정보활용글쓰기에나타난‘바꿔쓰기’ 전략분석

김미영(Gim Mi-young) 어문연구학회 2016 어문연구 Vol.88 No.-

이 논문은 학문목적 한국어 중급 학습자들이 정보 활용 글쓰기에서 사용하고 있는 학업기술인 ‘바꿔쓰기’의 사용 양상을 분석해 보고 이러한 기술이 텍스트를 구성하는 데에 어떻게 실현되는지 질적 분석을 통해 살펴보고자 한다. 대학 입학 후 유학생들은 학술적 글쓰기를 어려워하며, 대학 과제를 효과적으로 수행하지 못하고 있다. 본고는 바꿔쓰기 교육을통해대학입학을앞둔학문목적한국어학습자들이학술적글쓰기기초지식을마련할 수 있도록 하는 데에 목적이 있다. 대학 과제에서 가장 높은 비율을 차지하는 것은 자료 활용 글쓰기이다. 유학생들은 자료활용글쓰기에서내용을이해하고자신의언어로표현해야하는복잡한과정을거치는 데 이때 필수적인 학업기술이 ‘바꿔쓰기’이다. ‘바꿔쓰기’란 원문의 의미는 유지하면서도 다른 표현 방식으로 텍스트를 작성하는 것을 말한다. 본고에서는 바꿔쓰기의 단위를 단어와 문장 수준으로 나누어 분석하고, 그 유형을 변형과 확장으로 구분한다. 단어 바꿔쓰기에서 변형은 단어를 유의어로 대체하는 것으로 실현되며, 확장은 단어 보충하기, 단어 풀어쓰기로 나타난다. 문장 수준에서의 변형은 문법 항목의 대체, 문장 구조나 어순 변형,문장 분리와 통합, 문장 전체를 새로운 문장으로 바꾸는 것을 말한다. 문장 확장은 주어진 문장 외의 다른 정보를 제시하는 것이다. 바꿔쓰기 기준은 두 가지로, 주어진 문장의 의미유지, 적절한 대체 표현사용을 들 수 있다. 분석 결과, 중급 학습자들은 바꿔쓰기 기술을 사용하고는 있지만 그렇지 않은 학습자가 매우많았으며, 사용하더라도오류를범하고 있는경우가많았다. 또한 복잡한 바꿔쓰기 기술보다는 단순하고 변화가 적은 기술을 선호하였다. 단어 바꿔쓰기에서 유의어로의 대체는 동일 품사로의 대체와 다른 품사로의 대체가 나타났으며, 난이도가 높은 단어 풀어쓰기는 자주사용하지않았다. 문장바꿔쓰기에서는 문장통합이가장많이실현되었다. 이는연결 어미나 접속부사를 사용한 것으로 비교적 단순한 작업이기 때문인 것으로 보인다. 그러나 각문장에서바꿔쓰기가실현되었음에도불구하고전체텍스트에서는수준높은글을발견 하기가 어려웠는데 이는 한 텍스트 내에 동일한 바꿔쓰기 기술을 반복적으로 사용하거나 원문을 단순하게 나열하고, 원문을 거의 그대로 옮겨 적은 데에서 비롯한 것으로 보인다. 바꿔쓰기 기술의 미숙함을 보완하기 위해서는 먼저 교수자와 학습자가 바꿔쓰기에 대해 뚜렷이 인지하고 있어야 하며, 단어와 문장 바꿔쓰기 교육이 텍스트 차원에서 이루어져야 한다. 또한 단순히 교육 방법에서 ‘바꿔쓰기’ 기술을 활용하는 것이 아닌 교육 과정으로 설정하여 학문목적 한국어 학습자들이 자료 활용 글쓰기에 대해 충분히 경험할 수 있도록 해야 할 것이다. This paper analyzes the use patterns of ‘paraphrase’, an educational technique used in writings from sources of intermediate KAP learners and investigate how this strategy realizes in forming texts. After entering college, foreign students find academic writing difficult, and do not effectively finish college assignments. Thus, this research assumes that ‘paraphrase’ must be done for KAP learners, who plan to enter college. Among college assignments, writings using data(information). During these writings, foreign students undergo a complex process of understanding the content and expressing into one’s own words, and ‘paraphrase’ becomes the key educational technique. ‘Paraphrase’ is creating a text in a different expression, while maintaining meaning of the original text. This article analyzes the unit of ‘paraphrase’ dividing into words and sentences, and categorizes the types as modification and expansion. In ‘word paraphrase’ transformation is realized by transforming the word into synonyms, expansion as supplementing words, and explaining words. Transformation in a sentence level shows replacing grammar items, transformation of sentence structures or word orders, sentence segregation and integration, and replacing the whole sentence to a new one. Sentence expansion is offering other information than a given sentence. There are two standards of ‘paraphrase’: maintaining meaning of given sentence, or appropriate replacement expressions. According to the analysis, although some intermediate students use ‘paraphrase’ many did not; even if they did, the students were making errors. In addition, the students tended to use simpler and less transformative strategies, rather than complex ones. Synonym replacements in ‘word paraphrase’ writings showed exchanges to same or different parts of speech. High-level word expansion was rare. In ‘sentence paraphrase’, sentence integration was most common. This seems to be because it is a simple task that uses connecting adverbs. However, although ‘paraphrase’ has expressed in each sentences, high-level writings were rare, possibly because either the students used same transformation techniques, or simply arranged and imitated the original text. To improve the immature exchange writing technique, both the instructor and the student must be clearly aware of exchange writing, and word and sentence transformation must be educated in text. Further, ‘Paraphrase’ must not just be simply used as an educational method, but must be used as a curriculum and let the students fully experience data using writings.

