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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 : 59권 0호 (2015)

비원어민 한국어교원 교육의 과제와 방향 -중국의 "한어국제교육"과 비교를 중심으로-

김가람 ( Garam Kim )
이중언어학회|이중언어학  59권 0호, 2015 pp. 1-24 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to explore the case of international Chinese language education for non-native Korean teacher education and seek the applicability to Korean language education. Despite the importance of non-native Korean teachers no further discussions have been made on teacher licenses and curriculums in Korean language education. On the other hand, in the case of international Chinese language education, a variety of scholarships and employment opportunities have been provided to international students who want to be international Chinese teachers, which is led by the Confucius Academy. In regard to curriculum, it also differentiates international students from domestic students in credits and required courses. By referring to the case of China, attempts also need to be made to cultivate non-native Korean teachers. This study suggests a direction for non-native Korean teachers to be offered various scholarships and employment at King Sejong Institute in their country. Another possible consideration can be developing a curriculum for non-native Korean teachers which enhance strengths while improving weaknesses.(Seoul National University)

중국인 한국어 교원의 민족 구성을 고려한 재교육 방안 연구 -절강 지역 교사 요구분석을 바탕으로-

김영근 ( Yeong Geun Kim ) , 임총인 ( Cong Yin Ren )
이중언어학회|이중언어학  59권 0호, 2015 pp. 25-51 ( 총 27 pages)
6,700
초록보기
This study aims to let Chinese teachers teaching Korean to improve their teaching skills more effectively by providing them a re-training program. To find out the effectiveness of the program, the study conducted a survey on Chinese teachers teaching Korean language in Zhejiang, China. The survey especially focused on the participation rate, merits and demerits of the re-training program, and demand of the program. In addition, it also analyzes the curriculum of existing re-training program for teachers and designs a new re-training program for improving the teaching quality of the Chinese teachers teaching Korean language. Among these teachers, ethnic Korean teachers living in China hold an intermediary position since they have both Korean language and culture and Chinese language and culture at the same time. Therefore, they should be approached as the different ways. Hence, the study suggests the re-training program it is divided as the three parts. The first part is the require curriculum both ethnic Korean teachers and Chinese teachers. And the second part is the curriculum for ethnic Korean teachers living in China, focusing on teaching methods, contemporary Korean culture and differences between Korean language and the language ethnic Koreans living in China use. The study also separately suggests a re-training program for teachers from Han Chinese(and other races in China) focusing on studying the advanced Korean language and traditional culture, and comparing both Korean and Chinese cultures.(Kyunghee University)

한국어 교육을 위한 하오체, 하게체 교육 내용 연구

박지순 ( Ji Soon Park )
이중언어학회|이중언어학  59권 0호, 2015 pp. 53-81 ( 총 29 pages)
6,900
초록보기
This article aims to emphasize the necessity of Hao and Hage style in Korean education as a second language and suggest proper contents for education. For this purpose, this study analyzed both corpus data and Korean language textbooks. The result of corpus analysis shows next three points. Firstly despite big decline in use some final endings of Hao and Hage style still used in spoken and written language. Secondly, Some final endings mainly appeared in certain context showing specific functions. Thirdly, in written language final endings of Hao and Hage style are used as ‘yesa-nopim’ and ‘yesa-natchum’. These points suggest that Hao and Hage style are supposed to be taught to Korean language learners up to their proficiency level and purpose of learning. Also the analysis of Korean textbooks shows that contents of Hao and Hage style do not correspond with one another. Some endings such as ‘-upsida’ are appeared not showing real usage as well. As a result, this study suggests that Hao and Hage style be taught in differently in contents and methods for proficiency level and purpose of study.(Ministry of Culture, Sports and Tourism)

