한국어 문법 용어의 러시아어 대역어 사용 양상 연구

최지영(Ji-young Choi) 한국중원언어학회 2016 언어학연구 Vol.0 No.40

This study intended to investigate how corresponding Korean grammar rules used in Korean grammar books written by Russian scholars are accepted in Korean school grammar and how Russian linguists understand aspects of Korean grammar. The goal of this study was to provide basic materials of Korean education for Russian-speaking students. This study compared Korean grammar books written by two renowned Russian linguists of Korean with Korean grammar rules widely used in Korean school grammar. It seems that Russian scholars do not acknowledge postposition of Korean language. But they focus on using a case particle as a case-ending in the nominal declination or a case-declination formative stuff. They also put the auxiliary particle or non-independent Korean word classes into the ‘particle’ category. Russian linguists understand a Korean noun, an auxiliary particles and a dative particles as a postposition, determiner as fluid. This means they cannot reflect individuality of Korean language as they select grammatical terms of Korean and use them based on the grammatical system of Russian grammatical system language.

Teaching English Grammar by Identifying Frequent Errors

Hong, YoungYeah 미래영어영문학회 2017 영어영문학 Vol.22 No.1

English has become the lingua franca. In consequence, not only oral communication but also written communication in English has become a crucial ability due to the situation of EFL in Korea. Nonetheless, the current education system still does not provide a chance for students to be exposed to authentic English by only focusing on traditional school grammar. At this pont of time, it is highly recommended that teachers devise activities to draw learners’ attention to the errors and help them to compare them with the correct target language forms. We can achieve what we have tried to by applying error analysis to language class, which will be useful and helpful for learning grammar in a practical way. The purpose of this study is to suggest that explicit and implicit instruction focused on grammar by identifying frequent errors students made in their writings has significant effects on English grammar ability across knowledge, skill, and emotion domains of Korean students.

학습자의 학습동기와 방법이 문법 학습에 미치는 효과 연구

김연주 한국ESP학회 2019 ESP REVIEW Vol.1 No.2

The purpose of this study is to examine the most effective learning method for L2 learners to acquire target language by the specially devised input and output tasks. In addition, this study aims to investigate how the results of each task were influenced by the L2 learners’ motivation. For this study, experiments were implemented with 100 female college students. The students were divided into three different task groups: an input, an output, and a control group. The students first completed the motivation survey. Then the input group was provided with mixed input tasks (visual enhancement + meaning-orientation). The output group was provided with output tasks (a picturecued production task), and the control group followed the general tasks of the regular class which were a combination of input and output tasks. The input and output tasks were repeated three times with different reading passages. A posttest was administered immediately following the treatments. As a result, the output task group showed much better performance of acquiring target grammar than the input task group did. In addition, some attributes of L2 learners’ motivation promoted the L2 learners’ performance of the acquired target grammar.

의사소통 중심의 교수법의 학습효과에 대한 실험적 연구 ― 초급중국어 교실수업을 중심으로

이옥주,정소영 중국어문학연구회 2008 중국어문학논집 Vol.0 No.52

The goal of the present study is to understand the pedagogical efficacy of two language teaching approaches in teaching Chinese, namely, Grammar-Translation Method and Communicative Language Teaching. The former has traditionally been the most widely accepted language teaching method, and the latter is the newly-developed approach that has drawn much attention from language teachers as well as researchers of second language acquisition. For the present study, an experienced teacher of Chinese taught beginning-level Chinese to two groups of students by using the same teaching materials but two different teaching methods throughout a semester and compared the students' linguistic and communicative capabilities. This study finds that the teaching method appears to affect students' learning of both written and spoken styles of Chinese, and therefore calls for more discussions on developing teaching methods best applicable to teaching Chinese as a second language.

의사소통 중심의 교수법의 학습효과에 대한 실험적 연구

李玉珠(Lee Ok-joo),鄭素英(Jong So-young) 중국어문학연구회 2008 중국어문학논집 Vol.0 No.52

The goal of the present study is to understand the pedagogical efficacy of two language teaching approaches in teaching Chinese, namely, Grammar-Translation Method and Communicative Language Teaching. The former has traditionally been the most widely accepted language teaching method and the latter is the newly-developed approach that has drawn much attention from language teachers as well as researchers of second language acquisition. For the present study, an experienced teacher of Chinese taught beginning-level Chinese to two groups of students by using the same teaching materials but two different teaching methods throughout a semester and compared the students' linguistic and communicative capabilities. This study finds that the teaching method appears to affect students' learning of both written and spoken styles of Chinese, and therefore calls for more discussions on developing teaching methods best applicable to teaching Chinese as a second language.

