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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 : 71권 0호 (2018)

영어와 한국어의 L2 유창성 습득 및 판단 비교 연구: 체류 경험을 중심으로

강석한 ( Kang Seok-han )
이중언어학회|이중언어학  71권 0호, 2018 pp. 1-36 ( 총 36 pages)
7,600
초록보기
This study examined the effect of second language (L2) immersion experience on adult’s acquisition of fluency factors (speech rate, F0 range, pause duration and frequency, hesitation duration and frequency). Nineteen Korean learners of English and English learners of Korean who divided into two timing positions of L2 immersion experience (t1 = 1 month, t2 = 6 month) produced 1 paragraph as a way of a sentence repetition task and were recorded. Thirteen English natives and Korean native raters were invited to determine how fluently the subjects produced and to what extent they contributed to the fluency rate. Results indicated that the effect of L2 experience had more effect on English learners of Korean than on Korean learning English, even though Korean learners of English achieved higher scores of fluency. In the perception test, the factors of speech rate and pause duration were found to influence more on the fluency judgement cross-linguistically. The comparatively wide difference between two target languages, however, were found in the pitch range and the hesitations. The study indicated that process of L2 acquisition has involved the universal as well as language-specific features.
6,800
초록보기
The purpose of this study is to reveal the vocabulary development following the proficiency and the lexicon use aspect by quantitatively measuring the lexicon appearing in the Korean learners’ writing text. The number of lexicon realization and the number of lexicon type increased quantitatively following the proficiency in the writing text calculated by the Korean learners from the level 1 to level 6, and the statistically significant difference was shown in the average number of lexicon by proficiency. On the other hand, there was a difference by proficiency in the speed of the lexicon development. There was remarkable vocabulary development in the level 4 because the number of lexicon increased rapidly. In level 5, the number of lexicon rather decreased so the vocabulary development became stagnant. It was revealed that learners made use of various lexicons only when the level became 6 in terms of the lexical diversity(TTR).
6,700
초록보기
The objective of this study is to analyze the trends of studies regarding Korean language education and draw implications from it. There have been rapid increases of research in 2000s in the field of Korean language education for overseas Koreans. It is a recent trend that Korean language education for overseas Koreans has imported the concept of heritage language while previous studies applied the concepts of Korean language education as mother language, Korean language education as a second language, and bilingual education. This study analyzes 372 research articles from the criteria of regions, research themes, teaching methods, contents of teaching, and learners’ characteristics. It is suggested that researchers need to deepen the discussion of Korean language education for overseas Koreans by reflecting the research results of other disciplines as well as overcoming deviation of regions, research themes etc.

국제 통용 한국어 표준 교육과정을 활용한 해외 대학의 한국어 교육과정 개발

김지혜 ( Jihye Kim ) , 박나리 ( Naree Park ) , 강현자 ( Hyunja Kang )
이중언어학회|이중언어학  71권 0호, 2018 pp. 93-129 ( 총 37 pages)
7,700
초록보기
In 2010, a study started to develop a standard guideline of Korean language education both in Korea and abroad, and eight years later, along with four extra editing works, the International Standard Curriculum of the Korean Language has completed. This final outcome has been used to develop Korean language curricula and teaching materials in Korea and abroad, and has been actively utilized in the curriculum design and the textbook development at the King Sejong Institute. It is expected that the standard curriculum should be applied differently according to, such as educational goals, program periods, and the characteristics of learners in the Korean language institutions both in Korea and overseas. However, since the standard curriculum mainly focuses on general aspects and content, there seems to be little guidance on how to apply it in the field, making it difficult to actively use it. In particular, for universities outside Korea, which differ greatly depending on regions and institutions, it is difficult to set a practical example of the application of the standard curriculum. The purpose of this study is to examine how to use the International Standard Curriculum of the Korean Language in developing Korean language curricula for programs in overseas universities. For this, first, the current situation of Korean language education in overseas universities is examined. And, through questionnaires and interviews, the needs from the field are analyzed to set proper target level of education applicable to overseas universities. In addition, the study tried to show a practical application process by using examples.

중국인 중·고급 한국어 학습자의 지각적 학습스타일과 듣기 전략 연구

민유미 ( Min Youmi ) , 동준루 ( Dong Junru )
이중언어학회|이중언어학  71권 0호, 2018 pp. 131-167 ( 총 37 pages)
7,700
초록보기
The purpose of this study is to analyze the perceptual learning style preferences and listening strategies of Chinese learners of intermediate and advanced-level Korean as well as the correlation between perceptual learning style and listening strategy. To achieve this aim, this study conducted a listening test. The results of the listening test were used as the basis to divide the students into three groups(low, middle, high). The results of this study are as follows. First, Chinese learners of intermediate and advanced-level korean predominantly favored a visual learning style. Second, learners stated that they tend to use affective strategy and compensatory strategy as listening strategies. In particular, differences in cognitive strategy, metacognitive strategy, affective strategy, social strategy demonstrated statistical significance between groups. Third, an analysis of statistically significant correlations between perceptual learning style and listening strategy showed that visual learning style and auditory learning style had a static correlation with all strategies, while kinesthetic learning style had static correlation with all strategies except compensatory strategy. The correlation between perceptual learning style and listening strategy use by hearing ability was also analyzed, showing different results per level. The above results show the most optimum combinations of learning style and listening strategy for increased learning effects. This study will help instructors to conduct classes in a way that best complements the characteristics of their students and enable students/learners to learn more effectively.

