대학생 글쓰기의 띄어쓰기 오류 유형과 지도 방안

박대아 우리어문학회 2010 우리어문연구 Vol.38 No.-

The formal part as well as the process is important for the writing. But the college students make many formal errors in writing. The purpose of this paper is to pattern out the frequent word spacing error, to come up with effective plans for guidance on the word spacing. The error pattern of word spacing is divided into two groups, the error pattern of non-spacing instead of word spacing and the error pattern of spacing instead of non-spacing. The former occurs more frequently than the latter. This is the reflection of the tendency to seek the non-spacing than the spacing as far as possible. The most frequent non-spacing error is the non-spacing 'noun+noun' pattern. In the second place, there is non-spacing 'preceding component +bound noun' pattern, and 'modifying component+noun' pattern. Meanwhile, spacing error pattern occurs in the spacing postposition and affix from preceding independent component. And Some students separate one word into two words. This paper also places emphasis on the consistency of word spacing in the same work, and points out inner and outer cause of word spacing error. The students must be taught the orthography including word spacing in the writing class. The teachers have to deliver the fundamental principle of word spacing, to emphasize consistency of word spacing, to construct the guidance details according to the error pattern, and to guide students through the word spacing on ways of using the effective contents. 글쓰기에서는 과정뿐 아니라 띄어쓰기와 같은 형식적인 부분도 중요하다. 그러나 대학생들은 실제 글쓰기에서 많은 형식적 오류를 범하고 있다. 이 연구는 빈번히 발생하는 띄어쓰기 오류를 유형화하고 적절한 띄어쓰기 지도 방안을 마련하는 데 그 목적이 있다. 대학생들의 띄어쓰기 오류 유형은 크게 ‘띄어 써야 할 것을 붙여 쓴 유형’과 ‘붙여 써야 할 것을 띄어 쓴 유형’으로 나눌 수 있다. 붙여 쓴 오류가 띄어 쓴 오류보다 월등히 많았는데, 이는 띄어서 쓰기보다는 가능한 한 붙여 쓰는 학생들의 띄어쓰기 경향을 반영한다. 학생들이 가장 빈번하게 범하는 띄어쓰기 오류는 띄어 써야 할 ‘명사+명사’ 결합을 붙여 쓰는 유형이다. 그 다음으로 의존명사를 앞 성분과 띄어 쓰지 않는 유형이며, 명사를 수식하는 성분과 수식을 받는 명사를 붙여 쓰는 오류도 많았다. 띄어 쓴 오류로는 종속적 성격을 지닌 조사와 접사를 독립적 성분으로부터 띄어 쓴 경우가 자주 발견되었으며, 한 단어를 두 단어로 잘못 분석하여 띄어 쓴 경우도 있었다. 또한 띄어쓰기의 일관성에 대한 문제도 지적되었다. 이 문제는 규정에서 인정한 예외들 때문에 발생하는데, 띄어쓰기 예외 규정을 적용하기 위해서는 한 가지 조건을 염두에 두어야 한다. 한 편의 글에서는 일관된 원칙을 적용해야 하는 것이다. 학생들이 띄어쓰기 오류를 범하는 원인은 내부적 원인과 외부적 원인으로 규정할 수 있다. 내부적 원인은 띄어쓰기와 관련된 문법 지식의 부족을 가리키며, 외부적 원인은 띄어쓰기에 부정적 영향을 미치는 환경적 요인을 말한다. 띄어쓰기 오류를 줄이기 위해서는 대학의 글쓰기 수업에서 띄어쓰기를 포함한 어문규정을 반드시 지도해야 하는데, 이때에는 띄어쓰기의 ‘기본 원칙’을 충실히 전달해야 하며 띄어쓰기의 일관성을 강조해야 한다. 또한 오류 유형에 따라 지도 내용을 구성해야 한다. 마지막으로 효과적인 콘텐츠를 활용하여 띄어쓰기를 지도하는 것도 좋은 방법이다.

