글로버메뉴 바로가기 본문 바로가기 하단메뉴 바로가기

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 : 19권 3호 (2008)
6,100
초록보기
Although universals of language pragmatics may facilitate the development of interlanguage pragmatics, L2 learners of heritage and non-heritage display a noticeably different pragmatic system in L2. Even fairly advanced language learners of Korean often lack pragmatic competence, which is the knowledge of what to say, how to say it, and to whom in a given context. In response to these issues, this presentation reports a qualitative analysis regarding the following criteria: a) discourse structure, (b) discourse function, (c) amount of information, (d) level of formality, (e) level of directness and (f) politeness. The data were collected from students attending Korean Flagship Program at Korea University (8 non-heritage learners, 13 heritage learners), whose language level was equivalent to advanced low to high in the scale of ACTFL OPI. For the data building, learners` electronic mail text as well as OPI role play transcription collected. The results from data analysis reveal that heritage and non-heritage learner groups respectively showed the predictable discourse features on their own. Data results from the students also revealed that the learners of different proficiency applied their own pragmatic competence from their own culture to their performance in various socio-pragmatic situations they encounter. Based on research findings this presentation will support the need for the ways of explicit teaching pragmatics that situate socio-cultural tasks. (Korea University)

국내 직업 목적 한국어 교육의 현황과 과제

이미혜 ( Mi Hye Lee )
6,200
초록보기
This paper endeavors to understand and examine the current state of occupational Korean language education. Following a review of the purpose and research method of the study, the distinctive characteristics of occupation-oriented Korean language education are surveyed. The greatest distinguishing characteristic was found to lie within the constitution of the subject groups, and low-skilled laborers the largest group-comprised sixty percent of all foreign workers, mostly in the manufacturing, construction, and service sectors. Other groups may be broadly categorized as falling into the professional (education), commerce/management, and research sectors. The current state of education is studied to reveal that, although low-skilled foreign laborers were receiving Korean language education from community centers and government affiliated organizations, the curricula and subject matter were not adequately designed for their specific objectives. Education intended for clerical work, management, and administration within a corporate office is realized mostly via consignment education. Although the requirements of business organizations dictate that a variety of curricula are provided, traditional Korean language textbooks are still utilized as the principal course materials. The issue calls for a change in policies to systemically guarantee Korean language education to low-skilled workers. Furthermore, the currently existing curricula should be reviewed and revised to develop more befitting learning materials and curricula. The most urgent issue concerning occupational education for the clerical, management, and administration groups is the need to develop general business Korean course materials and curricula that has broad practical utility for various positions. (Ewha Womans University)

국외 한국어 교육 정책론 정립을 위한 탐색

이병규 ( Byoung Gyu Lee )
6,400
초록보기
This study is aimed to research into current status of the overseas Korean education policy on each part for establishment of the overseas Korean education policy theory. First, this thesis discussed the necessity and the changes of the Korean education policy. The necessity of the theory is considered as the racial education for Korean residents abroad, establishment of the base for the promotion of Korean as a foreign language proficiency, and preservation of the Korean language and culture and also maintain of world culture multiplicity. Second, this study argued on the purpose and principle of the overseas Korean education policy. In this study, the essential purpose of the Korean education policy is to support preservation and development of the Korean language and culture through extend the area of using Korean. And then the principle is considered coexistence of interculturalism and multiculturalism. Finally, this research debated on investigation of the overseas Korean education policy as the overseas Korean education policy agency, related raw, the public institution to support the Korean education policy, and support the development and spread of the overseas Korean education contents. (The National Institute of the Korean Language)

한국어교육학의 정체성을 찾아서 -응용언어학적 관점에서 바라보기-

이영근 ( Young Geun Lee )
5,800
초록보기
Recently, several proposals have been made regarding the need for the establishment of teaching Korean as foreign language(KFL) as a new field of study. However, any definition of teaching KFL has not been explicitly made, or even if any, they either fell short of completeness, or showed defects in terms of the scope and goals of inquiry. The current study takes a new, different perspective from the point of Applied Linguistics, in general, and Second Language Acquisition(SLA), in particular, to provide a working definition of teaching KFL as an emerging field of study, which includes both a comprehensive scope of inquiry and the SLA research-oriented goals of the study. (Kyung Hee University)

중국어권 한국어 학습자의 어휘 오류 연구 -원인 분석을 중심으로-

이정희 ( Jung Hee Lee )
5,800
초록보기
Research on error analysis in Korean language education focuses on the judging and recording of manifested errors within learners` written works. For assessing error frequency, error analysis targets `local errors (errors that are “understandable” or “anticipatory” from students of various levels while learning to write).` However, in foreign or second language education, where achieving communicative competence is the primary goal, unveiling those factors that “minimize” proper communication is of utmost importance. From Chinese learners, for instance, we are discovering global errors. These errors are committed by learners due to differences in the basic understanding and use of words that are based on the fundamentally different etymology of Chinese characters. For this paper some 500 written works by Chinese students were analyzed and compared. Assessed errors were divided into spelling errors and content-based errors; the latter category was then divided further into native tongue-interference assisted errors and developmental errors. In short, classifications of error ratios according to levels were as follows: 1) Spelling errors to content-based errors Beginners: 78%:23%, Intermediate: 20%:80%, Advanced: 36%:64% 2) Native tongue-interference assisted errors to developmental errors to unique error Beginners: 11%:87%:2%, Intermediate: 21%:69%:10%, Advanced: 29%:71%:1%. (Kyung Hee University)

외국인 학습자를 위한 한국어 음운 규칙의 제시 순서 연구

장향실 ( Hyang Sil Jang )
5,500
초록보기
At this thesis, I researched the presenting order for phonological rules of Korean in teaching pronunciation of Korean for foreign learners, especially concerning contents which taught and learned phonological rules. Criteria of presenting order are the frequency of using, the degree of difficulty and the possibility of generalization. For accurate understanding about these criteria, I set up specific methods. I researched head words based on the Korean dictionary for foreign learners for grasping the frequency of phonological rules. And the degree of difficulty depends on the ease of learning. Specially, it is different from rules which can predict the surface form by phonological informations or which needed the morphological informations. Finally, the possibility of generalization is measured by the grade of ranks in phonological rules. As these results, I decided on the order of application as follows; the degree of difficulty→frequency of using→possibility of generalization. Because results could be different according to the order of criterion. After all, the teaching order of phonological rules are as above texts. (Korea University)
<< 1 2