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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 : 53권 5호 (2018)

A Systematic Literature Review of Research on Writing across the Curriculum (WAC)

( Ahn Sanghee ) , ( Lee Changhee )
국어교육학회|국어교육학연구  53권 5호, 2018 pp. 5-25 ( 총 21 pages)
6,100
초록보기
Using the systematic approach, we reviewed the characteristics (trend, method, school, and major) of studies on WAC conducted in South Korea thus far. In particular, we considered how these studies defined the concept of WAC. In summary, the findings were as follows: the total number of studies conducted on WAC in South Korea remains very small (N = 25). Among data-based empirical studies, the proportion of articles using qualitative methods is much higher than those relying on quantitative methods. Most studies refer to WAC at the college level, but some research at the elementary school level is also available. In addition, most studies applied WAC to classes related to the humanities and the social sciences. In Korean, translation the most used term for WAC was ‘범교과적 글쓰기’, and most articles defined the concept of WAC clearly. When the concept is clearly explained, most research defined WAC without quoting the definitions of others but devising their own. The definitions of WAC differed slightly according to different focuses, but basically emphasized that writing should be an important element of education in various majors and liberal arts curricula. Based on this systematic literature review, we propose the following two discussions.

A Study on Pre-Service Teachers’ Misconceptions about the Viewer

( Jeong Jinseok )
국어교육학회|국어교육학연구  53권 5호, 2018 pp. 27-53 ( 총 27 pages)
6,700
초록보기
This study investigated the possibility and direction for research on misconceptions in literary education by analyzing the aspects of pre-service teachers’ misconceptions about the viewer. The viewer refers to the position or quality of consciousness through which we ‘see’ events in the narrative. Readers are influenced by not only the speaker’s voice but also the viewer’s view. Depending on who is selected as the viewer, readers may have a different understanding, feeling, and judgment about a literary work. The viewer was first presented in the 2015 Revised Curriculum. Considering that the viewer is a concept unfamiliar even to teachers and that it is difficult to distinguish it from the speaker, diverse learners’ and teachers’ misconceptions will be formed in the process of teaching the concept. This study analyzed the existence, aspects, and causes of misconceptions from 47 cases of data collected from pre-service teachers. Cases in which the misconceptions were similar were categorized into the same type, and the types were labelled based on the characteristics of each aspect. And this study examined the characteristics of each type of misconception and analyzed the causes of their intervention in the formation of misconceptions. The aspects of pre-service teachers’ misconceptions about the viewer could be categorized into the type that confuses the viewer with ‘showing’, the type that misunderstands the viewer as a type of point of view, and the type that does not perceive the distinction between the viewer and the speaker. These aspects are related to the fact that when pre-service teachers construct knowledge about the viewer, they are greatly affected by prerequisite learning experiences related to showing and telling, types of point of view, and the speaker. Finally, based on the results of the analysis, this study suggested three implications for learning of the viewer, studies on literature misconceptions and substantializing literature teacher education.

A Preliminary Discussion of Talent Cultivation of Korean MTI in China’s Higher Learning Institutions

( Juhua Jin ) , ( Jiao Liu ) , ( Yingxin Zhao )
국어교육학회|국어교육학연구  53권 5호, 2018 pp. 55-76 ( 총 22 pages)
6,200
초록보기
Literature review and observation are applied in this paper. It is related to the discussion on challenges faced by Chinese talents training in Korean MTI and the status quo of Korean MTI education, as well as the main problems and improvement programs of MTI education, aiming to provide experiences for the building and development of Korean MTI. There are 7 questions in the talents training of Korean MTI. 1) The concept of talent training is unclear. 2) The talent training program is inappropriate. 3) The teacher team is not strong. 4) The teaching method is not upgraded. 5) The practice teaching base is not used. 6) The teaching management method remains unchanged. 7) The vocational qualification certificate does not keep pace with the times. In respond of the questions, the paper proposes four improvement plans, including making clear of teaching objectives, enriching and improving educational methods, improving translation teaching materials system, and actively innovating and carrying out related experiments. The “translation teaching” of MTI is an extension of the “teaching translation” at the undergraduate level. We need to follow up the teaching philosophy, pay attention to students and optimize our talent training system, according to the requirements and challenges faced by the times.
7,300
초록보기
According to previous studies, Korean writing is characterized by ki-sung-chon-kyul. Korean writing has been regarded as inductive, implicit, and indirect. It was claimed that Korean students have difficulty understanding English texts due to differing textual features, and for the same reason, English-speaking people have difficulty understanding written texts in Korean. The primary aim of this study is to challenge these hypotheses on the features of Korean texts. In an attempt to fill the gap, this study investigates high school Korean language arts textbooks and student writing samples. The present study both adds to a growing body of literature on international writing studies and enriches the understanding of our assumptions about written texts.
6,700
초록보기
The study systemically reviewed empirical studies on the assessment of digital multimodal composition (DMC) and identified key domains and criteria for the assessment of K-12 students’ DMC. Based on the concept of multimodality and universal theoretical assumptions on it (Jewitt, 2014), this study argued that assessment tools of DMC should consider both linguistic and non-linguistic modes, their unique communicative roles, relationships between modes, and social norms and conventions about signs. The multi-step analyses drew 19 distinguishable criteria from 111 criteria presented in 15 relevant studies. The findings section defined new criteria and described how they are related to the a priori domains and the existing criteria. This literature review contributes to the field by providing a comprehensive list of criteria for DMC teaching and assessment. Limitations of the study and suggestions for future studies were also discussed.