북한의 띄어쓰기에 대한 고찰 - 어문 규범과 국어‧문법 교과서를 중심으로

송미영 어문연구학회 2019 어문연구 Vol.101 No.-

The purpose of this study is to examine the changes and characteristics of North Korean word spacing in the Linguistic norms and Korean and grammar textbooks. The Korean peninsula was divided after liberation, and 74 years passed. The biggest difference between the languages of South Korea and North Korea is the word spacing. The principle of spacing in North Korea is to use words in space. However, words should be written between words, with the exception of spacing. The purpose of the North Korean spacing was to improve reading efficiency. In 1948 and 1954, spacing provisions were added. However, this rule has a problem that it is difficult to read by spacing all the words in a sentence. In other words, if people are spacing word-by-word, they should read frequently. Therefore, not only will reading efficiency decrease, but also the reading speed will slow down. In 1966, the word spacing was included as a separate item in the Joseonmal Gyubeomjip, which continues to this day. Since then, the norm has been revised a number of times, except that incomplete nouns (including unit nouns), auxiliary predicates and noun continuum, except for spaces associated with numbers, must be added with the preceding words. Word spacing is related to the notation of a literal language and is related to the aspect of ‘Communicate and understand the exact meaning’. Such word spacing rule is a task that must be considered for exchange and unification of the Korean peninsula. 이 연구는 어문 규범과 국어‧문법 교과서를 대상으로 북한 띄어쓰기의 변천과 그 특징을 살피는 데 목적이 있다. 한반도의 광복은 분단으로 이어졌고, 74년이 흐른 지금 남북한의 언어적 차이 중, 하나가 띄어쓰기라고 할 수 있다. 북한은 단어 단위의 띄어쓰기를 원칙으로 삼고 있으나, 붙여쓰기에 초점을 두고 띄어 쓰는 경우를 예외 조항으로 두었다. 북한이 띄어쓰기 규정 제정 시 가장 중요하게 여긴 것은 독서 능률의 향상이었다. 1948년과 1954년에 띄어쓰기 관련 규정이 추가된 후, 문장 안에 들어 있는 단어들을 너무 많이 띄어 씀으로써 오히려 가독성이 떨어진다는 문제점을 발견하게 된다. 즉 단어 단위로 띄어쓰기를 하게 되면 글을 자주 끊어 읽어야 한다. 따라서 독서 능률을 높일 수 없을 뿐만 아니라 실제 읽기 상황에서 여러 단위로 끊겨 발음되어 속도가 늦어지게 된다는 것이다. 이를 보완하여 『조선말규범집』(1966)에 ‘띄어쓰기’가 별도의 항목으로 포함되었고 이것이 현재까지 이어지고 있다. 여기에서 띄어쓰기는 ‘하나의 대상으로 붙여지는 덩이’를 단위로 붙여 쓰는 방향으로, 불완전 명사는 앞의 단위에 붙여 쓰는 것으로 규정된다. 즉 단어를 좀 더 붙여 씀으로써 독서 능률을 높이고자 하였다. 이후 어문 규범이 여러 차례 개정되었으나, 수 관련 띄어쓰기를 제외하고 불완전 명사(단위 명사 포함), 보조 용언, 명사 연결체 등은 모두 앞말과 붙여 쓰도록 규정하고 있다. 띄어쓰기는 문자 언어상의 표기와 관련된 것으로 ‘명확한 의미 전달과 이해’라는 측면과 관련이 있다. 이와 같은 띄어쓰기 규정은 한반도의 교류와 통일을 위해서라도 숙고해 보아야 할 과제일 것이다.

대학생들의 띄어쓰기 오류 실태와 원인 분석 - 품사의 자립성 강도를 중심으로 -

이화진 ( Lee Hwajin ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2017 언어사실과 관점 Vol.41 No.-

The main purpose of this study is to propose a systematic teaching method of word spacing, focusing on parts of speech in Korean. Many Korean students make common errors in word spacing frequently. Particularly, students usually have some confusion between bound noun and auxiliary particle. Errors related with such confusion has been recognized, based on the identity of the form. This study, however, presents that there is another causes. It has been generally accepted that there are nine parts of speech in Korean school grammar. The criteria of classifying parts of speech in Korean includes consideration of form, function, meaning, and property of word-formation. However, some parts of speech has both independent properties and dependent properties in the form or function and meaning. Therefore Korean students do not understand the exact nature of each part of speech, thus errors are not modified. In this study, I have proposed some teaching methods of word spacing. Firstly, the education of word spacing must be focused on the aspect of parts of speech in Korean. The most important factor in word spacing teaching is that nine parts of speech in Korean must be comprehended correctly. Since the standard unit in word spacing is word and parts of speech classified by word. Secondly, the replacement of word can be suggested for reducing word spacing errors. Some words with identical meaning and identical role of elements causing errors in the sentence can substitute it.

