectively. These results of noun class’s usage can be considered to design in Modern Korean corpora. 이 연구에서는 말뭉치 구성의 경험적 근거를 모색하기 위한 방안으로 명사류의 사용 양상을 텍스트 유형에 따라 계량적으로 살펴보았다. 이를 위해 실험말뭉치를 규모별로 구축하고 이 말뭉치들로부터 명사류의 사용 양상을 타입과 토큰, 그리고 단발어 빈도를 산출하여 텍스트 유형별 명사류의 사용 양상을 밝히고자 하였다. 그 결과 일반명사는 말뭉치의 규모가 증가함에 따라 텍스트 유형별로 큰 차이 없이 꾸준히 증가하는 양상을 보였는데 특히 <신문>, <잡지>가 <책>에 비해 다양한 일반명사가 쓰임이 확인되었다. 이러한 양상은 단발어 통계에서도 유사하게 발견되었다. 대명사는 텍스트 유형에 따른 사용 양상의 차이를 분명하게 보여주었는데, 특히 <책_상상>에서 가장 많은 타입이 사용되었다. 단발어 통계에서는 매우 불규칙적인 분포 양상을 보였는데 이는 대명사의 제한된 어휘 목록과 관련이 있는 것으로 해석하였다. 의존명사는 텍스트 타입에 따른 사용 양상의 차이가 가장 적은 어휘 항목임이 확인되었다. 이는 타입과 토큰 모두에서 동일하게 관찰되었다. 고유명사는 <신문>, <잡지>에서 압도적으로 많은 타입이 사용되었는데, 이는 토큰에서는 동일한 양상이 유지되지 않았다. 이와 같이 명사류의 사용 양상을 말뭉치의 규모가 확대되는 양상에 따라 검토함으로써 말뭉치의 설계를 위한 경험적 근거를 제공할 수 있음을 보였다.

Challenges of Using Corpora in Language Teaching and Learning: Implications for Secondary Education

이신웅 경희대학교 언어정보연구소 2011 언어연구 Vol.28 No.1

A number of advantages of using corpora in language teaching and learning have been identified by many corpus linguists and thereby its implementation into the language classroom has been highly recommended. However, the challenges and limitations of the use of corpora have not been extensively discussed, and without critically examining the use of corpora in language pedagogy it seems premature to urge teachers to use them in their classroom. In this vein, the purpose of the current paper is to provide a critical evaluation on the use of corpora in language teaching and learning and provide implications for their use in secondary school in Korea. It is argued that without a pedagogical mediation of corpora and resolving some practical problems, the pedagogical potentials of corpora may not be realized. It is also suggested that the integration of corpora into secondary school can be fostered by providing: (a) pedagogically relevant, level-specific corpora; (b) a Korean secondary learner corpus that can show the learners’ common problems; (c) an online database of corpus-based resources; and (d) a corpus workshop for pre- and in-service teachers. It is concluded that the appropriate and effective use of corpora in the classroom is partly a technical issue, but primarily a pedagogical one. If the use of corpora in the classroom is not extensively discussed and researched to develop a pedagogical blueprint for the integration, the expected pedagogical outcomes that a number of corpus linguists simply expected may not accrue to learners and teachers.

