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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 : 79권 0호 (2020)
6,400
초록보기
The purpose of this study is to clarify the General Purpose and the Academic Purpose more clearly because there are overlapping parts of the General Purpose and the Academic Purpose in Korean language education. Therefore, this study is aims to analyze the differences between the General Purpose Korean textbooks and the Academic Purpose Korean textbooks for advanced learners with high Korean proficiency. In detail, this study attempted to analyze text topics, text types, and reading activities with a focus on reading. As a result of analysis, the text types could hardly found, with some differences in text topics and reading activities. And, on the basis of the analysis results and the details, I also tried to discuss the suggestions for the development of the General Purpose and the Academic Purpose Korean textbooks. (Korea University)

한국어교육 전공 수업 내 소집단 활동에 대한 내외국인 학부생의 인식

박현진 ( Hyun-jin Park )
이중언어학회|이중언어학  79권 0호, 2020 pp. 25-51 ( 총 27 pages)
6,700
초록보기
This paper investigates students’ perception about small-group activities conducted in a Korean Language Education course with both Native speakers and Non-native speakers enrolled, and it aims to provide a tool to support learning for both categories of student. The research methodology used a survey conducted on 38 Korean students and 39 non-Korean students, followed by focus group interviews. The survey was aimed at discovery perceptions about 1) understanding of a major-related course, 2) small group activities with both Korean and non-Korean students, 3) expectations and concerns related to small group activities, and 4) expectations towards the teaching faculty and other students. Results are as follow. With regards to the understanding of the major course, Korean students did not express any difficulty except for class presentations and cooperative learning, while the non-Korean students found mostly difficult class presentations, the use of Chinese characters and foreign loanwords, and understanding the textbook. With regards to small group activities which includes both cohorts of learners, positive answers to the survey were more numerous than the negative. Highly rated item regarding expectations for Korean students are ‘opportunity to make foreign friends’, ‘opportunity for language learning’, while for non-Korean students were ‘receiving explanations about the content’ and ‘practicing Korean speaking’. A difficulty highlighted by the Korean students was ‘Not being able to contribute to the group work’, while the non-Korean students expressed the problem of not having a successful communication due to their Korean pronunciation. With regard to expectations for small group activities, students would like their instructor to be more careful about the percentage of Korean and non-Korean learners in each group, to give more information, and to check how each group is proceeding during the assignment. Students would like as well colleagues to have an ‘active attitude’ to group-work, and for Korean students to help non-Korean students. All students expressed the wish for more attention to the level of difficulty and amount of tasks and the preference for more engaging tasks. This paper can be considered an exploratory study on small-group works to understand how to improve the quality of major course classes with an increasing number of non-Korean students. Results can be therefore used to improve collaborative learning activities. (Jeonju University)

동결(動結)관계 한자어가 개입된 한국어 동의중복 현상

심지영 ( Sim Ji Young )
이중언어학회|이중언어학  79권 0호, 2020 pp. 53-85 ( 총 33 pages)
7,300
초록보기
This study noted that there are examples of Korean pleonastic expressions involving Sino-Korean word with verb-resultant semantic relation. Among Sino-Korean composition verbs, there are examples in which the internal elements are connected with the meaning of ‘action’ and ‘result’, like ‘축소(縮小), 통일(統一), 선정(選定)’. They reflect the syntactic structure of Chinese, and since this is different from the Korean resultative constructions, Korean native speakers can not grasp the meaning of the result well and it is thought that it causes pleonastic expressions. Therefore, in this study a list of Sino-Korean composition verbs with verb-resultant semantic relation was confirmed, and the pleonastic expressions involving these words are presented by type. In addition, through surveys we examined Korean native speakers’ grammaticality judgments about these pleonastic expressions and we took this as the basis for the claim. (Sejong University)

