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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 : 74권 0호 (2019)

특수 목적 중급 한국어 학습자를 위한 내용 기반 한국어 수업 구성 방안 연구

김보경 ( Kim Bokyoung )
이중언어학회|이중언어학  74권 0호, 2019 pp. 1-29 ( 총 29 pages)
6,900
초록보기
Content-based instruction (CBI) is widely considered an effective approach to promote both content learning and second language (L2) learning through integration. Most research on CBI in the field of teaching Korean as a foreign language has dealt with advanced learners of Korean. This is because they tended to assume that learners needed a high level of Korean proficiency in order to understand content and language from the authentic material CBI emphasises. However, the present study believes that CBI also can be effective for intermediate learners of Korean, especially those studying for occupational purposes, and describes how CBI-based Korean instruction can be taught to intermediate learners who lack background knowledge and Korean language proficiency. Helping learners to improve their L2 proficiency requires a critical understanding of language acquisition and cognitive psychology in terms of the comprehension and production processes in language use and language learning. Based on Gass’s (1993) “integrated model of SLA,” this research aims to help learners develop their proficiency within specific comprehension and production areas. Two main rationales underpin the lesson plan. First, learners can glean more content from input when they possess background knowledge (thematic content knowledge and linguistic knowledge) relevant to the input. Teachers can make input more comprehensible by expanding learners’ background knowledge relevant to the input rather than modifying or simplifying input. Second, pedagogical tasks for production can play a crucial role for learners in transferring from the semantic to syntactic processing necessary for L2 development. Tasks can encourage learners to stretch their interlanguage capabilities. The instruction described in this study therefore emphasises both comprehensible input and comprehensible output. This example of CBI can be applicable to learners of Korean studying for occupational purposes, such as diplomats or military personnel, as well as for academic purposes. (Korea University Korean Language Center)

韓語飮食慣用語及其文化與認知分析

金秀娟
이중언어학회|이중언어학  74권 0호, 2019 pp. 31-62 ( 총 32 pages)
7,200
초록보기
김수연. 2019. 3. 31. 한국 음식 관용어: 의미, 문화, 인지분석을 중심으로. 이중 언어학 74, 31-62. 이 연구는 한국어 음식 관용어를 대상으로 하며, 중국 한국어 학습자의 한국어 학습을 돕는 것을 목적으로 한다. 관용어는 각 민족의 사고방식 및 가치관, 역사, 문화, 생활 방식 등이 담겨있으며, 글자만 보고는 관용표현이 갖는 의미를 온전히 파악하기 어렵다. 특히 음식 관용어는 일상생활 속에서 사용 빈도가 높기 때문에 중국인 학습자들이 이를 학습할 시 많은 어려움을 겪게 된다. 본고는 한국어 음식 관용어를 의미, 문화, 인지분석 세 부분으로 나누어 이에 내포 되어 있는 고유의 문화, 표현방식 및 인지적 특징을 종합적으로 분석하고자 한다. (화중과기대학 인문학원)
7,100
초록보기
In order for pre-service Korean teachers to acquire the qualification of Korean language teachers, it is necessary to complete the ‘Korean practicum’ course, which is the 5th part of Korean Language education curriculum. It is good to have many opportunities for early field experience and practicum in the educational field in order to become a competent teacher. Unfortunately, there are not as many practical activities given to them. Therefore, pre-service Korean teachers can experience Korean language education abroad through prior training program before taking the ‘Korean Practicum’ course. In addition, they can train talented Korean language teachers while cultivating global leadership and further expanding their understanding of other cultures through various learners. This study first reviews the course and contents of the NCATE to develop a prior training program for overseas, and then compares and analyzes with the ‘Korean Practicum’. Based on this, we developed an overseas Korean language prior training program for pre-service Korean teachers and operate this program mainly in the Tokyo and Osaka area. Futhermore, I will look at the composition and role of the manpower(career teacher, coordinator for practice, head and teacher in charge of practice at agency)related to the prior training. (KyungHee University)

내용 중심 교수법에 기반한 다문화 배경 학생 대상 학습 한국어 교육 프로그램 개발 연구

김윤주 ( Kim Yoonjoo )
이중언어학회|이중언어학  74권 0호, 2019 pp. 95-121 ( 총 27 pages)
6,700
초록보기
This study deals with the academic Korean language education for students who have multi-cultural backgrounds. The theoretical foundation of this study can be traced in content-based instruction and, specifically speaking, this study is about application of the theme-based instruction for the establishment of class contents. For this end, the study delves into several issues; definition of academic Korean language education for students who have multi-cultural backgrounds, contents of the education model, appropriateness of the academic Korean language education definition from the perspective of teaching students who have multi-cultural backgrounds, and the current level of related studies in this area. Also, this study deals with overview of contents-based instruction, specific models of contents-based instruction, and the possibilities of application of the models for KSL education. Lastly, this study provides operational alternatives for middle school social studies class by designing syllabus and forming texts, tasks, and activities for the KSL class. (Hansung University)

