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논문검색은 역시 페이퍼서치

국어교육학연구검색

KOREAN LANGUAGE EDUCATION RESEARCH


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1225-8571
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 50권 5호 (2015)

A Study on the Attitudes of Korean Poets toward Japanese Language during the Colonial Era

( Su Chan Bae )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 6-39 ( 총 34 pages)
7,400
초록보기
Four Korean poets who had grown up in the Japanese colonial era. Jeong Jiyong (1902~?), Kim Soun (1908~1981), Yun Dongju(1917~1945), and Kim Suyeong (1921~1968).showed peculiar attitudes toward Japanese language respectively. These poets, in common, had learned to write in Japanese, even in some cases, before in Korean; and at last formed their own poetic worlds. Jung Jiyong referred to modern Japanese literature and western literature written in Japanese to write modern poetry. Though he began to write poems in both Korean and Japanese in the late 1920s, soon he dropped Japanese and pursued only Korean. In the early 1940s, Kim Soun translated selected Korean poems into Japanese in order to preserve even the contents of them; His translation works are so fluent that even Japanese misunderstood them as original Japanese literature. In the late 1930s and early 1940s, Yun Dongju and Kim Suyeong read many western texts translated in Japanese, so we can say that Japanese supplied them with effective tools for literary study. Yun wrote some beautiful but deeply agonizing poems in Korean, and wouldn’t write in Japanese until his last day of life. On the other hand, Kim Suyeong left a few confusing Japanese essays concerning his surrealistic poetics. His Japanese writings means the breakdown and reconstruction of realities, corresponding to his real experience of being given and soon deprived of Japanese language due to the historical chaos in Korea before and after

Literature Educational Approaches on the Death in Korean Classical Novels

( So Yeon Chung ) , ( Su Bin Kang )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 42-70 ( 총 29 pages)
6,900
초록보기
School education has focused on teaching the necessary knowledge for the life of the lerner. Parents also generously invest in the future of children and giving help to live a better life. But we do not consider teaching or preparing for death, if human beings can not avoid anyone. Therefore education in schools should be perform a delivery of knowledge and console a person in grief to heal the wounds of their heart. Recent Studies made in connection with death are focused on death of modern writers, modern works and modern literature in textbooks. Bringing the death in Korean classical novel as a part of school education did not receive much attention in the meantime academia. In this paper, we have a critical mind to the study biased to the death of the modern novels. so the youth living in the present to break down the boundaries of time and space are contemplated about the ways to learn positive values through sense of classical novels and classical novels in death. So we looked over the detailed aspects for the 7 classical novels relating the four causes of adolescent’s suicidal thought, grade/admission problem, economical difficulty, domestic problem, and loneliness. That causes of teenager suicides are similar to novels is not the main point, and we wish to continue the discussion by focusing on educational approaches such as learning the problem of death, the related thought processes, indirect experience of the results of choice, overcoming feeling of loss, learning to solve problems and more.

Rectifying Names: Ideographs, Phonetics, and Identities

조세린 ( Jocelyn Clark )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 72-111 ( 총 40 pages)
8,000
초록보기
As the relationships between South Korea and China, in particular, and between East Asia and the West, in a broader sense, change over time, power structures embedded in language are also changing. This article explores dynamics surrounding the question of who gets to decide issues of proper naming (or un.naming), pronunciation, and phono.semantic matching and approaches for orienting students to the ever.changing terrain of linguistic conventions when teaching language and other courses. After laying some historical and philosophical groundwork and illustrating the effects of fluid power relationships and socioeconomic conditions on linguistic conventions through two American examples, we cross the Pacific to explore linguistic and naming shifts taking place in Asia. Cases examined include the renaming of Seoul in Chinese in 2005 from Hancheng to Shou’er, as well as the shift in Korea from using Sino-Korean pronunciations for Chinese names to the hangeulization of the Chinese pronunciation.for instance, from Bukgyeong (Sino-Korean) to Be.yi.jing (hangeulization of Chinese) for China’s capital, Beijing, in contemporary Korean. The article also explores foreigners’ practice of adopting “native” names in East Asia and how that is changing as nations endeavor to reinforce their linguistic and cultural borders against ongoing effects of globalization.

