Earticle

본 연구는 ‘언어사용역(register)'를 활용하여 유의어의 의미를 구별할 수 있는 분석틀을 마련하고 이를 ‘죽다’류 어휘에 적용하여 의미 차이를 밝히고자 한 것이다. 언어사용역은 문장 차원의 분석을 넘어 담화 차원의 분석을 통해 유의어가 실제로 어떻게 사용되는지 그 차이점을 드러낼 수 있다는 장점이 있다. 본고에서는 ‘담화의 장’, ‘담화의 매체’, ‘담화의 형식’이라는 세 가지 언어사용역의 하위 구성요소를 바탕으로 10가지의 분석 기준을 마련하였다. 이 기준에 따라 ‘죽다’류 어휘 중 ‘죽다, 돌아가시다, 사망하다, 작고하다, 별세하다, 운명하다, 영면하다, 서거하다, 타계하다, 승하하다, 입적하다, 선종하다, 소천하다’ 13가지의 사용역를 분석한 결과 실제 사용에서 차별적인 속성들을 발견할 수 있었다. 이러한 연구 결과는 유의어 분석 연구와 사전 연구에 하나의 분석틀로 제안될 수 있을 것이며, 외국인을 위한 한국어교육에서 현장 교사들이 유의어의 차별적인 의미를 제시하는 데 지침으로 활용될 수 있을 것이다.

The Register can analyze a discourse dimension of synonym and has a strong point which is the possibility of distinguishing the difference of how synonym have been used actually. The aim of this paper is to make an analytic standards applied the Register and the analytical frame will be able to distinguish the meaning of synonym ‘jukda(die)'. We used `field of discourse', `mode of discourse', `style of discourse' and we set the analytical standard of 10. According to this standard we analyzed the use of 13 synonym of 'jukda(die)' and find the factor of the difference of them. This result will be able to contribute in consideration analysis of synonym researches and dictionary researches. Further KFL teacher will be able to educate synonym effectively in order.

In this paper, I discuss teaching methods that effectively teach the differences between synonyms. Korean teachers desperately need basic materials to objectively and systematically explain pairs of synonyms. The purpose of this paper is to provide those basic materials, special synonym lists, and teaching methods. First, this paper concretely discusses processes (four stages) and methods of differentiating meanings of Korean synonyms. The paper clarifies criteria for differentiating between synonyms and then, following the standards, examines the characteristics of synonyms by separating analyzed synonyms lists according to difficulty levels. In the next chapter, this paper classifies pairs of synonyms from Korean language textbooks by difficulty levels in order to make special synonym lists required to effectively teach Korean vocabulary. This paper presents proper methods for distinguishing pairs of synonyms necessary for foreigners studying Korean and particularly utilizes corpus for differentiation of synonym pairs by showing differences in combining characters. In the following chapter, this paper presents both concrete teaching methods divided by levels of synonyms, as well as an example of an intermediate level learning model.

태깅은 사용자들이 공유된 콘텐츠에 키워드의 형태로 메타 데이터를 추가하는 과정이다. 최근 이러한 태깅은 웹 상 에서 더 많은 사용자들에게 사용되어지고 있는 추세인데, 이런 태깅 사이트는 사용자가 북마크, 사진, 비디오 등의 콘텐츠에 태그를 추가할 수 있도록 한다. 본 논문에서는 사용자의 참여를 바탕으로 하는 태깅 시스템의 구조와 배경 지식 또 이런 시스템이 가지는 다양한 의미와 한계들을 분석한다. 또한 WordNet 데이터베이스의 동의어 집합을 태그의 검색에 적용한 TagPlus 시스템을 제안하고 Flickr 이미지 공유 시스템으로부터 동의어 태그 검색을 가능하도록 구현하였다.

Collaborative tagging describes the process by which many users add metadata in the form of keywords to shared content. Recently, collaborative tagging has grown in popularity on the web, on sites that allow users to tag bookmarks, photographs, videos and other content. In this paper, we analyze the structure and basic knowledge of collaborative tagging systems as well as their dynamical aspects. We also present a retrieval system, TagPlus, using synonym tag that is derived from WordNet database. Specifically, TagPlus, a synonym tag based system has users retrieve images from Flickr system. The proposed system show the images tagged by not only the tag that users input but also the synonyms that are synonyms with the tag.

