이 연구는 한국어를 학습하는 외국인 학습자들을 위하여 인지언어학적 인 관점으로 접근하여 신체 관련 한국어 감정 관용 표현에 나타나는 은 유와 개념화의 방식을 살펴보는 데 목적이 있다. 관용 표현은 그 언어를 사용하는 사람들에 의해 그 의미가 형성된다. 따라서 관용 표현을 생성 한 한국인의 개념화 방식을 알아야 한다. 이에 따라 분노와 불안의 근원 영역을 ‘온도/색깔/명암/전복/분출/경직’으로 분류하였다. 근원 영역이 ‘온도’일 때 개념적 은유는 ‘분노는 뜨거움’과 ‘불안은 차가움’이며 ‘색깔’ 일 때의 개념적 은유는 ‘불안은 죽음’, ‘명암’의 근원 영역에서는 ‘불안은 어두움’이라는 개념화가 일어나고 ‘전복’의 영역에서는 ‘분노는 뒤집함’이 라는 개념적 은유가 일어난다. 또한 ‘분출’은 ‘불안은 땀’이라는 개념적 은유를, ‘경직’은 ‘불안은 정지’라는 개념적 은유를 통해 감정 관용 표현 을 생성하였다. 본고는 신체 관련 한국어의 감정 관용 표현 통해 한국인 의 개념화 방식을 정리하였으며 이 연구가 한국어교육 현장에 기초 자료 로도 활용될 수 있다는 점에서 의의가 있다

El sistema verbal en español no solo expresa el tiempo sino tambiénel aspecto y el modo a través de diversas conjugaciones, por consiguiente, es un sistema muy difícil de adquirir para los alumnos coreanos. En este artículo, desde el punto de vista de gramática pedagógica hemos propuesto unas medidas de instrucción basadas en la gramática cognitiva que puedan aplicarse en el aula. En primer lugar, es útil presentar el esquema cognitivo de varios tiempos verbales en una imagen. En segundo lugar, la perfectividad es una propiedad importante en el tiempo pasado español, mientras que la probabilidad es importante en el tiempo futuro. En tercer lugar, los grados de probabilidad pueden clasificarse como conjeturas o hipótesis y se representan por los tiempos futuros de indicativo como el futuro simple, el futuro perfecto, el condicional simple y el condicional perfecto en las oraciones principales, así como los tiempos de subjuntivo en las oraciones subordinadas. Finalmente, es necesario tener en cuenta que el modo subjuntivo refleja la actitud no asertiva del hablante a nivel pragmático, una construcción que no se realiza en coreano sintácticamente.

본 연구는 16세기 대표적 어휘 분류집인 『訓蒙字會』를 21세기 대표적 國家公認資格證인 한글어문회의 1급 한자 3500자를 비교하여 공통으로 사용되고 있는 한자를 살펴보고, 이를 통해 16세기와 21세기 상용한자가 어떻게 달라졌으며, 그 글자들의 의미범주는 어떻게 바뀌 었는지를 살펴보고자 하였다. 조사 결과 총 1,743개의 한자가 현재까지 공용자로 여전히 사용 되고 있었다. 그러나 그 의미범주별 사용 한자는 조금씩 달랐는데, 예를 들면 곤충을 나타내 는 글자나, 채소, 질병을 나타내는 글자들은 16세기와는 현저히 차이를 가지고 있음을 알 수 있었다. 이와는 반대로 유학이나 서식 등에 관한 글자는 여전히 현재까지도 자주 사용되있음을 알 수 있었다. 또한 『훈몽자회』의 어휘 분류는 당시 시대상을 많이 반영하고 있는데, 예를 들면 ‘천륜’에 노비들이 속한다든지, ‘인류’에 현대에는 없는 직업군이나 동서남북을 나 타내는 글자를 그 지역의 종족을 나타낸 의미를 해석한다든지 하는 것들은 당시 시대상을 알 수 있는 좋은 자료를 제공해주고 있다.

The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.

This paper constitutes a second report regarding an experiment examining the relationship between color recognition and concomitant color expressions as experienced by middle school students and high school students. The experiment’s protocol required three steps: first, sixty subjects viewed 308 color chips; next, they recorded by themselves the proper color terms for those color chips; last, they selected the proper color terms matching both color chips and color terms. This experiment yielded several notable discoveries related to color recognition and concomitant color expressions. First, in the task examining systemic color terms, only 22.72% answers corresponded with the systemic color terms of KS A 0011. Especially notable was that the ‘Yellow’ color terms (31.35%) were at the top of the correspondence degree and the ‘Red’ color terms (16.58%) were at the bottom degree. Second, the task relating to idiomatic color terms revealed that ‘Namsack (dark blue), Bora (deep purple), Jaju (deep purplish red)’ color terms (23.33%) were at the top level and ‘Red’ color terms were at the bottom. Next, we elucidated three controversial points regarding KS A 0011: Lee, Hyun-hee․Shin, Ho-cheol. 2012. The Color Recognition and Color Expression of Co-relationship (2): A Critical Viewpoint of the National Standard Color Name ‘KS A 0011’. The Sociolinguistic Journal of Korea 20(1). pp. 235-265. This paper constitutes a second report regarding an experiment examining the relationship between color recognition and concomitant color expressions as experienced by middle school students and high school students. The experiment’s protocol required three steps: first, sixty subjects viewed 308 color chips; next, they recorded by themselves the proper color terms for those color chips; last, they selected the proper color terms matching both color chips and color terms. This experiment yielded several notable discoveries related to color recognition and concomitant color expressions. First, in the task examining systemic color terms, only 22.72% answers corresponded with the systemic color terms of KS A 0011. Especially notable was that the ‘Yellow’ color terms (31.35%) were at the top of the correspondence degree and the ‘Red’ color terms (16.58%) were at the bottom degree. Second, the task relating to idiomatic color terms revealed that ‘Namsack (dark blue), Bora (deep purple), Jaju (deep purplish red)’ color terms (23.33%) were at the top level and ‘Red’ color terms were at the bottom. Next, we elucidated three controversial points regarding KS A 0011: modifying adjectives, division of complex colors and combination of systemic color terms.

