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논문검색은 역시 페이퍼서치

한국어 교육검색

Journal of Korean Language Education


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1225-6137
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 20권 2호 (2009)

초점의 음성적 실현에 나타난 영어 화자의 한국어 운율 체계 습득 양상 연구

권성미 ( Sung Mi Kwon )
6,700
초록보기
The study examined interlanguage of English learners of Korean in terms of prosodic features. Six Korean sentences which included focused words were recorded two times by four inexperienced Korean language learner(IEs, 17.8 average months of Korea residence), four experienced Korean language learners(EEs, 6 average years of Korea residence), and four Korean native speakers(Ks). AP-initiation, dephrasing after the focused word, frequency of the pitch peak, the location of the pitch peak, and pitch range were investigated. A perception test also was performed over the IEs, EEs, and Ks. The results revealed that even though length of L2 experience played a great role in acquiring L2 prosodic system, both the IEs and EEs were significantly different from the Ks in terms of the location of the pitch peaks, AP-initiation, the rate of dephrasing, and speech range. Some features were traceable to prosodic features of the L1, namely English. The rest, however, seemed universal features of interlanguage in L2 prosody. (University of Seoul)

중국어권 학습자 조사 습득에서의 오류와 원인 분석 -구조격 조사 "가"와 "를"의 대치 오류에 관한 생성문법적 접근-

김의수 ( Ui Su Kim ) , 한춘희 ( Chun Hui Han )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 29-52 ( 총 24 pages)
6,400
초록보기
This paper aims to classify errors from Chinese learners` use of Case particles in Korean language and clarify reasons behind some of them from the point of Generative grammar. There are three types of errors in Chinese learners` use of Case particles in Korean and we focus on the alternation between Nominative Case marker(henceforth, NCM) and Accusative Case marker(henceforth, ACM). Firstly, errors in are due to misunderstanding of lexical properties of Korean verbs and lack of knowledge of syntactic rules such as subject→object raising and object→subject raising used in Korean. Secondly, errors in are also caused by misunderstanding of lexical properties of Korean verbs. Interestingly, all the errors related to lexical properties happen as a result of L1 interference. On the other hand, errors related to syntactic rules only arise from insufficient knowledge of Korean. Such research enables us to develop methodology that will help teach Chinese learners how to use Case particles in Korean. (Hankuk University of Foreign Studies)

문법 항목 "-(으)ㅂ시다"의 교재 기술과 사용 양상 연구

마쯔자키마히루 ( Mahiru Matsuzaki )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 53-84 ( 총 32 pages)
7,200
초록보기
This study analyzes the aspect of textbook description and use of a grammar item `-(으)ㅂ시다` that is taught mostly on the elementary level. Textbook analysis was carried out comparing the descriptions of audio-lingual textbooks and communication-oriented textbooks while investigating the difference and common thing. Analysis showed that there was a difference in linkage with other grammar items, but most descriptions like inclination to spoken language or presentation in the form of dialogue between friends or colleagues were similar. Data of Corpus and TV broadcasting were analyzed for the aspect of use. Analysis showed that `-(으)ㅂ시다` was used more often in written language than in spoken language, and more frequently in one-to-plural situation, that is, when there are multi listeners. Current grammar descriptions in textbooks do not show a representative example of `-(으)ㅂ시다`, so it was pointed out that it is necessary to be improved. (Kyunghee University)