한국어 학습자의 메타언어 서면 피드백에 대한 오류 수정 실패 요인 분석

박현진 ( Hyun-jin Park )
이중언어학회|이중언어학  74권 0호, 2019 pp. 123-147 ( 총 25 pages)
6,500
초록보기
This paper aims to investigate the percentage of learner’s errors correction based on metalanguage written feedback provided by their instructor in Korean language writing, and also the cognitive process that they follow when integrating the feedback. Drawing upon this, the present research also aims to investigate the reasons behind the failure of feedback incorporation. A speak out aloud protocol has been followed to explore learners’ cognitive processes when they receive metalanguage written error feedback. The procedure of this study started by giving metalanguage feedback to 7 learners of Korean after a writing class. The learners were then required to review their drafts incorporating the feedback, but by verbalizing out aloud their thoughts while doing this. The result of the analysis of the written compositions and the recording of the verbalizations revealed that 1) learners corrected about 85% of their errors after receiving feedback, and that 2) reasons for not correcting errors even after receiving feedback can be grouped into the four categories of “lack of attention”, “lack of vocabulary knowledge”, “pronunciation error”, and “insufficient teacher’s explanations”. Among these, three indicates issues on the side of the learner, such as lack of attention, and that also language proficiency and an accurate pronunciation are important. Nevertheless, a further reason indicates that the teacher must provide enough content when giving metalanguage written feedback. This study approached the issue of individuating the reasons of failure of written feedback from a qualitative perspective, and we believe that it can help students in understanding feedback thus improving language proficiency. (Jeonju University)
7,000
초록보기
The purpose of this study is to investigate the patterns of postposition errors in the speech of Uzbekistani Korean learners at the intermediate level and examine their causes. The analysis results of errors in frequency and type show that postposition errors due to the interference of mother tongue were the most. The causes of postposition errors among Korean learners whose mother tongue was the Uzbek language were examined according to errors due to the interference of mother tongue and use of target language. Errors due to the interference of mother tongue were further divided into preclusive interference errors and intrusive interference errors and contrasted with the Uzbek language to sort out the characteristics of errors. The findings raise a need to explain differences between Korean and Uzbek languages in the education of Korean postpositions to reduce postposition errors due to the interference of mother tongue among Uzbekistani Korean learners. (Sunchon University)

한국어 교재에 대한 텍스트기호학적 연구 시론

백승주 ( Baek Seung-joo )
이중언어학회|이중언어학  74권 0호, 2019 pp. 179-211 ( 총 33 pages)
7,300
초록보기
The purpose of this study is to examine Korean language textbooks from the viewpoint of text-semiotics and to explore the applicability of text-semiotics as a methodology of Korean language textbooks research. For this, the definitions of texts were reviewed. And it was investigated how Begaugrande and Dressler’s seven standards of textuality are revealed at the point of ‘communication participants’, ‘acceptance patterns of Korean language textbooks’, and ‘structure of Korean language textbooks’. (Chonnam National University)

화상교육을 활용한 한국어 튜터링 사례 연구

서진숙 ( Jinsuk Seo ) , 방성원 ( Seongwon Bang )
이중언어학회|이중언어학  74권 0호, 2019 pp. 213-237 ( 총 25 pages)
6,500
초록보기
The purpose of this study is to develop a one-to-one tutoring program and apply it to the field so that students studying Korean online can continue their studies without interruption of Korean language use after the end of the semester. The purpose of this study was to examine the difference between perceptions of tutees and tutors participating in the tutoring program. Through this study, we confirmed that the real - time Korean language tutoring program for Korean learners, outside of the regular curriculum, effectively increased the satisfaction of learners, maintained Korean learning motivation, and increased interest in learning strategies. The tutoring of the preliminary Korean teachers provided the sense of stability of ‘teacher and friend’ to the beginner learners, and it provided the tutor with real Korean education experience and showed high mutual satisfaction. Also, in regards to the learner’s Korean language grade, it was confirmed that the satisfaction level of the upper group was higher than that of the lower group. In the future, it will be necessary to consider different ways to design a tutoring program in consideration of the tutees’ Korean language grades and positive drive on their learning attitude. In addition, it is necessary to supplement the procedures for preparation and use of tutoring materials for the tutor, a prospective Korean teacher. (Kyunghee Cyber University)
6,800
초록보기
The study polled 17 access agencies on 62 intermediate-level, 100 high-level, and 162 university-level Korean learners in China to identify the error patterns of connecting Korean. The survey found that the errors of ‘causal, confrontational-positive, and transition’ relationship were relatively more error-prone than high-level, but that errors on ‘add, select, and condition’ relationships were more error-prone than in intermediate-level. ‘Daman, therefore, or, so’ showed high error rates in both middle and high levels, regardless of their mastery. The error rate based on proficiency indicates that there are more errors in intermediate levels than in advanced levels. However, ‘and’ with a wide range of meaning functions has caused more errors than intermediate learners due to overapplication of semantic functions. The patterns of errors between semantic conjunctives found that error patterns between causality, antagonism and selective-relationships were error between add-on and selective-relations, error between condition-relations and causative-related adverbs, and error between transition-related and causative-related conjunctives were frequently found and found to be the cause of his error. (Dongguk University)

미국 대학교 한국어 학습자의 동기저하 요인 연구 -초급 비한국계 KFL 한국어 학습자를 대상으로-

송승현 ( Song Seunghyun. )
이중언어학회|이중언어학  74권 0호, 2019 pp. 267-307 ( 총 41 pages)
11,600
초록보기
The purpose of this study was to explore non-Korean elementary level learners’ demotivating factors for Korean language learning at a liberal arts college in the United States. Based on previous research, this study administered a survey focused on eight key variables: 1) teacher, 2) learning content, 3) exam, 4) value of Korean language learning, 5) attitude towards Korea and Korean culture, 6) difficulties of Korean language learning, 7) lack of confidence, 8) learning environment. IBM SPSS statistics was used for data analysis. The analysis of survey responses showed that ‘difficulties of Korean language learning’ was the most powerful demotivating factor. The negative value which students put on Korean language learning was also attributed to demotivation. Students’ demotivation varied among demographic variables. Students’ answers to open-ended questions also supported most of the identified demotivating factors. The study concludes with possible implications for Korean language programs in the U.S. universities or institutions in a similar environment. (Yonsei University)
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