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The aim of this study is twofold. For one thing, I argue that the cognate objects in Korean are made by suffix ‘-um(-음)’ from verbs. No other suffixes can make cognate objects by reasons of the lexical meaning of itself. Suffix ‘-um’ only has no other lexical meaning except the function of making derived nouns that only denote the name of the action the verbal bases denote, which must be the charistic feature of cognate objects in Korean, I argue. For the next thing, I studied the two kinds of cognate object constructions; the intransitive ones and the transitive ones. The intransitive cognate object constructions have the same configurational structure as the regular transitive verbal constructions. So the syntactic behaviors of the cognate objects of intransitive cognate object constructions are very similar to the objects of regular transitive verbal constructions. But they are not the same in thematic roles especially. The transitive cognate object constructions have some peculiar syntactic property, and some aspects of them are considered.

The purpose of this study is to examine lexical formation system of vocabularies whose semantic feature is ‘movement’, especially ‘raising.’ The semantic property, ‘movement’ implies that subjects or objects are involved in the change of location. Specifically, ‘raising-movement’ verbs, which this study mainly deals with, have the meaning of ‘moving upward, from the low spot to the higher one.’ This study focuses on the lexical segmentation of ‘raising-movement’ verbs which are used with physical moving agents and whose actions are conducted in physical places. It was found out that the lexical segmentation of these verbs were conducted according to four criteria, ‘purpose of movement’, ‘movement aspect’, ‘arrival aspect’, and ‘lexical constraint.’ First, the ‘raising-movement’ verbs were categorized by the first criterion, ‘purpose of movement’, which considers whether the agent of movement had a clear [intention] for the location change. Second, according to ‘movement aspect’, the verbs are segmented depending on the necessity of [means of movement]. Third factor is ‘movement aspect’, in which two pointsㅡthe property of the surface and whether arrival points reach speakers or listenersㅡshould be determined. Last criterion involves lexical constraint of the ‘raising-movement’ verbs. That is, ‘raising-movement’ verbs can be segmented according to the types of words certain verbs can be used with. This study limits the scope of research objects into a certain part of ‘raising-movement’ verbs so that the analysis on the lexical segmentation can be conducted focusing on the verbs implying specificity. Besides, this study gives an opportunity to understand the lexical properties of these specific kinds of verbs in different aspects from other advanced research.

The purpose of this study is to examine the common meanings of Chinese characters and their synchoronic meanings, by comparing the several meanings in common use of each character in one Sino-Korean word. Chinese characters in common use were explored from Pyojun-gugeodaesajeon (Standard Korean Language Dictionary) and Gogeum-hanhanjajeon (Old and Present Chinese character to Korean Dictionary). As it is obvious to share a common meaning between two Chinese characters to be used interchangeably, the meaning of the Chinese characters in common use were reviewed. 53 pairs of Sino-Korean words from the Mi-eum (ㅁ) section of both Pyojun-gugeodaesajeon and Gogeum-hanhanjajeon were analyzed. Results were as follows: First, Chinese characters without a meaning used in common are regarded as Chinese characters in common use. Among the various cases how they are marked without any common meaning in use, Pyojun-gugeodaesajeon marked them as a keyword whereas other Sino-Korean word references or Sino-Korean word dictionaries makred them as –Tong, -Gyeon, -Gong, etc. However, characters without meanings in common use were found. Second, some articles considered Bon-ja, Dong-ja, Sok-ja as a Chinese characters in common use, and often made errors in distinction of these three. Third, some of the Chinese characters shared a common meaning between the two, however, there was no particular meaning assigned to each character. These Chinese characters are mostly used as Dong-ja, the same character, and are in an entailing relationship in between. However, there was a discrepancy between the notations on various articles, where the Dong-ja, the same characters were noted as ‘-Dong-ja’ as it should be in some articles, but as ‘-Tong’ or ‘-Gyeon’ in others. Thus, errors occurred based on this notational discrepancy. Last, the confusion occurred when there was not only one link between the Chinese character with it’s Tong-ja, but with several Tong-ja, against the one to one correspondence.

Writing education has been developed from the formalistic theory to constructive theory, which is corresponed to information-oriented society. Formalistic theory is the early theory, which was replaced by cognitive constructualism in terms of its passiveness. It is said to make a writer the subordinate to wrting rules. Cognitive constructualism makes a writer the subject for the composition of writing, but he is not a social subject but a indivisual subject. Contrarily, a writer is regarded as the existence in social network in social constructualism . Considering that writing is written by cognitive writer who is in social network, writing is accorded with socio-cognitive constructualism. However, the moment we emphasize the writing’s social feature, writing demands writing’s standard and form. Writing’s rules must be kept in terms of writing’s midium. This emphasize the importance of formalistic theory as well as socio-cognitive constructualism. Formalistic theory must not be deserted but be chosen in terms of the speciality in writing education. By the point of formalistic theory, language is confirmed basic element of writing. As a result, writer should be cognitive and social subject, and writing sould be transmitted to reader as a perfect form. This means today’s writing theory must not be replaced by final one theory but every theory must be confined complementarily. Thinking of whole prospect in writing theory, we can develop special model for writing education. That is the writing model of social cooperation. Writing education for cooperative writing by the professor’s leading will show writing is accomplished interactively in social network. Especially the feature of writing medium is saying that writing needs sociality in both form and content.