Students` Behaviors and Views of Paraphrasing and Plagiarism in an EFL Academic Setting

( Ming Tzu Liao ),( Chiung Ying Tseng ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.1

This study examines EFL skillful writers` and less skillful writers` performance and perceptions of paraphrase and plagiarism, the extent to which their performance matches perceptions, and factors for their plagiarism. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and a questionnaire. The findings found a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrase. However, such belief has contrasted sharply with their behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable paraphrasing tasks. Correct paraphrases were scarcely detected in their paraphrasing tasks. The reasons for the gap included not having explicitly learned paraphrase, unsuccessful transfer of paraphrasing knowledge to their writing due to the lack of experience and practice, and influence of their citation practice in Chinese writing. And the undergraduates plagiarized more strings of words than the graduate students. The possible reasons could include the undergraduates` less sufficient metacognitive knowledge and metacognitive strategies, as well as their immature cognitive development, which need further investigation. Reasons for the participants` plagiarism included their limited English writing abilities and difficulties in rephrasing sources, insufficient knowledge and practice on paraphrase and citation, and lack familiarity with the topic. This study suggests that to elevate EFL students` awareness and performance in paraphrasing, improving their English proficiency and metacognition may be necessary. In addition, awareness of the differences between English and Chinese citation practice, and explicit discussions and continuous practice on paraphrase and citation should be emphasized in EFL writing classes.

Paraphrase Practices for Using Sources in L2 Academic Writing

최연희 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.2

The present study explores the effects of two types of paraphrase practices (teacher-led and Web-based) on Korean university and graduate students’ paraphrase awareness,performance, and types. The teacher-led and Web-based group both had four-week intensive practices on paraphrasing including instruction on plagiarism, citation, and paraphrasing strategies with teacher modeling of paraphrasing. Teacher-led practices placed a focus on explicit instruction of grammar and vocabulary, whereas Web-based practices triggered learner-directed practices. The Web-based group was informed of Internet sites and trained to use them for paraphrasing. The results of the study show positive effects of both practice types on paraphrase awareness and performance, but not on paraphrase types. More beneficial effects of teacher-led practices were noted over that of Web-based practices, though the latter were more positively evaluated by the participants. The findings suggest the positive effects of short-term explicit instruction on paraphrasing to prevent plagiarism; however, they also imply positive impact of Web-based practices for long-term learning.

