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제목 몽골인 한국어 학습자의 한국어 쓰기와 한글 맞춤법의 구조 관계
저자 지문건
권 / 호 26권 / 4호
출처
논문게재일 2018. 12. 31.
초록(국문)

Ji, Moon-gun. (2018). The structural relationship between Korean writing proficiency and factors of Korean orthography in Mongolian students. The Linguistic Association of Korea Journal, 26(4), 225-243. The primary purpose of this study was to investigate the components impacting on Korean writing proficiency. Ninety-eight Mongolian middle school students took both a Korean writing test and a Korean orthography test. The first consisted of 10 items and the second involved four categories (sound, form, spacing words, and others), each with ten items. Findings showed that the scores in the sound category on the Korean orthography test were higher than other elements. Form orthography is strongly correlated with others orthography. Second, sound orthography was a significant predictor of Korean writing proficiency. Third, the structural equation modeling (SEM) analysis indicated that sound orthography was directly related to Korean writing proficiency, whereas form, spacing words, and other aspects of orthography were indirectly associated with Korean writing proficiency through sound orthography. Pedagogical implications based on the outcomes suggest Korean orthography education include the teaching of the rules of palatalization, vowel, fortis articulation, overlapping for successful Korean writing proficiency in a Korean language classroom.


초록(영문)

Ji, Moon-gun. (2018). The structural relationship between Korean writing proficiency and factors of Korean orthography in Mongolian students. The Linguistic Association of Korea Journal, 26(4), 225-243. The primary purpose of this study was to investigate the components impacting on Korean writing proficiency. Ninety-eight Mongolian middle school students took both a Korean writing test and a Korean orthography test. The first consisted of 10 items and the second involved four categories (sound, form, spacing words, and others), each with ten items. Findings showed that the scores in the sound category on the Korean orthography test were higher than other elements. Form orthography is strongly correlated with others orthography. Second, sound orthography was a significant predictor of Korean writing proficiency. Third, the structural equation modeling (SEM) analysis indicated that sound orthography was directly related to Korean writing proficiency, whereas form, spacing words, and other aspects of orthography were indirectly associated with Korean writing proficiency through sound orthography. Pedagogical implications based on the outcomes suggest Korean orthography education include the teaching of the rules of palatalization, vowel, fortis articulation, overlapping for successful Korean writing proficiency in a Korean language classroom.


첨부
  11. 지문건.pdf
  11.지문건.hwp
 
 
 
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