띄어쓰기 규범에 대한 고찰 -북한 규범과 비교를 통해-

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

The purpose of this study to review the problems of word-spacing and suggest the alternative by comparing them with North Korean norms. Norms must be feasible and acceptable to the ordinary people. In other words, for a norm to be authoritative, ordinary people must follow and use it. However, compared to other orthography, it is hard to say that the word-spacing regulation are well followed. Because the current word-spacing regulation is based on the grammatical unit of ‘word’, it is complicated and difficult for ordinary people to understand, and it is also inconsistent because the word must be checked through a dictionary. Considering that the purpose of word-spacing is to convey accurate meaning and readability, word-spacing regulation need to be described concisely and consistently unlike other orthography. Based on this problem, this paper compares the word-spacing regulation between the South and North Korea, and then proposes to modify the word-spacing regulation in consideration of dependence. It is a norm that should also be made acceptable to ordinary people through education. However, unlike the current word-spacing norm, it is significant in terms of simplicity and coherence of norm.

쓰기 저성취 아동의 띄어쓰기 오류 실태 분석

이옥인 ( Ok In Lee ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.1

이 연구에서는 쓰기 저성취 아동의 띄어쓰기 오류의 실태를 파악하고 유형별 정도를 파악하기 위해 초등학교 19개교에 재학 중인 쓰기 저성취 아동 98명의 주제문 414개를 한글맞춤법 규정 기준에 의해 분석하였다. 연구결과 쓰기 저성취 아동의 띄어쓰기 오류 유형은 단어 간 띄어쓰기 오류가 가장 많았으며, 띄어쓰기가 전혀 되어 있지 않은 경우, 단어 내 띄어쓰기 오류, 문장 성분 간 띄어쓰기 오류, 문장 부호 간 띄어쓰기 오류 순으로 나타났다. 단어 간 띄어쓰기의 경우, 조사 오류, 수식언 오류, 체언 오류 순으로 나타났으며, 용언 오류는 가장 적게 나타났다. 문장 성분 간 띄어쓰기의 경우, 목적어와 서술어 결합 오류, 주어와 서술어 결합 오류에 해당하였으며, 보어와 서술어 결합 오류는 가장 적게 나타났다. 단어 내 띄어쓰기의 경우, 특정오류 형태가 없는 경우, 용언 오류, 체언 오류 순으로 나타났다. 문장 부호 간 띄어쓰기의 경우, 문장이 끝난 후 띄지 않은 오류, 문장 부호 앞, 뒤에 띄어쓰기가 되지 않은 오류, 문장의 시작이 적당하지 않은 오류 순으로 나타났다. 이 연구를 통해 쓰기 저성취 아동에게 띄어쓰기 지도가 효과적으로 이루어지기 위해서는 띄어쓰기 기본 원칙에 대한 지도가 일관성 있고 지속적으로 이루어질 필요가 있음을 논의하였다. The purpose of this study was to investigate frequent errors and their types in spacing words made by children with low achievement in writing, this study analyzed 414 writings of 98 children from 19 elementary schools, based on Korean orthography. As a result, the most common mistakes made by children with low achievement in writing were spacing between words, and the next common mistakes were non-spacing between words at all, spacing in words, spacing between sentence constituents, and spacing between sentence codes. Regarding spacing mistakes between words, most frequent mistakes were found in postpositions, and then in modifiers and substantives, but rare mistakes were found in declinable words. Regarding spacing mistakes between sentence constituents, most common mistakes were found in the combination of objects and predicates and the combination of subjects and predicates. However, not many mistakes were found in the combination of complements and predicates. When it comes to spacing in words, most commonly committed mistakes were not specific, and the next most common mistakes were found in declinable words and substantives. In the case of spacing between sentence codes, the most common mistakes were non-spacing after sentences, and the next were non-spacing before or after sentence codes, and inappropriate beginning of sentences. Through this study, it is suggested to teach basic principles of spacing words to children with low achievement in writing consistently and continually for more effective education of spacing words.

띄어쓰기 변천을 통해 본 의식 연구

양명희(Yang, Myung-hee) 국어국문학회 2013 국어국문학 Vol.- No.163

This paper aims to analyze the word spacing sense of Korean linguists who defined the rules of Korean orthography, by looking into the changes of word spacing after the draft of unified Korean orthography. As a result, this essay reached to four conclusions. First, the Korean linguists tried to applied the standard of word spacing, ‘word’. This particularly became clear after "Hangul word spacing" in 1949, when word spacing rules were settled by the ministry of education. Second, they considered ‘comprehensiveness’ an important factor in determining the rules of Korean orthography. This can be known from the fact that it spaced proper nouns and technical terms by words and by units, for grasping the meanings. Third, they attempted to apply word spacing that the public commonly used for the public"s convenience; ‘actuality’. The permitted rules that allowed exceptions are examples of the linguists" efforts for actuality and convenience. Lastly, the Korean linguists had a law-abiding spirit or a consciousness of ‘traditionality’. If there wasn"t a major error in the rules that were made earlier, they elaborated within the borders of the previously made rules. This is necessary to minimize the confusion by the emergence of the new rules that the pubic will experience, who are familiar to the older rules. This essay examined what elements the linguists took into account when deciding the rules of Korean orthography through the changes of word spacing rules. Word and comprehensiveness, actuality, tradionality are conflicting senses but should be in balance to achieve the original goal of word spacing.

