Earticle

본 연구는 중국어 모어 화자 한국어 학습자의 쓰기에 나타난 오류 분석을 실시하여 오류의 원인을 살펴 보고 이를 분석한 내용을 바탕으로 학습자들이 생산해 내는 오류에 효과적인 교육 방안을 제시하는데 있다. 본 연구의 분석 대상 자료는 ‘내가 생각하는 한국’, ‘중국과 한국의 문화융합에 대하여’, ‘친구’ 등의 주제로 작문한 것을 바탕으로 모든 문장을 입력하고 이들 문장 중에서 어휘 오류를 추출하여 수정한 후, 본 연구자가 설정한 오류 유형의 범주에 의하여 재분류하였으며 분류한 오류의 빈도수를 작성하였다. 연구의 결과, 대치 오류 > 철자 오류 > 오형태 > 누락 오류 > 첨가 오류 의 순으로 오류의 유형이 나타났다. 오류 방지를 위한 교육 방안으로 문법적인 요소나 어휘의 형태적인 면을 제시할 경우에는 그 부분의 제약이 되는 점을 같이 제시해줘야 오류를 미연에 방지할 수 있을 것이다.

The aim of study is to present a better teaching strategy to reduce writing errors of Chinese learners of Korean language after finding out what reasons of errors were after analyzing of their writing errors in Korean language. Analyzed contents were writhing in Korean language of 'how I think Korean', 'about Chinese and Korean culture' , 'friends' and analyzed what errors were occurred. The vocabulary errors frequencies were counted by the criteria which was set by a researcher. The results were as follows. The frequency of substitute error was the most and were followed by spelling error, wrong type error, omission error and adding error. It is suggested when we teach Korean Language to Chinese learners and develop text for them, the vocabularies should be presented with examples of how to be used in context instead of presenting only vocabulary on the text. It would be a better way to reduce writing errors of Chinese learners of Korean language.

Simultaneous interpreting is carried out under severe time constraints as the interpreter is forced to work at Source Language speech delivery speed to process incoming oral messages into Target Language reexpression. While such mode of communication place interpreters liable to errors, it is very difficult to not only correct or repair errors when they occur, but also detect errors when they occur. The aim of this study is to analyze errors during simultaneous interpreting in order to first, find out what types of errors are most frequent during simultaneous interpreting; second, analyze how interpreters repair errors to accomplish communication; and third, analyze the implications of errors in order to propose strategies to deal with errors. For the study, authentic data was collected from an international conference hosted in Seoul. The data analysis showed omission is the most frequent type of errors during simultaneous interpreting followed by shifts in meaning and expressions. While interpreters repaired approximately ten percentage of errors, the analysis of errors showed that some omissions and shifts worked to facilitate effectiveness of communication, which was achieved by means of time saving strategies utilized by the interpreter. Although some of the time saving strategies used by interpreters seemed to violate the principle of faithfulness in interpreting, the strategies helped interpreters overcome time constraints and ease cognitive load as well as enhance the communicative relevance of Target Language expression.

