태양광 패널의 최적 경사각은 한국의 경우 위도 범위인 30∼40도로 상당히 크기 때문에 패널을 지나가는 바람은 필연적으로 유동박리가 수반된다. 본 연구에서는 유동박리가 수반되는 대기유동장 해석시 난류강도 모델링이 우수한 대와류모사(LES)를 이용하여 풍동실험용 축소모형 및 실제규모 태양광 패널에 대한 수치해석을 수행하였다. 태양광 패널에 작용하는 풍하중이 최대가 되는 풍향인 0도와 180도에 대해 해석하고 압력계수를 실측자료와 비교하였다. 패널 경사면을 타고 올라가는 풍향 0도의 경우는 실측자료와 LES로 예측한 압력계수가 잘 일치하였으나 반대로 패널에 부딪쳐 타고 내려가는 풍향 180도의 경우는 실측값과 상당한 차이가 있었다. 패널 위, 아래면의 압력계수의 차이로 정의되는 순압력계수를 산출하고 이를 건축구조기준의 독립된 편지붕의 최소 설계기준과 비교하였으며, 설계기준 범위 이내인 것을 확인하였다.

This study investigated whether people experience a correspondence between color hue-tone and the main characters’ emotions in the 2012 British musical drama film, Les Misérables through three practical experiments. Six screen images, which represent the characters’ different emotions (Parrot’s six primary types including love, joy, surprise, anger, sadness, and fear) were selected. For each screen image, participants were asked to judge the degree of the character’s dominant emotions evoked from 17 varied screen images, which consisted of original chromatic and achromatized images as well as 15 color-filtered images (5 hues X 3 tones of the IRI color system). These tasks revealed that a chromatic color scheme is more effective to deliver the characters’ positive emotions (i.e. love and joy) than an achromatic one. In addition, they proved that the hue and tone dimensions partially influence the relationships between the character emotions and colors.

Les locutions idiomatiques du français sont l’une des bêtes noires des traducteurs étrangers qui travaillent vers leur langue maternelle. Le traducteur ayant été d’abord un apprenant, la faute nous incombe logiquement, nous, acteurs du FLE, qui redoutons la manipulation de ces, bien nommées pour le cas, « lexies complexes ». Les traducteurs de langues romanes voire germaniques se débrouillent malgré tout grâce à bon nombre de référents culturels partagés avec l’Hexagone mais il en est tout autre des Coréens qui les négocient, à leur insu, littéralement. Pour éviter les contresens et pire les non-sens, c’est dès le niveau A1 qu’il convient d’opérer un enseignement-apprentissage progressif et raisonné de locutions idiomatiques. « Progressif » parce qu’avant de manipuler les locutions dites « en filigrane », il est nécessaire d’avoir au préalable acquis des compétences linguistiques et culturelles conséquentes (« Choses promises chômedu !» = chose promise chose due + promesses non tenues de diminution du chômage en France). « Raisonné » car la phraséodidactique abhorre l’universalisme ; une locution jugée « facile » pour un public ne le sera pas nécessairement pour l’autre (« C’est une vraie tête de cochon ! » sera limpide pour un anglophone mais sera interprété autrement par un Coréen).

This paper aims to present some arguments for introducing Korean culture in teaching of French at Korean high schools. First, it is compatible with Intercultural Approach, a general trend for foreign culture education. Second, it is helpful to the communicative competence of the Korean students who are supposed to communicate with French interlocutors. In a natural communication situation, a French speaking person is likely to ask a Korean interlocutor questions concerning the Korean culture, which makes it necessary for Korean highschool students to learn how to explain it in French. Third, it can help Korean learners to take up positive attitudes towards French learning with higher motivation for French speaking and stronger confidence in themselves. Finally, it is recommended that the elements of the Korean culture introduced in French lessons should concern everyday lives rather than the sophisticated intellectual culture and that they be introduced through ‘intercultural dialogues’ in French. l’introduction de la culture coréenne dans l’enseignement du français au sein des lycées coréens. Premièrement, son introduction permet aux lycéens coréens, tout en apprenant le français, d’être sensibilisés à l’approche interculturelle, préalable à une éducation des cultures étangères. Deuxièmement, elle peut leur servir à développer leur compétence de communication lors de leurs interactions avec des francophones. Il est en effet naturel que, dans les situations de communication dans lesquelles un lycéen coréen et un francophone dialoguent, le francophone pose des questions sur la culture coréenne et que le coréen y réponde. D’où la nécessité de préparer les lycéens coréens à en parler en français. Troisièmement, cette capacité à parler de culture coréenne en français, avec ses principaux corollaires : une grande confiance en soi et un comportement plus participatif, peut favoriser une acquisition plus aisée de la compétence de communication en français. Enfin, nous recommandons que les éléments de la culture coréenne portent sur le quotidien et que ces éléments prennent la forme de ‘dialogues interculturels’ en français entre un francophone et un coréen.