한국어 교사의 이문화간 소통능력 구성요인에 대한 탐색적 연구

원미진 ( Mi Jin Won )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 85-105 ( 총 21 pages)
6,100
초록보기
The present study attempts to explore the component factors of cross-cultural competence of Korean language instructors. Few research has ever been done to measure cross-cultural competence in the field of Korean language education as a secondary language for foreigners. Based on earlier studies of second language education, the study culled a number of factors to measure the instructor`s competence to communicate Korean language education to foreign cultures. Four factors were extracted based on the survey results: individual attitude towards foreign culture, competence to analyze and knowledge of foreign culture, openness, and the ability to adapt in a global environment. The results showed that the instructor`s teaching years would affect the instructor`s knowledge and ability to analyze a foreign culture positively. In addition, the instructor`s education level affected the instructor`s knowledge and ability to analyze a foreign culture positively. The result suggested that the four factors may provide a basic measurement tool to measure Korean language instructors` cross-cultural competence. Korean language education should be extended in the context of cross-cultural interaction between instructors and students beyond mere language education. The self-awareness of cross-cultural competence of individuals and teacher-education programs for improving cross-cultural competence are needed for effective teaching in a multi-cultural classroom. (Sogang University)

한국어 교육에서 "화행"에 대한 비판적 검토

유혜령 ( Hye Ryeong Yu )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 107-127 ( 총 21 pages)
6,100
초록보기
Speech act, a basic unit of verbal communication is the most important concept in the present language education. In order to teach and learn speech act most efficiently in Korean language education, it is necessary to list up and systematize the interrelationship between speech acts and pattern expressions. At first, this study addressed the necessity of distinguishing speech acts in syntactic level from that in discourse level. Speech acts in syntactic level had direct functional relations with pattern expressions. But in case of speech acts in discourse level, speech acts in syntactic level made semantic formulas and then formed discourses. Secondly, this study showed the correlative complexion between speech act and pattern expressions and found problems in the research of the speech act. Finally, this study proposed to list up and systematize the interrelationship between speech acts and pattern expressions in Korean language education. One was to analysis speech acts of every pattern expressions with corpus in Korean textbook and learner`s dictionary, the other was to complement the corpus analysis output with discourse completion test. The output of these process would be useful for teaching speech act in Korean language teaching. (Yonsei University)

베트남 지역 한국어 현지화 교재 개발을 위한 기초 연구

이미혜 ( Mi Hye Lee )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 129-149 ( 총 21 pages)
6,100
초록보기
This Paper is a basic research for Vietnamese university`s Korean textbook development, which has its focus on finding the direction of how to develop a localized textbook through understanding the local characteristics and researching the needs of textbook users. A typical Korean education lesson in Vietnamese university focuses on language skills such as speaking, listening, reading and writing. The length of class hours varies between 8 to 25 hours per week. To reflect on this local characteristics, even if the textbook is multi-skilled, the units should be organized so it could easily concentrate on one skill. Also, it is desirable to let the class flexibly control the amount of study by using the workbook with the main textbook. According to the teacher, learner needs analysis, it is crucial to develop a workbook, audio CD and/or cassette tape together with the text. It also shows that pronunciation, speaking, listening, grammar, vocabulary, reading, writing, etc should be included in the textbook. In addition, local situations should be dealt as well as the Korean situation. As for the language practice form, the learners has shown preference on detailed grammar explanations, translation exercises, and pair or group activities. Other than the above, it is recommended to use contrastive linguistics information for grammar, vocabulary, pronunciation, etc, and rather than enforcing the Korean culture, it is recommended to introduce Korean culture by letting students to compare and contrast their Vietnamese culture to Korean. (Ewha Womans University)

유사 담화 기능의 문형 제시 연구 -한국어 교재의 "용례"를 중심으로-

이윤진 ( Yun Jin Lee )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 151-173 ( 총 23 pages)
6,300
초록보기
This study is about those issues which could appear when we present sentence patterns of similar function discourse, especially those examples of sentences in Korean language books. When we present sentence patterns of similar function discourse as `examples of sentences`, a typical function of an each sentence pattern never comes out therefore KFL learners could understand both of them is same as well and some of mistakes can appear when they utterance. In some of cases when we even present these sentence patterns of similar function discourse as `an example of dialogue`, a typical function of an each sentence pattern, there is still no pragmatic differences and discriminations. This writing proposed several ways to solve those problems in above. Through this study we could be able to recognize and confirm that `an example` is an important key to expose a situation of a conversation in each of sentence patterns and pragmatic functions. (Yonsei University)

