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논문검색은 역시 페이퍼서치

한국어 교육검색

Journal of Korean Language Education


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1225-6137
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 17권 1호 (2006)

논문 : 한국어 교육 교재의 평가 기준 연구

김영선 ( Young Seon Kim )
5,500
초록보기
The purpose of this paper is to speculate valuation criteria for developing Korean language textbook. For this goal, this theme firstly will establish general valuation principles, and secondly will propose valuation factors. Valuation factors are constitute formal factors and subject factors. This theme managed the most important concept a curriculum for fixing valuation principles and valuation factors. Because the curriculum is a core concept in foreign language education, on the other hand a textbook is a concrete realization of the curriculum. In conclusion, I argue that the curriculum should be emphasize very important valuation concept for textbook valuation. (Dong-A University)

논문 : 한국어능력시험의 난이도 분석 연구 -제6회~제8회 시험을 중심으로-

김유정 ( You Jeong Kim )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 21-46 ( 총 26 pages)
6,100
초록보기
By analyzing the item difficulty of the sixth, seventh, and eighth Test of Proficiency in Korean (TOPIK), this study will attempt to improve the test format. In order to improve the test format, this study will analyze the item difficulty of the sixth, seventh, and eighth Test of Proficiency in Korean (TOPIK). With an analysis of the item difficulty by level and by section, the following conclusions can be drawn. First, from an item analysis by level, we can see that (1) the reading section is difficult in the lower levels, (2) the vocabulary/grammar section increases in difficulty from the lower levels to the higher levels, and (3) the listening section is relatively easy for all levels. Second, from an item analysis by level, we can see that the exam passing rate follows the item difficulty for the lower levels. Third, from an item analysis by section, we detect a great imbalance in the ratio of low-difficulty items and high-diffulty items. Specifically, there are only a few high-difficulty items while the number of low-difficulty items nearly equals the number of medium-difficulty items. It should be noted that these results provide only a limtied picture of the TOPIK. As with all such analyses, this item difficulty could be due to the nature of the test takers, the test itself, or both. Therefore, we should continue our search for the cause and, moreover, strive to develop more suitable test items. (The International Korean Language Foundation)

논문 : 시간의 연결어미 "-아/어서"의 통사론적 특성을 이용한 지도 방안

김은경 ( Ung Gyoung Kim )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 47-69 ( 총 23 pages)
5,800
초록보기
A Korean conjunctive ending `-a/eoseo` shows a temporal relationship between the facts in the concluding clause and those of the preceding clause and is usually taught in a beginners` class. But, in most cases, it is hard for foreign learners to distinguish a usage of a conjunctive ending `-a/eoseo` from that of another similar conjunctive ending `-go`. This study starts from the hypothesis that the difference of these two grammatical items comes from the differences of their deep structures. Its aim is to show the syntactic features of conjunctive ending `-a/eoseo` and to suggest a lesson model, which will be helpful for both teachers and learners. Unlike conjunctive ending `-go`, `-a/eoseo` has some syntactic features as follows, (a) α, an element of a preceding clause, repeats in its following clause, (b) immediately precedes the verb of the preceding clause, and (c) usually omits in its following clause in the surface structure. In its lesson model, it is suggested to present the syntactic features of conjunctive ending `-a/eoseo` with visual aids to help learners understand its syntactic features more easily. And some activities to practice and use this grammatical item are also suggested to perform the tasks such as asking and answering one`s daily life or plan on a special day, asking for directions, inviting a friend to one`s house and giving a description of how to get to his/her house. In conclusion, conjunctive ending `-a/eoseo` and `-go` have different syntactic features in their deep structure. And, a teacher`s understanding the fact can help learners clarify the usage of these two grammatical items. (Dankook University)

논문 : 한국어 학습자의 발음 오류 진단 및 평가에 관한 연구

김은애 ( Eun Ae Kim )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 71-97 ( 총 27 pages)
6,200
초록보기
The purpose of this study is to present a framework for effective and systematic diagnosis, continuous observation, and evaluation in order to correct Korean pronunciation errors. Compared to other areas of language education, pronunciation education needs steadier repetition of learning. It is necessary to observe the learners by stages in order to prevent difficulties while they learn phonetic values of phoneme or phonological change rules. For this purpose, high priority must go to the diagnosis of pronunciation. The basic items set for pronunciation diagnosis and evaluation will be presented in this research, and a clear and systematic error recording table will be given, which will help to record and analyze pronunciation development process of learners based on the basic items. The items in the error recording table mentioned above include all the items that should be dealt with in the area of Korean pronunciation education such as phonetic values of consonants·vowels, rules of phonological processes and suprasegmental elements, etc. In the table, horizontally, all the pronunciation errors of learners can be seen at a time, and when the errors are analyzed it will be possible to comprehend the patterns of errors of learners from the respective language areas. Vertically, it is possible to observe the pronunciation development process of the respective leaners in the passage of time. Tabulating these pronunciation diagnosis and evaluation items will make it easier for teachers to gather data in the field for pronunciation error analysis. The result of the pronunciation data analyzation will also be presented in the research for more systematic pronunciation education. For more effective pronunciation education which reaches the learners` level, the cyclic process of pronunciation diagnosis, error correction, feedback from teachers, continuous practice by learners and evaluation should be carried out continuously. (Seoul National University)