『훈민정음』 ≪해례≫ 결(訣)의 ‘바꿔쓰기(paraphrase)’ 전략 연구

김부연 국어교육학회(since1969) 2018 국어교육연구 Vol.- No.68

Summarizing verse is a key summary of the contents of each explanatory text of Haerye. it is a text that requires both content and function, there is a lot of author's prudent efforts. I paid attention to this point and looked at how the text type conversion appears in one text by paraphrase. As a paraphrase, we identify the functions and values ​​of the summarizing verse. I explore the summary strategy that summarizes the contents of the text, and the text type conversion strategy that recreates the format of the text. Paraphrase, which is being used in Korean language education today, is a very useful strategy for exploring the relationship between the text and summarizing verse and the association between author's intention and reader's acceptance. I have identified that the attributes of the summarizing verse themselves have educational significance as a model of paraphrase. 『훈민정음』 해례본의 ≪해례≫ 가운데 <용자례>를 제외한 5해(解) 텍스트는 산문과 운문이 혼합된 체재를 갖추고 있다. 특히 결(訣)은 오늘날 국어교육에 중요한 시사점을 제공한다. 국어교육에서 동일한 주제에 대해 서로 다른 장르를 연계하여 활용하는 것은 내용 이해의 학습 효과를 극대화시키는 주요 방안이 된다. 새롭게 창제한‘훈민정음’을 상세하게 설명한 책인 『훈민정음』 해례본에는 이러한 전략을 이미 마련해 놓았던 것이다. 그러므로 『훈민정음』의 결(訣)은 국어교육적 관점에서 중요한 의의를 가진 텍스트로서 탐구의 가치가 매우 크다고 할 수 있다. 본 연구는 김부연(2018ㄱ)의 논의를 발전시킨 것으로 오늘날의‘바꿔쓰기(paraphrase)’의 개념을 원용하여 결(訣)의 글쓰기 전략을 보다 정연하게 살펴보았다. 이를 위하여 Ⅱ장에서는 연구 대상인 결(訣)의 서지 형태상의 특징을 살피고, 연구의 방법으로 삼은 ‘바꿔쓰기(paraphrase)’에 대해 개략적으로 살펴 분석의 틀 두 가지를 마련한다. 이어서 Ⅲ장에서는 결(訣)에 내재된 ‘바꿔쓰기’의 전략을 요약하기와 텍스트 유형 전환 차원에서 분석하고, Ⅳ장에서 분석 결과로 나타난 결(訣)의 기능을 집중적으로 규명한다. 이러한 작업은 그동안 『훈민정음』 해례본 텍스트 내에서 조명 받지 못했던 결(訣)의 기능에 대한 반성적 차원의 접근이며, ≪해례≫의 전략적 장치인 결(訣)을 오늘날의 관점에서 바라봄으로써 결(訣)이 지닌 교육적 가치에 대한 새로운 인식의 토대를 마련하고자 한다.

한국인 대학생 영어 학습자의 요약문에 나타난 패러프레이즈 사용에 관한 연구

곽혜영 언어과학회 2018 언어과학연구 Vol.0 No.85

This study investigated the frequency of paraphrasing strategies used by Korean university students in English summary writing along with the quality of those paraphrases. Twenty summaries on an expository text were collected and attempted paraphrases identified. The paraphrases were analyzed according to six types of paraphrasing strategies and their qualities examined by focusing on semantic, lexical, and syntactic aspects. Results showed that the lexical/syntactic combinatory strategy was used most frequently and the syntactic modification strategy the least frequently. Some paraphrases showed semantic incompleteness while others were characterized by inappropriate lexical choices resulting from the lexical modification strategy employed. Sentence structures of the paraphrases were entirely or partially different from the source sentences. The study provides pedagogical implications for improving students’ paraphrasing skills in academic writing. .

The Use of Paraphrase in L2 Writing with Two Factors: L2 Proficiency and Source Text Genre

김나영 현대영어교육학회 2015 현대영어교육 Vol.16 No.3

This study investigates how different L2 proficiencies (inter-learner variability) and source text genres (intra-learner variability) shape paraphrasing in summary writing, making use of quantitative and qualitative data. The rationales of the present study is 1) to focus on two low proficient groups’ paraphrasing, 2) to examine types and strategies of paraphrasing by following modified Keck’s (2006) attempted paraphrase coding, and 3) to see the effect of three different expository, argumentative, and narrative source text genres on paraphrasing. Forty-four participants were divided in terms of proficiency, 24 novice English proficient (NP) and 20 low English proficient (LP) students. All participants completed three summary tasks giving a total of 132 summary writings used as main data, followed by interviews for each. The results showed that the NP students used significantly more Exact Copies and Near Copies, while the LP students used significantly more Moderate Revisions. The NP students relied on strategy of Copy, but the LP students used more Syntactic Change. However, the participants significantly used Exact Copy when writing with narrative and argumentative texts, and Near Copy was found substantially when they paraphrased with expository and argumentative texts. Moreover, expository text substantively influenced students’ Delete & Insert and Combination strategies. The implications from these findings and further suggestions are discussed.