Web 2.0은 사용자가 온라인에서 정보를 구축하고 공유하게 하는 World Wide Web 상의 2세대 서비스이다. Web 2.0 페이지에서는 사용자가 키워드인 태그를 이용하여 웹페이지나 인터넷상의 오브젝트를 분류하게 되는데 이를 Folksonomy 라 한다. Folksonomy 는 정보를 공동 작업으로 모으고 공유하는 사용자들에 의한 분류기법으로 Taxonomy 와는 다르며 장단점을 지니고 있다. 이 논문에서는 Folksonomy 의 단점중의 하나인 동의어 처리를 위하여 Wordnet 을 접목시킨 검색 기법을 제안한다.

기존의 문서분류는 학습문서에 출현하는 자질에 대해 가중치를 계산하여 그 순위에 따라 상위 자질로 구성된 지식베이스를 사용하였다. 그리고 새로운 문서가 들어왔을 때 자질 지식베이스를 근거로 새 문서를 색인하였다. 결국 자질 지식베이스와 정확히 일치하지 않는 키워드는 색인대상에서 제외되는 문제가 있었다. 본 고에서는 이 문제를 해결하기 위하여 분류될 문서의 특징을 나타내는 범주별 자질과 유사한의미를 가지나 형태가 변형되어 기술된 단어에 대하여 유사어 사전을 구축하였으며 이를 통해 새로운 문서가 범주에 할당될 가능성을 높여 자동 문서 범주화 시스템의 성능을 향상시키고자 한다.

This study targets the adjectives '嚴格-嚴緊-嚴峻-嚴苛-嚴酷-嚴厲-嚴肅', which have the common meaning of 'strict' among compound words with the morpheme '嚴' as a component, we studied morphological, pragmatic, syntactic, and semantic features by analyzing various frequency indicators output from the BCC corpus. In terms of morphology, the characteristics of the '嚴X' synonym group were analyzed by examining the morpheme composition method and whether overlap is possible. In terms of pragmatics, based on the frequency of appearance in the corpus by BCC category, we investigated which words are used more frequently in modern Chinese and in which writing style, and found that '嚴X' is a word with a literary tendency. In terms of syntax, the four highly frequent synonyms '嚴格-嚴峻-嚴厲-嚴肅' were analyzed to determine which syntactic form is more frequently used. In terms of semantics, the meaning differences and commonalities of '嚴X' were analyzed by investigating the collocation of '嚴X' by syntactic type and examining collocate use.

In this paper, Chinese Synonym errors of Korean learners were analyzed in the field of Chinese teaching. In Chapter 2, two words related to Chinese synonyms were analyzed according to their morpheme and semantic relationship, and they were divided into three types. In Chapter 3, the error expression of ‘monosyllabic-disyllabic’ verb synonyms was analyzed, and in Chapter 4, the error expressions that existed between two adjective synonyms with similar morphemes were analyzed. Through this analysis, it is expected that the error expression, which is a regular error arising from the difference between the mother tongue and the foreign language to be learned, can be reduced. An error is a regular mistake that arises from the difference between the native language and the foreign language to be studied. For foreign learners who already have one native language, the intervention of the native language can cause a lot of confusion and mistakes in learning a new foreign language. For this fundamental and repetitive mistake, we need to analyze more and make efforts and countermeasures to overcome it.

본고는 유의어 ‘이용하다’와 ‘사용하다’가 한국어와 중국어 두 언어에서 어떤 어휘들과 공기관계를 갖는지 밝히고 이러한차이가 한국어 학습자의 유의어 사용 양상에 미치는 영향을 분석해 보는 데 목적이 있다. 이를 위해 먼저 사전적 어휘 정보를 통해한국어와 중국어에서 ‘이용하다’와 ‘사용하다’가 가지는 의미와 기능을 분석하여 두 동사의 의미 범주의 차이를 밝혔다. 이후 설문조사를 통해 중국인 학습자들의 ‘이용하다’와 ‘사용하다’ 사용에 대한 양상을 조사하였고 이를 숙달도에 따라 분석하였다. 분석결과중급학습자들은 ‘이용하다’와 ‘사용하다’의 혼용이 많아 두 어휘의 의미범주에 대해 명확히 인지하지 못하는 것으로 나타났다. 이는한국어에 비해 중국어에서 ‘이용하다’와 ‘사용하다’가 취하는 목적어의 범위가 넓고 유사하기 때문인 것으로 분석되었다. 중급학습자들에 비해 고급학습자들이 유의어의 의미 범주를 명확히 구분하고 있었으나 여전히 모국어의 영향을 받아 혼용되는 경우가 나타났다. 이에 중급 단계 이상의 숙달도를 가진 한국어 학습자들에게는 두 언어에서 어휘의 의미가 어떻게 나타나는지 명확히 제시해야할 필요성이 있음을 제안하였다. 특히 용법을 중심으로 유의어에 대한 변별 정보를 명시적(explicit)으로 제시하여 학습자들이 스스로 목표어에 대한 의미범주를 스스로 인지할 수 있도록 교육해야 한다.