디자인 조형화 과정에 있어서 최근에는 소비자들의 참여가 점차 늘어나고 있는 추세이며, 소비자들은 제품의 형태에 대한 직접적인 평가나 제안을 하기도 하며, 기업에서도 이러한 소비자들의 참여를 유도하기 위한 다양한 방안을 제시하고 있다. 하지만 근본적으로 제품의 형태를 다루는 데에 있어서 소비자와 디자이너는 어느 정도의 시각 차이를 가지고 있으며, 이는 곧 제품 조형화 과정에 있어서 소비자와 디자이너의 효과적인 커뮤니케이션에 방해요소로 작용하고 있다. 이를 해결하기 위해 소비자와 디자이너의 제품 형태에 대한 감성반응에 대한 특징을 통해 소비자의 감성반응을 이끌어 낼 수 있는 효과적인 가이드라인을 알아보는 방법을 연구하였다. 이러한 소비자와 디자이너의 제품 형태에 대한 감성반응을 알아보기 위한 실험을 진행하였는데, 먼저 제품 형태 기반의 감성 이미지 어휘에 대한 정립을 진행하였다. 정립된 이미지 어휘를 기반으로 각각 소비자와 디자이너에게 동일한 실험을 진행하였다. 실험 결과, 소비자와 디자이너의 형태에 대한 감성 반응은 유의한 성향을 띄게 되는데 이 때 디자이너가 소비자에 비해 보다 극적인 반응을 나타내는 특징이 나타났다.

Language is a crucial and complex lifelong capacity that is constrained by cognitive aging. Aging is thus regarded to be associated with poor performance particularly in the receptive and expressive language abilities. There are, however, some recent proposals that normal aging impairs specific aspects of language production, while most comprehension abilities remain stable as we age. This paper investigates how cognitive aging affects language performance, focusing on syntactic and semantic processing. Based on the experiments of structure choice and modification, it finds that both the syntactic and semantic systems remain largely stable across the life span and the semantic processing is rather preserved longer with age than the syntactic processing. This finding is consistent with the recent research on the compensatory neural recruitment as we age.

With the expanding wave of globalization, foreign languages have gradually become extremely significant in communication and exchange of information, the ability of using foreign languages has become the essential condition and the primary means to boost the national economy. Therefore, a great upsurge in learning foreign languages has been seen throughout the world, especially learning idiomatic phrases has received serious attention. However, in actual fact, because of the difficulty of idiomatic phrases themselves, yet the comparative research of them has not started extensively. Both of idiomatic phrases and proverbs evolve from the terms we utilize in our daily life. The true meaning of an idiom is not its denotation but the connotation that commonly recognized by the masses. For instance, the idiom ‘국수를 먹다(喝喜酒)’ is difficult for people form other countries to understand because of its hidden language background. In order to learn idiomatic phrases better, it is necessary to study the cause and the development process of them from the source. This thesis will divided the research of idiomatic phrases into four parts, container metaphor, space metaphor, event metonymy and states metonymy from the aspects of linguistics, history, sociality, psychology and cognitive linguistics. Since it is difficult to comprehend idiomatic phrases from their literal meanings, the thesis aims at investigating the cause and the development process of idiomatic phrases from diversified perspectives, and providing reference to the future teaching and research of idiomatic phrases.

Yeo, Kyunghee. 1998. Information Processing of the Cognitive Skill and the Second Language Learning. Studies in Modern Grammatical Theories 12. 241-256. The purpose of this paper is to explain the second language learning from the perspective of the cognitive psychology, which views the second language learning as an information processing. According to the perspective of the information processing, the mastery of complex cognitive tasks, such as learning the second language, requires relatively large amounts of processing capacity and time and another that occurs quickly and takes little processing energy. These two types of operations are referred as "controlled" and "automatic" processing, respectively. Repeated performance of the components of the task through controlled processing leads to the availability of automatized routine, resulting in learning. But there is more involved in learning a complex cognitive skill than automatizing subskills. The learner must also impose organization and structure the information that has been acquired. As more learning occurs, internalized, cognitive representations change and are restructured. This restructuring process involved operations that are different from, but complementary to, those involved in gaining automaticity. Although both processes occur throughout the learning, gains in automaticity are thought to be more characteristic of early stages of learning and restructuring of later stages.