Earticle

명령은 화자가 청자에게 어떠한 행위를 해 줄 것을 요구하는 행위이다. 이런 명령은 언어적　의사소통에 있어서 반드시 필요한 것으로서 인간과 인간의 동작 및 인간관계와 밀접하게연관된다. 중국어와 한국어에 모두 명령문이 있으며 완전한 명령문의 문법적 구조를 구성하려면 양 언어 모두 네 가지 요소가 필요하다. 즉, 언어주체(S), 명령동사(V1), 행동주체(O), 동작행위(V2)이다. 중국어 명령문의 완전한 문법 구조는 “S+V1+O+V2” 이고 한국어는 “S는O에게 O가 V2(-어/아라)고 V1” 이며 보통 “O가 V2(-어/아라)”로 쓰인다. 이 논문에서는어휘문법적 층위에서 명령문을 구성하는 언어주체(S), 명령동사(V1), 행동주체(O), 동작행위(V2)가 중국어와 한국어에서 각각 어떻게 다르게 나타나는가 하는 것을 기술하고 대조분석했다. 이 논문에서 진행한 대조분석 연구는 한국어와 중국어의 명령문 관련　연구뿐만　아니라,그 결과물은 한국인을 위한 중국어교육과 중국인을 위한 한국어교육에 응용할 수 있으며 교재편찬, 문법표현의 배열, 학습자 오류의 해석 연구에 기초 자료가 된다.

Order is that a speaker asks a hearer for doing a thing. This order is whatis surely necessary for communication between human beings, and closelyrelated with human beings, and their movement, and interpersonalrelationship. Both of Chinese and Korean languages have imperative sentences, and bothneed four elements to form a syntactic structure of the perfect imperativesentence: the speaker (S), verb conveying an order (V1), performer of anaction(O), and action verb (V2). Complete syntactic structure in Chineselanguage is “S+V1+O+V2”, and imperative sentences in Korean“S+O+V2+V1”. This thesis described how differently the speaker (S), verbconveying an order (V1), performer of an action(O), and action verb (V2)comprising imperative sentences are appeared in Chinese and Koreanlanguages and carried out contrastive analysis in the lexical point of view. Contrastive analytical study conducted in this thesis can be of help to thestudies of Korean and Chinese imperative sentences, the results can be appliedto teach Chinese for Koreans and to teach Korean for Chinese people and canprovide basic information for compilation of teaching materials, arrangementof grammatical expression and interpretive study of leaners’ mistake.

Recently the use of language learning apps such as Rosetta Stone and Duolingo has gained popularity among foreign language learners, especially for those who want to learn foreign languages for general purposes. In this presentation, the presenters are going to report the results of 10 graduate students who used various language learning apps using their mobile over a period of ten weeks. The study aims to investigate learners’ attitudes toward foreign language learning apps and examine whether there is any significant difference in their attitudes depending on various factors. For the data collection, the questionnaire survey was administered to the participants and they were also asked to submit their progress reports (Weeks 2, 6, and 11). Then, their reports were analyzed using the NVivo (version 12). Due to the small sample size and short length of the participants’ use of the apps, the results may be preliminary in drawing any substantial conclusive findings, but will still give us some insights as to what we can do to help these language learners in the future

In South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students’ practical command of spoken English, and, therefore, they also see the need to use English as a medium for teaching. This article provides an account of an exploratory study of how Korean, the students’ first language (L1), and English, a foreign language (L2), are used as communication and pedagogic resources in English lessons taught by an experienced teacher. We will focus on the ways in which the two languages are used to manage classroom interactions and to facilitate teaching and learning activities. Drawing on concepts and analytic frameworks from the fields of formative assessment, code-switching/translanguaging and classroom discourse analysis, this paper aims at making a contribution to the renewed debate on the use of L1 in L2 learning and teaching.

