본고에서는 한자라는 계열에서 서체라는 개념을 어떻게 분석에 이용하면 좋을지를 이시즈카 하루미치(石塚晴通)의 한자자체론(漢字字體論)을 중심으로 검토하였다. 이시즈카의 한자자체 론은 서체를 글자를 아우르는 표준으로서 상위에 둔다. 이것은 자료 연구의 장에서 탄생한 실지 적인 것임을 학설의 발전 과정을 통해 알 수 있다. 또한 이시즈카가 일컫는 서체는 실질적으로는 문자 체계로서의 차이에 가까운 측면이 있으며, 오늘날 동일한 글자에 대한 서기 방식의 차이로 인식하는 것과는 이질적이라는 점을 지적하고, 그러한 현대적인 감각에 기인하는 오독 사례를 지적하였다. 그런 다음 역사적인 서체와 인쇄 서체를 구별하여 논의할 필요가 있다는 점, 이시즈 카 한자자체론을 화용론적 문헌학 pragmaphilology (Smith, 2020)의 방법으로 자리매김할 수 있음을 논하였다.

This article focuses on the Namdaemum repair and the Seokguram restoration, which had begun in 1961, as an important repair conducted during the time of seeking the conservation principle of architectural heritage after liberation in Korea. Through the analysis of the principles described in the repair report issued after the two repairs, meeting records, and related expert announcements, it is shown that the principle of 'preservation of the historic state' had been established at Namdaemun repair and later have changed to the principle of 'restoration of the historic form' which means reconstruction in Seokguram restoration. By analyzing the minutes of the Cultural Heritage Committee's meeting on the repair of other cultural properties during this period, it is revealed that the key terms related to the preservation principle, 'historic form' and 'restoration', were given meaning as 'object' and 'method' of preservation, and then 'restoration of the historic form' has been gradually used as a conservation principle.

This study investigated intra-learner variation in the effects of implicit and explicit focus on form (FonF) on second language (L2) acquisition of the English passive, an interface construction. The study employed a pretest-posttest-delayed posttest design, with five treatment sessions between the pretest and posttests. Implicit FonF was operationalized as textual enhancement (TE), and explicit FonF as consciousness-raising (C-R). Five different outcome measures were utilized to examine the respective treatment effects on the form, meaning, and function of the passive. Data were collected with four Korean high school students, two engaging in TE and the other two in C-R, whose developmental routes through the experiment were analyzed quantitatively and qualitatively. The results of the analysis showed that implicit and explicit FonF led to differential variation within each learner, not only across the outcome measures but also over time, yet were suggestive of a potential benefits to each for the different domains encompassed in the passive. These results are further discussed in relation to the learners’ proficiency levels and the types of errors they produced.

In an effort to find a way to optimize the learning condition, this study examined the effects of two types of input frequency distribution, skewed-first distribution (SFD) versus balanced distribution (BD), and two types of focus-on-form techniques, input processing (IP) versus input enhancement (IE), on the learning of English participles by Korean middle school students. A total of 91 students participated in this study, divided into five subgroups: SFD + IP, SFD + IE, BD + IP, BD + IE, and Control. The learning outcomes and the generalizability of the learned knowledge were measured through scaled judgment tasks and picture description tasks, immediately after treatment as well as one week later. The results showed that the input frequency distribution factor did not have statistically significant effects on learning and generalizability, while the degrees of explicitness of focus-on-form techniques had statistically significant effects on both. The interaction effects of the two main factors were not statistically significant. More detailed findings are presented with some pedagogical implications for Korean EFL classrooms.

에클레시아[ecclesia (ἐκκλησία)]의 성경적 개념과 오늘날 현대교회 의 차이를 다루는 교회 문헌의 세 가지 경향을 밝힌 연구에 기초하여, 본 연구는 교회가 성경적 에클레시아와 약간 다른 조직이라는 것을 인정하는 네번째 접근을 취하고 있다. 본 연구에서는 성경적 에클레시아의 형태, 기능, 목적을 탐구하기 위해 신약의 에클레시아를 분석하고 구약의 카할 [qahal ( קה ל )]과 연결한다. 천국과 그 계시에 연결되어 성령의 인도 하에 이 땅에서 사는 것뿐 아니라 예루살렘과 유다의 한계를 넘는 에클레시아의 팽창을 조사한다. 에클레시아에 적용되는 성전, 몸, 신부의 비유뿐만 아니라, 성경적 에클레시아의 단일성과 다양성을 관찰하고 논의한다. 본 연구의 결론은 남한과 북한의 선교적 관계와 아시아의 다른 현대적 접근을 참고하여 논의된다.