본 연구의 목적은 초등수학영재들과 일반학생들 사이의 서술형 평가에서 나타나는 수학적 추론 능력과 오류 유형을 비교분석 함으로써 초등수학영재의 인지적 특성을 이해하며, 초등수학영재의 교육에 도움을 주는 것이다. 연구 대상은 광역시 소재의 5개 초등학교 수학영재학급 학생 63명과 4개 초등학교 일반학생 63명이다. 연구 결과 첫째, 초등수학영재가 일반학생보다 서술형 평가에서 수학적 추론 능력이 높은 것으로 나타났다. 즉 p<.05 수준에서 두 집단 간 유의미한 차이를 보이는 것으로 나타났다. 이러한 결과가 나타난 이유는 다음과 같다. 먼저, 귀납적 추론에 있어서 초등수학영재는 문제의 해결에 필요한 적절한 자료를 수집하는 능력과 수집한 자료를 분석하여 규칙을 찾고 문제를 해결하는 능력이 모두 일반학생보다 높았기 때문이다. 또 유비적 추론에 있어서도 초등수학영재는 두 상황의 구조적 유사성을 인식하고 기저 상황의 핵심을 더 잘 파악하였으며, 적용에 있어서도 타당한 대응을 통해 표적 상황을 유연성 있게 해결하였기 때문이다. 연역적 추론에 있어서는 초등수학영재와 일반학생 모두 완벽한 추론을 이끌어내는 데에 어려움을 겪는 것으로 나타났으나, 초등수학영재는 일반학생에 비해 문제 해결을 위한 타당성과 일반성을 가진 근거를 수집하였고, 논리적인 추론 단계에서 생략된 부분이 적었기 때문이다. 둘째, 초등수학영재가 일반학생에 비하여 오류를 적게 범하는 것으로 나타났다. 가장 많이 범하는 오류의 유형은 초등수학영재와 일반학생이 모두 풀이 과정의 생략으로 같았으나, 일반 학생들은 개념 원리의 오류나 문항 이해의 오류가 상대적으로 많은 편이었고, 초등수학영재들은 기록 단계의 오류가 높은 것으로 나타났다.

The purpose of this study is to figure out the perceptional characteristics of mathematically gifted elementary students by comparing the mathematical reasoning ability and errors between mathematically gifted elementary students and non-gifted students. This research has been targeted at 63 gifted students from 5 elementary schools and 63 non-gifted students from 4 elementary schools. The result of this research is as follows. First, mathematically gifted elementary students have higher inductive reasoning ability compared to non- gifted students. Mathematically gifted elementary students collected proper, accurate, systematic data. Second, mathematically gifted elementary students have higher inductive analogical ability compared to non-gifted students. Mathematically gifted elementary students figure out structural similarity and background better than non-gifted students. Third, mathematically gifted elementary students have higher deductive reasoning ability compared to non-gifted students. Zero error ratio was significantly low for both mathematically gifted elementary students and non-gifted students in deductive reasoning, however, mathematically gifted elementary students presented more general and appropriate data compared to non-gifted students and less reasoning step was achieved. Also, thinking process was well delivered compared to non-gifted students. Fourth, mathematically gifted elementary students committed fewer errors in comparison with non-gifted students. Both mathematically gifted elementary students and non- gifted students made the most mistakes in solving process, however, the number of the errors was less in mathematically gifted elementary students.

본고에서는 중국인 학습자의 오류 중 부사격 조사에서만 대치오류 빈도가 높다는 점에서 착안하여, ‘에/에서’를 중국어 개사 ‘在’와 대조 분석하였다. 대조를 통하여 각각의 의미와 사용범주를 살피고, 중국인 초급 학습자의 ‘에/에서’의 오류문장을 분석하여 오류의 형태와 원인을 밝혔다. 다음‘에/에서’의 교육 내용을 위계화하여 선정한 후, 문법적 연어 학습의 형태로 ‘에/에서’의 오류를 개선할 수 있는 방안을 제안하였다.

이 연구는 Newcombe와 Shipley(2015)가 제시한 공 간적 기술 프레임워크를 적용하여, 초등예비교사가 달 의 위상 과제를 해결하는 과정에서 나타나는 공간적 기술 오류를 분석하는 데 목적을 두었다. 이를 위하여 사고발성 자료와 서면 응답을 수집하고, 개방코딩을 통해 사용된 공간적 기술과 어려움이 발생한 단계들을 분석하였다. 분석 결과, 참여자들은 관련 요소를 분리 해내기, 자기 및 대상의 위치 파악, 관점 바꾸기, 순차 적 사고, 공간 관계 구성 등 핵심 공간적 기술을 부분 적으로 수행하였으나, 이러한 단계들을 일관되게 연결 하지 못하는 경향을 보였다. 특히 관점 바꾸기, 시간 조건 적용, 방위 판단과 같이 높은 인지적 부하를 요구 하는 단계에서 반복적인 오류가 나타났다. 또한 이러 한 어려움은 특정 공간 기술의 부족 때문만이 아니라, 교과서 기반의 평면적 모형, 일상 경험에서 비롯된 직 관, 단순화된 그림자 개념 등 불완전하거나 과도하게 일반화된 사전 지식의 영향에서 비롯된 것으로 나타났 다. 이러한 결과는 달의 위상 이해가 복수의 공간적 및 개념적 기술의 유기적 통합을 필요로 함을 보여주며, 예비교사 교육에서 사전 지식의 재구조화와 과정 기반 공간 추론 지원의 필요성을 시사한다.