한국어교육능력검정시험의 영역 타당도 연구

송향근 ( Hyangkeun Song ) , 양순임 ( Sunim Yang )
이중언어학회|이중언어학  59권 0호, 2015 pp. 83-109 ( 총 27 pages)
6,700
초록보기
This paper discussed the validity of the test for a license in the Korean language teaching. Some problems were identified through analyzing previous tests. The crucial things are the overlapping among fields and overclassifying the subjects. The overlapping led to duplicated fields, and overclassifying to the failure of concentration in the qualification of testee’s education ability. Without concentrating on a selected few fields and subjects, the test could end up as lack of expertise. We proposed a new frame to deal with these problems we have found. The new frame is divided into three sections - curriculum, functional education, knowledge education. Each section has 4, 7, 4 subject, so the number of subject is more confined than existing test. In the new frame, all of fields and subjects are combined into Korean educational linguistics. (Busan University of Foreign Studies·Kyungsung University)

고급 한국어 학습자의 질문 전략을 통한 공손성 실현 양상 분석

엄진숙 ( Jin Suk Eom )
이중언어학회|이중언어학  59권 0호, 2015 pp. 111-139 ( 총 29 pages)
6,900
초록보기
The purpose of this paper is to investigate how to substantialize politeness through question strategy to redress FTAs(Face Threatening Acts) of a negative face. Learners of Korean as L2(Second Language) speakers in Korea acquire knowledge about interrelation between a linguistic form and a pragmatic function; that is to say they use interrogative sentences for various pragmatic purposes that depart from original function: information request. Because speakers desire to communicate successfully by realizing politeness and redressing possibility of FTAs. This paper shows three conclusions by analysing the learner’s languages of conversations, text messages, texts of internet bulletin board and logical rhetorical writings, etc. First, KSL(Korean as a Second Language) learners use interrogative sentences strategically for a communicative intention. They are divided into conventionalized expressions like greeting words and not-conventionalized questions including indirect speech acts. KSL learners produce not-conventionalized questions(67%) more than conventionalized expressions(33%) of all. Second, KSL learners use interrogative sentences the most for expressing opinion(32%) and requesting(27%). This is explained in terms of reaching a systemical variation stage of interlanguage of KSL learners. Third, KSL learners use judgement questions the most and they tend to connect a specific question type with a specific pragmatic function. Judgement questions were used the most in request and confirmation, negative questions were used the most in expressing opinion, wh-questions were used in various functions like ordering(suggestion) and changing a topic, etc. Especially rhetorical questions were connected with expressing opinion.(Yeungnam University)

무브 분석을 통한 내러티브 텍스트의 문법 기능 고찰

유민애 ( Minae Yu )
이중언어학회|이중언어학  59권 0호, 2015 pp. 141-172 ( 총 32 pages)
7,200
초록보기
The purpose of this study is to provide grammar contents by functions and their corresponding grammatical expressions that appear in the text of a specific genre. The study distinguishes the text structure and linguistic characteristics using corpus analysis(bottom-up approach) and the move analysis(top-down approach) by establishing the actual narrative text written by Korean native speakers and non-native Korean speakers. The results are as follows: First, both groups used Move 2 (background), Move 3 (episode), and Move 5 (epilogue) as essential pattern types of the Move structure. However, there was a tendency that non-native Korean speakers frequently used Move 4 which represents the author’s feelings about an event or condition as opposed to Korean native speakers. Second, Korean native speakers used standardized grammatical expressions from each Move-type compared to non-native Korean speakers who seemed to have similar usage to their counterparts but showedsome differences in Move 2, Move 3, Move 4, and Move 5. Thus, an integrated text structure and grammatical expression according to function are presented based on the usage differences the two groups showed. In other words, educational content of the structural level is divided into ‘basic structure’ and ‘optional structure’ for learners to cognitively distinguish the two, and the narrative genre in the grammatical level has a descriptive function so that time and space can be expressed by using the grammatical expression ‘-(으)ㄹ 때’ as well as background can be expressed by using the grammatical expression ‘- (으)ㄴ데’ are presented.(Seoul National University)
6,400
초록보기
This study is interested in age variable of Korean language learners and then it is argue that we need to different teaching approaches to Korean children learners and adult learners. For supporting this issue, the aim of the study was to explore the difference of grammar teaching items between Korean children learner’s textbooks and adult learner’s textbooks. To attain the purpose of the study, it is examined the difference about cognitive aspects and language teaching aspects from children learners. Then, this study is to inquire into main characteristics of grammar items between children’s text book - ‘Standard Korean textbook’ for Multi-culture Elementary school students and ‘Customized Korean textbook’ which is used in Korean schools for heritage learners - and adult learners’s text book. The results were as follows; first, it is small in number of grammar items compare to adults textbooks. Second, it is concentrated in the items as beginner level. third, some part of the items from children’s textbook contain the chunk. Lastly, education for children is much more focused on pronunciation and orthography. In addition to this, the findings revealed that in textbooks for adult use Meta language and mother tongue to give explicit description of grammar items.(National Institute of the Korean Language)