The purpose of this research is to investigate what co-occurrence relation the synonym ‘utilize’ and ‘use’ has with other vocabulary in Korean and Chinese and analyze the influence such difference causes on the aspect of using the synonym by Korean learners. For that, the difference of meaning between two verbs was clarified by analyzing the meaning and function of ‘utilize’ and ‘use’ have in Korean and Chinese through dictionary vocabulary information. After that, the aspect of using ‘utilize’ and ‘use’ by Chinese learners was investigated through questionnaire survey and the proficiency was analyzed. As the results of analysis, it showed that the learners in middle class could not recognize the meaning of two words clearly as they chose ‘utilize’ and ‘use’ in mixed way. It was analyzed that is because the range of objects that ‘utilize’ and ‘use’ take in Chinese was wider and similar comparing to Korean. Though the learners in high class distinguish the meaning of the synonym correctly, some cases showed they were still influenced by their mother tongue. So, the necessity of defining how such two words mean to the learners with the proficiency higher than middle class was suggested clearly. The distinctive information about the synonym should be suggested explicitly focusing on the usage especially for education so the learners can recognize the meaning of the objectives by themselves.

Named Entities are very important linguistic elements in informationtechnology domain which carries out natural language processing. Specifically, This paper shows why problematic the synonyms ofnamed entities in linguistic information processing application areaslike search engine and dialog system are. We investigate how the synonymsof named entity are used based on the corpus of web document andthen propose lexicon improving method to facilitate the method ofimformation processing about named entity synonyms in various nlpapplications

類義語の意味を正確に把握するためには、明示的意味概念的意味としてのデノテーションだけでなく、暗示的意味感情的意味としてのコノテーションも同時に記述しなければならない。本稿では、暗示的意味の中で、特に社会におけるあり方ものの見方を反映した社会的コノテーションに注目し、類義語記述において一つの効果的な方法を、英雄ヒーロー普通一般の類義語を例に検討した。英雄には、<(悲劇に巻き込まれる)自己犠牲を通じて共同体への貢献をしたアジア中南米アフリカの開発途上国、庶民や貧困層など被支配階層の政治家や軍人>の社会的コノテーションがあり、悪事を働く人間や集団がよく英雄として崇められ、神聖視されることも多く、このようにして作り上げられた英雄に対して、書き手はよく非難や皮肉の態度をとる。これに対して、ヒーローには、<常に新しく誕生するスポーツ選手で、特定の個人や組織のために貢献をしたり、夢を与えたりする人>の社会的コノテーションが焼き付けられており、英雄と区別される。普通と一般は、普通の一般のという典型的な形式におけるコロケーションから、普通さは主に性別や年齢などの観点からみた人を特徴付け、一般さは社会的関係からみた人を特徴づけていることが分かった。例えば、普通の人には、<(人間の本性という観点からみて)常識的な感覚をもち、モラルを守る存在>、一般の人には<(社会的関係という観点からみて)国家権力による被害者であり、専門的な知識や認識が足りない人>の社会的コノテーションが確認された。このように、コノテーションを意味分析の中心におくという観点は、従来のデノテーション領域での比較だけでは曖昧であった類義語間の使い分けの基準を明確にし、類義語学習においても有益な情報を与えてくれる。

The purpose of this study is to collect and analyze all academic papers and dissertations from 2000, when research on Korean synonym education as a foreign language first began, to examine the research trend of synonym education and to explore the direction of future research. As a result of analyzing the quantitative changes of the thesis by period, the initial 10 years in which only one or two papers were published or the hiatus was repeated could be divided into the first period, and after 2010, when the quantitative increase was somewhat irregular but without gaps, it was possible to divide into the second period. As a result of qualitative analysis on the three aspects of research subject, scope, research topic, and research method, it was confirmed that research on the emotional adjective semantic group was relatively active, and the main research topic was the selection of educational vocabulary lists and the establishment of discriminatory semantic information rather than educational status or teaching methods. Regardless of the type and purpose of the paper, it was confirmed that the research was conducted leaning on the description of meaning in the dictionary, usage, and corpus analysis of the native speaker. This shows that vocabulary meaning as well as syntactic and conversational information for practical use are necessary to distinguish synonyms. However, when selecting educational content, the vocabulary list and the meaning list of vocabulary must be distinguished, and the meaning list of vocabulary should not uncritically accept the dictionary’s meaning skills. Meaningful, syntactic, and pragmatic information for semantic discrimination should also be hierarchical in consideration of the learner’s proficiency.