한국어 띄어쓰기의 성격과 운용 양상

우형식(Woo, Hyeong-Shik) 동북아시아문화학회 2017 동북아 문화연구 Vol.1 No.51

This paper presents the observation that the word spacing has been applied in its own unique way in Korean writing system. The word spacing is one of the orthographic methods in order to write and read a text effectively, and is related to grammatical structure and writing system in a language. In particular, the word spacing is a matter of especial importance in Korean as compared with other languages(English, Chinese, and Japanese etc). It is because Korean language is very agglutinative morphologically and written by an alphabetic letters, Hangeul. The original plan of Korean modern orthographic regularities were established in Unified Plan of Hangeul Orthography which was made public in 1933. And the regularities were revised several times by an academic society(The Korean Language Society) and a government agency(Ministry of Education). However they exposed differences of view in many parts of the word spacing. It was the most difficult problem to make a definite scope of the word forms. The word spacing is related to the morphological structure of sentence such as distinguishing between inflectional affixes and bound words. The authorited writing system of Hangeul prescribes that the inflectional affixes and postpositions should be attached to the stem of the word. But there are many classes of bound words, for example bound noun and numeral unit noun, auxiliary verb, it was an important issue whether the bound words left a space to the previous form in Korean. Therefore, the regularities of word spacing of Korean orthography is related to syntactic and semantic causes as well as morphological motivations, so they are dispersed in the diverse fields of writing system of Hangeul. Moreover, the word spacing is affected by writing tradition and conception of native speakers, so it has become an issue whether the phrasal words like proper noun combined by nouns, jargon, given name and last name, unit of numerals should be attached or not each other.

복합구성 띄어쓰기에 대한 인지 교육적 제언(提言)

신호철 ( Ho Choel Shin ) 단국대학교 한국문화기술연구소 2011 한국문화기술 Vol.11 No.-

This paper has discussed about educational proposal for spacing words in complex constructions words. In other words, not setting up spacing words in complex construction words by the unit of the standard grammar, ``word``, but to set up the unit by the concept of cognitive psychology, ``Chunk``. The Chunk is a memory saving unit which only holds the meaning in short term memory. Human beings have the ability to listen to several lists of numbers or words just once and immediately recall it in same order. The longest and biggest memory unit that humans can recall is called the ``Chunk``. In order to solve the problems of spacing words in complex constructions words, there was a try of applying the concept of ``Chunk`` instead of using the unit of standard grammar, ``words``. The phrases that looks like compound words, ``학교-문법``, ``국어-교육``, ``오늘 밤`` can be solved easily by the concept of ``Chunk``.

중국어 교육에서 단어 간 공백이 한국인 학습자의 낭독에 미치는 효과

한미애(Han Mi-Ae)(韓美愛),서정정(Xu, Jing-Jing)(徐晶晶),강신(Jiang, Xin)(江新) 대한중국학회 2019 중국학 Vol.68 No.-

The inter-word space is an important visual cue in Korean reading comprehension, which could improve both the efficiency of silent reading and the processing of oral reading. However, there’s no inter-word space in Chinese text as the boundary of words. This study discussed whether the inter-word space would affect the oral fluency and accuracy, and whether the effect would change with the Chinese proficiency. The experiment was a 2 (text type: no inter-word space text, text with inter-word spaces) × 2 (Chinese proficiency: beginner level of Korean learners, intermediate level of Korean learners, Chinese native speakers) mixed design. The participants were required to read the Chinese sentences with or without inter-word spaces loudly, and the sound were recorded with Cool Edit Pro software. The results showed: (1) the inter-word space didn’t affect the oral fluency of Chinese; (2) the inter-word space could improve the learners’ awareness of word boundary; (3) for the Korean Chinese learners, the less familiar with the Chinese word recognition, the less salience of the inter-word space effect on oral accuracy. 한국어 문장에 존재하는 공백은 독자가 문장 혹은 단락을 이해하는 아주 중요한 시각적 단서로, 묵독뿐만 아니라 낭독에도 매우 중요한 역할을 한다. 이와 반대로 중국어 문장에는 단어 경계를 나타내는 공백이 존재하지 않는다. 본 연구는 단어 간 공백이 낭독 유창성과 정확성에 어떠한 영향을 미치는지, 그 영향은 중국어 수준에 따라 다르게 나타나는지 고찰하였다. 실험은 2(제시 방식: 공백 무삽입, 공백 삽입) X 3(중국어 수준: 초급·중급 학습자, 모국어 화자) 이원혼합설계로 진행되었다. 참가자들에게 두 가지 제시 방식의 중국어 문장을 낭독하도록 요청하고, Cool Edit Pro 프로그램을 사용해 그 소리를 녹음하였다. 실험 결과, (1) 단어 간 공백은 참가자들의 낭독 유창성에 아무런 영향을 미치지 않았다. (2) 단어 간 공백은 한국인 학습자들의 단어 경계 인식을 제고시켰다. (3) 글자와 단어 식별이 익숙하지 않은 초급 학습자일수록 낭독 정확성에 대한 공백 효과가 뚜렷하게 나타나지 않았다.

