• Sijohaknonchong
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• v.43
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• pp.41-66
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• 2015

A study on rhythm of a sijo was mostly conducted based on rhythm theory. As it is considered to define the rhythm of a formal sijo based on three verses, its significance has been recognized. However, if rhythm is understood to be superior to cadence or versification, it seems necessary to examine the rhythm of a sijo as a verse with a fixed form as well as a highly individual rhythm of each and every lyric poet, which is informal rhythm, in order to fully understand them. In this case, prosodie analysis by H. Meschonnic (1932~ 2009) can be a significant methodology. As this study gropes for a possibility to examine the rhythm of a sijo from a new perspective instead of existing rhythm theory through the application of H. Meschonnic's prosodie analysis, it can be regarded as an essay. Prosodie newly suggested by Meschonnic is referred to as linguistic organization of consonants and vowels and indication of their paradigm, and it conflicts the perspective that traditionally separates linguistic sound from meaning for dichotomous understanding. It is due to the fact that the organization of consonants and vowels is a unit that constitutes a complicated layer of significant sound and meaning. Accordingly, prosodie analysis that is irregularly and aperiodically distributed within poetic text can be considered as methodology aimed at explaining how a poem is integrated in terms of sound and semantics. The core of prosodie analysis is to examine how the phonologic system stands against the theme of a poem. It ultimately has the same way of establishing literary style of a poet as it is to explain a unique aesthetic structure that individual poems have and show distinct characteristics of linguistic use by a poet. Prior to application of the prosodie analysis to sijo in general, the study preparatorily conducted prosodie analysis on < Ouga > by Gosan Seon-do Yun.

• Korean Journal of Child Studies
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• v.12 no.2
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• pp.146-153
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• 1991

Cette ${\acute{e}}tude$ a pour but d'analyse perceptive de la prosodie au cours de l'apprentissage du langage chez l'enfant de 7 $\acute{a}$ 34 mois. C'est $bas{\acute{e}}$ sur deux tests auditifs : $Pr{\acute{e}}test$ auditif et test auditif approfondi, Cet dernier porte sur 158 $s{\acute{e}}quences$ $diff{\acute{e}}rentes$. Nous avons ainsi ${\acute{e}}tabli$ rapports possibles entre structures prosodiques et ${\acute{e}}tapes$ de l'acquisition du langage. Nous $d{\acute{e}}gagons$ en conclusion que l'acquisition prosodique s'est $achev{\acute{e}}e$ plus $t{\hat{o}}t$ que les autres ${\acute{e}}l{\acute{e}}ments$ linguistiques.