-었었-의 의미와 용법: 말뭉치 분석을 중심으로

우보의 ( Woo Boeui )
이중언어학회|이중언어학  79권 0호, 2020 pp. 87-109 ( 총 23 pages)
6,300
초록보기
이 연구에서는 -었었-의 의미와 용법에 대해 알아보고자 정성적 방법과 정량적 방법을 활용하여 세종 말뭉치를 분석하였다. 그 결과 변인에 따라 -었었-의 의미에 차이가 있었고 -었었-이 과거의 사건과 행동을 나타냄과 동시에 과거의 관점에서는 [완료], [지속]을 의미하며 현재의 관점에서는 [단절]을 의미하는 것으로 나타났다. 또한 -었었-이 사용된 문장에서 시간 부사는 과거에서 일어난 사건과 행동이 언제 발생하였는지를 구체화하는 기능을 하는 것으로 밝혀졌다. 이 연구는 -었었-의 의미와 용법에 대한 이해를 증진시키고 한국어 교육 방안을 마련하는데 기여할 것이다. (하와이주립대학교)

대만과 일본의 한국어 학습자의 오류 대조 연구

이경보 ( Lee Kyongbo ) , 인성희 ( In Sunghi )
이중언어학회|이중언어학  79권 0호, 2020 pp. 111-134 ( 총 24 pages)
6,400
초록보기
This study uses errors found in essays by Korean learners in Taiwan and Japan as research material and from the findings compares and analyzes the types and causes of learners’ grammatical and lexical errors. Regarding grammatical errors, the following three conclusions were reached. (a) The causes of errors (intralingual or interlingual) by Korean learners in both countries are often the same. (b) When the type of error is the same, there is no difference in the error ratio between the two countries, but the causes of error may differ. (c) There are errors that appear in only one of the countries. Regarding lexical errors, similar error patterns - namely, “error by target word synonyms”, “error by direct translation of Chinese characters in the mother tongue”, and “error due to difference from mother tongue”-emerged from learners in both countries due to the commonality of the use of Chinese characters in the three languages of Chinese, Japanese, and Korean. The cause of errors was all due to “transfer”, except for “error by target words’ synonyms”. (National University of Kaohsiung, Waseda University)

다항 로지스틱 회귀분석을 이용한 한국어 학습자의 언어권별 오류 분석

이민우 ( Lee Minwoo )
이중언어학회|이중언어학  79권 0호, 2020 pp. 135-160 ( 총 26 pages)
6,600
초록보기
This study attempted to grasp the characteristics of errors by statistically analyzing the corpus of errors in large-scale learners. This study examined the characteristics of language-specific errors in the location, pattern, and level of errors in the learner’s corpus using the multinominal logistic regression model along with the occurrence rate. As a result, it was possible to identify characteristic error types with high or low probability of occurrence by student’s language. Through this study, the results that can be referred to in order to summarize the characteristic types of language-specific errors were presented. This study is meaningful in that it statistically searched for significant variables for each language region by comparing and analyzing the overall errors using large-scale learner balance corpus data. (Cyber Hankuk University of Foreign Studies)

재독 한글학교 교사의 직무스트레스와 조직효과성 간의 관계 연구

이연경 ( Lee Yeonkyung )
이중언어학회|이중언어학  79권 0호, 2020 pp. 161-192 ( 총 32 pages)
7,200
초록보기
This study aims to examine the relationship between teacher’s job stress and school organizational effectiveness and to investigate the effect of the teacher’s job stress on Korean school’s organizational effectiveness in Germany. For this purpose, this study conducted a questionnaire targeting 81 Korean school teachers in Germany. First, the results revealed that teachers’ perception of job stress was below the average. Among sub-factors of the teacher’s job stress, administrative support was the highest, followed by work overload, student instruction, principal’s leadership, relationship with teachers, and relationship with parents. The teachers’ perception of organizational effectiveness was above the average. Job satisfaction was the highest among the sub-factors of the school organizational effectiveness, followed by adaptability to the organization, job performance, and organizational commitment. Second, the differences between the teacher’s job stress and school organizational effectiveness were significantly explained by the Korean teacher’s background variables: teachers’ age, academic background, salary, education career, and the number of students. Third, Korean school teacher’s job stress was negatively correlated with Korean school organizational effectiveness. As a result of the regression analysis, the student instruction and the principal’s leadership affected the school’s organizational effectiveness. This study implies ways to improve Korean school organizational effectiveness in Germany. (Sookmyung Women’s University)