<우리말 말수 사용의 잦기 조사>의계량적 연구

서상규 연세대학교 언어정보연구원 2020 언어사실과 관점 Vol.51 No.-

This study is intended to reveal that Hyunbae Choi’s research of 『Frequency Research of Korean Vocabulary Use』 (1956) is a valuable achievement which was conducted long before the start of modern field of Korean language informatics based on computer and corpus. First, we analyzed and described the structure and characteristics of the vocabulary list, and the vocabulary classification system and the description methods to distinguish meanings in 『Frequency Research of Korean Vocabulary Use』 (1956). Based on this result, we quantitatively analyzed the characteristics of the vocabulary of the 1950s. In order to compare the quantitative features of the vocabulary of the 1950s represented by this data with the features of the Korean written and spoken language at the end of the 20th century, we used three corpora in ‘New Yonsei Corpus (nYsc)’ (1 type of written language corpus and 2 types of spoken language corpus: each corpus contains one million words). 『Frequency Research of Korean Vocabulary Use』 (1956) and New Yonsei Corpus 1 (nYsc1) are both written language corpus, and New Yonsei Corpus 2 (nYsc2) and New Yonsei Corpus 3 (nYsc3) are both spoken language corpus. Based on the data to be compared, we analyzed the quantitative characteristics of Korean language in two aspects: the distribution and composition of words by part of speech, and the distribution by etymology (type of words). By comparing the distribution of vocabulary by part of speech in terms of the number of words and its ratio, we found a remarkable difference in nouns, pronouns, adverbs, and interjections. In the written language corpora, 『Frequency Research of Korean Vocabulary Use』 (1956) and nYsc1, the proportion of nouns was higher than that in the spoken language corpora (nYsc2, nYsc3). However, the ratios of pronouns, adverbs, and interjections were higher in the spoken language corpora at the end of the 20th century (nYsc2, nYsc3) than the written language corpora (1956, nYsc1). In terms of the sum of frequency and its ratio of the distribution of vocabulary by part of speech, a large difference can be found in nouns, pronouns, adverbs, and interjections. This aspect is like numbers of words, but the difference is much larger. However, a new feature that has emerged in terms of the sum of frequency is that the ratio of particle’s sum of frequency is higher in written language (1956, nYsc1) than in spoken language. On the other hand, as a result of analysis from the etymological distribution, in terms of the number of words and its ratio, it was characterized that the ratio of Chinese words was significantly higher than that of Korean or foreign words. The ratio of Chinese words in written language is higher than that of in spoken language, and the ratio of Korean words in spoken language was higher than that of in written language. However, it shows the opposite features in terms of the sum of frequency and its ratio. In other words, it can be seen that the relationship between Korean and Chinese words viewed by etymology is inversely proportional to each other. In other words, in terms of the number of words alone, Chinese words appear almost twice as many as Korean words, but when viewed as the sum of the number of frequency actually used, the relationship is the opposite, Korean words appear at a rate that is three times higher than that of Chinese words. Another remarkable result is that the difference between written and spoken language is very clear. Therefore, in the spoken language corpus, whether it is the number of words or the sum of the number of frequency, it appears at a much higher rate than the written language. Through this analysis, we once again confirm that it is a very important achievement to analyze the characteristics of Korean language in the 1950s reflected in this data, along with the Korean language informational value of 『Frequency Research of Korean Vocabulary Use』 (1956).

한국어 기초 어휘 선정을 위한 말뭉치의 설계와 구성

황은하,서상규 연세대학교 언어정보연구원 2022 언어사실과 관점 Vol.55 No.-

This study discusses the method of constructing a corpus, mainly discussing themethod and practice of constructing a corpus for selecting basic Koreanvocabulary and analyzing the validity of the corpus. To this end, we reviewed the characteristics of the corpus used in the previousresearch on basic vocabulary selection, described the considerations necessary fordesigning the corpus for basic vocabulary selection, and checked the availablelanguage resources as the basis for reconstructing a new corpus. As a result, thebalanced(media, genre, and period) corpus of 200 million words wasreconstructed. In addition, we extracted and compared the frequent word list fromthe 200 million word corpus and <Everyone's Corpus>. In conclusion, weconfirmed that the 200 million words balanced corpus was never less valid forbasic vocabulary selection research than <Everyone's Corpus>. In other words, thesize of the corpus is not directly proportional to the representativeness of thecorpus. This study again proved the following two things: first, the size of thecorpus is not directly proportional to the representativeness of the corpus; second,the balance of the media, genre, and period of the texts needs to be designed tomeet the corpus application. .