캐리커처 자동 생성기를 개발하기 위한 본 연구는 과거의 여러 연구와는 달리 캐리커처 전문가들이 그리는 방법을 관찰하는 것에서 시작하였다. 관찰 과정에서 전문가들이 특히 그림을 그릴 때 대상물의 형태를 다른 유사한 다른 사물과 비슷하게 그려서 그 특징을 과장하고 있는 사실을 발견하였다. 우리가 일상생활에서 '무엇은 무엇을 닮았다'라고 표현할 때, 이는 동일한 형태 군에서 그 차이점을 부각 시켜서 표현하는 것이다. 본 연구에서는 그리고자 하는 대상물의 형태와 가장 유사한 기하학적 형태를 찾아 그 형태를 강조 변화 하고자 하였다. 연구의 범위는 벡터라인으로 그려진 2차원 단일 외형 폐곡선을 캐리커처 형태로 강조 변화하는 것으로 한정하였다. 이를 위하여 4종류의 유사 기하학적 형태 데이터베이스의 구성방법, 대상 유사 기하학적 형태를 찾기 위한 탐색 방법, 탐색된 데이터를 동일 크기와 좌표로 재배열 방법 그리고 강조 변화하는 방법에 관하여 논하였다. 사람 얼굴을 실험 대상으로 선정하여 데이터베이스를 제작하였다. 변화된 결과물에 대해서 설문한 결과 그 가능성이 입증되었다.

The purpose of focus-on-form instruction is to attract learners' attention effectively to linguistic forms of the target language during a meaning-focused activity. However, there is always competition of learners' attention between to form and meaning due to the fact that human attentional resources are limited. Task difficulty is identified asa critical factor which depletes learners' attention during language activities by many researchers. The purpose of the present study is to examine how task difficulty affects the allocation of learners' attention between form and meaning during different types of focus-on-form instruction, which are Textual input enhancement and Dictogloss. The results showed that learners' attention to form during the instruction was not affected by the task difficulty, while their attention to meaning was negatively affected by it. it means that focus-on-form instruction needs to be designed appropriately based on learners' level of language proficiency in order for it not to be focus-on-formS instruction which focus only on linguistic forms separately from meaning.

The purpose of this study was to investigate whether or not ‘focus on form’ instructions can be applied to 7 year old children"s communication classes and how many uptakes are observed from each class. And if it works, what types of ‘focus on form’ will be observed and which types of ‘focus on form’ are most useful for learners" uptakes. This study observed 9 different kinds of ‘focus on form’ types and divided into two higher types: Reactive Focus on Form and Preemptive Focus on Form. From this study, there were 103 ‘focus on form’ episodes which were recorded in order to identify occasions where there was attention to linguistic form. After 98 times, learners’ uptakes were examined from 103 ‘focus on form’ episodes. Learner uptake was generally higher and successful, to a much greater extent than has been reported for ESL adult classrooms. Uptake was higher in ‘reactive focus on form’ than in ‘preemptive focus on form’, in teacher-initiated ‘focus on form’ than in student-initiated ‘focus on form’, and also higher when blended with reactive and preemptive focus on form. Having accomplished this research I conclude it is necessary when attempting to examine young learner uptakes during ‘focus on form’ instructions in a communication class, the teacher should plan to use the most effective types of focus on form ‘recast’ and teacher-initiated episodes as possible, rather than student-initiated episodes.

This study investigates the effects of focus on form on the acquisition of the tense-aspect system in English by comparing two different instructional techniques, implicit and explicit focus on form. Furthermore, it examines which class of lexical aspect use is more applicable to each method of instruction. The implicit method is intended to produce the synergy of input flooding and typographical enhancement technique. The explicit method provides learners with pedagogical statements, corrective feedback, and some exemplars which are neither flooded nor visually enhanced. The subjects were Korean junior college students enrolled in two basic English writing classes. One class was assigned to an implicit group and the other to an explicit group. They received instruction for 10 weeks under two different learning conditions and were tested on the target structures. The results showed the overall effectiveness of implicit and explicit focus-on-form instructions on facilitating the two target structures, the simple past and present perfect, and on the lexical aspectual system as well. Although the implicit group made some progress, the gain was not statistically significant. The explicit group, however, made a significant progress in the learning of the present perfect. As for the lexical aspectual system, the implicit instruction somewhat influenced appropriate use of telic verbs, whereas the explicit instruction was more effective in facilitating the appropriate use of atelic verbs. The results indicate the importance of acquisition order and learners’ readiness in the learning of the present perfect.