한국어 학습자의 그릿과 자기조절효능감이 한국어 성적에 미치는 영향 -회귀분석과 매개효과를 중심으로-

이효재 ( Lee Hyojae ) , 이영희 ( Lee Yeong Hui ) , 고승연 ( Ko Seung Youn )
이중언어학회|이중언어학  79권 0호, 2020 pp. 193-216 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to examine how Korean language learners’ grit and self-regulatory efficacy influence their grades. To address the goal, this researcher selected two groups of foreign undergraduates (105) taking Korean classes and measured their grit and self-regulatory efficacy. After conducting statistic analysis, this author gained following results. First of all, regarding predictability about each group’s variable, grades, in group A that has learned Korean for a long period, grit and self-regulatory efficacy predict grades; however, in group B that has learned Korean for a short period, no variables predict grades. Also, despite the fact that grit is a task-general factor, it is found to influence Korean grades, a task-specific area, significantly, Lastly, in the process of grit influencing Korean grades, self-regulatory efficacy mediates grit completely, which verifies grit’s transferability. This study is significant in that it introduces the concept of grit that has not been dealt with in Korean language education and has multi-dimensionally verified correlation between the affective area and grades which has not been studied sufficiently in Korean language education. (Busan University of Foreign Studies, Changwon National University, Busan University of Foreign Studies)

학령기 이중언어 아동의 두 언어 능숙도와 부모의 L1/L2 사용률 간의 관계

임동선 ( Dongsun Yim ) , 김신영 ( Shinyoung Kim ) , 한지윤 ( Jiyun Han ) , 강다은 ( Daeun Kang ) , 이수경 ( Sookyung Lee )
이중언어학회|이중언어학  79권 0호, 2020 pp. 217-247 ( 총 31 pages)
7,100
초록보기
The first language or mother tongue (L1) paves the way for acquiring a second language (L2) as well as developing self-identity in culturally and linguistically diverse children (CLD). This study examines the interrelated issues of language environment and CLD children’s L1 and L2 abilities. In particular, this study focused on the parental use of L1 and L2 and how it affects to CLD’s L1 and L2 in a various situation. Fifteen parents of CLD children using a variety of L1 backgrounds and English as L2 participated in the study. They all went to international schools in Korea. Using the parent’s language environment report (PLEQ; Hong, 2018), L1 and L2 usage were measured by daily activity and communication type. Parents also evaluated their children’s L1 and L2 skills in four areas: speaking, listening, reading, and writing. Based on the reports of the children’s L1 and L2 skills in the parent’s PLEQ, children were classified into the native-like-L1 group, the nonnative-like-L1 group, the native-like-L2 group, and the nonnative-like-L2 group. The results showed that parents of the native-like-L1 group used more L1 than parents of a nonnative-like-L1 group in affectionate communication. Parents in the native-like-L2 group also used more L1 than parents of the nonnative-like-L2 group in academic communication. The study results implicated that the use of L1 in affectionate communication and academic communication may positively affect their perception of children’s L1 and L2 skills. (Ewha Womans’ University)

상호문화 감수성 신장을 위한 문학교육 방안 연구 -대만 대학교의 부전공 과정생을 대상으로-

조영미 ( Cho Young Mi )
이중언어학회|이중언어학  79권 0호, 2020 pp. 249-276 ( 총 28 pages)
6,800
초록보기
This study aims to discuss how the incorporation of literature in curricula can not only develop students’ knowledge on the Korean language but also enhance their intercultural sensibility. The subjects of the study are students taking “Intermediate Korean” in one of the Taiwanese universities, and the piece of literature used is the translated version of a Taiwanese tale called “GujiGuji”. Students were first instructed to read the book along with the instructor’s book report, then were asked to write their own book reports incorporating their personal experiences. As a result of analyzing their reports, the author found that the unique cultures and emotions embedded in the piece of literature, class material provided by the instructor, and book reports written by students (which embodies the author’s, instructor’s, and students’ personal experiences, respectively) interact with one another. Throughout this process, the author was also able to discover that the improvement of students’ intercultural sensibility usually occurs at the top level of the Development Model of Intercultural Sensibility (DMIS) proposed by Bennett (1986). As such, the study suggests that the incorporation of literature in curricula can serve as a method to improve intercultural sensibility, especially for foreign students who have limited access to communicating with people fluent in the target language they are trying to learn. (Center for Korean Studies, National University of Kaohsiung)
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