This study aimed to analyze the spatial skill errors that pre-service elementary teachers exhibit while solving a lunar-phase task, applying the spatial skills framework proposed by Newcombe and Shipley. Drawing on think-aloud protocols and written responses, open coding was conducted to identify the spatial skills used and to examine the stages at which difficulties emerged. The analysis revealed that participants partially performed essential spatial skills—such as distinguishing relevant elements, identifying self- and object-location, shifting perspectives, reasoning sequentially, and constructing spatial relations—but often failed to connect these steps coherently. Frequent errors occurred in cognitively demanding stages, including perspective shifting, applying temporal conditions, and determining cardinal directions. Notably, many difficulties stemmed not merely from the absence of particular spatial skills but from the influence of incomplete or overly generalized prior knowledge. Participants frequently relied on textbook-based planar models, everyday experiences, or simplified notions of shadow and illumination, which reinforced inaccurate synthetic mental models rather than facilitating correct reasoning. These findings demonstrate that lunar-phase understanding requires the coordinated operation of multiple spatial and conceptual skills and highlight the need for instructional approaches that explicitly target the sequencing and integration of such skills. The study provides implications for teacher education by emphasizing the importance of restructuring pre-service teachers’ prior knowledge and supporting process-based spatial reasoning.

This study investigates the common liaison errors made by Chinese learners of Korean, specifically focusing on the tendency to add redundant consonants, as identified in previous research. The primary aim is to verify prior findings that such errors, especially involving the addition of the same consonant, are particularly prevalent after the final /ㄴ/ consonant. The study uses both quantitative and qualitative methods to explore the influence of gender, region of origin, Korean proficiency, native language interference, and learners’ understanding of Korean phonological rules. Findings confirm that the addition of identical consonants in / ㄴ/ final consonant is indeed frequent and largely unaffected by learners’ region of origin or Korean proficiency level. However, female learners show a slightly higher error rate compared to male learners. Key contributing factors include differences in syllable structure and phonemic characteristics between Korean and Chinese, the impact of null consonants, and learners’ limited understanding of Korean syllable and consonant rules. These insights are valuable for Korean language educators in addressing phonological errors among Chinese-speaking learners.

본 연구에서는 고등학생들의 기상 데이터 분석 과정에서 나타나는 오류와 오류의 발생적 맥락에 대해 탐색하였다. 연구를 위해 A 고등학교 74명의 학생들이 제작한 222개의 기상 데이터 탐구 활동 내용을 수집하 고, 데이터 수집 및 해석, 데이터 표현, 데이터 해석 과정에서 나타난 세부 오류 유형을 탐색하였다. 연구의 결과로 데이터 해석 과정에서는 학생들이 기상요소의 계절적 변동과 주기적 패턴에 대한 이해가 다소 미흡 하다는 것을 확인하였다. 또한, 데이터 표현 과정에서 는 그래프의 단위 표현, 범례 설정, 추세선 활용 등에 서 다양한 유형의 오류가 있음을 확인하였다. 오류가 발생하는 원인으로는 저작 도구의 특징, 오개념과 인 지적 편향 등이 있었다. 연구 결과를 바탕으로 미래 사 회 과학 교육의 중요한 화두인 빅데이터 활용 교육에 대한 교육적 시사점을 도출하였다. 그리고 이와 관련 한 후속 연구를 제언하였다.