An Analysis of Research Trends in KFL Education for Overseas Koreans

( Sim Sangmin )
국어교육학회|국어교육학연구  53권 5호, 2018 pp. 139-157 ( 총 19 pages)
5,900
초록보기
The purpose of this study is to investigate research trends of KFL(Korean as a foreign language) education for overseas Koreans in accordance with the analysis of research topic. For the study, a total of 83 academic journal articles and 79 theses, searched in RISS(www.riss.kr), are identified and analysed in terms of research topic. The results of analysis showed some characteristics as follows. First, the most of the early studies deals with current status of KFL education for overseas Koreans in each region. Second, Research topics can be divided into three categories such as General KFL education for overseas Koreans, Content of KFL education for overseas Koreans, and Methodologies of KFL education for overseas Koreans. Third, in the case of academic journal articles, most of them were studies on the current status of KFL education for overseas Koreans. Fourth, studies on the evaluation, language skills fields are relatively neglected as compared to research on textbooks and culture/literature. This study suggests that various research topics should be utilized in KFL education for overseas Koreans in terms of diversity. In addition, there should be studies on evaluation, language skills and culture education, and learner variables of overseas Koreans.

A Study of the Linguistic Culture of Korean Adolescents : Focusing on the Identity Construction and Power Relationships in Peer Groups

( Yang Sooyeon ) , ( Chung Hyeseung ) , ( Lee Sunyoung ) , ( Ryu Sanghee ) , ( Min Byeonggon )
국어교육학회|국어교육학연구  53권 5호, 2018 pp. 159-196 ( 총 38 pages)
7,800
초록보기
This study aimed to explore the linguistic culture of Korean adolescents by examining their linguistic interactions, focusing on identity construction and peer group power relationships. The setting for the study was two sixth-grade classrooms in two elementary schools and three second-year classrooms in two middle schools in Korea from August to November 2017. In each classroom, we selected four focal students based on Social Network Analysis and analyzed the video files of their peer group interactions, drawing on micro-ethnographic discourse analysis. Findings from observations, video recordings, and interviews with these students revealed that Korean adolescents often construct their identities according to relative evaluations and ratings. In addition, the use of language to reveal one’s identity varied according to gender. Unlike male adolescents, who engaged in superiority language or bluffing, female adolescents preferred to lower themselves by using honorific language. With regard to power relationships, the aspects of language used by adolescents varied. Adolescents with high centrality tended to lead communally accepted actions, while adolescents on the periphery tended to conform to and imitate the language use of those with high centrality. This study could contribute to extending our understanding of the dynamic nature of identity construction and power relationships within adolescent interactions.

Child Reader’s Process of Selecting Picture Books based on Gender : Focused on 2nd Grade Elementary Student

( Yu Seongryeong ) , ( Cheon Haeju )
국어교육학회|국어교육학연구  53권 5호, 2018 pp. 197-218 ( 총 22 pages)
6,200
초록보기
This study explores process of selecting picture books influenced by child reader’s identity. 44 second-grade students’ responses about picture book selection were collected by sign response gathering test and focused student interviews. The child readers showed diverse preferences on components of picture book’s cover. The perspectives of participants were largely derived from their identity formed by gender-separated peer groups, especially for boys: the boys selected books on the basis of their gender-biased beliefs compared with girls. The excessive self-centeredness lead children to misguided judgments regarding the contents of books, and avoiding certain books. It shows even child readers are needed to learn admitting attitude about diversity shown in book selection. Reading teachers or parents are needed to check the child readers’ gender sensitivity by observing reading process such as book selection or response about book.
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