KAP 학습자를 위한 사고 기술 평가 방안 -사고 기술과 평가 과제 선정을 중심으로-

이준호 ( Jun Ho Lee )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 175-201 ( 총 27 pages)
6,700
초록보기
This article describes how to assess Korean language learners` thinking skills for academic purposes. In order to improve scholastic competences, thinking skills are essential as well as other linguistic abilities. Thinking skills are dealing with the method of logically processing information and given academic data. In academic settings, students` ability to process information and input data plays a significant role to avoid academic failure. Especially having am excellent ability to fluently express their thinking skills in target language can help non-native students acquire the automaticity of study. Thus, In Korean language education, the development of assessing method for thinking skills are needed to increase overall scholastic competences by evaluating and solving students` problems and deficiency relating thinking skills. In this article, I`ll discuss the notion of thinking skills, classify them by their characteristics and propose testing tasks for the classified thinking skills to present the assessing method for KAP(Koeran for Academic Porpuses) learners` thinking skills. In addition to it, I`ll design a model of test writing process and test sample for thinking skill assessment so as I can help readers understand the point of the argument in this article. (Korea University)

외국인의 한국어 거절 화행에 대한 한국인의 반응 연구

이해영 ( Hai Young Lee )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 203-228 ( 총 26 pages)
6,600
초록보기
Recent speech acts researches are focused rather on the frequency of the strategic uses of speech acts than being executed in a systematic way. However, if the Korean native speakers perceive the non-native speakers` refusal speech acts without misapprehension, how to teach and how to study the Korean refusal speech acts should be adjusted. This study has investigated how Korean speakers perceive the refusal speech acts of non-native speakers under such a perspective. A series of video clips were shown to Korean native speakers for the tasks asking their judgement on the non-native speakers refusal speech acts which were done in role plays with Korean native speakers. The native speakers marked their responses in Likert scale on whether the non-native speakers` refusals were problematic or ill-favored, and they also gave out the multiple responses how they perceived the personality of the non-native speakers in the video clips. In addition, this experiment included the role plays of native speakers only to examine whether Koreans perceived the refusals of Korean native speakers differently from their counterparts. The implication of this research could be summarized as below; Firstly, the pedagogy of Korean refusal speech acts should be founded on the strategies which could be perceived positively to the Korean native speakers rather than focusing on the differences between the refusal speech acts of the Korean native speakers and that of the counterparts. Secondly, learning refusal strategies requires actual contents more than simple emphasis on the grammatical accuracy. Pragmatic errors of learners could be misapprehended as a personality issue, and the native speakers of Korean were more sensitive to the messages conveyed by the non-native speakers rather than the grammatical accuracy. Finally, the insufficient suprasegmental features and nonverbal communication in learner language should be incorporated in its fullness. (Ewha Womans University)

"-은/는 것이다" 구성의 표현 문형 설정과 교육 방안에 대한 연구

장미라 ( Mi Ra Jang )
국제한국어교육학회|한국어 교육  20권 2호, 2009 pp. 229-253 ( 총 25 pages)
6,500
초록보기
`-은/는 것이다` is frequently used for speakers to express `assertion` or `oughtness` from objective point of view towards proposition. However, it is not easy to distinguish `-은/는 것이다` from substitution and function of noun clauses and, actual use and frequent of is not fully reviewed and analyzed. That`s why it hasn`t been selected and taught as Korean pedagogical grammar. Therefore, this research aims to find out if it can be selected as Korean pedagogical grammar by examining characteristics of express pattern of `-은/는 것이다`. In addition, this research will examine related grammar suggested in text books of Korean in order to suggest effective models to improve level and stage of learning and communication skills as well as to propose suggested form of organizing `-은/는 것이다`. Assertion 1 can be learned through task with `assertive suggestion` such as talking about experience in intermediate part, and Assertion 2 through task with `assertive delivery` such as quotation in the advanced intermediate part or suggested with quotation sentence related patterns. Oughtness can be learned and taught through task with `definitely suggestion` such as insistence and advice. (Kyung Hee University)
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