중국인 한국어 학습자의 폐쇄음 발음에 대한 한국인의 지각 연구

박지연 ( Park Jiyoun )
이중언어학회|이중언어학  71권 0호, 2018 pp. 169-190 ( 총 22 pages)
6,200
초록보기
This study is on how Koreans categorize phonemes from pronunciation of the Korean stop sounds of Chinese students in Korean beginner’s class. Also, focuses on difficulties Korean learners have when learning Korean stop sounds. For this study, an experiment on speech product was performed on 10 Chinese students learning Korean, with the data Perception experiment was performed on three Phonetic experts. From the pronunciation of Korean learners correct perception ratio for lax consonants were an average of 17.6% and lower on syllable initial consonants. In addition, depending on the phonological environment of the phoneme different perceptual categories were observed, on the initial sound position lax consonant perceived as aspirated consonant and on the word medial sound position lax consonant perceived as tense consonant was found as a result. Based on these results, education methods for Korean stop sounds which can be placed in various environment was presented.

이중언어 아동과 단일언어 아동의 언어 능력 발달: 한국어와 중국어의 예

설은혜 ( Eunhye Seol ) , 김영주 ( Youngjoo Kim )
이중언어학회|이중언어학  71권 0호, 2018 pp. 191-222 ( 총 32 pages)
7,200
초록보기
This study investigated language comprehension ability of Korean and Chinese of Korean-Chinese bilingual seven-year-old children. The participants consisted 4 groups such as 7 Korean-Chinese bilingual children in China, 13 Chinese-Korean bilingual children in Korea, 9 Korean monolingual children in Korea, 10 Chinese monolingual children in China. The study applied the questionnaires and three types of tests to measure sound perception, vocabulary comprehension, and sentence comprehension ability of Chinese and Korean. As results, bilingual children developed family language more than community language and their family language ability is as same as that of monolingual children. The results showed not to support subtractive bilingual.

한국어 학습자의 평폐쇄음 뒤 경음화 실현 양상 및 교육 방안에 대한 일고찰

이정민 ( Lee Jeongmin ) , 박기영 ( Park Keeyoung )
이중언어학회|이중언어학  71권 0호, 2018 pp. 223-248 ( 총 26 pages)
6,600
초록보기
This paper investigated the realization aspect in glottalization after obstruent of Korean learners. Based on this we attempted to critically examine the practice materials related to glottalization after obstruent which were presented in previous discussions. The subjects of this study are Korean language learners who are Chinese, Mongolian and Vietnamese native speakers. In summary, findings are as below. First, we investigated the foreign learner’s errors in pronunciation of fortis consonants and glottalization after obstruent. As a result, we found there was a difference between beginner learners and advanced learners' errors in pronunciation of fortis consonant, but not in glottalization after obstruent. From this, we figured out that the beginner learners who do not have accurate pronunciation of the fortis consonant can realize the glottalization after obstruent relatively well. This means that it is not a meaningful exercise to practice the pronunciation of fortis consonants in order to improve the pronunciation of glottalization after obstruent. It only focused on the consequences of phonological alternation. Second, we examined the VOT and the closure duration in the realization of glottalization after obstruent from the foreign learners. As a result, it is confirmed that the closure duration is a more important factor for the realization of the glottalization after obstruent than the VOT. This means that it is necessary to develop practice materials focussing on the pronunciation of the last phoneme of preceding syllable(C1), unlike existing materials where attention is paid only to pronouncing the first phoneme from following syllable(C2). Third, when the foreign language learners realize the glottalization after obstruent, if the closure duration which is formed by the last consonant of the preceding syllable is an important cue, the Elimination of the preceding consonant in two successive consonants with the same articulation place is not suitable as an educational content for teaching Korean pronunciation. Because Elimination of the preceding consonant in two successive consonants with the same articulation place is likely to be an obstacle to realize the glottalization after obstruent.

외국어로서의 한국어 교육을 위한 범언어적 절 연결 의미 유형에 기초한 ‘-는데’ 연구

이지은 ( Lee Jieun )
이중언어학회|이중언어학  71권 0호, 2018 pp. 249-287 ( 총 39 pages)
7,900
초록보기
This study argues that -nuntey can be taught to students learning Korean as a foreign language as a clause linking marker representing Time, Reason, Contrast, and Elaboration. Previous studies often use terms such as Explanation, Circumstance, and Background to represent the semantic relations of two linked clauses marked by -nuntey. This study shows, however, that these terms are too broad or are inappropriate to represent the semantic relations of linked clauses. By using the cross-linguistic study of the semantic type of clause linking in Dixon (2009) and the three domains of clause linking suggested in Sweetser (1990), this paper reanalyzes the examples that are identified in previous studies as Explanation, Circumstance, and Background and finds that they can be better described as Time, Reason, Contrast, and Elaboration. These new categorizations are followed by a discussion of the meaning of each semantic category and the restrictions in usage. This discussion intends to benefit those who teach and learn Korean as a second language.

재중동포 이중 언어 교육의 실제와 개선 방안 -연변조선족자치주를 중심으로-

최미화 ( Cui Meihua )
이중언어학회|이중언어학  71권 0호, 2018 pp. 289-310 ( 총 22 pages)
6,200
초록보기
The number of overseas Koreans is as many as 7.4 million. Korean-Chinese people occupy the largest proportion of Koreans living overseas. This study examines the current status of bilingual education for Korean-Chinese people in the Yanbian Korean Autonomous Prefecture - where more Koreans live than in any other areas in China - in terms of educational institutions, teachers, learners, and curricula to identify the outcome and problems of the bilingual education for Korean-Chinese and to suggest measures to approach it more systematically and effectively.
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