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논문검색은 역시 페이퍼서치

이중언어학검색

Bilingual Research


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-1757
  • - 간행물명 변경 사항 : 二重言語學會誌(~1998) → 이중언어학(1999~)
논문제목
수록 범위 : 56권 0호 (2014)

한국어교육 연구에서의 교사, 학습자 연구 동향 분석

강승혜 ( Seung Hae Kang )
이중언어학회|이중언어학  56권 0호, 2014 pp. 1-29 ( 총 29 pages)
6,900
초록보기
A comprehensive review of research on Korean teachers and learners in Korean Language Education research with the aim of examining previous research has not been executed, though the other research topics have been actively discussed. A thorough review of the previous research on Korean teachers and learners in Korean Language Education will provide the practice with substantial information and basis. This study is to analyze previous research on Korean teachers and learners in Korean language education in order to review the tendency of the field. About 255 studies on Korean teachers and learners in Korean language education published in the journals related to Korean language education and academic dissertations as well made up this study. The research was analyzed based on variables as follows: chronology, research published type, research subjects and the topics. There was a total of 10 academic sub-categories for three topics: teacher talk(teacher’s feedback), teacher variables, teacher education, teacher’s role, learning strategy, learner variables, needs analysis, teaching and learning strategy, teacher-learner variables and their needs analysis.(Yonsei University)

세종학당의 한국어 교육 발전 방안 연구

김세훈 ( Se Hoonkim ) , 조현용 ( Hyun Yong Cho )
이중언어학회|이중언어학  56권 0호, 2014 pp. 31-58 ( 총 28 pages)
6,800
초록보기
This research paper focuses on the developmental approaches of Korean language education of the King Sejong Institute in terms of plans and policy. This paper aims to review previous research and arguments in parts of general research regarding the King Sejong Institute and studies on the Korean Language education of King Sejong Institute. Based on this, the research seeks ways to expand the King Sejong Institute`s specialized approaches and methods of Korean language education and understanding of culture through language. Approaches to specialize the King Sejong Institute`s Korean language education suggests the following issues: 1) requirements of using standard textbooks; 2) development of supplementary materials; 3) introduction of textbook quality control system; 4) strengthening faculty eligibility criteria; 5) expanding the dispatch of Korean faculty and strengthening local teacher training; and 6) local institutionalization for the Test of Proficiency in Korean (TOPIK). In addition, to expand the understanding of Korean culture through language education, there are further needs to: 1) build a system in connection with Korean cultural centers 2) develop and supply textbooks of Korean culture; 3) expand the dispatch of Korean faculty and strengthen local teacher training; 4) develop Korean cultural programs for cultural regions 5) develop customized Korean cultural programs; 6) build Korean language related one-stop service system; and 7) expand connection with local Korean companies. The King Sejong Institute foundation is still in its preliminary stages. Therefore, development plans should be based on a variety of policy proposals and continuous investigation and analysis. Specific measures willbe further presented in future research.(Sookmyung women`s university? Kyunghee university)

한국어 자모음 발음 교육용 멀티미디어 자료 개발 연구

김은애 ( Eun Ae Kim ) , 민유미 ( You Mi Min )
이중언어학회|이중언어학  56권 0호, 2014 pp. 59-83 ( 총 25 pages)
6,500
초록보기
This study is on the development of pronunciation education material which utilizes multimedia. Learning and teaching pronunciation of Korean vowels and consonants is perceived by both learners and instructors as a highly difficult area. The pronunciation education material on Korean vowels and consonants that are currently used in Korean language classes are paper textbooks, practice sheets and audio CDs. In the early stages of learning Korean, it is difficult for learners to understand how to pronounce vowels and consonants by solely relying on the sentences, sentence explanations, and simple diagrams found in the textbook and practice sheets and audio resources. This study proposes multimedia-based pronunciation education material in conjunction with an education plan that utilizes this material. Educational multimedia material on the pronunciation of Korean vowels and consonants provides aperture along with audio resources. Also, by expressing the point of articulation and articulating method in video format, information on how to pronounce Korean vowels and consonants can be relayed directly to the learner. The use of pronunciation education material which utilizes multimedia is expected to significantly reduce the difficulties involved in teaching and learning Korean vowels and consonants.(Seoul National University)

