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논문검색은 역시 페이퍼서치

국어교육검색

The Education of Korean Language


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1226-3958
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 144권 0호 (2014)

다문화 배경 학습자를 위한 한국어 교육의 과제

원진숙 ( Jin Sook Won )
7,100
초록보기
In response to the recent KSL education program that was introduced into the public education system for Culturally Linguistically Diverse Student, this paper aims to make suggestions that is appropriate for the current state of Korean Language education. First the concept of a "culturally linguistically diverse student" will be defined then the paper will further claim that the KSL education program in public schools must be custom tailored to the diverse spectrum of multi-culture students. This is the case as the spectrum is very broad, for example children born in Korea to international marriage, recently immigrated students from abroad due to one of their parents marriage into Korea, children of migrant workers, North Korean defectors, and students that return from studying abroad. In order to do this first, I organized the concept, characteristics and contents of the Korean as a second language education that was introduced into the KSL program. Then, this paper discusses the way that the Sheltered Program, that has the characteristics and goals of the BICS that focuses on survival Korean and the CALP that cultivates the skills to learning Korean, is carried out with the characteristics as a stepping stone program. In addition according to the results of a field study on educational schools, the current status of the KSL program was observed. According to the observation and analysis, it was concluded that instead of a unique routing approach it is more appropriate to customize the education program according to the region and the unique characteristics of the students in the respective school. Therefore, in order to develop a stable and effective Korean language education system for culturally linguistically diverse students in the public school system there are several considerations needed to be taken. First, there is a need to establish a education policy direction on the level of the state. Next, construction of a institutional KSL education support policy, expansion of a Korean education program that cultivates and aims to increase literacy among multi-cultural students, establishment of an academic identity in the area of KSL education and the cultivation of multi-cultural KSL teaching capacity for instructors in education.

다문화 배경 학습자를 위한 한국어 교재 특성

민병곤 ( Byeong Gon Min )
5,900
초록보기
This article discusses the characteristics of Korean textbooks for multi-cultural students by analysing the Standard Korean Textbooks developed according to the national curriculum, and suggests some steps toward their improvement. In order to accomplish this, the writer first identifies four key elements to consider in developing Korean textbooks for multi-cultural students: learners, instructors, content and methods, and media. Based on these considerations, he analyses the Standard Korean Textbooks for primary and secondary students with multi-cultural backgrounds and proposes the following suggestions: to consider the multiple layers of multi-cultural students as learning subjects, to improve the expertise of instructors as teaching subjects, to take into account the reality and efficacy of the Korean language in teaching and learning content and methods, and to construct an intelligent learning environment that enables participants to corporate with one another using textbooks as a medium. Finally, the author emphasizes that Korean textbooks should be reviewed in light of Korean as a national language. This is because although they begin at different points, multi-cultural students share a need to communicate and reflect upon the world using Korean. From this point of view, all Korean textbooks should include materials and activities that support this goal.
6,600
초록보기
The present study investigated the factors influencing the subject learning and explored the mechanism of teaching-learning of the learners with multi-cultural background. It also suggested a teaching-learning model to improve their learning capability. Factors influencing the achievement in a subject learning include socio-cultural knowledge, basic knowledge on the subject, thinking ability and communication ability. For the successful subject learning of the multi-cultural learners, each of the aforementioned factors should be in full work. Therefore, in KSL teaching-learning, a teaching-learning method needs to be applied that could prevent from any problems in the subject learning due to insufficiency of the four factors. Hardships of a multi-cultural learner encountered during subject learning could be overcome by providing communication ability, strategy, theme and vocabulary for the subject, when a multi-cultural learner learns a subject in Korean language.

다문화 배경 학습자를 위한 한국어 능력 평가 방안

서혁 ( Hyuk Suh )
6,200
초록보기
The purpose of this study was to analyze advanced research about Assessment Tools of Korean Language Proficiency for multicultural background students and suggest directions. There is a great need to develop a Assessment Tools of Korean Language Proficiency for multicultural background students considering their cognitive levels, learning purposes, residence periods in Korea, cultural background of students etc. For this flexible running, It would be useful to develop a standard form like "record sheet of observation or portfolios of the students` levels. We suggested that it is necessary to subdivide multicultural background students strictly and approach Korean Language Proficiency level and question level easily. Also, It is important to build up the legal system and provide an institutional strategy for Assessment Tools of Korean Language Proficiency for multicultural background students. For this institutional management, There is also a need to operate department of municipal ministry of education or special institution like a tentatively named "Korean Language Assessment Center for Multicultural background Students."

