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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 : 21권 1호 (2010)

한국어 학습자들이 지각한 "좋은" 한국어 교사의 특성

강승혜 ( Seung Hae Kang )
6,700
초록보기
This study is to identify the characteristics of a `good` Korean teacher perceived by Korean learners. There were a few research that explored roles and features of a Korean teacher as a professional up to now. This study is firstly to analyze and categorize the research on Korean teachers. Secondly, it is to examine roles and functions of Korean teachers as a professional based on earlier studies on professionality of teachers. Lastly, it is to identify the characteristics of a `good` Korean teacher perceived by Korean learners on the basis of the essays of Korean learners. 84 Korean learners` essays who have been studying in the Korean Language Institute in Korea more than one year were analyzed. As a result of analyzing their essays, the characteristics of a `good` Korean teacher are identified in the dimensions of not only teacher`s knowledge and teaching skills but teacher`s personality and attitude.

선교지 선교 목적 한국어 교육의 현황과 과제

김동선 ( Dong Son Kim ) , 김영주 ( Young Joo Kim )
국제한국어교육학회|한국어 교육  21권 1호, 2010 pp. 29-60 ( 총 32 pages)
7,200
초록보기
This study will examine the status quo and the issues of the Korean language education in mission fields using various measures obtained from conducting the survey on the missionaries who are either currently teaching Korean or will teach in near future. The results of the study will articulate the future objectives for this end. Korea and the Korean language are gaining much attention from oversees as it is with Korea`s economic growth and the popularity of the culture. In China and Southeastern Asia in particular, the students are enthusiastic about learning the language. Also, the Korean language-learners are rapidly growing domestically due to the interest of the government and the universities and the increase in foreign workers and immigrants. This trend is reflected in the Korean language education carried out by the Korean Christian community as a means to accomplish missionary purposes both in Korea and overseas. Since there is neither any study nor research conducted on the Korean language education for missionary objectives despite of its extensive work already in practice, it is the primary purpose of this study to establish the framework for the further studies in this area. (Kyung Hee University)
6,500
초록보기
In this study, the author begins her arguments by throwing questions regarding the appropriateness of existing Korean language textbooks for the children of overseas Koreans. While discussing how and why children`s literature should be incorporated in Korean language textbooks, the author argues that more considerations should be put regarding the way of presenting cultural materials and the way of incorporating culture education perspective to Korean language education. According to the author, current textbooks fail to trigger the students` interest because of their lack of cultural contents and their inadequacy of presenting cultural materials. The author then, focuses on the values of children`s picture books since she sees that children`s picture books are highly effective for language and culture education. By using children`s picture books, the author suggests a tentative study plan for the conclusion.(Korea University)

