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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 : 69권 0호 (2017)

한국어 도우미 프로그램에 대한 학습자와 교수자 간 인식 차이 분석

구민지 ( Koo Minji ) , 양길석 ( Yang Gilseok )
이중언어학회|이중언어학  69권 0호, 2017 pp. 1-24 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to investigate the Korean language learner and the instructor’s perception about Korean buddy program and to analyze the difference between the learner’s perception and the instructor’s perception as a basic study to enhance the efficiency of the program. In order to do this, we investigated the learner’s perception about the program by variables and implemented in-depth analysis using SPSS(23.0) program. Also we analyzed the differences of perception in order to utilize the instructor’s expertise and rich experience for improving the buddy program. As a result of the needs survey for learners, it seems to be necessary to develop a differentiated program according to the learner’s proficiency. Especially, regarding the buddy’s academic background and nationality, both the learner and the instructor do not absolutely require the standard of being a Korean university student. The result of the differences analysis revealed that there is a significant difference between the learner and the instructor about the main role of the Korean buddy and the usefulness of the program. These research results implies that it is necessary to reestablish the buddy’s role and to reorganize the contents of buddy’s activity. (The Catholic University of Korea)

미국 한국어 학교 환경에서의 이중언어 발달에 관한 사례연구

김정숙 ( Kim Jung Sook )
이중언어학회|이중언어학  69권 0호, 2017 pp. 25-49 ( 총 25 pages)
6,500
초록보기
이 연구는 미국 한인공동체에서 생활하는 이중언어 발현단계 학습자의 사례를 중심으로 언어이데올로기가 학습자의 이중언어 발달에 미치는 영향을 고찰한다. 세계화는 언어 문화적 경계를 넘나들며 유동적 삶을 사는 학생들의 학습경험과 언어사용에 지대한 영향을 미친다. 기존의 제2언어 교육은 근대 국가적 단일 언어주의를 근간으로 이뤄져 왔다. 제한적 언어이데올로기에 근간한 기존 이중언어 교육은 다문화, 다언어 학습자들을 위한 교육학적, 이념적 실천 공간을 마련하기에는 부족하다. 이 연구는 언어학습자의 다양한 문화적 언어적 경험을 수용하는 통합적 언어교육에 이론적 기반을 두고 언어이데올로기와 학습자의 언어학습경험을 탐구한다. 이를 통해 다문화, 다언어 환경에서 언어이데올로기와 다양한 문화적 언어적 배경을 지닌 학생들의 언어학습과 사용에 대한 이해 증진을 목적으로 한다. (오하이오주립대학교)

재한 외국인 유학생의 문화적응 수준별 문화적응 요인 및 문화적응 전략 비교 연구

김현진 ( Kim Hyunjin )
이중언어학회|이중언어학  69권 0호, 2017 pp. 51-79 ( 총 29 pages)
6,900
초록보기
The purpose of this study is to explore the acculturative factors and strategies of international students in Korea according to acculturative level. The analysis revealed (i) that in order of high, middle, low group was adapted well to acculturative factors(personal factor, social factor, Korean classes, contentment to the collegiate life), (ii) that there is difference between low group and middle group, between low group and high group, between middle group and high group in personal factor, contentment to the collegiate life, (ⅲ) that assimilation strategy was used in order of high, low, middle group, integration strategy and marginalization strategy were adopted in order of high, middle, low group and separation strategy was employed in order of middle, low, high group, (ⅳ) that there is difference between low group and high group in marginalization strategy. (Kyung Hee University)