A Case Study of a Cultura-inspired Project for the Teaching of Culture

( Min Jung Jee )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 114-146 ( 총 33 pages)
7,300
초록보기
Due to heavy schedule and class constraints, the teaching of culture has often been neglected in foreign language classes. As well, students rarely have a chance to interact with other students with different levels of the same target language, even though they could provide useful support for each other. Thus, as a way of improving students`` opportunities to learn the target culture and to interact with other students learning the same target language, a project was designed for developing cultural awareness in students of Korean as a Foreign Language (KFL). Inspired by Cultura, six culture-related questions were given to a group of KFL students via Facebook. As a group from three different class levels, students responded to the questions and shared their ideas/opinions with other students on Facebook. Most KFL students enjoyed the project, particularly with the ‘compare and contrast’ questions. Moreover, pedagogically beneficial features, such as peer learning and improved active engagement on the part of reserved students were observed.

Reading beyond Cultural Barriers: A Study on American Adolescents` Responses to the Korean Picture Book, Doggy Poo

( Soon Hee Kwon ) , ( Yang Ha Kim )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 148-182 ( 총 35 pages)
7,500
초록보기
This qualitative research is to explore how American adolescents perceive, interpret and understand Doggy Poo, which is a translated Korean picture book. This research started with three questions to be resolved. 1) How American adolescent readers appreciate Doggy Poo? 2) How do cultural backgrounds affect American adolescents’ responses on Doggy Poo? 3) How do American adolescents transform their prior thoughts in order to accommodate new thoughts and knowledge that Doggy Poo implies? These questions will be dealt with through out the research. Results found follow as below. All of the participants had agreed that the Doggy Poo have great messages and lessons. However, they contended that there are some aspects of something strange or weird to American adolescents. We found that the strangeness or weirdness felt by the participants was largely due to the main character who is a literally dog’s poop. Especially, some of participants who have Indian cultural backgrounds were bothered by use of doggy poo as main character and Christian orientation based on their cultural value-laden interpretation. That kind of cultural backgrounds seemed to affect their appreciation of Doggy Poo. Throughout the research, participants found themselves transformed by being touched by great messages of the story and their perspectives changed. They experienced ‘reading beyond cultural barriers.’ Before starting this research, there was an assumption that cultural differences between Korean and American may prevent American readers from understanding the themes and messages of the book that the author intended to portray and Korean readers receive when reading the book. Contrary to the assumption, most participants understood the theme and message of the book and appreciated its greatness as a children’s book. Some students have felt some disturbances or cultural shock due to cultural differences. In spite of that, they could read great messages that Doggy Poo provides beyond cultural barriers. This study asks us look into our assumptions about text, culture, readers, and reading. We could see the transforming powers that the Kwon Jung-Saeng’s honorable story, Doggy Poo has. One of the most important things for translated Korean books is themes and messages based on the condition that translation is well done. There is little barrier of cultural backgrounds that prevent the foreign readers from understanding if the translated Korean books have powerful messages and themes. This research suggests that educators or researchers should take into account cultural diversities of readers in other countries as well because there are many subcultural groups different from mainstreams even though they are regarded as a same group in terms of nationality. To get better readers to read translated Korean books and understand well, educators and researchers should consider cultural/social/personal backgrounds of readers as “linguistic experiential reservoirs” (Rosenblatt, 1985;2004) and try to provide more dialogical and collaborative contexts for the reading events.