The purpose of this paper is to explore a possibility of applying Generative Grammar to learning of the second foreign languages by focusing on Spanish. Firstly, we deal with the reduced relative constructions. The Issue is how to account for the mechanism of making these constructions. Our proposal is that if the learners can understand the distinction between the base structure and the derived structure on the one hand, and the one between the so called unaccusative verbs and the "Pure" intransitive verbs on the other hand, they can predict correctly whether the reduction is possible or not. Secondly, we argue that if the learners make use of the notion of the argument, they can decide easily how to translate "??tt?? ke". Finally, we deal with the issue of translating the so called complex wh-questions. We propose that if the learners can understand the parametric differences between Korean and Spanish with respect to wh-fronting, they can decide easily where to place wh-phrase.

영어 교육 전문가 R. Ellis를 비롯한 다수의 외국어학습연구자의 연구에 따르면, 외국어를 학습자의 실제상황에서 반복적으로 학습함으로써 영어의 실제성을 높이는 학습 방법이 효과적이며 중요한 방법이다. 본 논문에서는 상황인식 서비스가 접목된 외국어 학습 서비스를 제안함으로써 영어 학습의 실제성을 높이는 외국어 학습 콘텐츠의 개발을 모색한다. 이와 같은 접근은 실제 환경에서 무의식인 외국어 습득을 돕는 디지털 교육 콘텐츠에 대한 연구와 실시간 다중 센서 데이터를 기반으로 학습자의 경험적 특성을 분석하는 연구에 기반 한다.

According to studies of many language education researchers including R. Ellis, a representative English education specialist, it is an effective and important method to improve the authenticity of English by learning a foreign language repeatedly in learner's actual situation. In this paper, we propose a foreign language learning service combined with context-awareness service, and develop foreign language learning contents which improves the authenticity of English learning based on the service. This approach is based on a study on digital education contents that helps learners to acquire a foreign language in an unconscious state in their real environment and a study to analyze the empirical characteristics of users based on real-time multi-sensed data.

The 2015 revised French curriculum encourages the education of learners' creativity and character. The purpose of the study is to explore ways to develop creativity and character of students learning French as a foreign language in Korea. We first examined the current situation and some problems of teaching French that hinder the development of creativity and character. This analysis led us to focus on small group work and learning through tasks. Next, we examined the concept of action-oriented tasks replacing communicative tasks. The action-oriented task provides a context, a social reason for acquiring a language. It is a series of complex and authentic activities which results in a final product to be presented orally and/ or in writing, and thus addressed to a real audience. Finally, we proposed an action-oriented task on the subject of housing. The teaching of French by action-oriented tasks enables learners to develop creative thinking and diversity with more opportunities to express themselves. While interacting with others to achieve the common goal of the group, they will also have responsibility for the learning process and consideration of others.

Le nouveau programme d'enseignement du français de 2015 encourage le développement de la créativité et du caractère des apprenants. Le but de cette étude est d'explorer les moyens de développer la créativité et le caractère des lycéens qui apprennent la langue française comme deuxième langue étrangère en Corée. Nous avons d'abord examiné la situation actuelle et quelques problèmes de l'enseignement du français qui entravent le développement de la créativité et du caractère. Cette analyse nous amène donc à exploiter le travail en petit groupe et l'apprentissage par les tâches. Ensuite, nous avons examiné la notion de tâche actionnelle qui remplace celle de tâche communicative. La tâche actionnelle fournit un contexte, une raison « sociale » pour acquérir une langue. Elle est une série d'activités complexes et authentiques qui aboutit à un produit final, destiné à être présenté oralement et/ou par écrit, et donc adressée à un public réel. Enfin, nous avons proposé une tâche actionnelle sur le thème du logement. L'enseignement du français par les tâches actionnelles permet aux apprenants de développer une pensée créative et la diversité avec plus d'occasion de s'exprimer. Et ils peuvent aussi avoir des responsabilités et de la considération pour les autres en interagissant les uns des autres afin d'atteindre l'objectif commun du groupe.