Postsecondary EFL students’ evaluations of corpora with regard to English writing

장지연 서울대학교 교육종합연구원 2010 The SNU Journal of Education Research Vol.19 No.-

Recently, as a corpus, which has been mainly used for linguistic analysis, is emerging as an innovative tool in language learning, a growing body of research has paid attention to the efficacy of corpus use from educational perspectives. Given that corpus use for pedagogical purposes entails autonomous and independent learning of language learners, it is important to uncover how corpus users evaluate it based on their own experience. While most of the previous studies were conducted in the ESL settings, the present study sets out to examine postsecondary Korean students’ opinions of general and specialized corpora with regard to their own English study and writing in the EFL setting. The questionnaires which twenty-eight students of two corpus workshops submitted were analyzed in terms of their evaluations of corpora as well as their prior writing experience, reference use, and attitudes towards English study and writing. The results show that the respondents, being dissatisfied with their English skills, were eager to increase their overall English skills and English writing skills. During English writing, they usually used two to three language references including bilingual dictionaries followed by monolingual dictionaries and Internet search engines. The results also prove that the respondents regarded corpora as helpful language references and that they would use them and recommend them to other students. The respondents, however, expressed disparate attitudes towards specialized corpora. In general, corpora were considered more appropriate to the intermediate and advanced levels of students in terms of language proficiency and academic experience. Using corpora for pedagogical purposes merits further research to validate its efficacy and investigate the possibility of its application in Korea.

The Perception of Teachers and Learners towards an Exploratory Corpus-based Grammar Instruction in a Korean EFL Primary School Context.

Kim, Hyosun(김효선) 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.1

The current study explores the perceptions of teachers and young Korean students (12 years old) towards corpus-based grammar instruction. Despite the pedagogical efforts to introduce corpora into classrooms, the research at the elementary school level is underdeveloped. Thus, this exploratory study aims to identify the possibility of corpus-based learning in Korean elementary schools in a qualitative manner. For this, corpus-based learning materials (paper-based corpus sheets and worksheets) were developed, using Sketch Engine and two small corpora created from English literature for children. After two sessions of corpus-based grammar class on the prepositions in/at/into, three teachers and 18 students (6th graders) from three elementary schools were interviewed. The key findings of this research are as follows. Whereas teachers considered guided learning vital for students to elicit a pattern from corpus, students favored the process of discovering rules together through interaction. Regarding the self-reported efficacy of corpus-based learning, teachers and students both mentioned that this raised awareness of how to use prepositions, which helped the students’ output skills (e.g. writing). Also, students tended to say that this was more helpful for remembering what they learned, rather than rote memorization of grammar rules. Considering the low-level students, the meaning of words or translations of concordance lines were needed. Also, training for corpus-based learning seems necessary to gain familiarity with this type of learning. Overall, this research has found the possibility of corpus-based learning in elementary school English classes to be promising. This study further suggests ideas for better introduction of corpus-based learning into elementary school classes in Korea.

The Perception of Teachers and Learners towards an Exploratory Corpus-based Grammar Instruction in a Korean EFL Primary School Context

김효선 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.1

The current study explores the perceptions of teachers and young Korean students (12 years old) towards corpus-based grammar instruction. Despite the pedagogical efforts to introduce corpora into classrooms, the research at the elementary school level is underdeveloped. Thus, this exploratory study aims to identify the possibility of corpus-based learning in Korean elementary schools in a qualitative manner. For this, corpus-based learning materials (paper-based corpus sheets and worksheets) were developed, using Sketch Engine and two small corpora created from English literature for children. After two sessions of corpus-based grammar class on the prepositions in/at/into, three teachers and 18 students (6th graders) from three elementary schools were interviewed. The key findings of this research are as follows. Whereas teachers considered guided learning vital for students to elicit a pattern from corpus, students favored the process of discovering rules together through interaction. Regarding the self-reported efficacy of corpus-based learning, teachers and students both mentioned that this raised awareness of how to use prepositions, which helped the students’ output skills (e.g. writing). Also, students tended to say that this was more helpful for remembering what they learned, rather than rote memorization of grammar rules. Considering the low-level students, the meaning of words or translations of concordance lines were needed. Also, training for corpus-based learning seems necessary to gain familiarity with this type of learning. Overall, this research has found the possibility of corpus-based learning in elementary school English classes to be promising. This study further suggests ideas for better introduction of corpus-based learning into elementary school classes in Korea.