논문 : 프로젝트 수업의 구성 방안 연구

김현진 ( Hyun Jin Kim )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 101-131 ( 총 31 pages)
6,600
초록보기
This research, focusing on Korean language learners of all ages, examines the phases of project work and proposes a systematic method for its completion. This study specifically examines project work, reducing it to three distinct phases: preparation and plan phase, performance phase, and presentation and evaluation phase. In the first phase, project subjects are selected, from which a project plan is made. In the second phase project content is determined and an investigation is carried out-a variety of course materials are brought together and analyzed. In each phase the language learner`s ability is further strengthened. The first step is to strengthen the language through building vocabulary, learning common expressions, adding to grammar, and practicing the language. In this level the teacher will see some general errors, which should be corrected and reinforced. The next step is to analyze a variety of materials, during which one should become familiar with necessary expressions for the topic. In the third step, the students will focus on building their literary style, and improving their spoken and written language skills. At this point the students will have a variety of expressions to choose from, which will strengthen all of their skills. It is especially important to find and correct mistakes the students make consistently. (Ewha Womans University)

논문 : 실제적인 대화 자료 작성에 관한 연구 -대화분석으로 본 청취교재-

마쯔자키마히루 ( Mahiru Matsuzaki )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 133-161 ( 총 29 pages)
6,400
초록보기
The purpose of this study is to suggest improvement listening materials by application of conversation analysis. The first purpose is to clarify the aspect of conversation. The 2nd purpose is proposing the improvement method of the existing listening teaching materials based on the result. In conversation analysis, it used as a index of analysis of (1)Self repair, (2)Inversion, (3)Fillers, (4)Back channeles, and (5)Making text with the hearer. Analysis showed that the above-mentioned feature often appeared in conversation. Moreover, it turned out that the existing teaching materials may not be enough for presentation of the five above-mentioned items. (Niigata University)

논문 : 한국어 교재의 문법 교육 연구 -19세기 말의 교재를 중심으로-

박건숙 ( Keon Sook Park )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 163-190 ( 총 28 pages)
6,300
초록보기
Entering the 19th century, Korean language textbooks had been written by western missionaries and foreign diplomats. So Korean language textbooks introduced unfamiliar Korean language and Korean culture into Korean language learners. But at the times, because the study of Korean grammar was going on, Korean language textbooks described Korean grammar in the frame of Western grammar. By these reasons, Korean grammar was misunderstood in several points, for instance, it was classified not only Josa (Korean particle) as an affix or a postposition but also an adjective as a modifier. But Korean language textbooks described politeness expressions and auxiliary verbs in detail. Especially, they described Korean honorific expressions importantly in Korean grammar, because they showed the distinction between Korean grammar and Western grammar. It was possible for this analysis to know how foreign learners understood and learnt Korean grammar. Moreover, it was possible for this analysis to know the effective method of teaching Korean grammar. (Seoul National University)
5,500
초록보기
The present study aims to investigate what the differences and similarities are in the rhetorical organization of introductions of Korean theses written by native Korean speakers and Korean learners on the basis of Swales` (1990) Create a Research Space (CARS) model with three additional moves suggested by Lee (2001a) (hereafter called CARS+3 model) and whether the CARS+3 model can be applied to a genre analysis of introductions of Korean theses. Additionally, the markers of moves which show movement of each move and step of introductions were examined. The purpose of this study was to provide the raw materials that can be utilized in the teaching of Korean writing for academic purposes. Genre analysis which was used for this research is expected to contribute to advancing evidence-based pedagogy in teaching Korean as a foreign language. (Kyung Hee University)

논문 : 특수목적외국어교육의 연구주제들

박준언 ( Jun Eon Park )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 211-236 ( 총 26 pages)
6,100
초록보기
This paper overviews the research topics in the field of teaching languages for specific purposes. Of a multitude of issues related to language for specific purposes (LSP) research, this paper focuses on the central issues common to all LSP research: LSP needs analysis, LSP genre analysis, LSP register analysis, LSP teaching methods, and LSP assessments and evaluations. Each of the LSP research issues is examined in detail by discussing related theoretical and empirical studies. Considering the growing interest in LSP education in the field of teaching Korean as a foreign language in recent years, it is hoped that this paper can shed light on the research of teaching and learning Korean for specific purposes. (Soongsil University)

논문 : 학문 목적의 한국어 학습자를 위한 어휘 교육의 내용 연구

신명선 ( Myeong Seon Sin )
국제한국어교육학회|한국어 교육  17권 1호, 2006 pp. 237-264 ( 총 28 pages)
6,300
초록보기
This paper attempts to demonstrate the contents of vocabulary education for academic purpose. The object of Korean education for academic purpose is not BICS(basic interpersonal communication skill) but CALP(cognitive academic language proficiency). The object of vocabulary education for academic purpose is the extension of lexical competence (specially symbolic competence). The essential element of vocabulary education for academic purpose is academic vocabulary. Basic vocabulary is the essential element of vocabulary education for general purpose. Technical vocabulary is the essential element of vocabulary education for occupational purpose. Of course, basic vocabulary and technical vocabulary contributes to vocabulary education for academic purpose. But they is not essential. Because academic vocabulary is most frequently used words in academic texts. The contents of vocabulary education for academic purpose consists for `comprehension and activity` about vocabulary. Learners comprehend the information of each of vocabulary and the relations of words. And they have to speech, listen, read, write with words in academic cultural situation. (Korea Institute of Curriculum & Evaluation)
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