Earticle

이 연구는 개화기(1894~1910) 민간 편찬 국어과 교과서 18종을 대상으로 띄어쓰기 양상을 살피는 데에 목적을 두었다. 학부 편찬 국어과 교과서와 달리 민간 편찬 국어과 교과서에서 다양한 띄어쓰기 방법을 통해 학습을 위한 효율적인 방안을 모색하고자 하였던 점에 주목하였다. 본격적인 민간 편찬 국어과 교과서의 편찬은 󰡔初等小學󰡕(1906, 국민교육회)과 󰡔高等小學讀本󰡕(1906-1907, 휘문의숙)이라 할 수 있다. 국자(國字) 습득을 위한 초등 수준의 교재 또는 학습 단계를 고려한 다양한 교과서가 편찬되었다는 점에서 띄어쓰기의 의의를 찾을 수 있다. 국한문혼용체의 민간 편찬 국어과 교과서에서는 대체로 사이 띄우기는 나타나지 않으며, ‘권점(圈點, ｡)’이나 ‘모점(､)’이 사용된다. 반면 국문체를 취한 교과서에서는 사이 띄우기가 두드러지며, ‘권점(圈點, ｡)’과 ‘모점(､)’을 적절히 사용하여 학습의 효율성을 도모하였다. 이처럼 학부 편찬 국어과 교과서와 달리 민간 편찬 교과서에서 학습자의 수준을 고려한 다양한 띄어쓰기 방법이 활용되었음을 알 수 있다. 이는 표기자의 의식과도 관련이 있다 하겠다.

The purpose of this study is to examine the patterns of spacing appearing in 18 kinds of Korean textbooks compiled by private publishers in the enlightenment period (1894-1910). Unlike the Korean language textbooks compiled by the government, Korean textbooks compiled by the private publishers sought to find effective ways to learn through various spacing methods. This study focuses on this point. The full-scale private compilation of Korean language textbooks can be Chodeungsohak (Elementary School) (1906, Educational Association of Korea) and Kodeungsohakdokbon (Advanced Elementary School Reading Book) (1906-1907 Whimoon Euisook). In the private compilation Korean language textbooks written in Korean-Chinese mixed characters, there was no spacing. On the other hand, in the textbooks written in Korean characters, spacing was prominent, and the efficiency of the learning was improved by appropriately using ‘kwonjeom (｡)’ and ‘mojeom(､).’ Likewise it found that unlike the Korean language textbooks compiled by the Ministry of Education, a variety of spacing methods considering the level of learners were considered in the private compilation textbooks. This is also related to the awareness of markers.

Marking the 100th anniversary of Manhae's publication of “The Silence of the Beloved”, this study aims to identify the gap between the original text and the edition, which has not been sufficiently illuminated so far. In the case of “The Silence of the Beloved”, unlike other poets, spaces have not been reflected in the process of creating editions. There have been many errors in the process of fixing it in modern language, and discussions have been continuously questioned in these editions. To reveal this, this study carefully reviewed previous studies and looked at discussions on spacing. Based on the '萬海學' that many researchers have accumulated, I would like to pay attention to the problem of spacing that has not yet been revealed, and to guess the cause based on Manhae's thoughts and the context of the times, the meaning of spacing in the original text that is not reflected in the modern version. Therefore, this study confirms that the spacing reflected in “The Silence of the Beloved” is implemented as a language art that closely reflects Manhae's inner rhythm and speech sense. In particular, Manhae's "The Silence of the Beloved" is evaluated as a representative work that combines the language reality of the time, the ideological background, and the nature of formal experimentation. It attempts to understand Manhae's spacing as a subjective expression method that reflects the poet's philosophy, way of thinking, and the literary climate of the time. Furthermore, in this study, the spacing of “The Silence of the Beloved” is viewed as a device for poetic breathing and recitation rhythm, and a recitation-based rhythm analysis is introduced using ChatGPT for analysis to compare and examine the differences between the original and the current edition in detail. Through this, we want to reveal the rhythmic and aesthetic functions performed by spacing in poetry, and to re-examine spacing as an essential element of poetic form.

This study investigates errors in spacing words in official documents and presents an alternative. For analysis, press releases, charters, documents on symbols and history, and status reports are collected from 16 homepages of local governments. The errors are divided into two types: no spacing when needed(e.g. 아래요건) and unnecessary spacing(e.g. 기대 한다). Out of the total 15,813 eojeol analyzed, 92.7% of the errors are found to be the first type, while the latter type accounts for 7.3%. It is found that 75.8% of the first type errors occur in noun sequences. The problem identified from examining uses of spacing is that the spacing rules are not applied consistently to noun phrases of the same condition. It is also observed that there are more errors of non-spacing than those resulting from spacing. The non-spacing errors typically occur when noun sequences are recognized as one word as a semantic unit, and space is omitted. Thus, this proposes the spacing rules involving nouns be modified to allow noun sequences to be written as one word without space.