L’imparfait de l’indicatif, dans l’enseignement/apprentissage du français, est très certainement l’une des étapes les plus difficiles dans la maitrise de ce tiroir verbal chez l’apprenant, certes mais aussi chez l’enseignant. En effet, ce dernier ne se borne souvent qu’à enseigner son versant temporel au détriment de son versant modal. C’est un choix malheureusement guidé par un bon nombre d’ouvrages FLE qui ne présentent que peu de ses valeurs modales voire parfois pas du tout. L’apprenant, l’autodidacte surtout, s’en trouve grandement influencé dans son apprentissage croyant reconnaître l’imparfait et l’une de ses valeurs alors qu’en fait le sens est tout autre (nous pensons par exemple à l’imparfait de l’imaginaire: Encore un peu et je tombais!). Partant de ces constats, il est dès lors urgent de revoir la manière d’enseigner cette partie de la langue française, aidé cette fois de manuels qui osent s’attarder sur toutes les valeurs modales de ce «temps», qui n’est pas, à vrai dire, que temporel.

The purpose of this study is to explore historical and cultural backgrounds of early twentieth century in Paris, France and examine musical characteristics of selected songs of Les Six through analysis. This study investigates songs of Les Six, which possess valuable learning aspects technically and musically and present artistic aesthetics of early twentieth century France, but have not been studied suffciently as an appropriate twentieth century French repertoire for singers, teachers, and music researchers. Les Six was a group of talented and young composers gatering under Erik Satie (1866-1925) and Jean Cocteau (1889-1963) pursuing true French music that was independent from German Romantic and Debussy's impressionism. Also, Les Six has been recognized as representing composers of contemporary French music in the early of twentieth century. The study briefly examine the cultural and historical background of early twentieth century France and the formation and aesthetics of the group of six composers, Georges Auric(1899-1983), Loise Durey(1888-1979), Arthur Honegger(1892-1955), Darius Milhaud(1892-1974), Francis Poulenc(1899-1963) and Germaine Tailleferre(1892-1983). The selected songs of "Les Six" present a unique style such as neo-classical simplicity, embracement of tradition and modern qualities, and integration of characteristics of popular music, refined and controlled expression, and suble relationships between text and music.

건물군 내의 난류 유동에 의한 오염물질 확산을 LES 기법을 이용해 해석하였다. 본 연구의 동기는 복잡한 건물 내의 오염물질 확산을 효과적으로 예측하려는 노력에 기인한다. 결과적으로 확보될 예측 기술은 화학적으로 치명적인 재난을 예방하거나 기발생된 사고에 대한 빠른 대처를 가능케 할 것이다. 우선, 채널 내 난류 유동에 의한 농도 확산 및 단일 큐브 주위의 농도확산에 대한 타 연구 결과와의 비교를 통해 본 코드의 검증을 수행하였다. 그 다음에 도심 도로변의 배기가스에 의한 대기 오염을 모사하였다. Lagrangian dynamic subgrid-scale model이 유동장 및 농도장에 대한 난류 모델기법으로서 사용되었으며 log-law에 기반을 둔 유동장에 대한 벽모델이 바닥면과 건물 표면에 적용 되었다. 건물의 형상은 가상경계법을 이용해 직교좌표계에서 구현되었다.

The purpose of this paper is to suggest a new direction of teaching French culture in Korean high schools. With this goal, this study investigates teaching French culture through teaching French words. Because vocabulary is often a main obstacle to foreign language learners in their communication, vocabulary teaching is one of excellent tools for teaching and learning foreign cultures. The study also proposes the list of cultural aspects necessary to highschool French learners, which are related to 800 words specified by the 7th French Cumculum.

The purpose of this paper is to suggest a more methodical and efficient means to make Korean high school students understand the usages of two French past tenses, viz passé composé and imparfait. The paper shows that these two tenses are distributed in a complementary way on textual level, and that two conceptual devices developed by Weinrich, foreground and middle ground, can be useful for the teachers' teaching skills. The paper also discusses the anaphoricity, redefined and remodulated by Berthonneau and Kleiber on the semantico-pragmatic basis, for a new means of teaching French past tenses.

본 연구는 LES와 유사이동 모형을 이용하여 군말뚝 주변 세굴과정 및 특성의 수치모의에 관한 내용이다. 군말뚝 주변에서 세굴 및 퇴적은 말뚝간격에 크게 영향을 받았다. 무차원 말뚝간격이 3.75보다 작은 경우에는 군말뚝 주변 국부세굴 뿐만 아니라 단면축소세굴이 발생하였다. 반면 무차원 말뚝간격이 3.75 이상이면 단면축소세굴은 사라지고 각각의 말뚝에서 국부세굴만 발생하였다. 상류에 위치한 말뚝에서 세굴심 변화는 단일말뚝의 경우와 유사한 경향을 보였지만 하류에 위치한 말뚝근처에서 세굴심은 상류말뚝 존재 때문에 세굴심이 낮게 나타났고 경향성도 상당히 다름을 보였다. 군말뚝 주변의 무차원 최대 세굴심은 말뚝간격이 증가할수록 감소하였다.