본 연구는 정보통신기술(IT)의 발전으로 외국어 교육과 학습에서 기존의 전통적인 '훈련과 연습(drill and practice)'의 방법에서 벗어난 '컴퓨터 보조언어학습(Computer-assisted learning: CALL)'과 '모바일 지원 언어학습(Mobile-based Language Learning: MALL)'이 실제로 어학 교육에 미치는 영향을 분석한다. 연구 대상은 비교적 영어 능력이 상대적으로 우수하지 않고, 또한 영어학습에 대한 동기부여를 충분히 느끼지 못하는 전문대학 1학년 학생들을 대상으로 진행하였다. 연구 방법은 멀티미디어 저작 도구를 이용하여 디지털 콘텐츠를 제작하여 이러닝(e-learning) 시스템에 등재하여 교육보조재료로 한 학기 동안 활용한다. 동영상 콘텐츠는 컴퓨터, 스마트폰, 테블릿, 노트북 등 다양한 매체로 접근하여 활용할 수 있도록 구성한다. 동영상 콘텐츠에 대한 설문조사를 통하여 콘텐츠의 구성, 학습에 도움 여부, 보완해야 할 부분, 콘텐츠 접근 빈도, 학습경로 등을 분석한다. 분석의 결과를 통하여 정보통신기술을 활용한 어학 학습의 효과, 교육용 콘텐츠의 개선해야 할 부분 및 교육에 어떻게 활용해야 하는지에 대해 제언한다. 궁극적으로는 '플립러닝((Flipped Learning)'을 위한 컴퓨터 및 모바일 매체에 대한 효용성 분석과 활용방안을 제언한다.

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

This article is divided into two main sections. The first section considers why technology has not lived up to its expectations in bringing about improvements in language learning. Many learning opportunities are offered by new technologies but they are not fully exploited, mainly owing to the lack of relevant training offered to teachers. In addition, with the advent of the Web, there is a disturbing trend towards removing the teacher from the learning process - which is simply not acceptable. The second section of the article looks at a website that offers a considerable volume of ICT training n~aterialfso r language teachers, namely the ICT4LT website: http://www.ict4lt.org. The author examines the aims behind the site as a whole and the pattern of site visits, discussing the key issues and drawing conclusions based on an analysis of the pattern of visits to different modules of the site. Some important lessons have been learned regarding the type of training that teachers appear to need, for example: the continued interest in multimedia and the high demand for introductory courses. It is also evident that Web traffic is predominantly one-way and confined to certain sectors of the world, indicating that much more has to be done in order to stimulate discussion and to make the Web accessible to underserved regions of the world.

The two disciplines, natural language processing (NLP) and foreign languages learning have been developed separately in their own approaches and traditions

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이 연구는 한국 사회에서 성인이 ‘무용한’ 외국어를 배우는 현상이 지닌 의미를 뉴미디어의 활용 양상과 결부하여 계급의 문화적 실천의 관점에서 탐구한다. 이를 위해 한국에서 활용성이 낮은 언어를 비실용적인 방식으로 학습하는 성인의 사례를 선정하여 질적 연구를 시행하였다. 그 결과, 한국에서 실용성과 필요성이 적은 언어를 학습하면서 이들이 느끼는 ‘순수한 즐거움’은 경제적 이익이 없는 활동에 시간과 자본을 투자할 수 있는 계층임을 간접적으로 표현하고 있었다. 또한 뉴미디어의 다종다양한 외국어 학습 프로그램을 활용하여 언제 어디서나 각종 외국어 실력을 연마하고 있었다. 마지막으로 이들은 초국가적 이동을 통해 생활 반경을 확장할 가능성이 있는 계층으로, 한국 사회에서는 무용하더라도 세계 무대에서 중요한 언어 자본으로 기능할 가능성을 염두에 두고 언어 자산을 증식하고 있었다. 이 연구는 구체적인 사례를 중심으로 성인의 다양한 외국어 학습 행위의 확산을 계급성의 실천과 연결 지어 분석해 사회문화적 함의를 밝혔다는 점에서 의의가 있다.​