There are many collected phonetics which came from The Annotation of Classics in Jiyun. In The Annotation of Classics, the nature of Yinqie (音切) is very complex. There are some Yinqie not labeling phonetics for the prefixes. In Yinqie not labeling phonetics for the prefixes, some noted phonetics for variant, some noted phonetics for synonym, some noted phonetics for approximate character in form, some noted phonetics for notes and commentaries, some noted phonetics for original character. Of course, there are some Fanqie (反切) which noted phonetics for synonym in Jiyun. In the paper, we have specially discussed the Fanqie (反切) which noted phonetics for synonym in Jiyun. We divided the collected phonetics into two categories. We gave some examples for every category.

본고는 ‘부끄럽다’의 유의어를 대상으로 중국인 한국어 학습자의 감정 표현 유의어변별 양상을 살펴보고 효과적인 유의어 교육을 위한 기초적 자료를 얻고자 하는데 그목적이 있다. 이를 위해 먼저 ‘부끄럽다’의 사전적 정의와 유의어 정보를 바탕으로 분석 대상 유의어들을 선정하였다. 다음으로 상황별 감정 표현 어휘 사용에서 중국인 한국어 학습자의 변별 양상과 한국어 모어 화자의 유의어 변별 양상을 비교 분석하기위해 설문조사를 실시하였다. 한국어 모어 화자들이 ‘부끄럽다’ 유의어들을 어떻게 변별하는지에 대한 경향성을 살펴보고 이를 기준으로 중국인 한국어 학습자들의 변별양상은 어떠한 공통점과 차이점이 있는지 비교 분석하였다. 한국어 모어 화자는 상황에 따라 특정한 어휘를 집중해서 선택하는 반면에 중국인한국어 학습자는 해당 유의어군 내의 여러 어휘를 분산해서 선택하는 것으로 나타났다. 분석 결과, 중국인 한국어 학습자들이 ‘부끄럽다’ 유의어군 가운데 ‘수치스럽다’의어휘 습득은 비교적 잘 이루어지고 있으나 ‘부끄럽다’, ‘수줍다’, ‘쑥스럽다’, ‘창피하다’ 유의어 간의 의미 차이를 적절하게 변별해 내는 것을 어려워한다는 것을 확인할수 있었다. 이에 감정 표현 유의어 교육에서 학습자들이 어려워하는 담화 상황과 의미변별을 가지는 예문들을 활용하여 지도할 것을 제안하였다.

The purpose of this study is to set the criteria for the selection of synonym for Korean cognitive behavioral verbs and to compile a list of their synonyms. To this end, the chapter 3 organized the vocabulary in language education and searched the dictionaries and corpus for vocabulary as the subject of the study to point out the gap between dictionary and actual usage patterns. Therefore, the criteria for selecting a synonym were prepared, discussing that the meaning of the vocabulary should be reclassified in consideration of the discourse actually used. And based on this, the chapter 5 prepared a list of synonym for Korean cognitive behavioral verbs.

전통의미론은 어휘의 의미 구조에 대한 분석을 통해 유의어에 접근하는데, 이러한 분석 방법은 백과사전적 지식(encyclopedic knowledge)이 결여된다는 단점이 있다. 이에 본고는 틀 의미론을 도입하여 유의어의 의미 해석과 변별에 틀 의미론을 활용할 필요성을 살펴보고, 유의어의 변별에 ‘윤곽부여’, ‘틀 선택제약’, ‘틀 요소와 격틀 링킹’의 3가지 방법을 제시하였다. 그리고 이 3가지 방법을 이동 동사 유의어 ‘건너다’, ‘넘다’에 적용하여 분석하였다. 다음 이 분석 결과를 바탕으로 하여 중국인 한국어 학습자를 대상으로 한 학습자 중심 교수 방안을 제안하였다. 이러한 교수･학습 방법은 학습자가 주도적으로 개념체계를 형성해 나감으로써 궁극적으로 자신의 의사소통 능력을 향상시키는 데 유용할 것으로 기대한다.