한국어 중급 교재의 대화문에 나타난 청자 반응 표현 연구

김지영 ( Ji Young Kim )
이중언어학회|이중언어학  56권 0호, 2014 pp. 85-107 ( 총 23 pages)
6,300
초록보기
The purpose of this paper is to analyze listener’s reactive-utterance in the dialogue of Korean intermediate textbooks and suggest things to be considered for composing the dialogue. Listener’s reactive-utterance is the mediating cue which makes turn-taking possible during the conversation in which the speaker and the listener take turn alternatively. And it is also a cue which shows that the listener is participating in the interaction as an active and positive subject of composing the conversation. Therefore, Korean language learners should master listener’s reactive-utterance to enhance the interactional competence. This paper examines the existing research on back-channels and discourse-markers and then defines the listener’s reactive-cues. After that, from the integrative perspective of turn-taking, it subdivides listener’s reactive-utterance cues into turn-supporting function, turn-inducing function, turn-interrupting function, turn-requesting function, turn-denying function. Dialogues of Korean intermediate textbooks are analyzed according this subdivision. Based on the result, this research presents a problem that turn-supporting function, turn-interrupting function, turn-denying function are not included in almost all of the textbooks. Also, it clarifies that turn-requesting function appears with the highest frequency and presents a problem that the way of giving cues for this function is concentrated on agreeing and confirming. With the basis of textbooks analysis, this paper also inductively draws and arranges functional forms of listener’s reactive-utterance which cues turn-taking. This data could be used as a reference for the composition of the dialogue. Lastly, it suggests things to be supplemented for the composition of the dialogue based on conversation analysis.(Korea University)

구어 자료 활용이 듣기 평가 문항 개발에 미치는 영향 연구

김지혜 ( Ji Hye Kim )
이중언어학회|이중언어학  56권 0호, 2014 pp. 109-130 ( 총 22 pages)
6,200
초록보기
This study investigates the effect of audio sources that Korean teachers utilize when developing listening test items. Before developing listening test items, teachers consider learners’ competency and learning targets to set the goal of the test. And after confirming if topics and contents are suitable for the test, teachers collect materials and try to make a meaningful listening test utilizing audio sources as much as possible. However, issues arise at this point: Most of the contents teachers use for a listening test are from written media. Teachers then change those written contents into spoken ones, such as dialogues or monologues. Listening test items derived from these contents are in fact not different from reading test items, and it causes reading questions appearing in a listening test. Assuming this kind of test item production somewhat restricts proper evaluation for learners’ listening ability, the researcher of this paper looked into how materials used in making listening test affected the test items. In her experiment, well-experienced Korean teachers were divided into two groups: One group was given materials from audio resources, and the other group was given materials from written one. The two groups were then asked to produce listening test items. In the result, the latter group was turned out to have developed better test items which are more closed to the nature of listening.(Korea University)

중국인 고급 학습자의 한국어 사동문 처리 -동작-소리 검증 과제를 통하여-

염수 ( Shuai Yan ) , 김영주 ( Young Joo Kim )
이중언어학회|이중언어학  56권 0호, 2014 pp. 131-153 ( 총 23 pages)
6,300
초록보기
This research. examined Korean causative sentence processing of Chinese learners of Korean, and comparing the results to those of native Korean speakers. This study developed an action-sound verification task that reflects real language life at most. The participants are 46 Chinese advanced learners of Korean(TOPIK level 5, 24; level 6, 22) and 44 native speakers. As for results, the study found out that (i) Chinese advanced learners showed significant difference from Korean native speakers in accuracy rate of Korean causative sentence processing, (ii) Chinese learners processed subject-omission sentences better than object-omission sentences significantly (iii) there was no significant difference in processing causative right sentences and wrong sentences, and finally (iv) Chinese learners processed semantically-wrong sentences better than syntactically-wrong sentences significantly.(Kyung Hee University)

모바일 메신저 대화에서 나타나는 공손 전략

윤상석 ( Sang Seok Yoon ) , 김정숙 ( Chung Sook Kim ) , 이동은 ( Dong Eun Lee )
이중언어학회|이중언어학  56권 0호, 2014 pp. 155-181 ( 총 27 pages)
6,700
초록보기
The purpose of this study is to explore politeness strategies found in conversations through mobile messaging application (MMA). MMA, which is represented by Kakao Talk in Korea, is the most frequently used application on smartphones, and now MMA communication seems to be replacing traditional telephone or even face-to-face conversations. However, unlike telephone or face-to-face conversations, MMA communication lacks prosodic and supralinguistic features which are very important parts of communication. Therefore, people try to manage MMA conversations not to be misunderstood their intentions. The current study analyzed some group conversations and one-on-one conversations made through Kakao Talk and investigated politeness strategies. Firstly, people make use of wide range of stylistic variations, from very formal written style to non-standard casual style, to regulate the atmosphere of the conversation. Secondly, there appear lots of attempts to build rapport among conversation participants using emoticons, slangs, and many non-standard internet jargons. Also, people use lots of collaborative tokens such as back-channeling and onomatopoeic and mimetic expressions. Thirdly, there appear many adjacent pairs which are separated by many turns, which is rare in oral conversations. Thus, people try to respond their conversation partners even after a long time. Fourthly, it appears that MMA users try to avoid imposing others for responding quickly: delayed or lack of response and omission of opening or closing remarks seem to be well understood. At the same time they appear to feel obligation of responding as quickly as possible. This study concludes that MMA enables people maintain social relationship widely, respecting each other`s privacy and politeness is considered importantly but not strictly.(University of Iowa·Korea University? Kookmin University)

