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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 3호 (2009)

한국어 학습자를 위한 어휘 학습용 워크북 개발 모형 연구 -그림 어휘사전 워크북 개발 사례를 중심으로-

강현화 ( Hyoun Hwa Kang ) , 홍혜란 ( Hye Ran Hong )
7,000
초록보기
The purpose of this study is to suggest the specified vocabulary learning method by demonstrating development models of the workbook of vocabulary studying for Korean language learners. We pursues the skills-separated, technical vocabulary textbook and fundamentally a self-learning textbook. However, depending on its use, the textbook can be utilized in classroom teaching, so it is designed for learning the practical vocabulary learning activity through interactive communicative language activities. As for the first step of teaching material development, this study reviewed the theory and literatures on vocabulary teaching and learning, and analysed the workbooks for English learners. From the result of analysis, we established 10 principles based on the communicative language teaching approach, and illustrated examples of chapters that are organized in order of language recognition, consolidation, and its use. It is meaningful that this study aims to conduct research on the theory of vocabulary teaching and learning through actual teaching materials, and that this research is ultimately for the practical vocabulary learning for learners of Korean.
6,800
초록보기
The goal of this research is to present case studies that associate communication contexts directly to the student(or pupil). These associations then can then provide direct references when designing Korean Language and Culture lesson plans and leading classes. When considering the improvement of communication competency in the Korean language, context is the most important pedagogical concept. The process of producing and understanding contexts are paramount to the communication process. Accordingly, this paper, preferentially, will define concepts of context; the language-context and the culture-context. It will also clarify literary works which demonstrate strong context-models, specifically involving these previously defined language and cultural-contexts. Based on it, the principle of literary works utilizing will be advanced for activating communication contexts by learners. Additionally, two case studies demonstrate the practical process of the principle of literary works utilizing and the activating communication contexts by learners. This study does not try to generalize or schematize individual lessons nor does it attempt to make any pedagogical models. This study will, primarily, provides a detailed investigation and analysis of classroom practices.

TV뉴스 분석을 통한 한국어교육 내용 연구

김염 ( Yan Jin )
국제한국어교육학회|한국어 교육  20권 3호, 2009 pp. 59-78 ( 총 20 pages)
6,000
초록보기
For foreigners, forms and contents of Korean TV News language play an important role as materials and methods in education. However, most of the media education in Korean Language Education, so far, has been stagnated in simple phases such as education methods using concerned genre, instruction-learning programs, or study of lecturing models. To overcome this stagnation, this study attempts to extract characters of TV News languages through an in-depth analysis based on the theories of Text Linguistics. The characters may be enumerated with Reverse Pyramid Structure, 5W1H, Repetition of Meaning of Proposition, Solidarity Relationship between Propositions or Structure of Logic, Discourse Maker, Vocabulary with many syllables, Public Communication Verb, and Etc. And this study proposes education contents systemized with declarative and procedural knowledge. Methods of teaching-learning is also briefly proposed. I hope this study can develop Korean Language Education using media and play an important role in audio-visual education of Korean Language TV News.

중국인 한국어 학습자의 과거시제 습득 연구

박선희 ( Sun Hee Park )
국제한국어교육학회|한국어 교육  20권 3호, 2009 pp. 79-110 ( 총 32 pages)
7,200
초록보기
This cross-sectional study was designed to investigate the past tense `-eott-` use of the L1 Chinese learners of Korean. Aspect Hypothesis(AH) predicts that the direction of development for past tense form to emerge with the achievement verbs, and then proceed to accomplishment, activity and statives(Andersen & Shirai, 1996). Due to the syntactic and semantic diversities of Korean verbs, another category of Aktionsart, psycho-cognitives has been newly added for the fine-grained study. The past tense use of the learners of Korean showed the difference from the native speakers of Korean in this study. The L1 Chinese learners used less past tense markers over the lexical aspects compared to their counterparts except achievement verbs. However, it has been shown that they might progress over time following the prediction of AH as in the previous studies when they are divided into three groups. The instrument used in this study was the cloze test task in that the learners were asked to fill in the gap by providing appropriate verb morphology with the verbs categorized into five lexical aspects.(Ewha Womans University)

직업 목적 한국어 교육을 위한 교육과정과 교사의 자질 -해상 업무 종사자를 중심으로-

사와다히로유키 ( Sawada Hiroyuki )
국제한국어교육학회|한국어 교육  20권 3호, 2009 pp. 111-134 ( 총 24 pages)
6,400
초록보기
The purpose of this study is twofold; (1) to present curriculum contents based on the results of needs analysis; (2) to demonstrate the qualification of Korean language teachers who instruct Korean language for occupational purposes.There are mainly three reasons for targeting maritime workers in Japan; (1) there are many maritime institutions requiring Korean language; (2) there are many people who use Korean language in light of increased busines s; and (3) a number of Korean seamen who enter Japan dramatically increased in recent years. In this study, a free descriptive questionnaire survey was conducted to thirteen maritime workers with over five years experience using Korean language after completing a one-year intensive Korean language program. The questionnaire includes the scenes and specific contents of Korean language in actual usage. In conclusion, the results can be applied to other Korean language teachers who are teaching Korean language for occupational purposes in other countries. (Japan Coast Guard Academy)