The Effects of a Collaborative Translation Task on L2 Grammar Development

김보람 중앙대학교 외국학연구소 2021 외국학연구 Vol.- No.57

The present study investigated the effect of output-based L1-to-L2 translation tasks performed after grammar instruction on improving L2 grammar knowledge by Korean EFL learners, addressing two questions: (1) whether translation as an output task is effective in L2 grammar development and (2) whether translation tasks done collaboratively engender higher retention of target L2 grammar than those completed individually. The study was conducted in three intact EFL classrooms: One served as control group; two classes performed translation tasks individually or in pairs, respectively. A multiple-choice grammar test was employed as pre-, post-, and delayed post-test to measure target grammar knowledge, and eight students from the collaborative translation group were interviewed. The results showed that translation tasks done individually or in pairs were both effective in L2 grammar development, while collaborative translation tasks led to significantly longer sustained gains. Pedagogically, the findings of the study suggest that output-based translation tasks, if planned and conducted properly, may foster more elaborate processing and increased learner engagement, thus promoting L2 grammar learning and retention.

한국어 고급 교재 분석과 문법 교육적 함의

오경숙 서강대학교 언어정보연구소 2024 언어와 정보 사회 Vol.52 No.-

This paper aims to analyze the grammar sections of five advanced–level textbooks published by Korean language education institutions at universities. It assesses the current state of grammar education for advanced learners and proposes future directions. The analysis revealed that advanced textbooks tend to separate target grammar forms from those used in speaking and writing tasks, with target forms primarily exposed through listening and reading activities. Additionally, though learners are encouraged to infer the meanings of target grammar forms through context, the information on their usage contexts is often insufficient. It was also identified that there is a need to support advanced learners in integrating their grammatical knowledge effectively for communication. These findings highlight the essential aspects that advanced grammar education should address. Future research should include qualitative studies, such as observational research in educational settings, to provide more practical insights.

러시아어권 한국어 문법서의 품사 체계와 대역어 양상

최지영(Ji-young Choi) 한국노어노문학회 2016 노어노문학 Vol.28 No.1

본 연구는 러시아어로 저술된 한국어 문법서를 대상으로 문법 교육의 기초가 되는 한국어 품사 분류와 러시아어 대역어 양상을 살펴보는 것을 목표로 한다. 이를 위해 본고에서는 러시아 한국어학계의 기초를 마련한 2권의 책과 한국인 학자가 펴낸 3권의 책을 분석하였다. 한국인이 저술한 러시아어 한국어 문법서는 한국어의 학교 문법에 따라 9품사로 분류하는 반면 러시아인 한국어학자가 저술한 한국어 문법서는 명사, 수사, 형용사, 동사, 부사, 감탄사나 명사, 대명사, 수사, 동사, 형용사, 관형사, 부사, 감탄사, 묘사어(изобразительное слово)로 구분하는데 학자들마다 품사를 다르게 분류하고 있다. 러시아의 한국어 문법서에는 조사를 품사로 인정하지 않고 소사(частицы)라는 광범위한 형태소로 분류하고 있는데 이 대역어는 한국어의 여러 품사를 같이 혼용하여 포함하고 있다. 따라서 한국어 조사의 문법적인 특징을 반영한 대역어로 부적절하므로 한국어의 원어를 살려 조사 ‘чоса’로 쓰는 방안을 생각해 볼 수 있다. Since establishment of diplomatic relation between Korea and Russia, the number of students who are learning Korean language is increasing through exchange between the two countries in various fields with the support of Korea, however target words of part of speech appear variously in Russian Korean grammar book, which is the base of grammar technique. In respect of Korean linguistic theory grammar book, Korean language school grammar classifies part of speech into 9 parts of speech, i.e. noun, pronoun, numeral, verb, adjective, adverb, modifier, interjection, postposition, however Russian Korean language grammar book classifies into noun, verb, adjective, adverb, interjection and noun, pronoun, numeral, verb, adjective, modifier, adverb, interjection, послелог (postposition), изобразительное сло во, accordingly, each scholar suggests different word classification system. Particularly, postposition is interpreted as particle (частицы), in Russia, it means part of speech of morpheme that has independence, nonindependence, non-refractivity, and syntactic functionality, which is very widely used. Russian Korean grammar book does not acknowledge postposition as part of speech. Case particle is acknowledged as a part of noun declination, some part of auxiliary particle is translated as a postposition, which is not the target word that reflects grammatical characteristic of Korean postposition. Since it is difficult to search target words that correspond to postposition in Russian language, therefore, this research suggests ‘чосa’ by saving original word of Korean language.