학문 목적 한국어 쓰기 교육 -장르 기반 접근법으로-

김영미 ( Young Mee Kim )
국제한국어교육학회|한국어 교육  21권 1호, 2010 pp. 87-123 ( 총 37 pages)
7,700
초록보기
The purpose of this study is to suggest a teaching methodology based on the theory of genre analysis applied in KFL writing for academic purposes. This approach stems from the Systemic-Functional Linguistics, which regards language use as function for specific purposes. To apply genre-based approach to KFL writing classes, this paper starts with a summary of the theoretical background and features of genre-based approach with the definition of `genre` in the theory. Then, it discusses the appropriateness of genre-based approach in teaching KFL writing, especially for the students of academic purposes, compared with the `process approach` to compensate for the weaknesses. Finally, a model class procedure is discussed as an example, with a lesson plan being suggested.
6,500
초록보기
Due to the increasing number of foreign students, there has been a raise of concerns, whether these students are able to keep up with University programs. It is essential to provide necessary education to these students, such as Sino-Korean word program, so that they are prepared to follow in their own regular classes. This is a proposal of initiating Sino-Korean word program as a part of the University level targeting foreign students. Sino-Korean word program should be composed in the order of major preparation course, faculty major course and major specialization course. The major preparation course should be a part of Korean language program, at an advanced level, to focus on the Sino-Korean terminologies often used in the major classes. This course should consider target students` level of Korean language and provide lessons on the definitions as well as how these terminologies can be used in normal life. Secondly, the faculty major course should target students who completed the Korean language courses and advanced to their own major courses. This course should be divided into classes with same faculty. For example, classes can be divided into different faculties such as Arts, Science, Engineering and etc. This course should also teach the same Sino-Korean terminologies used in the major preparation course; however, the difference is to relate these terminologies based on normal life usage to the usage in the actual major course. Lastly, major specialization course should focus on teaching Sino-Korean from each individual major course. This course is based on the previous courses (major preparation course and faculty major course) to teach compound Sino-Korean terminologies. Also, this course is to provide any detailed terminologies used within the major course materials that are taught outside of major classes. In conclusion, this is a proposal of initiating the Sino-Korean word program for foreign students. As a part of teaching Korean language, it is essential to provide lessons on the fundamental Chinese characters and Sino-Korean words, which relates to the rich vocabularies and terminologies often used in the major courses. In summary, Sino-Korean word program is composed of three courses, in the order of major preparation course, faculty major course and major specialization course. These courses are to educate foreign students by selecting terminologies used in the major classes and teaching definitions and usages from single character to a compound vocabulary.

한국어 학습자들의 동사 시제상 습득 양상에 대한 실험적 연구: 진행형 "-고 있다"를 중심으로

루시언브라운 ( Lucien Brown ) , 연재훈 ( Jae Hoon Yeon )
국제한국어교육학회|한국어 교육  21권 1호, 2010 pp. 151-173 ( 총 23 pages)
6,300
초록보기
As part of a larger project into the acquisition of tense-aspect marking in Korean, this paper reports the findings of a piece of experimental research looking into "when" and "how" second language learners of Korean develop use of the progressive marker "ko issta". The paper sets out to test the claims made by the aspect hypothesis (Shirai 1991, Andersen & Shirai 1996) regarding acquisition of progressive marking; namely that (1) progressive marking is acquired first on activity verbs and later on accomplishment and achievement verbs and that (2) learners do not commit "errors" of using progressive marking with state verbs. However, we acknowledge several problems in applying these claims to Korean: (1) since "-ko issta" can be more easily omitted with activity verbs than with other verb types, it appears questionable that progressive marking is acquired primarily with activity verbs in the case of Korean; (2) in contradiction to claims that learners do not "mis-use" progressive marking with state verbs, Korean "-ko issta" frequently occurs with a category of such verbs (cognitive/emotive) verbs in native speaker talk and (3) Korean verbs of wearing may operate both as accomplishment and as achievement verbs, resulting in dual readings when used with progressive marking. Data was collected through a cloze-style test sat by 40 learners of Korean (20 at elementary level and 20 at advanced level) and retrospective interviews. Analysis of the results can be summarized as follows: (1) contrary to the claims of the aspect hypothesis, progressive marking in L2 Korean occurs first on accomplishment rather than activity verbs, (2) Korean L2 learners acquire progressive marking on cognitive-emotive verbs at a late stage and struggle to fully grasp the meaning even at advanced levels, (3) with verbs of wearing, learners acquire the "accomplishment" reading first and the "achievement" meaning later. We conclude the paper by discussing the implications of this research for Korean language education and by making concrete recommendations as to how teaching of this important point of tense-aspect can be improved.