한국어 무의미 단어의 조음정확성에 미치는 영어의 영향

윤석연 ( Sook Youn Yoon )
이중언어학회|이중언어학  56권 0호, 2014 pp. 183-202 ( 총 20 pages)
6,000
초록보기
이 연구는 제2언어인 영어가 먼저 습득한 제1언어인 한국어 자음 및 모음을 정조음하는데 부정적인 영향을 미치는지 알아보고자 한다. 본 연구에서는 한국에서 태어나 미국으로 이주하여 평균 4년 7개월을 거주한 8~13세 아동 9명, 만 11세 이후 미국으로 이주하여 평균 4년 8개월을 거주하고 미국 대학 또는 대학원에 재학 중인 21~33세 성인 8명, 영어권 지역에 거주한 경험이 없으며, 학교 교과과정 외에 영어학습을 하지 않은 8~13세 아동 18명이 참여하였다. 이 세 집단은 한국어의 음운규칙을 따르지만, 의미를 가지고 있지 않은 16개의 무의미단어를 듣고 따라 말하였다. 이들의 발화전사를 토대로 계산한 음운정확도, 자음정확도, 모음정확도는 통계적으로 집단 간 유의한 차이를 보였는데, 사후검정에 의하면 이중언어아동의 조음정확도(M=90.2)가 이중언어성인(M=94.9)과 단일어아동(M=94.6)보다 발음 정확도에서 유의하게 낮은 수행성과를 보인 것으로 나타났다. 한국어 단일어 아동의 조음정확도와 한국어-영어 이중언어 성인의 조음정확도가 차이가 없음은 일반적으로 조음음운발달이 완성되는 시기이후에 습득한 영어는 한국어 음소정확도에 미치는 영향이 미미함을 시사한다. 반면에, 만9세 이전 영어에 집중적으로 노출된 아동의 조음정확도는 한국어 단일어 아동의 조음정확도와 통계적으로 유의한 차이를 보임으로써 아동기 때 영어에 집중적으로 노출될 경우 제1언어인 한국어를 조음하는데 부정적 영향을 미칠 수 있다는 것을 시사한다.(원광디지털대학교)

한국어 연결어미 "-다가"의 교육 내용 연구-상적 의미 및 용언 결합 제약을 중심으로-

이슬비 ( Seul Bi Lee )
이중언어학회|이중언어학  56권 0호, 2014 pp. 203-230 ( 총 28 pages)
6,800
초록보기
This study aims to describe Korean connectives ‘-daga’ considering its aspectual meaning and verb constraint. Through searching ‘-daga’ in Korean modern novel corpus, we concluded that ‘-daga’s core meaning is ‘event transition’ and by its aspectual meaning, it has a verb constraint that only combines with verbs which event maintains some duration of time. Furthermore it founded somewhat preference of verbs that combines ‘-at/etdaga’ or ‘-daga’ by its event construction. To teach ‘-daga’, we suggest that focusing the core meaning, ‘transition of events’ and presenting that the transition occurs from continuous event or state to other event or state. Also, ‘-daga’s further meaning, ‘transition to an accidental result’ can be taught with a relation to this core meaning. For the verb constraint, we can present it implicitly by controlling input like example sentences.(Seoul National University)

한국어 교사의 쓰기 평가 효능감과 평가 특성 연구

이인혜 ( In Hye Lee )
이중언어학회|이중언어학  56권 0호, 2014 pp. 231-266 ( 총 36 pages)
7,600
초록보기
In this study, we analyzed writing assessment self-efficacy of Korean language teachers and their evaluation characteristics. Our purpose was to collect information about raters and to gain a basic understanding of Korean writing assessment and training for raters. To do this, we split 39 Korean language teachers into three groups based on experience and asked them to complete a Korean writing assessment self-efficacy examination and to actually evaluate a composition. The results were then analyzed using FACETS, a statistics program which uses the “Many-facet Rasch Model” There was a noticeable difference between the group of teachers with less than two years of experience (A) and the two groups of teachers with more than two years of experience (B, C). There was a larger difference in “general writing assessment self-efficacy” than “practical writing assessment self-efficacy.” The three groups showed differences as to their strictness in using evaluation criteria. This creates a connection between writing assessment ability and writing assessment self-efficacy. The three groups also showed differences in suitable consistency. Teachers with more experience showed more suitable consistency. The group of teachers with less than two years of experience (A) showed over-fitted and mis-fitted consistency, causing a statistical difference in “general writing assessment self-efficacy.” Because writing assessment self-efficacy and assessment ability affect one another, there needs to be more training for Korean language teachers based on this type of writing assessment self-efficacy and evaluation characteristics.(Korea University)
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