한국어 논증적 글쓰기 교육을 위한 한ㆍ중 신문 사설 개입 대조 연구

맹강 ( Meng Gang )
이중언어학회|이중언어학  69권 0호, 2017 pp. 81-111 ( 총 31 pages)
7,100
초록보기
This study aims to present the pedagogic implications about Korean Argumentative Writing Education for CKLs through contrasting the engagement in the editorials of Korean and Chinese. So we have selected 100 piece(Korean editorials 50, Chinese editorials 50)editorials from The Chosun Ilbo, The The JoongAng Ilbo and People’s Daily, Guang Ming Daily which are the representative newspapers of Korea and China. We extracted the engagement according to the Appraisal Theory which was developed by Martin & White(2005) and the context. Then we did a t-text and as a result, the total of monogloss and heterogloss didn’t have a statistically significant difference and both Korean and Chinese editorials have used more heterogloss than monogloss. In the dialogic expansion, we found that the use of possibility, entertain, attribution, distance and the total of dialogic expansion had a statistically significant difference and the use of personal opinion and acknowledge didn’t have a statistically significant difference. Though the average we can know that the Korean editorials used more possibility, entertain, attribution, distance than the Chinese editorials. And in the dialogic contraction we found that the use of disclaim, deny, counter, proclaim, concur, pronounce and the total of dialogic contraction all had a statistically significant difference but except the endorsement. Though on the average we can see that the Korean editorials used more disclaim, deny, counter than Chinese editorials but Chinese editorials used more proclaim, concur, pronounce than Korean editorials. It may suggest that in the Korean editorials expected rebuts were more taken into account and in the Chinese editorials one-sided argument was more preferred. Accordingly, when we teach Korean argumentative writing to CKLs we may need to tell them to use entertain, attribution, disclaim properly to take the expected rebuts into account and use less concur and pronounce. (Seoul National University)

한국어 관용어 처리와 학습 전략의 상관성 연구 -행동 반응과 어휘 학습 전략을 바탕으로-

신수련 ( Shin Su-reun ) , 정해권 ( Jeong Haegwon )
이중언어학회|이중언어학  69권 0호, 2017 pp. 113-135 ( 총 23 pages)
6,300
초록보기
Collocations and idioms are similar in that the sequence of words is closely related. However, idioms are more closed sets and have a separate meaning like a chunk. Therefore, it was suggested that these classes of vocabulary be taught without analyzing the components. However, according to psycholinguistic experiments, transparency of idioms also affected understanding of their meanings. In this study, we used the lexical decision task for learners of Korean as a second language to measure accuracies and response times for collocations, semi-transparent idioms, and opaque idioms. Vocabulary learning strategies used by learners were also investigated. A correlation analysis between behavioral responses and these strategies was conducted. As a result, strategies such as using a Korean- Korean dictionary, making sentences using new words, and memorizing idioms were useful to learn collocations and idioms. So it is proposed that a teaching method that separates collocations and idioms is needed, and an idiom must be taught by the meaning of its components. (Hankuk University of Foreign Studies)

한국어교육에서의 모듈식 교수-학습 모델 개발 연구 -학문 목적 한국어 쓰기 교육의 모듈화를 중심으로-

심혜령 ( Shim Hyeryeong ) , 이선중 ( Lee Sunjoong )
이중언어학회|이중언어학  69권 0호, 2017 pp. 137-159 ( 총 23 pages)
6,300
초록보기
The purpose of this study is to develop a methodology to meet various needs in the field of Korean language education. Due to the diversifying purposes of Korean learners, previously unacknowledged problems are arising in the educational field, followed by related research problems. Therefore, under the current situation where the contents and curriculum are expected to meet the diversifying purposes of Korean learners, this study aims to develop a methodology that can alternatively satisfy various needs of the learners. This paper proposes modularization of education, and to embody this, the content of ‘writing education according to purpose’ is modularized by taking Korean writing education for academic purposes as an example. This module can flexibly structure the contents based on the characteristics of various education environments and carries the meaning that it can provide a solution to the problems rising from the diversity of the Korean learners. (Paichai University)

CALLA를 적용한 외국인 학부생 대상 토론 전략 수업 설계

이선영 ( Lee Sunyoung ) , 김수은 ( Kim Su Eun )
이중언어학회|이중언어학  69권 0호, 2017 pp. 161-190 ( 총 30 pages)
7,000
초록보기
This Study aims to propose a method for debate strategy classes, applying CALLA (Cognitive Academic Language Learning Approach) to teach debate to foreign undergraduates. Originally, CALLA, which was developed by Chamot & O’Mally (1987), is used as an integrated teaching model comprised of content subject instruction, academic language development, and explicit instruction in learning strategies. Instruction based on CALLA has five steps: introduction, preparation, practice, self-assessment, and expansion. Among these five steps, the self-assessment and expansion stages differ from existing activities in communicative language instruction in that they require students to take the lead in the class. In this study, 118 students were surveyed in order to design curriculum based on CALLA in consideration of students’ propensity to learn and their own culture. As a result, ‘practice’ was named as the stage that students most need to perform sufficiently. In addition, when asked what the teacher should dedicate sufficient time to in class, students also placed high emphasis on methods and progress for using debate strategies effectively. On the other hand, one characteristic that we identified was that, for activities which the students perform by themselves, such as ‘self-assessment’, demand proved to be low. According to the students’ needs survey, this study suggests an example of refutation strategy instruction using on 3 sessions. (Korea University)