러시아어권 학습자를 위한 한국어 문법 용어 번역의 문제점과 개선방안

함계임 ( Kyeim Hahm ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.6

지금까지 한국어 교육 연구에서 러시아어권 학습자 대상의 연구가 다방면으로 진행이 되었으나 학습의 기초가 되는 문법 용어에 관한 연구는 미미하게 진행되어왔다. 본 연구는 러시아어판 한국 교재 및 자료에서 한국어 문법 용어의 번역이 출발어의 의미와 기능을 잘 전달하고 있는지 확인하고 그렇지 않은 경우 적합한 대안을 제시하는 것이 목적이다. 연구 대상 자료에서 어미와 조사, 계사, 존재사의 번역 상황을 확인하였다. 그 결과 두 언어의 차이로 인해 러시아어로 번역된 문법 용어들은 출발어의 의미나 기능을 잘 전달하지 못했다. 번역의 수정이 필요한 문법 용어(종결어미, 선어말어미, 격조사, 보조사, 계사, 존재사)의 의미 혹은 기능 중심의 번역안을 제안하였다. 이 연구는 기존의 러시아어 관점에서 한국어 문법 용어를 설명한 것에 문제를 제기하고 한국어 문법 용어가 가진 의미와 기능을 중심으로 러시아어로 번역하였다는 데에 의의가 있다. This study examined the translation of Korean grammar terms in Russian textbooks and materials. The purpose is to make sure that the meaning and function of the source language are well communicated and to suggest appropriate alternatives if not. The translating situation of a ending of a word, particle, copula, and existential marker was confirmed in the data of the this study. As a result, the grammar terms translated into Russian due to the difference between the two languages did not convey the meaning or function of the source language well. The meaning or function-centered translation of grammar terms that require modification of translation is proposed. This study is meaningful in that it raised the issue of explaining Korean grammar terms from the existing Russian perspective and translated them into Russian focusing on the meaning and function of Korean grammar terms.

TG-SPSR: A Systematic Targeted Password Attacking Model

( Mengli Zhang ),( Qihui Zhang ),( Wenfen Liu ),( Xuexian Hu ),( And Jianghong Wei ) 한국인터넷정보학회 2019 KSII Transactions on Internet and Information Syst Vol.13 No.5

Identity authentication is a crucial line of defense for network security, and passwords are still the mainstream of identity authentication. So far trawling password attacking has been extensively studied, but the research related with personal information is always sporadic. Probabilistic context-free grammar (PCFG) and Markov chain-based models perform greatly well in trawling guessing. In this paper we propose a systematic targeted attacking model based on structure partition and string reorganization by migrating the above two models to targeted attacking, denoted as TG-SPSR. In structure partition phase, besides dividing passwords to basic structure similar to PCFG, we additionally define a trajectory-based keyboard pattern in the basic grammar and introduce index bits to accurately characterize the position of special characters. Moreover, we also construct a BiLSTM recurrent neural network classifier to characterize the behavior of password reuse and modification after defining nine kinds of modification rules. Extensive experimental results indicate that in online attacking, TG-SPSR outperforms traditional trawling attacking algorithms by average about 275%, and respectively outperforms its foremost counterparts, Personal-PCFG, TarGuess-I, by about 70% and 19%; In offline attacking, TG-SPSR outperforms traditional trawling attacking algorithms by average about 90%, outperforms Personal-PCFG and TarGuess-I by 85% and 30%, respectively.