관련성 이론을 바탕으로 살펴본 재구성 표지의 기능

고재필 서강대학교 언어정보연구소 2020 언어와 정보 사회 Vol.40 No.-

This paper presents a relevance-theoretic account of paraphrase (identified as reformulation). Against the view that paraphrase should be defined as an equivalent or synonymous relation, I agree with the proposal under the relevance theory that reformulation is based on interpretive resemblance. The analysis is carried out by employing Murillo’s (2004) classification, which consists of different functions: explicit meaning functions (i.e., the recovery of logical form and explicatures) and implicit meaning functions (i.e., the recovery of implicated premises and implicated conclusions). In conclusion, reformulation markers help hearers/ readers understand more easily what should be communicated, acting at different levels of the process of utterance interpretation.

중국 예비 유학생을 위한 바꿔쓰기 중심의 한국어 글쓰기 수업 설계

왕호위,민정호 국제언어문학회 2023 國際言語文學 Vol.- No.55

By focusing on the plagiarism appearing in the academic texts written by students studying abroad, this study designed the paraphrase-based class for helping qualitatively enhance the texts, by preventing the plagiarism problem. It attempted to design the writing class which can be designed in Chinese universities, before Chinese students went to Korea to study, by focusing on them who account for the largest part of the degree program. To this end, it theoretically examined the concept, types, characteristics, etc. of the paraphrase, and completed a class model by drawing out four principles from them. Then, it designed and suggested instructional materials to be used in each class stage. This study may have an implication, in that it designed the writing class for preliminary Prospective Chinese students, by focusing on China from which the largest number of students go to Korea to study. 본 연구는 유학생의 학술적 텍스트에서 나타나는 표절 양상에 주목하며, 이러한 표절 문제를 해결하면서, 텍스트의 질적 향상을 도모할 수 있는 바꿔쓰기 중심의 수업을 설계하였다. 이에 대해 본 연구는 중국 대학교에서 예비교육 과정을 이수한 중국인 유학생들을 대상으로 조사하고, 이를 기반으로 효과적인 글쓰기 수업을 설계하였다. 이를 위해 바꿔쓰기의 개념, 유형, 특징 등을 이론적으로 검토하였으며, 이를 기반으로 하는 3가지 원리를 도출하여 수업 모형을 완성하였다. 또한 각 수업의 단계에서 활용될 수 있는 수업 자료도 함께 설계하여 제시하였다. 본 연구는 중국 내 대학에서 개설하는 예비유학 교육 과정의 한국어 학습자를 대상으로 한 점에서 의의가 있을 것이다.

신문 보도 기사에 나타나는 ‘풀이하다/되다’의 용법과 기능 분석

김해연 ( Kim Haeyeon ) 한국텍스트언어학회 2019 텍스트언어학 Vol.46 No.-

As a way of understanding comments on news events in media discourse, this research explores uses and functions of the phrase phwuli-hata/- toyta ‘paraphrase/be paraphrased’ in newspaper report texts from the perspectives of textlinguistics, critical discourse analysis, and heteroglossia. This study first provides a brief overview of report forms in media discourse. Second, it discusses the morphological properties and literal meanings of phwulitoyta ‘be pharaphrased/explained’, claiming the need to explore the functions of phwulitoyta in media discourse. Third, this study examines textual functions of phwuli-hata/- toyta in newspaper texts in terms of communicative needs, showing that it performs functions such as providing additional information and clarifying prior statements. Fourth, this research analyzes reporting constructions with phwuli-hata/-toyta in terms of heteroglossia, exploring how others’ voices are represented in newspaper articles. This research shows that the functions of phwuli-hata/-toyta in news report articles can be summarized as in the following: (i) providing additional information and explanation for the reported events, (ii) delivering reporters’ subjective comments on the reported events, (iii) providing explanation for the unexpected facts or discrepancy between facts and reports, (iv) displaying reporters’ attitudes such criticism or supports for the reported events, and so on. This study claims that newspaper article texts are mixtures of ‘objective’ reports and the reporter’s comments and others’ voices, represented in the choice of various phrases in constructing the texts. This research also shows that the notion heteroglossia is useful for understanding phwuli-hata/-toyta constructions in newspaper articles.