본 연구는 대학 신입생의 논증적 글쓰기에서 나타나는 띄어쓰기 오류 양상을 분석하고, 논증 전개 과정에서 특히 강화되는 오류 유형을 중심으로 교육적 시사점을 도출하는 데 목적이 있다. 분석 자료는 P대학교 교양 과목 <열린 사고와 표현>(2025년 1학기) 수강 신입생이 수강 1-2주차에 즉시 작성한 800자 이상 논증적 글 83편이며, 사전 진단평가는 실시하지 않고 대학 입학 직후 실제 글쓰기 상황에서 자연 발생적으로 드러난 표기 양상을 관찰하였다. 띄어쓰기 오류는 한글 맞춤법을 준거로 ‘띄어 써야 할 것을 붙여 쓴 오류’와 ‘붙여 써야 할 것을 띄어 쓴 오류’로 구분하고, 명사, 의존 명사, 수식언, 보조 용언, 조사 등 품사 범주에 따라 세부 유형을 분류하여 빈도와 오류율을 산출하였다. 그 결과 전체 오류는 933건으로, ‘띄어 써야 할 것을 붙여 쓴 오류’가 888건으로 다수를 차지하였으며 명사와 의존 명사 영역의 오류가 가장 많이 관찰되었다. 다만 명사류와 의존 명사류 오류는 장르를 초월해 반복되는 일반적 오류로서 논증적 글쓰기에서만의 특수성을 뚜렷하게 보이지 않았다. 반면 논증적 글쓰기의 담화 구조와 기능과 직접적으로 관련된 표현군에서 오류가 집중되는 양상이 확인되었는데, ‘다시 말해’, ‘또 다른’, ‘다시 한번’, ‘한번 더’와 같은 재진술, 추가 논거, 강조 기능의 담화 표지 표현 및 ‘최근 들어’와 같은 관용적 배경 도입 표현에서 비교적 높은 오류율이 나타났다. 이러한 결과는 논증적 글쓰기 수업에서 띄어쓰기 지도를 규정 항목의 균등한 나열로 처리하기보다, 논증 전개에서 빈번히 호출되는 핵심 표현군을 중심으로 ‘표현-기능-표기’를 연계하여 지도하는 차등화 전략이 필요함 을 시사한다. 구체적으로 오류가 높은 담화 표지 표현은 문단 위치와 기능을 함께 제시하는 점검 활동으로 지도하고, ‘더욱더’, ‘-어지다’처럼 표기 확인이 필요한 항목은 사전⋅규범 자원에 근거한 교정형 지도를 병행하는 것이 효율적이다.

This study aims to analyze the patterns of spacing errors that appear in argumentative writing produced by first-year university students and to derive educational implications with a focus on error types that are particularly reinforced in the process of argumentative development. The data consist of 83 argumentative essays of at least 800 Korean characters written immediately during Weeks 1-2 of the course Open Thinking and Expression (Spring 2025) by first-year students at P University, and without administering a prior diagnostic test, the study observed orthographic patterns that naturally emerged in authentic writing situations immediately after university entrance. Based on the Hangeul Matchumbeop (Korean Orthography) as the reference standard, spacing errors were classified into “errors of writing without a space where a space is required” and “errors of inserting a space where no space is required,” and subtypes were further categorized according to parts-of-speech domains, including nouns, dependent nouns, modifiers, auxiliary verbs, and particles, in order to calculate frequency and error rates. The results showed a total of 933 errors, of which 888 cases were “errors of writing without a space where a space is required,” accounting for the majority, and errors in the domains of nouns and dependent nouns were most frequently observed. However, errors involving nouns and dependent nouns appeared to be general errors that recur across genres and did not exhibit clear specificity limited to argumentative writing. In contrast, errors were found to concentrate in expressions directly related to the discourse structure and functions of argumentative writing, with relatively high error rates observed in discourse marker expressions serving functions of restatement, addition of arguments, and emphasis?such as “dasi malhae” (in other words), “tto dareun” (another), “dasi hanbeon” (once again), and “hanbeon deo” (one more time)?as well as in conventional background-introducing expressions such as “choegeun deureo” (recently). These findings suggest that, rather than treating spacing instruction in argumentative writing classes as an even listing of orthographic rules, a differentiated instructional strategy is needed that links “expression-function-orthography” by focusing on core expression groups frequently invoked in argumentative development. Specifically, discourse marker expressions with high error rates should be taught through checking activities that present their paragraph position and discourse function together, and items requiring orthographic verification, such as “deoukdeouk” (even more) and the construction “-eojida,” should be addressed through corrective instruction grounded in dictionary and normative resources.

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.