This study explored the errors and context occurred during high school students' data analysis processes. For the study, 222 data inquiry reports produced by 74 students from ‘A’ High School were collected and explored the detailed error types in the data analysis processes such as data collection and preprocessing, data representation, and data interpretation. The results of study found that in the data interpretation process, students had a somewhat insufficient understanding of seasonal variations and periodic patterns about weather elements. And, various types of errors were identified in the data representation process, such as basic unit in graphs, legend settings, trend lines. The causes of these errors are the feature of authoring tools, misconceptions related to weather elements, and cognitive biases, etc. Based on the study's results, educational implications for big data education, a significant topic in future science education, were derived. And related follow-up studies were suggested.

The purpose of this study was to explore the usage of make in various semantic and grammatical patterns by Korean learners of English with emphasis on token and type frequencies and the types and plausible sources of errors. Towards this end, the make constructions in the Korean subcorpus of ICLE were examined. Results showed that the Korean learners were limited in their use of the major meanings of make. They relied mostly on its productive, delexical, and conventional senses. The verb make was prone to errors with misuses accounting for forty-five percent of the token occurrences of make patterns. Verb choice errors took up the largest proportion of deviant uses followed by article deletion/addition errors. Misuses of make patterns could be attributed to the inextricable interplay of L1 influence, intralingual development, and the language learning context.

In This study discussed the meaning of -(eu)n chae(ro) in detail from the perspective of aspect, and restrictions of -(eu)n chae(ro) on a continuous line with the meaning by supplementing the precedent studies. The bound noun chae is used in the form of -(eu)n chae(ro), meaning ‘as it already is’. -(Eu)n chae(ro) indicates the resultative aspect. An adnominal suffix -(eu)n also contains the meaning of completion. -(Eu)n chae(ro) is mainly combined with verbs, and especially with resultative verbs. If it is not a resultative verb, the verb usually appears as a negative form. Meanwhile, -(eu)n chae(ro) has a syntactic restriction that the subject in the abnominal clause and the subject in the main clause should be the same. -(eu)n chae(ro), which has such meaning and grammatical attributes, appears in various forms from language to language. Also, within the language, the corresponding form to -(eu)n chae(ro) appears in various forms depending on precedent and following elements or context. As a result, learners learning -(eu)n chae(ro) may show different or similar errors in different languages. This study attempted to identify the semantic universality of -(eu)n chae(ro) and the difficulty of learning due to differences between languages.

일본어 작문 수업의 과정을 살펴보면, 교수자는 학습자에게 학습 목표에 맞추어 주제를 설정하여 관련된 내용을 학습시키고 학습자는 주어진 내용에 맞추어 작문을 수행하여 제출하고 교수자는 제출된 작문을 첨삭 등을 통하여 피드백을 하면 학습자는 이를 통하여 오류를 수정하는 것이 일반적인 흐름이라고 할 수 있다. 이러한 과정에서 학습자는 작문을 수행하는데 있어 기존의 학습에서 습득하지 못한 일본어 표현을 작문하려고 할 경우 필요한 정보를 얻기 위하여 사전 등을 참고하지만, 참고한 단어나 표현이 학습자가 표현하고자 하는 내용에 적합한 표현인지 아닌지를 학습자 스스로는 확인할 수 있는 방법이 없다. 본고에서는 일본어 학습자들이 작문을 수행하는데 있어 사전 등을 통하여 얻은 단편적인 정보를 학습자가 원하는 표현인지 아닌지 스스로 판단하여 사용할 수 있게 하기 위한 방법으로서 WEB(Google)을 활용하는 방법을 소개, 설명한다.

Observe the process of the Japanese composition class, the teacher decides the goal of learning and makes the subject and the related contents learn. Then the learner makes and submits the composition concerning the contents, and the teacher produces and gives feedback such as the composition’s corrections. It is common for learners to correct their own mistakes. In this process, when the learner tries to compose an expression that has not been learned, he or she refers to a dictionary etc. in order to obtain the necessary information, but the learner uses words or expressions obtained by reference. It is difficult for the learner to judge whether the expression is suitable for the content that the student intends to express. In this paper, when a Japanese learner does composition, it is possible to use it by judging whether or not the learner intends to express information obtained in a dictionary etc. Introduce and explain how to use WEB (Google) as.

