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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 : 54권 5호 (2019)
5,800
초록보기
The objective of this study is to review how universities in the Czech Republic operate the Korean language courses and Korean studies education program for degree students concretely. There are two detailed points in the study. One is the process of establishment and current status of the Korean Studies degree program at the Asian or East Asian Studies department in universities in the Czech Republic. Another is the curriculum of the Korean language courses and Korean studies degree program. The Metropolitan University in Prague and the University of Ostrava in Ostrava are the early stages of Korean studies and only offer Korean language courses for beginners. Palacky University in Olomouc is a developing university of Korean studies that operate practical Korean language of bachelor’s degree and master’s degree programs in individual academic divisions. And Charles University in Prague, the oldest history in Korean studies in the Czech Republic, is in the process of reorganizing Korean studies into regional studies. This study is meaningful in that it analyzes the current issues of Korean studies education in the Czech Republic, presents new data, and suggests ways to develop the Czech Republic of Korean studies education. And the current status of Korean studies education in the Czech Republic discussed in this study can be common to many universities in Eastern Europe as well as in Central Europe. It is therefore that this paper will be a useful resource for establishing the Korean studies degree program in Europe.

Connecting Reading and Writing : A Historical Review of the Literature

( Kwak Subeom )
국어교육학회|국어교육학연구  54권 5호, 2019 pp. 23-54 ( 총 32 pages)
7,200
초록보기
There is a common belief that reading and writing need to be integrated to effectively teach and understand language arts. However, historically, reading and writing have largely been disconnected in many countries, including the United States. Based on a review of previous studies, some of the dominant perspectives and teaching approaches regarding ways of connecting reading and writing were identified. The problems caused by isolating reading from writing, as well as both the benefits and challenges of integrating reading and writing in language arts classrooms, were also discussed. This historical review explores the larger conversation about reading and writing in educational contexts by commenting on what issues need to be addressed and how we might address them within the classroom context in an increasingly complex society.

History, Concepts, and Characteristics of Disciplinary Literacy : A Review of Representative Research

( Lee Yongjun )
국어교육학회|국어교육학연구  54권 5호, 2019 pp. 55-82 ( 총 28 pages)
6,800
초록보기
Disciplinary literacy, which is a very active area of research in the U.S., is little known in Korea. Given that Korean language educators are only now starting to study disciplinary literacy, comparing and analyzing the different perspectives of leading disciplinary literacy researchers in the field will provide a useful theoretical foundation for future studies of disciplinary literacy in the Korean context. By providing this perspective, this study describes and analyzes (a) how disciplinary literacy grew out of content area literacy, (b) how representative disciplinary literacy researchers define disciplinary literacy and its characteristics, and (c) which teaching points these researchers emphasize. This review of the perspectives, definitions, characteristics and teaching proposed by representative disciplinary literacy scholars reveals where their perspectives are similar to each other and where they differ. All agree that each discipline requires special literacy skills, strategies, and practices and most also emphasize the need for disciplinary experts, teacher educators, and teachers to work together to teach and engage their students in each discipline (content area). From this review, some issues are raised: how discipline should be defined, how the disciplinary literacy approach can be taught in universities in Korea, whether the approach should be applied to the elementary school level, and how content area professionals and literacy professionals should collaborate with each other.

Investigation of the Structural Relationship among Factors That Affect Digital Reading

( Park Hye-young ) , ( Kim Jong-yun ) , ( Son Sookyoung )
국어교육학회|국어교육학연구  54권 5호, 2019 pp. 83-105 ( 총 23 pages)
6,300
초록보기
The purpose of the study was to examine the structural relationship among factors that affect digital reading. PISA DRA data was analyzed to reveal 1) what factors (e.g., ICT factors, attitude, and navigation indices) affect Korean students’digital reading assessment scores in PISA DRA?; 2) What structural relationships are identified among factors (e.g., ICT factors, attitude and navigation indices)?. According to the research results, all three factors (ICT usage, positive attitude, navigation index) impact DRA achievement. When ranking the most influential variable, navigation index (.46) scored the highest followed by ICT usage at home for school (.22) and then positive attitude toward ICT (.10). Out of the pre-determined variables that affect digital reading achievement, navigation index showed to have the greatest impact. Following navigation, the next most influential factor affecting digital reading achievement was ICT usage at home for school. Since ICT usage is related to digital reading familiarity, an attempt was made to observe the direct and indirect effects of how ICT usage variables influence a student’s digital reading achievement. In summary, we empirically discovered that ICT usage, attitude toward ICT, webpage navigation and digital reading achievement are interconnected each other. Also, attitude toward ICT mediates between ICT usage and webpage navigation skills. Additionally, webpage navigation skills mediate between a positive attitude toward ICT and digital reading achievement. Based on these empirical evidences, a deliberate and thoughtful educational approach and policy should be made so to enhance students’ digital reading competencies.

Exploring What it Means to Teach Reading Underachievers in Elementary School

( Seo Hyunseok )
국어교육학회|국어교육학연구  54권 5호, 2019 pp. 107-129 ( 총 23 pages)
6,300
초록보기
This study aims to identify how the professional teaching of Basic Korean Literacy begins and develops by analyzing the experiences and perceptions embedded in the narratives of teachers as educational agents. In order to achieve the purpose of the study, the researchers conducted in-depth interviews with 10 elementary school teachers who were tutoring “reading underachievers” after school in North Jeolla Province. Their narratives, obtained from two-month interviews with the researchers, are the most important sources of this study. These data were analyzed by the thematic analysis and the causal chain analysis. The main research results show that these teachers began to actively cultivate their “specialty in teaching elementary level reading” after encountering their fateful reading underachievers and face serious reading problems of the learners. Also, teachers were well aware that reading underachievers were not confident in their learning, which may cause many difficulties throughout their school lives. Because of their poor academic performance, underachievers may not be likely to have a good relationship with their peers. Learners who fail to read properly will not be able to keep up with subsequent Korean curricula or other subjects. Thus, the primary role of elementary school teachers is to find reading underachievers as early as possible and minimize learning deficits by finding the most appropriate teaching methods to solve their problems. This study suggests that teaching reading underachievers is as important as defining one’s identity as an elementary school teacher.
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