Chinese Idioms are important as a Part of Chinese Vocabulary, Korean learners who use Chinese as a second language understand and grasp the usage of the Chinese-Korean idiom，It will also play a significant role in learning Chinese for Korean learners. A Comparative Study on Chinese and Korean idiom of same patterns of synonyms provides many conveniences and references for Korean Chinese learners, Nevertheless, there are differences in Chinese and Korean of syntactic, semantic and pragmatic functions of idiom of same patterns of synonyms. Therefore, Korean Chinese learners may have some troubles learning and using Chinese idioms. Dissertation takes between Chinese and Korean idiom of same patterns of synonyms from the new HSK level six Vocabulary Outline and two sets of the new HSK level six official test paper as the research subject, make Research and Analysis on Chinese and Korean synonym idioms differences between using frequency and usage of idioms in Chinese and Korean databases, in addition, make a comparative study between Chinese and Korean of syntactic and pragmatic functions of idiom of same patterns of synonyms, both Chinese and Korean idiom of same patterns of synonyms of the meanings are similar, however there are still many differences.

The purpose of this study was to analyze six English as a Foreign Language (EFL) learners’ trajectories of discriminating near-synonyms in a data-driven learning task. Since the learners find it considerably difficult to learn subtle meaning differences of near-synonyms, corpuscorpuscorpuscorpuscorpuscorpus-based data-driven learning may provide an opportunity for them to tackle their difficulties. The study materials guided the learners to identify the differences between the four pairs of near-synonyms, categorize the concordance lines based on their findings, and generalize the findings. The six participants had notably different trajectories of discriminating near-synonyms. The qualitative analysis of the trajectories showed a tendency that the intermediate learners focused on the meanings and found the correct answer without knowing the core meaning, and the advanced learners moved further to attend to structural differences and sometimes tested their previous knowledge on the concordance data. This study implies the need for careful guidance, collaborative group works, and strategy teaching in data-driven learning tasks.

In ancient Chinese, “shou (首) and “tou (頭)”, both of which were synonyms, referred to the human head. However, they were different from each other in the senses of the original, extended, and style meaning, respectively. The original meaning of “shou” refers to “head” with emphasis on the face, and “tou” refers specifically to “top of head”. In terms of the extended meaning, the most remarkable difference between “shou” and “tou” is that “shou” has the usage of verb while “tou” does not. “Tou” is grammaticalized as a suffix while “shou” is not. Therefore, we deduce the reason why “shou” and “tou” are not extended synchronously, and reach a conclusion that the core meanings of the two words are different. The core meanings confine the semantic changes of the synonym. In addition, the usage of verb of “shou” and the grammaticalization of “tou” have been explained at the core meaning level, respectively. As for the style meaning, “shou” is thought to be more elegant than “tou”.

2009 개정 한문과 교육과정에서 학습 요소로 제시된 유의어는 언어생활이 아닌, 한문의 언어적 특성에 기반한 것이다. 그러나 학교 문법의 측면에서 유의어 목록과 유의어 간의 의미 차이 등은 아직 학계에 보고된 바 없다. 본 연구에서는 유의어에 대한 분석 방법론 등을 검토하여 타당한 이론적 기준을 만든 뒤, 이를 근거로 하여 학교 현장의 교수학습에 적합한 유의어 목록을 선정하였다. 또한 선정된 모든 유의어에 대해 각각의 의미 차이를 명확히 기술함으로써 유의 관계에 있는 단어간의 ‘同’과 ‘異’가 분명히 드러날 수 있도록 하였으며 교과서 글감을 위주로 전형적인 예문을 함께 제시함으로써 유의어 학습 목표를 효과적으로 달성하고자 하였다.

본 논문은 한국어 유의 관계 부사 중에서 정도부사의 교육 방안을 연구하고자 한다. 각 유의어군의 말뭉치(corpus)의 용례를 바탕으로 의미 변별 기준을 제시하고, 현재 한국어 교육에서 유의 관계 정도부사 교육현황과 사용실태를 살펴본다. 그리고 이 자료를 바탕으로 한국어 수업 시간에 활용할 수 있는 유의 관계 정도부사의 교육 방안을 마련하고자 한다.

The purpose of this study is to suggest a method of teaching Korean Vocabulary Education through semantic analysis of synonyms. In this paper, I discuss learning methods for second language learners that effectively learn the differences between synonyms. It is not only for teachers, but also for learners. In vocabulary education, it is very hard to explain differences between synonyms especially to L2 learners. So it is needed that various and clear study of synonym's meaning and teaching methods. The first part of this paper addresses the concept of synonym for second language learning. In this study, the substitution is the most important judgement condition of synonym pairs. In the next chapter, this paper analyses meaning differences between synonyms, 'Gwangaek 관객 : Gwanjung 관중 : Gwallamgaek 관람객', 'Gap 값 : Gagyeok 가격'. In the last chapter, this paper present concrete teaching and learning methods. In the case of the first pairs, we can use diagram for showing the usage meaning area. In the other synonym pairs, we can use practical sentences with the context. It needs further consideration about various synonym pairs classes.

큰원뿔나방과(Depressariidae)의 8종, 을 우리나라 미기록종으로 보고한다. Depressaria niphosyrohas Meyrick과 D. basicostata Matsumura는 D. taciturna Meyrick의 동물이명으로 Agonopterix sapporensis(Matsumura)와 A. ochrocephala Saito는 A. angelicella(Hubner), 그리고 A. iharai Fujjisawa는 A. ocellana(Fabricius)의 동물이명으로 정리하였다.

이 글의 주요 연구 대상은 한국어 동의어이다. 한국어 어휘 중에서 의미가 비슷한 어휘가 많다. 한국어를 외국어로 배우는 중국어 학습자들은 어떻게 의미가 비슷하지만 미세한 차이가 있는 어휘들을 정확히 구분해서 활용하는 것이 매우 중요하기 때문이다. 또한 표현하고자 하는 뜻에 가장 어울리는 동의어를 선택해서 활용하는 것은 복잡한 일이다. 그래서 본문에서 한국어 동의어를 완전동의어와 부분동의어로 나누어 살펴보았다. 우선 완전동의어의 유형 및 대응관계를 살펴보고 그 다음에 부분동의어의 의미차이 유형을 사용대상 및 사용환경 등 미세한 차이를 10가지로 나누어 제시하고 논의를 전개하였다. 이런 내용을 분석함으로써, 각기 의미차이와 적절한 사용 대상이 있는 동의어들의 정확한 사용에 길잡이가 되고자 한다.

The main purpose of this paper is to study the differences in use between the English adjectival synonyms distant and remote through COCA(The Corpus of Contemporary American English), and to assess Korean college students’ understanding of distant/remote+noun combinations. The major findings of the paper are summarized as follows. First, The adjective distant is mostly used with space/place nouns, while remote is mainly used with information/communication/ computer-related or abstract nouns. Second, according to nouns which they occur together with, the two adjectives sometimes have (almost) the same meaning (e.g. distant/remote island), and sometimes a considerably different meaning (e.g. distant/remote office). Third, the same noun is sometimes used in different meanings (e.g. distant/remote connection), depending on whether it is used with which one of the two adjectives. Fourth, the overall average score of the subjects was as low as 45.2%, and the average score by type was 62.6%(remote+noun), 56.6%(distant+noun), and 16.4% (distant-remote+noun).