日本語作文の授業の過程を見ると、教える側は学習の目標を決めて主題とその関連の内容を学習させ、学習者はその内容に関する作文を行って提出し、教える側は出された作文を添削などのフィードバックをすると、学習者は自分の間違いを修正するのが一般的な流れである。この過程の中で、学習者はすでに学習されていない表現を作文しようとする場合、必要な情報を得るためには辞書などを参考するが、参考して得られた単語や表現などが学習者が表現しようとする内容に合う表現かどうか、学習者は自ら判断することが難しい。 この論文では、日本語の学習者が作文を行うとき、辞書などで得られた短編的な情報を学習者が表現しようとする表現であるかどうかを、自ら判断して使用できるようにする方法としてWEB(Google)を活用する方法を紹介、説明する。

This paper presents an investigation into the use of broadcasting language in Japan and Korea based on their respective news coverage. The broadcasting language of Japan keeps the principle of using polite language today and maintains the language system right and also its stability and grace as a broadcasting language. The broadcasting language of Korea, on the other hand, has prominent uses of language whose politeness has been dropping and decreases in its stability and grace as a broadcasting language. Improper language uses can make the audience feel resistant and antagonistic and have bad influences on the language use of people. There are several causes here. The study found that the confusion of Korea’s broadcasting language reflected undesirable rapid social changes to the South Korean society. They include changes to parents’ attitudes of educating their children, changes to the viewpoints of education to cause the collapse of public education, changes to teacher-student relations, inclination of gender among teachers providing school education, changes to their sense of duty, and lack of education on language due to these changes. Those who received the education made a career in the society and worked in the Korean broadcasting sector, contributing to the circumstances of today. Let alone the confusion in the language use of the young generation, there are many errors in the use of honorifics by young announcers and hosts in broadcasting. There is also a disorder in the right use of broadcasting language. These findings raise a need for more careful attention to the language of broadcasting news that has great impacts on the language life of people and further reinforcement of language education, especially honorific education in school education.

Traditional Japanese language education emphasizes correction of linguistic errors. Researches on this field has also focused on the learners’ internal linguistic system (interlanguage). However, contact situations between native and non native speakers has increased considerably and mainstream research has shifted to communicative approach. As a result, more importance has been given to interaction acts between learners and native speakers. This research analysed aspects of communicative competence that influence effective communication in contact situations. The analysis is based on teachers’ evaluation concerning learners’ language competence and use. The results showed that rather than grammatical and speech errors, direct statements and questions to test the hearer’s knowledge were negatively evaluated. On the other hand, indirect expressions and expressions of modesty were highly evaluated. These results suggest that communicative approach to language may be effective for communication between learners and native speaker.

