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As part of the work for Korean language education as applied linguistics, this study looks at the changes in contrastive linguistics. In other words, we intend to reassess contrastive linguistic from new approaches, such as cognitive approaches to overcome the limitations of contrastive analysis, corpus-based contrastive linguistics studies that can objectively verify contrastive analysis hypotheses, Contrastive Interlanguage Analysis(CIA), conceptual transfer and the conceptually-based contrastive analysis based on it. In particular, it should not be overlooked that the need for conceptual transfer patterns reflecting society and culture has been required recently. Learning a language requires an understanding of the culture associated with the language in addition to understanding the language itself, and attention should be paid to the way in which the members of society who use the language express the thoughts shared. We show examples of the concept transfer of Korean learners. In addition, with this retrospect on contrastive linguistics, exploring the path of contrastive linguistics from a future-oriented perspective is another purpose of this study. We need to research on crosslinguistic influence across multiple languages such as L3 or more.

목차

1. 들어가는 말
2. 대조언어학의 출발: 대조분석
2.1 대조분석가설
2.2 대조분석가설의 문제점과 한계
3. 대조분석의 재검토와 새로운 방향 모색
3.1 인지적 접근의 필요성
3.2 인지적 접근의 원리
4. 대조분석을 넘어: 대조언어학의 새 물결
4.1 코퍼스 기반 대조언어학
4.2 중간언어 대조분석
4.3 개념 전이와 개념 기반 대조분석
4.4 개념 전이의 한국어에의 적용: 정보 구성 방법을 중심으로
4.5 L3 학습에 있어서의 언어 간 영향(CLI)
5. 맺음말
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키워드

대조언어학 대조분석 중간언어 대조분석 개념 전이 개념 기반 대조분석 외국어로서의 한국어교육 contrastive linguistics contrastive analysis contrastive interlangauge analysis conceptual transfer Conceptually-based Contrastive Analysis Korean education as a foreign language

저자

• 허용 [ Heo, Yong | 한국외국어대학교 ]

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