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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 : 167권 0호 (2019)

국어교육과 『국어』 교과의 미래

김창원 ( Kim Chang Won )
6,000
초록보기
The 2015 Revised National Curriculum was announced 120 years after the establishment of the Hansung Normal School and 60 years after the implementation of the First National Curriculum. This revised curriculum, however, remains as an extension of the Seventh Curriculum which represented 20th century education. The forthcoming 2022 National Curriculum should serve as a starting point for Korean language education to go beyond the boundaries of modern education and move towards the post-modern era. With respect to this, the paper examines pressing matters regarding the future of Korean language education, Korean as a school subject, and specific parts of the national curriculum revision process that must be addressed. The future of Korean language education entails technological, social, linguistic, and educational changes to bring about Linguistic Singularity. It must focus on developing cognitive, emotional, and social problem-solving skills; collaborative skills with humans and machines; and meta-capabilities from the perspective of lifelong learning. To achieve this, the Korean subject should be reorganized to prioritize the development of grade 1 to 12 students while taking into consideration the systematic nature of elective subjects. Likewise, we should set goals for our educational system, produce content that is adapted to the changing needs of society, and further improve our teaching-learning materials and evaluation to keep pace with developments in the educational and language environment. Rather than the conventional academic system of Korean language education, we need a “bumpy curriculum” that takes every necessary and possible condition into account and puts the needs of individuals, society, and the nation first.

청소년의 차별적 언어 표현 사용에 영향을 미치는 요인

박성석 ( Park Seong-seog ) , 김정자 ( Kim Jeong-ja ) , 정혜승 ( Chung Hye-seung ) , 권은선 ( Kwon Eun-sun ) , 민병곤 ( Min Byeong-gon )
6,900
초록보기
This study seeks to establish the factors affecting the youth’s use of discriminatory language through a nationwide survey and proposes the amendment of primary and secondary education to put an end to the use of such language. Discriminatory language is defined as “the linguistic expression of the idea that a certain person should be differentiated and treated differently because of the nature of the group that he or she belongs to.” The five factors listed on the survey were the use of discriminatory language by others, the attitude of empathic speech, peer conformity, gender, and school year. 3,429 teenagers nationwide from the 4th year of elementary school to the 3rd year of high school were surveyed and the results confirmed the impact of each variable. Stepwise Multiple Regression analysis was conducted, entering “use of discriminatory language by teenagers” as the dependent variable and the five listed factors as independent variables. The analysis confirmed the repercussions of all five factors. Upon checking the effect size of the variables, “gender” and “school year” were found to be negligible. Conditional Process Analysis was later conducted, designating “use of discriminatory language by others” as an independent variable and “attitude of empathic speech” and “peer conformity” as moderators. This test corroborated the significance of the three aforementioned variables and yielded more conclusive results than that of Stepwise Multiple Regression. Based on the results, the proposed best course of action is to educate communities against using discriminatory language collectively. The importance of encouraging empathic speech and responsible use of language among the youth is also discussed.

인공지능과 인간의 대화 가능성에 대한 쟁점

이선영 ( Lee Sun Young )
6,200
초록보기
AI(Artificial intelligence) not only affects the professional sphere, but everyday life as well. As technology advances, AI is bound to become more and more human-like and play an increasing role in society alongside us. This would certainly impact the way people communicate. This paper examines the definitions and properties of human-to-human communication to verify the feasibility of human-to-AI communication. We begin by looking at the possibility of face-to-face interaction human-to-AI. AI can communicate by expanding its senses with a virtual body. In addition, the reaction of the other party can be checked through the camera and sensor. This can lead to an active and immediate response by carefully reflecting the other party’s reaction. While AI’s capability of self-consciousness is not yet determined, at the rate technological advancements are going, the possibility of its existence and recognition under the law is undeniable. From a point of view where the speaker and the listener shift their roles, human-to-AI communication can be implemented mutually driven conversations in interactive, two-way communication. In addition, the process of developing the AI dialogue system itself is deemed as a possible key to solving the mystery of human language acquisition and learning. It is also expected to increase both the quantity and quality of content communicated. However, it is necessary to reflect on conventionally perceived roles of humans as masters and AI as servant. Conversely, it can be seen as a relationship between an omnipotent and all-knowing “servant” and a powerless “master”. In terms of relationship-centered communication, AI has an infinite ability to listen, remember, and respond kindly to humans, immune to insensitive or questionable ideologies that would otherwise trigger and cause humans relative social discomfort. It can accelerate confirmation bias by providing only the information users want to hear and see. Humans can affect AI, and AI can affect humans. Unlike relationship-centered human dialogue take place at no cost, AI dialogue system is based on capitalist systems. There should be Collective monitoring system of the issue of privacy and the restriction of human freedom of choice.
6,600
초록보기
This study tackles the exploratory nature of Argumentative Writing and proposes to consider Value Proposition Writing as a form of Exploratory Argumentative Writing through the analysis of first year high school students’ written work. The evaluation of the aforementioned argumentative schemes led to four conclusions. Firstly, we concluded that students often highlight the use of Inductive Argumentative Schemes. Unlike general policy thesis writing, students resorted to inductive reasoning through the search of various premises to formulate their conclusions, rather than presenting one's position beforehand and enumerating the rationalities behind it. Estimation and Authority Argumentative Schemes were found to be the least frequently used. Lastly, Separation Argumentative Schemes and Analogy Argumentative Schemes served as a means of effectively presenting any new insights of the writer. From this point of view, this study proved that value proposition writing can be a methodology for argumentative education as an act of inquiry and for deepening the writer's perception.