셰익스피어의 󰡔한 여름 밤의 꿈󰡕과 󰡔로미오와 줄리엣󰡕의 마지막 장면은 주인공이 죽음에 이르는 동일한 내용으로 결말이 이루어져 있다. 그런데도 󰡔한 여름밤의 꿈󰡕은 희극으로 󰡔로미오와 줄리엣󰡕은 비극으로 분류된다. 이것을 보면 죽음이 드라마의 결말이라고 해서 항상 비극적인 것만은 아니다. 또 세상에는 비극적이라고 불리는 사건이 많이 발생한다. 전쟁이 가져오는 비참한 상황을 견뎌야 하는 삶도 비극적이다. 질병과 자연 재해도 인간이 피하기 어렵다는 점에서 이것을 견뎌야 하는 삶은 비극적이다. 하지만 피할 수 없다는 이유만으로 어떤 사건이 비극적인 것은 아닐 수 있다. 비극을 비극다운 것으로 만들어 주는 것은 무엇일까? 이런 문제와 관련하여 스쫀디는 “셸링의 그리스 비극에 대한 해석과 함께 비로소 비극 이론에 대한 역사가 시작되었다”고 말한 바 있다. 스쫀디의 이 언급은 셸링이야 말로 비극성에 관한 철학의 개척자이며 셸링에 의해 비극이라는 장르가 수립되었다는 말이다. 본 논문은 스쫀디의 언급에 의지하며 셸링의 비극성의 개념을 고찰하는데 그 목적이 있다. 셸링은 자유와 필연이 무차별하게 되어 동일성이 실현될 때를 비극의 참된 순간으로 보았으며, 이 순간을 자유의 승리의 징표로 간주하였다. 비극의 주인공 오이디푸스가 피할 수 없는 악행에 대한 형벌을 기꺼이 짊어지고 운명에 저항함으로서 그는 자신의 자유를 증명하고 있다는 것이다. 따라서 우선 비극의 운명 내지 필연성의 개념을 밝히기 위해서 하마르티아의 개념을 살펴볼 것이다. 이어서 고대 비극에서의 비극성의 본질을 부각하기 위해 근대 비극에 대한 셸링의 관점을 살펴볼 것이다. 그리고 결론에서 운명의 내면화를 통해서 성취되는 자유의 승리에 대해 살펴볼 것이다.

The last scenes of both Shakespeare's 'A Midsummer Night's Dream' and 'Romeo and Juliet' end up with death of the heroes. While the former is classified as a comedy, the latter as a tragedy, though. This thus implies that although an end of a drama is death it does not always mean a tragedy. And many events called tragic occur in the world. For example, enduring miserable situations from war is tragic. Suffering from disease and natural disasters we can't avoid can also be tragic. However, even the reason that we cannot avoid a confronted tragic may not be tragic. Then, what makes a tragedy most tragic in itself? On this question, Szondi said that the history of theories of Greek tragedies had begun with Schelling's interpretation of them. This Szondi's remark indicates that Schelling is the pioneer for the philosophy of tragedy, and that the genre of tragedy has been established by Schelling. According to the mention of Szondi, the present study was performed to investigate the concept of tragedy by Schelling. Schelling regards it as the truest moment that freedom and necessity turn indiscriminated each other and an identification gets established between these two; and he also addresses this moment to be the sign of the triumph of freedom. He does support his very freedom by arguing that the hero of Oedipus proves his freedom by bearing the punishment for wrongdoing by the inevitable resistance to the fate. The present study will examine the concept of Hamartia to clarify the concept of destiny or inevitability of tragedy. Then, the author will see Schelling's perspective to the modern tragedy to highlight the nature of the ancient tragedy. Finally, the victory of freedom achieved through the internalization of fate will be discussed.

본고에서는 한국국내의 대학교에서 일본어 교육에 종사하는 일본어 교사를 대상으로, 한국인일본어학습자의 일본어 한자 표기에 관한 교사의 정정행위에 대한 조사를 실시하였다. 이를 통해 교사의 배경이나 한자의 특징에 따라 정정행동에 차이가 나타나는지를 분석 고찰한 것이다. 고찰결과는 다음과 같다. 1)정정에 나타나는 차이의 주요인은 교사의 모어의 차이에 따른 것으로 한국인모어화자교사가 일본어모어 화자교사보다 정정행동이 적었다. 또한 본조사에서는 교사의 연령대, 전공분야 등 다른 요인에 따른 유의차는 보이지 않았다. 2)정정시, 주목하는 한자의 경향은 비슷하였으나, 일본어모어화자교사에 비해 한국어모어화자교사가 세세한 부분이 다른 한자에 대해서는 에러로 파악하지 않고, 허용하는 경향이 있었다. 또한 변별특징, 기본 특징에 관한 에러라 하더라도 [문맥상 의미를 알 수 있는 경우 허용하는] 경향이 보였다. 3)구자체(번체자)에 있어서는 한국어모어화자교사의 허용폭이 넓었으며, 일본어모어화자교사는 연령대에 따라 허용 정도가 달랐다. 4)교사의 정정행동에는 교사의 신념(Beliefs)이 관여한다고 여겨진다.