This thesis has purpose to examine the synonymy among ‘chaso, yacha, namul(vegetable)’ and establish the criteria in the class of vegetable synonyms. With this criteria for a basis, some ‘Fruit’ word-class and ‘Grain’ word-class having semantic relation with vegetable synonyms will be distinguished. In the earlier studies, the classification of vegetable word-class, fruit word-class, and grain word-class has been presented from the botanical point of view or biochemical point of view. ‘Woody plant’ or ‘herbaceous plant’ is botanically classified term. ‘Sweetness’ has been used as a biochemical criterion. But botanical or biochemical criteria are not enough and sufficient in the classifying synonyms. In this study humanities’ criteria or cultural criteria(especially korean food culture) are more appropriate to discriminate synonyms. Humanities’ criteria or cultural criteria will be applied to ‘Vegetable’ word-class(Chapter. 2). This criteria will be good for classifying the ‘Fruit’ word-class, ‘Grain’ word-class(Chapter. 3). Not only these ‘vegetable, fruit, grain’ word-class but also other boundary word-class in synonymy could be clarified with humanities’ criteria or cultural criteria.

Lee, So-hyun. 2007. A Study on the Meaning of Synonym of ‘부끄럽다’ and Effective Teaching Method for Them. The Language and Culture 3-1: 121-142. This thesis aims to make clear the different meaning of five synonyms which are ‘부끄럽다(buggrubda), 창피하다(changpihada), 수줍다(sujubda), 쑥스럽다(sshukssrubda), 수치스럽다(suchisrubda).’ This study examines the sentences which the words ‘부끄럽다, 창피하다, 수줍다, 수치스럽다, 쑥스럽다.’ are used; that is, when and in which situation people use these words. ‘부끄럽다’ is widely used in both positive and negative situations. ‘창피하다’ is mostly used in negative situations and expresses external shame. It is related to the thinking of others and negative behavior of a doer. Also ‘수치스럽다’ is used in negative situation but it expresses internal shame. It is related to the thinking of a doer and damage of one's personality, honor, and a social position. ‘수줍다’, ‘쑥스럽다’ are used in positive situations and they are related to the person’s attitude and behavior. ‘수줍다’ is used to reveal the person’s character and it needs durability(a long time). On the other hand ‘쑥스럽다’ expresses the emotions of the moment. And it presupposes positive effects or results of a doer. But ‘수줍다’ is not. This thesis shows an effective order of those five words by stage and effective teaching methods when teachers instruct those words to Korean language learners who want to know the differences of the words and use the words in proper situations. words and use words properly the situations. (The Catholic University of Korea)

The purpose of this paper lies in finding the similarities and dissimilarities in the definitions of words that have the adjective ‘insufficient’ as their characteristic descriptive. The first step is to group the definitions of the words according to their circumstantial usage. The ‘insufficient’ in first group of words tends to describe properties of ‘object’ in that it means “something does not reach the expected amount or degree.” The word in second group tends to describe properties of ‘human characteristics’ in that it means ‘the intelligence does not reach its normalcy.’ Here, the property of ‘object’ can be subdivided into ‘lack’, ‘substandard’, and ‘incompleteness’, and the property of ‘human characteristics’ into ‘body’ and ‘mind’. The ninety words in the focus of this research, that have the adjective ‘insufficient’ as their characteristic descriptive, are divided again into groups according to their meanings.

In this manuscript, I intend to make meaning qualities clear of 'bulssanghada(be poor)', 'gayubda(be pitiable)', 'karyunhada(be touching)', 'ttakhada(be wretched)', 'ansrubda(be pitiful)', 'antakkabda(be pathetic)', 'andyunda(be sorry)', 'echurubda(be sorrowful)', 'cheukeunhada(be compassionate).' and I intend to make a meaning difference of each word. We recognize that these words are similar, because they do not have the same meaning, but they are enveloped themselves in similar concepts. When we look the words inclusively, they look alike, but when we examine an inner meaning of each word, we can see that they have various meaning differences. I divided meaning qualities of "be poor" into 10 meaning qualities, [kaeyum (pathos)], [seulpum(sorrow)], [kananham(poverty)], [bulpunham (inconvenience)], [nanchuham(difficulty)], [hansimham (miserableness)], [mungham(inability)], [akkaum(pity)], [yeuroum (loneliness)], [auknulrim (pressure)], and I examine meaning qualities of similar meaning words. The reason why I can tie them as one similar word, they have many common meaning qualities comparatively. That is, the majority of them have common meaning qualities such as [kaeyum(pathos)], [yeuroum(loneliness)],[kananham(poverty)], [hansimham (miserableness)] and so on.