This paper attempted to shed light on the ways to facilitate the Elementary School students` acquisition of Chinese characters through analyzing the meaning of each character. Chinese characters account for over 70 percent of Korean vocabulary and their history of assimilation is so long that the speech public tend to accept the borrowed words as pure Korean. It is this reality that makes us unable to rule out the Chinese characters in teaching the vocabulary at Elementary Schools. Nevertheless, the teachers confine themselves to giving the etymological explanation or teaching the radicals and strokes, making use of the optional hours. In Chinese, every word is a free morpheme so the language is very productive. Therefore, the author emphasized the goal of getting students to acquire as many words as possible through the understanding of the semantic aspects of Chinese words as well as getting them to write the acquired words. The method proposed is helping students build up word power through the activity of finding out the words that have the same semantic element after they are taught the common characters found in the reading texts for the first semester of Fifth grade. The students are then required to write the Chinese words whose meanings are already known. At the closure of the lesson, they are told a story on some old wise phraseology to help them grow in personality. This semantically oriented instruction of teaching Chinese characters has proved to be very helpful for the students` vocabulary build-up because they learn how to analyze the compounds into separate morphemes which they have already acquired. However, since the lessons for introducing the Chinese characters are not of the regular curriculum, teaching them in regular Korean classes is prohibited, but the optional hours are usually spent for other activities. Another problem is that a complete learning cannot be achieved because only reading the Chinese characters is focused on, excluding the writing exercises. Still another problem is that there are often big individual gaps found among the students the amount of whose prior exposure to Chinese characters varies. So individualized teaching for the retarded is required in some cases, but above all things teaching Chinese characters should be included in the regular curriculum. A desirable literacy program should be based upon a sound analysis of our everyday life in using language in that the children`s both maximal and correct use of our language is the basis for teaching Chinese characters at Elementary Schools. In this respect, the teaching of Chinese characters is nothing less than an effort to use our language optimally and systematically. Finding out an appropriate method of teaching Chinese characters to the second generations who will prevail in the 21st century appears to be an immediate necessity.

본 연구는 일상 대화 말뭉치를 통해 <너무/되게/엄청 + 형용 사>의 의미적 선호를 분석하는 데 목적이 있다. 분석 결과, <너무+형 용사>에서는 [경험-심리]가 높은 선호도를 보였으며, <되게+형용사> 에서는 [경험-논리], <엄청+형용사>에서는 [사물-측량]이 높은 선호도 를 보였다. 한편, 세 정도부사에서 사물에 대한 추상적 묘사를 의미하 는 [사물-추상]의 의미 선호는 1건도 나타나지 않았다. 또한, 대부분의 의미 유형에서 <너무+형용사>의 의미 선호가 가장 많았으나 [사물- 형태]에서는 <되게+형용사>의 의미 선호가 많았다. 향후 정도부사의 피수식어로 동사나 ‘명사+이다’ 등의 의미적 선호 양상 분석이 이루어 지기를 바란다.

The necessity of universal design for forestry is increasing. Although several studies applied universal design in forest site, they had been only concentrated on the barrier-free design for the limited activities rather than overall utilization for considering all visitors from the disabled, the elderly and the infirm to the baby and child. The purpose of this study is to find out the principle of the universal design within forest welfare service facilities by analysing how socially disadvantaged people perceive overall usage of natural recreation forest area. This study figures out the main principles of universal design in forest welfare through analyzing usage of children and disabilities in Yumyeongsan natural recreation forest where is one of the popular type of forest welfare area. By doing focus interviews targeted on children and disabilities, the results are analyzed through semantic network analysis, objectively. The result proves that universal design in forest welfare area contains four principles; convenience, safety, diversity and amenity. Also it confirmed that disabilities need better internal space facilities and priority care. Through those characters of universal design, forest area will be able to cover more various type of users as forest welfare area.

In this study, soundscape was analyzed through physical measurement and social surveys. The results showed that, soundscape components were related to functional partitions and tourist activities, at the same time influenced by ambient noise. The sound pressure levels showed daily regular changes. Semantic differential analysis showed that the evaluation of the soundscape in urban park was rather complicated. It was still possible to identify major factors including relaxation, spatiality and environment. The results provided theoretical basis for improving urban park soundscape, and called attention to this problem.

본고는 한국어 학습자를 위한 기초 연구로 한국어 타동사 유의어인 ‘숨기다’와 ‘감추다’의 의미를 연구한 것이다. ‘숨기다’와 ‘감추다’의 공통 상위 개념은 ‘비인격적 대상을 남이 못 보게 또는 모르게 함’이다. 그런데 각 동사의 의미 자질이 변별되는데 우선 ‘숨기다’의 경우 선행 목적어로는 ‘인격적 대상’과 ‘독립성 대상’로 한정되고 의도성이 강할 때 사용할 수 있다. 그에 반해 ‘감추다’는 ‘드러난 신체성 대상’과 ‘비실체성 명사’와 어울리며 행위가 자연스러운 경우와 의도성이 약할 때 사용되는 특성이 있다.