This article describes a survey that was conducted to investigate the approach taken by teachers when correcting Kanji (i.e. the Japanese-Chinese characters) written by Korean learners of Japanese. The study involved Japanese teachers who teach at Korean universities. It analyzed and examined the different approaches to corrections in view of the teachers’ backgrounds and the features of Kanji. 1) The main factor contributing to the differences in correction trends was found to be the teacher's mother tongue. Korean-speaking teachers made fewer corrections than Japanese-speaking teachers. Other factors, such as the teacher’s age or major, were not found to result in significant differences in their approach to correction. 2) Both Korean-speaking and Japanese-speaking teachers tended to focus on similar Kanji issues for corrections. However, Korean speaking teachers tended not to correct detailed errors, instead choosing to ignore them. In addition, there was a tendency for Korean-speaking teachers to allow errors related to discrimination or basic features as long as the contextual meaning was clear. 3) Korean-speaking teachers were found to have a wider range of tolerance for traditional Chinese characters (Kyujitai), whereas the tolerance range of Japanese-speaking teachers appeared to vary with age. 4) The personal beliefs of teachers were considered to influence their approach to corrections.

이 연구는 현재와 같은 평면도형의 넓이 지도가 효과적인 방법인가를 알아보려는 것이다. 지금까지 학교에서 평면도형의 넓이를 지도할 때는 학생들이 실측하는 활동이 없다. 도형의 필요한 곳에 수치 정보가 주어져 있고 필요한 보조선이 그어져 있다. 이런 상황에서 학생들이 넓이를 구하는 과제에서 실제로 하는 것은 주어진 수치를 공식에 대입하여 계산하는 것 뿐이다. 이 연구는 그렇게 학습한 학생들은 올바른 넓이 측정 능력을 획득하지 못했다는 점을 밝히고, 어떤 방향으로 도형 넓이 지도가 개선되어야 할 것인지를 제안하고 있다.

This study is to determine if teaching of measuring the area of plane figures in elementary school is successful. While they teach to measure the area of figures in elementary school, students don't measure the segment of the figure directly until now. The figures are presented with auxiliary line and numerical information. When students measure the area of such figure, they do only substitute the number and calculate it. This study found that such teaching is not successful and propose the new teaching method of measuring the plane figures.

본 연구에서는 분수와 소수의 혼합계산 부분에서 나타나는 오류 유형을 진단하고 오류에 대한 피드백 프로그램을 처방하여, 그에 대한 학생들의 반응을 분석하고자 하였다. 우선 연구할 내용을 7가지 영역으로 층화시키고, 각각의 영역을 오류 진단, 진단에 따른 처방 그리고 분석의 3단계로 결과를 정리하였다.

Mixed calculations involving fractions and decimals covered in the unit 6-Na in elementary school math class cause students difficulties, leading them make lots of errors. If students fail to understand temporarily or partly what the teacher taught or lose confidence and continue to have difficulty due to a lack of understanding and skills of algorithm, though they properly understand the concept and principle of the learning content, it should be resolved through intensive teaching. For students suffering from this problem, a correct diagnosis and appropriate treatment are required. Therefore, this study developed a feedback program after diagnosing students' errors through evaluating them in order to continuously assist them to fully understand contents regarding mixed calculations involving fractions and decimals.