Critical Analysis of the Environment in Korean Language Textbooks: Choseonjok`s Korean Textbooks

( Dong Bae Lee )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 184-207 ( 총 24 pages)
6,400
초록보기
This research looks into how Korean language textbooks have been produced for ethnic Koreans in China. Using critical discourse analysis, the project investigated what ideologies are employed and for whose interests texts are presented in textbooks. The research analysed 18 Korean language textbooks published for primary and middle school students. The findings show that Korean language textbooks portray environmental problems as global concerns rather than specificallyChina’s concern. Earth is depicted as having serious environmental problems. The people and countries of the entire world are depicted asthe perpetrators of the pollution. The textbooks suggest enhancing the shared responsibility to care for earth, making slogans for environmental protection, and designating 5 June as World Environment Day. The environmental problems in China are conspicuously conveyed with information gaps and misinformation. For example, in “The Mysterious Lop Nur,” the writers focused on the economic value of salt produced at the dried up lake. Their support of newly developed areas in Lop Nur also ignores the fact that nuclear testings conducted in Lop Nur have engendered tragic consequences for many local families, including deaths and radiation poisoning. In “Disaster of Frogs’ Village,” the writers even point to children, merchants, and farmers as the culprits of environmental pollution in China rather than factories or multinational companies. None of the textbook stories criticise the Chinese government for seeking economic development at the cost of the environment, and neither do they portray the polluted cities of China. Overall, the textbooks promote Chinese government ideologies, and the interests of owners of national and/or multinational companies and their collaborators rather than everyday Chinese citizens and students.

Phonological Explanations on the Pronunciation Errors of the Chinese Learner: Focusing on the Korean Liquids in Syllable Boundary

( Hwa Jin Lee ) , ( Ho Bin Ha )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 210-227 ( 총 18 pages)
5,800
초록보기
The main purpose of this study is to demonstrate the grounds that cause the Chinese learner``s errors in Korean liquid pronunciation. The basis of analyzing pronunciation errors, in many cases, compares the phoneme inventory of target language with learner``s. However, the explanation by comparison of phoneme inventory is somewhat unclear when the proper segment that is pronounced by learner causes error in syllable level such as ``/nola/ → [nol.a]``. In this study, unlike previous contrastive approaches, we assume that the crucial key which causes the Korean liquid pronunciation errors of the Chinese learner is the difference between both languages in the process of syllabification. In the case of Chinese, there is only the convention that formulates ambisyllabicity without the application of rule so-called ``onset linking`` in syllable boundary. Therefore, the Chinese learner blocks the coda [l] to onset [□], or applies ambisyllable [ll] to syllable boundary.

The Relationship between National Development and Mother Tongue Education in South Korea

( Hyun Sik Min )
국어교육학회|국어교육학연구  50권 5호, 2015 pp. 230-265 ( 총 36 pages)
7,600
초록보기
This study investigated the factors of national development by Korean language education in South Korea. We can find the contributory factors such as outstanding human resources, realization of liberal democracy, a democratic and peaceful change of power, successful land reform, promotion of export-driven industries, success in agricultural improvement through Saemaul Undong (New Community Movement), promotion of national identity through Korean language and history education, and high educational zeal.We can find the cultural elements in South Korea``s mother tongue education that promotes identity, morality, and humanity in an endeavor to ensure its national, moral, and linguistic legitimacy. Reminding citizens of their personal and national identity, the notion of identity is associated with patriotism. Morality translates into moralism as it promotes the ethicality of individuals and the state. Humanity promotes the linguistic sophistication of individuals and the state``s refinement in humanities, giving rise to humanitarianism. Historically, there has been the Hangeul writing revolution of Sejong the Great, stylistic revolution of the Enlightenment Party, literacy movements led by churches and newspapers, anti-Japanese movement of Korean language promotion by Sigyeong Ju and the Choseon Language Society, and educational revolution in South Korea. South Korea``s consistent Hangeul-only policy for public documentation suggests that efforts to protect a mother tongue in public and academic settings will benefit all Koreans.
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