The purpose of this study is to explore the effective method required for the improvement of students’ literary competence, deep understanding and interpreting the literary text in the elementary classroom. The meaning of deep understanding and interpreting is not to discover the prescribed meaning in the text, but to explore the potential meaning. For the deep meaning-making, this study will emphasize the literary discussion as a method of literature education. To promote literary discussion, this study reviewed the theory of scaffolding originated from Vygotsky’s ZPD(Zone of Proximal Development) and suggested two kinds of linguistic scaffoldings. First, the expanded scaffoldings lead to various responds, helping the stage of beginning process. Second, the articulated scaffoldings make a coherent dialogue by the dialogic discourses, activating the dialogue. In the scaffolded literary discussion, those of linguistic scaffoldings help the students build on each other and make the deep meaning of the literary texts. In this process, students appropriate suggested scaffoldings and transform the given previous scaffolding. To realize the significance of literary discussion successfully in the classroom teaching, there will be continued following studies about the deep analysis of effective processes to prepare and perform the literary discussion with various ways of scaffolding.

This study is, based on Transcript of Middle School Lectures published by Chung-ang Correspondence Middle School(中央通信中學校), to explore the Social significance of after liberation correspondence school and the distinction of national language education. The Chung-ang correspondence school, played a role of semi-institutional, educational establishment. Correspondence eduacation of korean education was activated rapidly after liberation. The need for korean language literacy increased after liberation. However, the system of educational institutions were not ready that can accommodate the needs. correspondence school was a means to compensate this situation. Correspondence eduacation with lecture was done actively and it was widespread. The most typical thing was Transcript of Middle School Lectures published by Chosen Correspondence Middle School Bureau and substantial users of this lecture was the people who did not received a secondary education within the institution due to various difficulties. Learners acquired basic literacy through the korean education of Correspondence school , was required for secondary education. Also someone completed a course in ‘Korean education of Correspondence school’ for employment or further study. Features of Correspondence school’s Korean Education was that, the contents and setup was made for the self-study learner. Social and cultural significance of Correspondence school’s korean education is both. The first is social movements and social educational dimension for a campaign to abolish illiteracy. The second is the expansion of educational opportunities for those who didn’t received secondary education due to a variety of stories and poverty.

In this study, there is the purpose to take a look at learning attitude of classroom activities of learners in the classroom of the flipped learning. By organizing the contents of the discussions, it is as follows. First, look at the appearance of the main discrimination self-evaluation change, in the first parking lot of flipped learning lesson introduction, it points table 3, but learners were many, as the lesson progresses, points table 4, The number of students has increased. Second, whereas the two points stand learner prior learning performance and are satisfied with the presentation of attendance and learning outcomes in the classroom, time investment and to the challenge that has been presented in the prior learning and self-study of the three-point stand learner It was tilting the interest to challenge performance. Sufficient time for presented prior learning at four points stand learner online investment and weekly preceding learning performance and attendance in class, and aggressive interactions online, enough to challenge that has been presented in the prior learning Investment in a time and showed either copper or interest to implement the challenges presented by the prior learning. I poured a lot of interest by whether the investment of how much time the challenges that have been presented in a five-point platform learner prior learning. Third, woman learners than man learners showed more excellent attitude in terms of learning attitude of the flipped learning class . Fourth, the group order that received high scores in the evaluation of the group standings and scores that have been recommended to the excellence group in the evaluation of the group did not match.

This study investigates what the Korean teachers’ needs are to develop the effective teaching ability under the Korean Teacher Education Programs in Turkey. We conducted a survey－based research, distributing a questionnaire to 50 Korean teachers by hand-out survey. 28 teachers attending at the program responded to survey. The survey consists of three parts to find out the present situation of Korean education, Korean language teacher’s professionality in Turkey and Teachers’ needs relating to the teacher education programs in 2015 and later. On the basis of the survey results, I found that all most of Korean teachers in Turkey have little experience and get few certificate of Korean Teacher. Korean teachers prefer the teacher education programs consisting of Korean language theory and teaching skills. The survey results revealed that for Korean teachers training program should develop by their professionality as an Korean language teacher.