「やりもらい」の補助動詞はそのもとになる動詞の動作がだれのために行われるかを現わすもので、話す相手や、話の中の人物․事件を、自分側のものか、そうでないかによって言葉を使い分けなければならないので、外國人學習者には間違いやすい表現の一つである。その中でも「～てもらう」の構文は恩惠を受ける人を主語として、恩惠を與える人を對象語としているので日本語を學習する外國人學習者には習得しにくい構文である。そこで本稿では英語をつかう學習者を對象に「～てもらう」の構文をとりあげ、「～てもらう」の構文の機能と形式を習得するとき、母語である英語からはどんな影響を受けているのか、また日本語と英語では、文の組み立てかたや主語の立てかたなどにどんな違いがあるのか を考えてみた。 その結果、全體の正答率は英語話者が72.2%でもっとも高く、その次が韓國語話者(66.2%)、中國語話者63.1%の順である。「和語+てもらう」の正答率は「漢語+してもらう」より高く、「漢語+してもらう」の表現はレベルが上がっても正答率があまりのびないが、「和語+てもらう」の表現はレベルがあがるにつれ、正答率が高くなり、「漢語+してもらう」の構文より「和語+てもらう」の構文の習得が進むと言える。これは韓國語話者、英語話者、中國語話者に共通する結果である。 例文ごと見ると英語話者と中國語話者は正答率が高い例文と低い例文が同じ傾向を見せているが、韓國語話者の場合、多少違う傾向を見せている。「～てもらう」の英語の譯には話者の立場や恩惠まで表す譯はあまり見當たらなく、事實を話者とは關係のないこととして譯しているものや主語を反對にとらえ、逆に解釋したものが多い。他に「receive」「get」「favor」などの表現や受身の表現が使われている。英語話者と中國語話者のそれぞれの特性を全體的にながめると中國語話者より英語話者の表現がもっと豊富であることがわかる。

授受を表す動詞のうち，「あげる」「くれる」「もらう」をとりあげ，英語を母とする英語話者，中國語など漢子を使用する言語を母語とする中國語話者と韓國語話者を對象に，空欄補充形式のアソケ一ト調査を基にして日本語の授受動詞の使用狀況を調べてみた．その結果を見ると，すべての學習者は日本語能力が高くなるにつれ，授受動詞の習得も進む．そのなかて中國語話者の上昇率がもっとも高い．三つのうち，「もらう」の正答率がもっとも高い．「あげる」と「くれる」は母語別に現れ方が異なって，英語話者と韓國語話者は「あげる」より「くれる」の習得がはやいが，中國語話者は「くれる」より「あげる」の習得がはやい．學習者の日本語能力レべル，母語によって誤用の型が異なるが，英語話者と韓國語話者には「あげる」と「くれる」の混同が多い．特に韓國語話者の場合，初級のときは「くれる」の習得がおそいが，レべルが上がるにつれ「くれる」の正答率は徐　に上がる反面，「あげる」を「くれる」とする混同が多く見られるのて，「あげる」の正答率が落ちている．また「くれる」とすべきところを「もらう」とした誤用は初級の時には現われるが，上級になってがらはその誤用は見あたらない．

The prevailing wisdom dictates that a translator should work into his/her own language (L1). In Korea, however, the prevailing wisdom does not match the reality. With the demand for into-English translations burgeoning, Korea is faced with a problem: Because few English speakers take up Korean language studies, and even fewer go on to become translators, only a handful of foreigners are working in the K-E translation market, and those are mainly literary translators. To make matters worse, very few Korean-speaking translators can produce high-quality English texts independently. They must rely on native-speakers to check and revise their work. Given Korea’s unique situation in which Koreans must translate Korean into English, the translator and reviewer should work as a collaborative team to produce high-quality English translations. The paper will review prior research, look at findings of the study and then establish a methodology that translators and revisers can follow to produce a quality L2 product.

In this paper, error performance of a communication link subjected to a non-Gaussian noise model known as symmetric alpha-stable (SS) noise and fading environment is analyzed with selection combining at the receiver. To this end, using binary phase-shift keying (BPSK), closed-form expressions of exact and asymptotic bit-error-rate (BER) are obtained. Furthermore, closed-form expressions of outage probability and -th moment are obtained. From the -th moment, the average signal-to-noise ratio (SNR) and channel quality estimation index (CQEI) are calculated. The effect of the number of antennas (L) and the fading parameters on the BER is studied for different impulsive settings. Monte-Carlo simulations are performed to validate the derived results.