20세기 초 한국의 문명전환과 번역 -중역(重譯)과 역술(譯述)의 문제를 중심으로-

김남이 ( Nam Yi Kim ) 민족어문학회 2011 어문논집 Vol.- No.63

이 글은 ``중역``과 ``역술``이라는 20세기 초반 한국의 번역의 특성에 주목하며, 이를 문명의 전환과 소통의 관점에서 살펴본 것이다. 근대계몽기의 ``번역``, 특히 20세기 초의 번역은 지금 우리에게 익숙한 개념의 번역과 조금 다른 형태로 존재했다. 그 특징 중의 하나는 ``譯述````譯說``의 방식이다. 번역자의 언술이 일종의 편집 행위(삭제, 축소, 확대)를 거치며 번역 텍스트에 적극 개입하는 경우이다. 다음은 ``重譯``인데, 이 시기의 많은 번역 텍스트들이 서양의 원본을 기점으로 삼아 영어→일어/중국어→(국)한문으로 번역되었다. 이러한 중역과 역술은 20세기 초반의 번역의 특징을 대표하는 한편으로 부정적인 역할 또한 했다. 기점 텍스트에서 목표 텍스트로의 ``전이``와 그 결과의 ``등가성``만을 지표로 삼고 보면, 원본 텍스트대로 번역하지 않을 뿐더러, 번역자가 개입까지 한 것이기 때문에 불완전하고 질이 떨어지는 것 이상의 의미를 갖지 못한 것으로 보일 수 있었기 때문이다. 그러나 중역과 역술은 당대 조선 지식인이 외부세계를 ``번역하는(수용/거절/전유)``의 방식을 그대로 담고 있다는 점에서 그 가치와 의미를 재맥락화할 필요가 있다. 20세기 초반 한국의 번역은 망국과 구국, 그리고 성장과 자조라는 당대 조선의 분명한 현실적 필요에 따라 텍스트를 재배치하고 구성하는 것을 주된 목표와 의미로 삼고 있었다. 번역은 언어에서 출발해 문화적인 차원에서 작동하는 것이어니와 20세기 초 한국의 번역 또한 그러한 문화적 소통의 관점에서 다시 살펴져야 한다. 20세기 초반의 번역 텍스트들을 통해 우리는 문명의 전환기에 맞닥뜨린 이 시기에, 서구 대 동양 또는 식민과 피식민과 같은 위계나 영향의 수수관계로 환원되지 않는 ``번역`` 또는 문화간의 ``소통``의 국면이 있었음을 확인해 볼 수 있다. "The translation" during the period of enlightenment in modern times, especially during early 20th century, was little different from the form that we are used to. One of the characteristics is the way of "``paraphrase`` ``interpretation`` that translator`s narrative and action (omission, reduction, and expansion) are actively applied to the translation text. Another is ``translation from translation.`` Many translation texts were translated English→Japanese/ Chinese→(Korean) Chinese character, making western`s original text as a starting point. Translation from translation and paraphrase played a negative role to represent a characteristic of translation in early 20th century. Considering ``metastasis`` from a starting text to a targeted text and ``eqivalence`` of the result, the translation at that time could be incomplete and has poor quality. However, translation from translation and paraphrase include the way of the intellectual in Josun Dynasty ``translating (acceptance/refusal/ metonymy) the outer world as it is, so re-contextualization of their value and meaning is necessary. This is of course possible on a base of new understanding on translation. At the end of the 20th century, the study of translation led and underwent a complete change of the alteration of paradigm that moving the focus of translation from the original to targeted text. This is very important for looking into translation in early 20th century. Translation starts from the language and operates in ``cultural level.`` Translation in early 20th century of Korea should be looked into by embracing the dimension of ``cultural translation,`` the translation of cultural level.