국외 한국문화 교육 프로그램 개발 방안 연구 -세종학당 체험중심문화프로그램 개발 성과를 바탕으로-

이승연 ( Seungyeon Lee ) , 김희선 ( Hee Sun Kim ) , 이동은 ( Dong Eun Lee )
이중언어학회|이중언어학  59권 0호, 2015 pp. 197-220 ( 총 24 pages)
6,400
초록보기
This study presents a model for the development of an educational program in Korean culture for non-native students of Korean language, and discusses the possibility of developing and applying data in an experience-centered culture program. Given the importance of cultural understanding in learning a foreign language, the study of culture should not be subordinate to language study, but must be treated as independent and complementary to any language program. In the KFL environment particularly, participants have fewer opportunities for exposure to cultural stimuli or information on their subject culture, and are consequently more dependent on their instructors and teaching materials. Therefore, teachers of Korean culture to non-native students are forced to develop a quality program that can assist students learn the culture more actively. This study, based on results achieved by King Sejong Institute educators in their experience-centered cultural program, discusses criteria for choosing items for teaching culture and for planning class materials, by offering a case review of the textbook, teachers’ guidebook, PPT material, and translated PPT material, on the subject of the Korean marriage ceremony. In conclusion, it suggests some guidelines for developing and applying educational programs on culture in the future.(University of Seoul·Kookmin University·Kookmin University)

재미동포 한국어 학습자를 위한 한국어,문화 교육 방안 -프로젝트 수업을 활용하여-

이유경 ( Yoo Kyoung Lee )
이중언어학회|이중언어학  59권 0호, 2015 pp. 221-247 ( 총 27 pages)
6,700
초록보기
This research proposes a method which uses a Korean language and Korean culture related class with Korean American Korean learners as the object of the study and the purpose of which is to explore its significance. Though the distribution of Korean language learning Koreans residing abroad are not considered in this study they are an important group which consists of different factors. Unlike other foreign Korean language learners, Korean American Korean learners understand English and the American culture through exchange with family and local organizations while also being exposed to Korean and the Korean culture. This leads to them facing difficulty and confusion when learning Korean due to the sense of foreignness between the two languages and cultures. However the content and methods of Korean education offered by many programs are geared toward foreign language learners and do not fulfill the needs and specialties of Korean American learners. The class uses project work involving Korean language and culture and is appropriate for making use of the language ability and cultural background knowledge that Korean American Korean learners have. Even more so is the significance found in providing the opportunity to actively acquire knowledge of the Korean language. Thus to present a Korean language and culture related education method that considers the demands and specialties of Korean American Korean learners, this research aims to suggest project work as a learnable education method that can make full use of Korean American Korean learners’ abilities.(Korea University)

제2언어로서의 한국어 아동 학습자의 작문 담화 능력 발달

최은지 ( Eun Ji Choi )
이중언어학회|이중언어학  59권 0호, 2015 pp. 249-277 ( 총 29 pages)
6,900
초록보기
This study is for looking into development of discourse competence in writing composition of child language learners as a second language. Discourse competence in writing composition is the competence to produce composition that is coherent and cohesive in units bigger than sentences. For this study, writing data from four KSL child learners were collected and analysed to see stages in development of discourse competence. As a results, five stages were established, stage of pre-discourse, stage of discourse emergence, stage of discourse elaborating, stage of discourse expansion, and stage of discourse systematization. The results of this study should be helpful in establishing curricular objects and assessment criterion, developing materials and assessment tests, and proposing educational direction for the education of writing for child Korean language learners as a second language.(Wonkwang Digital University)
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