This study explores the sociocultural significance of adults learning seemingly ‘impractical’ foreign languages in Korean society, examining this phenomenon through the lens of class-based cultural practices and their intersection with new media usage patterns. The research employed a qualitative methodology, focusing on cases of adults studying languages with limited practical utility in Korea through non-utilitarian approaches. The findings reveal that the pure enjoyment derived from learning languages without immediate practical applications or necessity implicitly signifies these individuals’ membership in a social class capable of investing time and capital in activities without direct economic returns. Furthermore, their class position could be inferred from the prerequisite of English language proficiency needed to access various foreign language learning programs through new media platforms. Finally, these individuals, as members of a social class aspiring toward cosmopolitans and potentially expanding their life sphere globally, were accumulating linguistic capital that, while perhaps useless in Korean society, could potentially function as valuable linguistic assets in the global stage. The significance of this study lies in its scholarly analysis of the proliferation of adult foreign language learning practices through specific case studies, illuminating their sociocultural implications by connecting them to class-based practices.?

이 글을 통해 외국어 작문의 교수·학습 시 보다 효과적인 작문 수업을 위한 방편으로 이러닝적인 수단인 클라우드 문서의 일종인 설문조사 파일을 이용한 수업의 효율성 및 유효성에 대해 생각해 본다. 이 방식을 받아들인 수업의 장점은 인터넷을 이용하는데 따른 정보 접근의 용이성, 원하는 시간에 학습자가 학습 및 작문을 하는 시간적 면에서의 자율성, 이와 마찬가지로 피드백 하는 시간의 자율성, 교실 안팎어디에서든 학습을 할 수 있어서 공간적 제약의 탈피, 자신이 원하는 만큼 조절할 수 있는 학습자 주도의 학습의 양과 속도조절, 심리적 중압감의 감소를 들 수 있다. 또한 수업시간에 꼭 작문작업을 해야 할 필요가 없으므로 효과적인 교실 수업시간 활용이 가능하며, 피드백 작업도 꼭 수업시간에만 이루어질 필요가 없으므로 피드백에 충분한 시간을 할애할 수 있어 피드백의 질과 효율성 강화도 기대된다, 또한, 자칫 어지러워질 수 있는 수기 판서의 피드백과는 달리 전자문서 상의 피드백 내용은 알아보기 쉬워서 수업의 효율을 높이는 요소가 될 수 있다. 이러한 이점들을 포함한 클라우드 문서를 통한 스페인어작문에 관한 설문에 대해 2015년 2학기에서 2017년 1학기까지 총 86명의 응답에서 대체적으로 긍정적인 평가를 얻었다. 설문지 플랫폼의 본래 목적이 작문 수업을 위한 것은 아니지만, 효율적으로 작문 수업에 이용될 수 있음을 확인하였다. 이러한 시도를 통해 이러닝적인 외국어 교수학습 플랫폼의 개발에도 영향을 줄 수 있을 것이다. 또한 끝마치는 말에서는 차후 "이러닝 외국어 작문 플랫폼"을 별도로 개발할 때를 대비하여 개발 가능한 모델을 제시한다.

This work deals with the usefulness and effectiveness of the survey platform in the web-cloud in the teaching and learning of writing in foreign languages. The advantage of the writing class in a foreign language in which the survey platform has been adopted is : the easy accessibility for the information on the network, the self-directed learning with which the learner learns and writes when he wants, also the teacher's autonomy of the time of feedback, the overcoming of the restriction of the place of learning, the self-moderation of rhythm and amount of learning, and the relief of feeling of oppression. In addition, it is not mandatory to write in class, so it is possible to use time in class more effectively. On the other hand, feedback is not necessarily done in class either, and the professor can have enough time for the best feedback. Meanwhile, unlike the feedback made by the hand on the board can sometimes be difficult to recognize by accidental disorder, the feedback in the web-cloud document is clearer when reading it and makes better class performance. According to the responses of the apprentices to the survey in the Spanish writing classes during the second semester of 2015 and the first semester of 2017, the class that adopts the survey platform in web-cloud as the field of writing and feedback is effective and useful. Although the web survey platform has not been designed for the writing class, it is a useful tool for the teaching and learning of writing in foreign languages. It would also be added that this type of attempt could activate the development of the platforms for the teaching and learning of foreign languages in e-Learning. In the final part of this paper, we also propose a design of a possible platform to teach and learn to write in foreign languages.