The purpose of this article is to describe the views that students and teachers are interested in the Korean teaching methods. For this purpose we investigated the aspects of appling teaching methods in Korean classroom by means of a survey on the scene of graduate students and teachers. In Korean education, traditional grammar-translation and audio-lingual method which have the teacher-centered and result-centered attitudes are put to practical use widely. And traditional pattern drill and input enhancement are used widely as a teaching technique of Korean classroom. Also the classroom activities are not applied to the face of awareness of the effectiveness and practical application. In conclusion, according to the survey analysis, the teaching methods are not applying variously, teachers’ ability of those falls below the average, and the conditions of applying methods are not prepared widely. These aspects reflect the problems of the linguistic nature of Korean and the curriculum of the institutions which is restricted by time and space. Korean is very complex language for foreign students because of agglutinative morphs, but a lot of linguistic items are treated by the monotonous teaching methods. Consequently, it is necessary to introduce and reconstruct the different teaching methods and yield a synergetic and meaningful result in Korean education. Therefore, we need the theoretical insight into the common language teaching methods, and the ability to apply them eclectically.

Spacing is used in order to efficiently deliver a precise meaning. One of the challenges that Chinese students often face in the process of learning Korean is spacing. Spacing is precisely defined in “Hangul Grammar” (Ministry Notification 󰡔한글 맞춤법󰡕 No. 88-1, 01.19.1988); however, it is often erred in daily usages. Most Chinese students neither do not understand nor fully understand the “Hangul Grammar” so they often make large number of mistakes. Therefore, this paper is focused on the grammar and right usage of spacing in Korean that Chinese students often have difficulties. This paper is meaningful in that it presents difficulties that students face when learning Korean. I wish this paper would help TEACHING-LEARNING in Korean courses.

The transmission of Byuksa is specific and also universal in its role as an archive from which to explore the collective unconscious and its prototype functioning within an ethnic group. For thousands of years, an incantation ceremony called ‘Blocking Misfortunes’ took place in the royal palace and also at homes. Through the ceremony, people wished for health and abundance, and aimed to prevent misfortunes such as diseases, suffering, and bad luck. In Korea, ‘Cheoyong’ is spirits that drive away evil spirits, and are also Munsin, which represents Byuksa. Cheoyong is a mythical symbol from incantations based on the Belief of Dragon, which is deeply entrenched in the collective unconscious of Koreans. Cheoyong, who was enjoying all the power and prosperity possible, witnesses a tragic scene of his wife and Yeoksin committing adultery. On witnessing, he withdraws, singing and dancing in an ironical laughter. Deeply moved by Cheoyong’s generosity, Yeoksin surrenders, and flees away, swearing that he would never enter a door just by seeing Cheoyong’s picture on the door. As a result, this develops into the Byuksa tradition of posting Cheoyong’s picture on the door to repel evil spirits and greet happy occasions. Cheoyongmu effectively demonstrated the Shinmyong of the five elements and coexistence ingrained in the collective unconscious of Koreans. Upon implementing exorcism, Cheoyong embraces the situation by singing and dancing with laughter. Cheoyonga, Cheoyongmu sublimated into beautiful Folk Art by unravelling Shinmyong of the five elements and coexistence. As such, this study contemplated upon the prototypes of the collective unconscious of Koreans through the transmission of Cheoyong, which is still being reproduced into cultural forces.

This paper aims to examine the identity of location in the representative space in the poetry of Lee, Hyung-gi, focusing on the third book ‘A Dreaming Draught Ghost’ among his eight books. There have been a number of researches on his poetry after his death, however, without one on representative space in his works. This research looks into four workpieces in the book, ‘A Gravelly Field’, ‘X-ray Photograph’, ‘The Sea’, and ‘The Fall’. The main goal of this research is to examine the identity of location in the representative spaces in each poem. Therefore, this study is based on the theory of Edward Relph, a geographer who developed a grand theory on this issue. According to him, the location identity is categorized into two groups: externality and internality. Relph sees that the nature of location lies in internal experiences which are distinguished from the external ones, which leads him to take a close look on the internality that one identifies oneself to and feels belonged to. This paper chose four works which stands for four internalities that Edward Relph categorized to study identities in each representative poetic space. The result shows that Lee illustrated consistent location identity through spaces in his work. It is grounded on the perception of Satanism. This can be also confirmed in his interviews, where he states that the poetry is revenge to absurdity. He addressed that he revealed the Satanism of discord and severance through grotesque words in order to resist the absurd world. This paper could confirm that he showed experimental poetic world which refuses the uniformity and satanistic internal world which aims to destroy existing order in his representative spaces.