한국어교육에서의 담화표지 위계화 방안

안주호 ( Joo Hoh Ahn )
국제한국어교육학회|한국어 교육  20권 3호, 2009 pp. 135-159 ( 총 25 pages)
6,500
키워드보기
초록보기
In this study, discourse markers which have traditionally been called as `unnecessary words,` `habitual saying,` `hesitating words,` `additional words,` `discourse unchanging conjugation,` and `interjection` are discussed in the perspective of Korean as a foreign language (KFL) education. Since these discourse markers have been treated as unnecessary elements, being syntactically unnecessary and not affecting the transmission of meaning, using them was taken as a mistake and thus should be avoided in learning and teaching the language. However, in view that the discourse markers are universally used in spoken language and have certain conversational function, they should be considered as an essential teaching-learning element, not a negative thing that should be avoided in KFL education. Discourse markers work to connect between the speaker, listener, and the topic in the scene of speaking and thus can contribute to improving the communication skills of KFL students. Particularly, they can be used strategically for expression and understanding in expression education of KFL. This study originally had the ultimate goal to select the discourse markers that KFL students should learn, and then to provide teaching methods needed for teachers by classifying them specifically and systematically. This study, however, first investigates the discourse markers that are present in several KFL teaching materials. Based on this investigation, basic discourse markers need to be selected. At the same time, this study is limited to analyzing teaching materials only, while the discourse markers that are preferred by KFL students in their direct speaking should also be analyzed. These shortcomings need to be discussed in future studies together with specific teaching methods and pragmatic function aimed at each level. (SoonChunHyang University)

문법적 연어와 한국어 교육 -조사적 연어를 중심으로-

임근석 ( Geun Seok Lim )
국제한국어교육학회|한국어 교육  20권 3호, 2009 pp. 161-184 ( 총 24 pages)
6,400
초록보기
This paper aims to show the list of Josajeok Yeoneo and examine three dictionaries which might be looked up frequently by Korean language learners. Josajeok Yeoneo is a subtype of grammatical collocation and functions as a Josa(postposition) like any other regular Josa. To achieve these goals, we suggest the criteria briefly, which was originally discussed in Lim(2005, 2006), to judge Josajeok Yeoneo and show the process of applying them to stochastically extracted data. Through this way, we can get 71 constructions of Josajeok Yeoneo. Finally we can see a table showing how the three dictionaries deal with the list suggested in this paper. (OLST at Montreal University)
6,000
초록보기
Teaching antonym is considered to be one of the most useful methods for teaching vocabulary in Korean language education. However, studying antonym and actually using them in sentences are different from each other because learning vocabulary apart from its usage in grammar does not seem to be the most effective way in Korean language education. If the learners` level in Korean language has reached to a certain degree, not only should Korean language teachers teach the usage of vocabulary in sentences to the learners but also define, show, and present the grammatical construction of using the vocabularies that they have just learned. This study focuses on clarifying the following: using antonymous word pairs in sentences in Korean language has an intimate relationship with their grammatical construction or expressions. In order to define the relationship between antonymous relations and their grammatical construction, this study also has examined the followings parts: word repetitive construction, complex word construction, idiomatic expression, proverbs, negative expression, and sentence conjunctions. This examination has helped to take a look at the antonyms shown in real sentences in Korean language. As the conclusion of this study, antonymous relations should be taught within their grammatical construction or expressions in order to represent the proper meanings in sentences. Teaching semantic relations such as synonymous relations and hyponymic-superordinate relations as well as antonymous relations within the context of grammar construction will be expected to transfer the mere knowledge of vocabulary in Korean language into the ability which can actually use that knowledge of vocabulary properly in real sentences. (Kyung Hee University)

재영한글학교: 주요 쟁점들과 발전 방향

앤드류핀치 ( Andrew Finch )
국제한국어교육학회|한국어 교육  20권 3호, 2009 pp. 205-234 ( 총 30 pages)
7,000
초록보기
이 논문은 재영한글학교의 현황을 살펴보며, 재영한글학교의 발전을 위한 8가지 쟁점들을 검토하고 앞으로의 방향을 모색하는 데 목적이 있다. 이를 위해 영국 소재 9개 한글학교를 대상으로 수업참관, 학교장, 교사, 학부모, 그리고 학생들과의 개별 및 집단 면담을 바탕으로 하였다. 이 논문에서 다루게 되는 학생 집단의 특성은 다음 두 가지이다. 첫째, 재영한글학교 학생들 간에는 연령, 한국어를 배우는 이유, 미래 계획에 있어 다양한 분포를 보이고 있다. 둘째, 특히 학생들의 특성으로는 장차 한국으로 귀국할 집단과 영국에서 영주하면서 조상들의 언어와 문화를 배우기를 원하는 집단으로 대별된다. 따라서 토요일에 운영되는 한글학교들은 한국인 2세, 즉 헤리티지 언어교육뿐만 아니라, 한국어 습득과 유지를 위한 교육과정, 교재, 교육방법 등이 시급히 고려되어야 한다. 이 논문에서는 이 측면에 초점을 맞추어 재영한글학교 및 한국인 2세의 한국어 교육에 대한 효율성을 추구하기 위해서 다음 두 가지 사항을 제안하였다. 첫째, 한글학교 교사들에 대한 전문성 개발, 학교의 재정 및 행정적 지원, 적절한 교육과정 개발, 교육자료 및 자재 제공의 지원이 필요함을 밝혔다. 둘째, 학생들의 학습 요구사항 충족과 교사의 학습자에 대한 사회 문화적, 심리 언어적 요구사항 및 이해 측면의 숙달이 필요함을 논의하였다. (경북대학교)
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