다문화 배경 학습자를 위한 한국어 교사 교육

권순희 ( Soon Hee Kwon )
6,100
초록보기
An institutional strategy has been provided in order to give Korean language lectures in primary, middle, and high schools from March 2013, as KSL (Korean as the Second Language) curriculum for multicultural background students was announced in July 2012. However, there is a shortage of skilled teachers to conduct Korean lectures in schools. Qualifications of Korean language teachers for multicultural background students are different from those of Korean language teachers for adult foreigners as well as those of Korean teachers for native speakers. Therefore Korean language teachers should be trained through teacher training or education system for teachers. There are ESL (English as the Second Language) teacher training systems in United State of America, Canada, and Australia. In these nations, teachers in primary, middle, and high schools can get ESL teacher`s license through ESL special program, or students of college of education can get ESL teacher`s license by having ESL as a second major. Teacher training for KSL learners is still in the beginning stage in Korea. KSL teacher training programs intended for teachers in primary, middle, and high schools were progressed in Jan 2013 at Seoul National University of Education and in Jun 2013 at Chonbuk Natinal University. In this study, two programs were compared. Which institute is running the program can define the characteristics of teacher training. KSL teacher training program intended for present teachers and certification as KSL teacher licence by Ministry of Education are required. Also an institutional strategy for KSL teacher education at National Universities of Education and Colleges of Education is necessary. Special law on Korean language education for multicultural background learners has to be enacted.

□다의 재구조화에 대하여

김경아 ( Gyeong A Kim )
6,000
초록보기
This paper examines on the process of restructuring in the verbal stem change ``□->맡-``. Syllable final coda ``st`` cluster changed to ``th`` on the orthographic system. The main problem is whether this change is the phonological one or not. Actually, there is no way to explain ``st>th`` on the only phonological change, because this change contains another motivations. Paradigm of verbal stem ``□-`` inferred from paradigm of verbal stem ``□□ -``, and therefore stem``□-`` changed to stem``맡-``. This change based on ``s>t`` process and ``s>t`` process evidently affected the restructuring of underlying form. Especially, the discordance between phonological changes and orthographic changes caused the wrong analysis or led to the various restructuring. On this viewpoint, I try to explain the alternation and restructuring of ``□-, 맛기-``. In fact, the argument about the change of these stems mainly focuses on changes in the phonological system. Up to the present, the restructuring related paradigms rises up as the important issue of phonology and morphology. As you know, ``paradigmatic analogy`` and ``reanalysis`` should be critical facts on the restructuring. Based on this approach, I argue in favor of the paradigmatic analogy on ``□-, 맛기-`` and the related verbal stem. In this case, surface forms of verbal stem are more important than underlying forms. The reason why paradigms are so important for the analogical mechanism is that there are some examples for restructuring hard to explain through the rule mechanism. Nevertheless, the argument about analogical processes and paradigmatic analogy is not examined thoroughly. In this paper, I concentrate on the analogy cross some paradigms related the phonological, morphological and semantic change.

경험 서사 창작 교육의 내용 구성 원리 탐색

전한성 ( Han Sung Jeon ) , 고재석 ( Jae Seok Ko )
6,600
초록보기
The purpose of this study was to establish the direction of contents construction of the eduction of creative writing of experience narrative. Based on the critical mind that getting rid of alienation from self-doubling which might result from the process of creation of learning creator and recognizing the relationship between the real world and fictional world correctly were required, this study focused on the genre of autobiography which represented self experience. Largely, there were three aspects of the reason why this study paid attention to autobiography. First, it is related to the anthropological viewpoint reflected in literature education. Second, it is concerned with the practical aspect of a cultural viewpoint reflected in literature education. Third, it is connected with aesthetic autonomy of literature. The data for this study was autobiographies of high school students, which help them, that is, learners to reflect their lives by themselves in the process of narrating their experience and to realize the aesthetic value of their creative works. The data collected was totally 352 from Gwangmyung High school 2th grade students(153), Baemyung High school 1th grade students(86), and Poongmoon Girls`` High school 2th grade students(113). Through analyzing the data, this study looked into various ways of the expression of self experience in their autobiographies in order to establish the direction of contents construction of the eduction of creative writing of experience narrative. The results were as follows. First, the content of concerning the world which enables learners to recognize narratives of their lives and the experience of life-world should be considered. Second, self-examination through the statement of confession of the first person should be included for the contents. Third, the reconstruction of experience narratives through the deconstruction of genre of autobiography is required. Finally, the contents should be established in a way of reflecting their experience connecting with their lives from the aspects of story construction.