Jung-in Seo is an author who always pursues communicating with readers in his works of novel, while the reality is contrary to that because of the complicatedness of the method of reading his novel. In order to understand this gap, it is necessary to figure out the literary consciousness of the author as he mentioned himself in the prologues of his works or essays. It is said that all elements of novel language are defined by subordinate stylistic units, narratives of main characters individualized by stylistics, ordinary stories of the storyteller, letters, etc. And, it means the text itself does not exist independently but interact with various external elements. This research examined the correlation between Seo’s literary consciousness and his reality of creation. The result showed that, first, his literary consciousness of pursuing communicating with the readers in his works is paradoxically contrary to the reality by his using formal experiment and the grammar of communication disturbance. Second, his linguistic consciousness of embodying our wriggling lives is given shape in his works by using the dialect of Jeolla Province and discourse style. Third, his continuous efforts of self-correction as an artist were focused on linguistic elements, such as tetrameter discourse and the dialect of Jeolla Province in his series of novel in the 1980s. But, it is identified that his recent works are focused on recreating a storyteller of the oral narrative as a character. What is problematic about the reality in the Jung-in Seo’s novel works is that his literary consciousness of pursuing “the communication with the readers” is contradicting with his “fact-oriented consciousness”, becoming the disturbance in communicating with the readers. In other words, his literary consciousness of attracting reader participation for the realization of the meaning of the text gave rise to the “communication disturbance grammar.” The author, nevertheless, firmly goes on his way regardless of the result of his experiment. As he said that doing an experiment means it is the first attempt and also the last one, Seo is focusing consistently on his creative principle of communicating with the readers by writing words that are alive, transcribing our stories realistically in the paper. In this way, he is promising to explore a new format in his new works. In addition, it is a fresh method in terms of the oral narrative that he is using the Jeolla Province dialect and tetrameter rhythm for expressing the orality of the traditional cultures, and employing the strategy of letting a character in the novel, similar to a storyteller in the past, expand the story of the novel.

Today Korea is to the Russian korean in CIS merely hometown which their ancestors have been lived. The first generation remembers their homeland and the Maritime Province that they departed. But after the second generation homeland and the Maritime Province is their parent’s hometown not their hometown. A large portion of them don’t know utterly Korean. In the period of Soviet Stalin proclaims Russian as official language. Accordingly the Russian korean in CIS studied Russian hardly. But the situation changed largely after reformation open of Soviet in 1990s. After reformation open each country nominates their own language, the Russian korean in CIS had to study the local language for their life and education of children. The writer that uses Korean almost disappeared now. In these circumstances what is the direction that the Russian korean literature in CIS goes forward. They have been suffered largely discrimination as emigrants from migration to this. But for that reason they experienced the importance of not discrimination but difference. In that respect they have been pursued the universal value until now. Therefore the literature world of Song Raverenzi, Gang Alexandere, writers from North Korea and Park Mihail is noted. Therefore we must not lock their literature up excessively in the formality of the national identity. We must introspect their literature and life in not our insight but their insight as it is.

This thesis interprets writer’s post-war gender politics explaining the discourse of body as the distortion of establishment, the overcome of reality, and the pursuit of ideals shown in the text of ｢Cliff of Myth｣ by Han Mal Sook. Han’s perspective of feminism as her gender politics is revealed in the center of body discourse. She sought recovery of women’s value as a marginalized people resisting ready-made institution and repression to undermine humanity through her work. The writer, Han Mal Sook, depicted a situation where Jin Young was forced to live selling her body as a hostess although she was a college students. Throughout the discourse of body, Han showed a growing willingness of women to pursue the value of gender equality orienting dream of art and love for the future. Although sufficient for the vulnerable in terms of attitudes and sexual ethics of intense life, Jinyoung’s absurd life eventually should be understood as gender politics of the writer to show the process of her growth by understanding her value of existence and overcoming the harsh environment after the war. In short, we can find the deep meaning of the body discourse in Han Mal Sook gender politics which extending the gender awareness of post-war female.

1920年代朝鮮の演劇界は少女歌劇の熱風に包まれた。京城だけでなく各地域を中心に素人劇形態の少女歌劇團が出来た少女歌劇團は様々な公演を広げて地域住民の哀歓を癒してくれる役割を自然に果たした。これらの少女歌劇團の中で京城やその他の地域で巡廻公演を実施する劇團が徐々に出来た後日商業劇團の性向を帯び素人劇劇團のカテゴリを超え事例も発生した。すると朝鮮の商業演劇界にソイングク熱風を利用して、専門的な少女歌劇團を誕生させようと動きが胎動した。日本の代表的な少女歌劇團が朝鮮に巡廻公演を実施しながらこれらの傾向はより一層強固になる形勢だった。その結果1930年代には、日本の少女歌劇團だけでなく、朝鮮の少女歌劇團も、これらの專門劇團の風貌を備えて劇場での公演を広げるになった。本研究では、1920〜30年代の少女歌劇團の生成と繁栄に関する一連の歴史と現状を見て、その意義と演劇史的脈絡を考察する作業に焦点を当てている