중국 대학교 한국어학과의 문화 교육 연구

박춘연 ( Chun Yan Piao )
국제한국어교육학회|한국어 교육  21권 1호, 2010 pp. 175-195 ( 총 21 pages)
6,100
초록보기
This article focus on the education goals and contents of Korean department in China, in order to find out the goals, contents and direction of Korean culture education. Nowadays, the communication between China and Korea is going to be much more active than before, so the graduators of Korean department are be more and more important now. If they can do the communication well by using right manners is going to be a hot issue. So we should put the culture education on the same direction with the other 5 abilities of language(listening, speaking, reading, writing, translating). However, there are still so many shortage in Korean culture education in China, we should do much more study on how to systemly, sciencely, interestly teach it. By this situation, the author set the goals of cultural education in China as making Korean majors be more and more competitive, eliminating culture shocks between two different culture groups, then we can cultivate their global minds and culture sense. The direction of culture education is understanding of importance of culture education, teaching program`s designing and introduction of interest, practicality and comparisons of culture education.
6,800
초록보기
In the education of German as a Foreign Language learning and teaching vocabulary was often neglected as a task, that the learner was supposed to fulfill mostly by self-study. But due to the development of structural word semantics and lexicography, methods for vocabulary training have been developed systematically. After cognitive psychology and especially the concept of the mental lexicon was introduced into the field of foreign language education, the process of vocabulary learning gained more attention. This process can be divided into three phases: introduction and understanding of vocabulary; practicing and memorizing vocabulary; and activating vocabulary. First, the methods, that are most widely used in each of the three phases, are introduced and explained with examples. This theoretical part is followed by two concrete examples of systematic teaching and learning of vocabulary based on textbooks for German as a Foreign Language.

학문목적 한국어 교육과정 설계의 실제 -대학 입학 전 한국어 교육과정을 중심으로-

한송화 ( Song Hwa Han )
국제한국어교육학회|한국어 교육  21권 1호, 2010 pp. 225-248 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to provide a course for Korean for Academic purpose. I reviewed the research papers about course design for Korean for academic purpose and student`s needs analysis. Through these datum, I reorganized the principle of the curriculum for academic purpose. Also, I examined the present states of Korean courses for academic purpose at Korean universities. There were various post-entrance Korean curriculums for academic purpose at most of the universities. But the pre-entrance Korean curriculums for academic purpose were rare. So I proposed the pre-entrance Korean course for academic purpose. This course is composed four levels. The beginning level is focused on university`s life and daily life. But the functions and tasks for academic purpose get more and more from intermediate level to high level. And I proposed post-entrance Korean curriculum for university students. This curriculum must be linked to a general education course and fundamental major studies. (Yonsei University)
5,800
초록보기
유럽평의회(Council of Europe)에서 연구·개발한 유럽공통참조기준(Common European Framework)에서는 유럽언어포트폴리오(European Language Portfolio)의 사용을 적극 권장하고 있다. 본 연구는 포트폴리오에서 영감을 얻어 제작한 언어학습도구인 "나의 한국어"와 "철자오류일지"를 프랑스 대학 한국어과 학생들을 대상으로 테스트한 결과를 분석해 보인다. 언어 학습/교수에 있어 결과 뿐 아니라 학습의 진행과정 자체를 강조한 이러한 학습도구가 어떤 식으로 학습자들에게 있어 지속적인 자아성찰의 장을 마련해 주며 장·단기적 학습목표설정과 자기평가의 습관을 유도하고 궁극적으로 학습자나 교수자의 자아 및 타자에 대한 표상이나 상호간 태도에까지 영향을 미칠 수 있는지를 보이는 데 초점을 맞추었다. "나의 한국어"는 특히 교실과 사회를 분리된 공간으로 설정하지 않으면서 교실 밖에서 얻은 학습자들의 다양한 다언어·다문화적 체험을 교실 안에 도입할 수 있는 공간을 제공한다는 의의를 지닌다. 본 연구는 이런 도구의 유용성을 각각 학습자와 교수자의 입장에서 기술해 보고자 하였다. 여기서의 논의는 무한정보화와 세계화 시대를 살고 있는 학습자들이 어떻게 자신의 학습을 사회적 행위자의 입장에서 자율통제에 기반한 평생학습으로서의 언어·문화 학습으로 이끌 수 있을 것인지에 관한 논의에 기여할 수 있을 것이다. (프랑스 국립동양학 대학교)
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