초등학생용 과학 정보책의 유형과 구성 요소에 대한 연구

권이은 ( E En Kwon )
6,000
초록보기
지금까지 실제성 있는 정보 텍스트의 유형과 구성 요소를 제시하기 위해 초등학생용 과학 정보책의 유형과 구성 요소를 살펴보았다. 추천도서목록을 통해 초등학생용 과학 정보책을 수집하고, 과학 정보책의 유형을 결정짓는 기준으로 서술 방식, 허구적 요소의 개입 여부, 설득적, 절차적, 전기적 요소와의 조합을 제시하였다. 그 결과, 서술방식을 기준으로 1) 설명적 정보책과 2) 내러티브 정보책으로 크게 나누고, 내러티브 정보책을 허구적 요소의 개입 정도에 따라 2-1) 내러티브 정보책 1유형, 2-2) 내러티브 정보책 2유형, 2-3) 내러티브 정보책 3유형, 2-4) 내러티브 정보책 4유형로 나누었다. 다음으로 설득적, 절차적, 전기적 요소와의 조합 여부를 기준으로 1) 설득적 요소가 포함된 정보책, 2) 절차적 요소가 포함된 정보책, 3) 전기적 요소가 포함된 정보책을 과학 정보책의 하위 유형으로 제안하였다. 그리고 이러한 하위 유형들은 다양한 조합을 통해 새로운 정보책의 유형으로 구성될 수 있다는 것도 확인하였다. 이를 통해 실제 학생들이 읽는 책은 단순한 구성의 설명적 정보책부터 다양한 하위 유형의 정보책이 조합된 형태까지 그 유형이 매우 다양함을 알 수 있었다. 다음으로 초등학생용 과학 정보책의 구성 요소를 확인하였다. 그 결과 필수 요소로 ‘주제 제시, 속성 기술, 특징적 행위’를, 선택요소로는 ‘범주 비교, 역사적 짧은 글, 실험적 아이디어, 서문, 후문, 부록, 그래픽 확장 요소’를 제안하였다. 본 연구에서 제시한 과학 정보책의 하위 유형과 구성 요소는 이야기책의 하위 유형이나 구성 요소와 매우 다르기 때문에 과학 정보책을 선별하고 과학 정보 텍스트를 지도할 때 중요한 기초 정보가 될 것이다. 예를 들어, 본 연구에서 제시한 하위 유형과 구성 요소를 활용하면 <표 7>과 같은 형태의 과학 정보책 목록을 제공할 수 있다.

학령전기 아동의 읽기능력과 읽기환경 및 언어능력

김미배 ( Mi Bae Kim )
5,800
초록보기
The purpose of This study is to suggest directions for the screening and prevention of at-risk children with reading disabilities. This study investigating school-aged children`s development of reading ability essentially required for academic achievements in addition to the correlation between their reading environments and linguistic abilities. A total of 52 preschool children participated and were divided into age groups. To find out children`s reading abilities, this study examined their abilities of reading initiative functions and word recognition, and to find out their reading environments, this study investigated their reading education period, reading interaction hours and reading education hours through their parents and kindergarten teachers. Besides, to find out children`s linguistic abilities, this study investigated their vocabulary, listening comprehension, phonological awareness, rapid automatized naming, and non-word repetition task. The results of this investigation can be summarized as follows; Firstly, it was found that preschool children developed their abilities of reading initiative functions. Secondly, there was significant difference found between age groups in their reading environments. Thirdly, there was significant difference found between age groups in vocabulary, phonological awareness and rapid automatized naming. Lastly, there was a significant correlation found between their reading abilities and reading environments, and out of their linguistic abilities. The results of this study show that children develop their reading abilities even before preschool, and their reading abilities develop along with their reading environments and linguistic abilities.

읽기 교육에서 질적 연구에 관한 메타 분석

김은주 ( Eun Joo Kim )
5,800
초록보기
Teachers in schools and Korean language education researchers have been selecting either quantitative research or qualitative research and using it depending on situation to diagnose and analyze the reality of education, present teaching-learning method and expose their own research subjects. Studies using qualitative research since 1990 have been on the increase and the necessity of the studies has been discussing. Reading is a large part of language use ability for high school students but meaning forming process through reading is so invisible to the naked eye that we can``t easily study it. Reading is a guessing game of sorts and the sooner learners understand this game, the better off they are. The key to successful guessing is to make it reasonably accurate. Qualitative researches are essential to conduct research on guessing occurring before making final products such as speaking and writing and students`` individual difference. According to this necessity, countless qualitative researches are coming out but I question whether these researches meet the requirement of the validity as qualitative researches. This manuscript analyzed 23 dissertations according to 3 standards (The in depth, circularity, integrity) based on the discussion about the validity of Lincoln & Guba(1985), 옥현진(2012), Creswell & Miller(2000). As a result of the analysis, it was found that, on the part of in-depth study, the description on the context of research was insufficient, and on the part of circularity, the level of applying the result of preliminary research to this research or the level of participants`` opinion reflection was insufficient. On the part of integrity, what kinds of common features the various materials have when integrated into research result as well as to collect various forms of materials as much as possible is important. Therefore, this study shows not only qualitative research methods are proper approaches so as to explain students`` thinking process and its context but requirement that they have to get more validity as well. I can accept the fact that preceding researches intended for this study sought research methods having requirement in their way to expose research subjects but I am of the opinion that it is essential to think twice about much more accurate research methods. I strongly argue that this has been accomplished by thinking to improve the validity of reading process and problem-solving strategies.
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