애착유형에 따른 고등학교 학습자의 시 수용 양상 연구

윤예전 ( Yoon Ye-jeon ) , 정소연 ( Chung So-yeon )
7,000
초록보기
This study analyzes high school students’ level of acceptance of modern Korean poetry by classifying them into four main attachment types: secure, preoccupied, dismissing, and fearful. It aims to contribute to the understanding of the various aspects of learning and build a solid basis for realizing the significance of literary education in their lives. The test covered the students’ degree of intimacy, sympathy, understanding, empathy, and general sentiments towards poetry. It focused mainly on attachment which is defined as “a basic psychological mechanism that involves forming relationships with others and the world around them.” 333 students from women’s high schools in Seoul participated in the Attachment Type Test and evaluated eight poems chosen by Korean teachers from literary textbooks. “Secure type” students’ responses to the poetry showed high levels of intimacy, understanding, and empathy while “insecure type” (preoccupied, dismissing, and fearful) responses were mostly on the mid-range. When it came to poems < Ha-gwan(Lowering A Coffin) > and < Ja-dongmun apeseo(In Front of the Automatic Gate) > which were the most chosen among the students, there was a substantial correlation in degrees of intimacy-sympathy, intimacy-understanding, and comprehension-related correlations. The results and analyses establish the importance of acknowledging the different attachment types of students in literary education. By choosing different poems, students indicated varying personal preferences in poetry and even if they chose the same poem, reactions were dependent on the person’s psychology and were, therefore, unique to the individual. Regardless, educational consideration of the student is deemed essential. This study is significant in that it is the first attempt to apply Attachment Theory to literary education and it has identified the distinctive inclinations of various learners that must be acknowledged and understood.
6,700
초록보기
This study explores the changes in the patterns of narrative experiences among adolescent learners during the digital era and the direction in which it will develop. Additionally, it looks further into how narrative education should respond to these changes. A deeper understanding of the changing patterns was obtained through literary and qualitative research which included questionnaires and interviews with adolescent learners. Results showed that adolescent learners have increasingly distanced themselves from the traditional novel genre and now turn to normalized digital media entertainment instead. Majority of the subjects were biased towards accepting and distributing narratives and rarely perceived themselves as critics or creative agents. In addition, learners showed a preference for “differentiation” when it came to their entertainment. The study recommends the active exploration and development of Media Narrative Literacy. Learners should recognize that it is essential to fully enjoy and appreciate the narrative of the digital media age. They should not only be nurtured as acceptance and distribution players but as critical and creative producers as well. Lastly, learners should be able to recognize and reflect on the concept of “differentiation” in the age of digital media.
초록보기
The purpose of this study is to explore the possibility of modal expression education in text writing by analyzing the aspects of learner’s summary text writing. Previous studies that have extensively investigated the relationship between writing education and grammar education in Korean language education confirm that grammar knowledge is considered as morphological syntactic knowledge in both areas. In addition, the content of grammar education for sentence writing emphasizes the need to examine the relationship between the genres of text and sentences and the grammatical elements used in sentences beyond single sentence units. In this study, we analyzed the aspect expression in the learners’ summary writing tasks because it clearly indicates the genre of text among the grammatical elements used in the sentence. As a result, the following shortcomings of learners were determined: (1) lack of awareness of the genre characteristics of the summary, (2) lack of consideration of the learner's own identity as the language agent producing the summary, (3) an inadequate understanding of attitude of the author of the original text. These results emphasize the importance of preparing aspect expression education contents for text writing.
6,600
초록보기
The purpose of this study is to analyze the development of Korean textbooks for multicultural families overseen by the National Institute of Korean Language and recommend policies based on the findings. First, this study explains the development of textbooks that was carried out from 2017 to 2019. The annual process includes field application, gender impact assessment, and teacher education. In addition, it also includes textbook dissemination, online textbook services, and the development of placement and achievement tests after the publishing of textbooks. Next, this study details the evaluation and analysis of the survey responses provided by teachers that participated in the teacher education program organized by the National Institute of Korean Language in 2019. It concludes with the proposal of several policies to further improve the overall process. Policies are related with the development of placement and achievement tests as a supplementary material, the review of social experts, the development of online courses, the reflection of responses to textbooks, and wider dissemination of textbooks.

한국어 학습자를 위한 ‘이, 그’ 계열 응결 장치의 교육 연구

정미진 ( Jung Mi-jin ) , 한용혁 ( Han Yong-hyeok )
6,600
초록보기
“I, geu”-type cohesive devices serve as a function of reference, substitution, and conjunction in Korean academic texts. Previous studies have discussed the use of such cohesive devices in a single, independent form. We believe that this does not fully reflect the actual use of language and fails to provide Korean language learners with specific teaching and learning content. This study aims to demonstrate the need for Korean learners to be explicitly taught about “i, geu”-type cohesive devices as complex expressions, in addition to various vocabulary and grammatical terms, in order to write coherently. Published journals were organized into a corpus to analyze the use of the “i, geu”-type cohesive devices, and the specific devices with the highest frequency of appearance were selected as functional words to be taught and learned. The list of cohesive devices was arranged according to meaning and function to increase its applicability to the Korean writing education site. We also discussed how to familiarize students with the use of “i, geu”-type cohesive devices through the presentation of TOPIK (Test of Proficiency in Korean) reading areas frequently encountered by both intermediate and advanced learners and readings on Korean writing materials for academic purposes. We concluded the study by proposing a technique that allows learners to compose semi-academic texts using “i, geu”-type cohesive devices.
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