대학생의 글에 나타난 띄어쓰기 오류 유형

이경미(Lee Kyung-mi) 어문연구학회 2018 어문연구 Vol.97 No.-

필자가 자신의 생각과 느낌을 효과적으로 전달하기 위해서는 글의 내용적인 측면과 형식적인 측면이 고루 갖춰져야 한다. 그러나 대학생들은 글쓰기의 형식적인 측면의 기본이라 할 수 있는 띄어쓰기를 어려워하고 있으며, 실제 글쓰기에서도 많은 오류를 범하고 있다. 이 논문은 대학생들의 실제 글쓰기 자료를 분석하여 띄어쓰기 오류 유형을 살펴 교수자가 이와 관련한 내용을 교육할 때 도움을 주는 데 그 목적이 있다. 이를 위해 C대학교 교양 과목인 ‘기초글쓰기’를 2017년 2학기에 수강한 102명의 학생이 작성한 373편의 글을 대상으로 띄어쓰기 오류의 유형을 살펴보았다. 373편의 글 975개의 문장에서 1,268회의 오류가 나타났는데, 띄어쓰기 오류를 유형별로 살펴보면 용언류의 오류가 608회(47.9%)로 가장 많았고, 명사류의 오류 358회 (28.2%), 체언과 용언의 결합 시에 나타난 오류 189회(14.9%), 조사류의 오류 56회 (4.5%), 복합적 양상류의 오류 32회(2.5%)로 나타났고, 부사류의 오류가 25회(1.9%)로 가장 낮았다. 오류의 유형을 세부적으로 살펴보면 용언과 보조 용언의 결합 시 나타난 오류가 514회 (40.5%)로 가장 많았고, 명사와 명사의 결합 시 나타난 오류 277회(21.8%), 용언과 의존 명사의 결합 시 나타난 오류 81회(6.4%), 용언에서 나타난 오류 70회(5.5%), 명사와 용언의 결합 시 나타난 오류 48회(3.8%), 용언과 명사의 결합 시 나타난 오류 33회(2.6%), 복합적 양상 32회(2.5%) 순이었다. For a writer to effectively deliver his or her thoughts and feelings, the piece of writing should be well composed in both form and content. However, many university students find it hard to use proper word spacing and commit many mistakes in their writing. To assist with the systematic teaching of word spacing, this article analyzed the patterns of word spacing errors in 373 writings of the 102 university students who took the elective course, Basic Writing. at University C, in the second semester of 2017. 1,268 errors were found in 975 sentences of 373 pieces of writing, including 608 errors with predicates (47.9%), 358 errors with nouns(28.2%), 189 errors with combinations of an uninflected word and a predicate (14.9%), 56 errors with postpositions (4.5%), 32 complex errors where two or more errors were combined (2.5%), and 25 errors with adverbs (1.9%). More specifically, errors that included a combination of both predicate and auxiliary predicates totaled 514 (40.5%), followed by errors involving a combination of nouns (277, 21.8%), errors involving the combination of a predicate and a bound noun (81, 6.4%), errors involving predicates (70,5.5%), errors with a combination of a noun and a predicate (48, 3.8%), errors with a combination of a predicate and a noun (33, 2.6%), and complex errors where two or more errors were combined (32, 2.5%). Much research shows that university students find it hard to use proper word spacing, which is the foundation of the form of writing, committing many errors in their writing. Various methods are used by teachers to teach the proper use of word spacing. However, in real education settings, time and other restrictions prevent them from teaching about the finer points of word spacing. Hopefully the analysis of patterns of word spacing errors in this article may help them in real education settings.