중국 범주강삼각주 지역 한국 문학 교육의 현황과 문학 교육 방안 연구

전우 ( Quan You ) , 강수 ( Jiang Shuai )
이중언어학회|이중언어학  69권 0호, 2017 pp. 191-212 ( 총 22 pages)
6,200
초록보기
About the literary education as way of the Korean language education. Two kinds of the linguistics. In the study, all of the scholars sympathize with the importance of literary education in the Korean language education as a foreign language. But, nowadays among the considerable universities, there is n’t much literary education or it maybe taught within 72 hours during one or two semesters if there is. In such a short time, we can’t get a satisfied effect. In the one hand, it should develop the ability of appreciating the literary and make the students have a good command of the culture of the Korean society. On the other hand, it should also reach the goal of the development of the communication ability in Korean. In this study, in order to reach the goals above, firstly we look at the present condition of the Korean literary education in Pan-Pearl River Delta. According to the actual condition, we present the solution for the problems in literary education and sought for the way of teaching and learning the Korean literary education. (Guangdong University of Roreign Studies CAMPUS Asia·Seoul National University)

한국어 교사의 쓰기 평가 문식성 연구

전형길 ( Jeon Hyeoung Gil ) , 이인혜 ( Lee Inhye )
이중언어학회|이중언어학  69권 0호, 2017 pp. 213-248 ( 총 36 pages)
7,600
초록보기
In this paper, we inspect the effects and aspects of writing assessment literacy on writing assessment through a think-out-loud protocol and interviews, focusing on the knowledge and beliefs of evaluators. First, in terms of ‘knowledge’, evaluators show the mental representation of the evaluation criteria by using knowledge as an evaluator. In addition, they are aware of their assessment characteristics and try to control their strictness based on the knowledge through evaluator training experience and research. The evaluators show that they try to establish the internal criterion by themselves in the assessment situation where no evaluator training and discussion exists. Even though the analytical scoring method was given, the raters also used the holistic scoring method as a supplement. In addition, the evaluators show the social interaction that understand the context that the author intends based on writing without meeting student authors by exploiting the knowledge as a teacher who teaches Korean. Evaluators differed in proficiency in score representation because of their teaching experience and grader training. In terms of language use, experienced evaluators do more automated score representation than inexperienced evaluators. Next, from the perspective of ‘beliefs’, the difference between the evaluators was more prominent than the knowledge aspects. Especially, it is confirmed that the difference of beliefs of Korean writing for academic purposes evaluation constructs and L2 writing evaluation is represented as different text images and score representations. In addition, the evaluators generally agree that L1 literacy and L2 literacy is not fixed and influences each other. However, the difference in beliefs about the construct of writing for academic purposes results in differences in task performance and content criteria. (Woosong UniversityㆍUniversity of Minnesota)

한국어 능동적ㆍ수동적 어휘습득에 관한 구조방정식 모형

지문건 ( Ji Moon-gun )
이중언어학회|이중언어학  69권 0호, 2017 pp. 249-269 ( 총 21 pages)
6,100
초록보기
The purpose of the current study was to explore the explanatory components impacting on Korean vocabulary proficiency and their cause-and-effect relationship to Korean vocabulary learning strategy. Twenty-five undergraduate students, eighty-six graduate students, and six language trainees were tested in three kind of the materials: (1) a questionnaire on Korean vocabulary learning strategy, (2) Korean vocabulary task and (3) Korean word recognition test. Results found that word recognition explained a significant amount of unique variance for Korean vocabulary proficiency. The present study verified another finding that the effect of word recognition on Korean vocabulary proficiency was the direct component as well as cognitive/social vocabulary learning strategies were the indirect variables based on the structural equation modeling(SEM). These findings lend support to incidental vocabulary learning hypothesis, which means that learners acquire vocabulary proficiency through various reading experiences. (Chonnam National University)
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