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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 3호 (2010)
6,100
초록보기
The purpose of this study is to analyze Korean and Mongolian locative-dative case endings with the view of contrastive analysis, and also find pedagogical implications of teaching grammar to identical L1 background learners. For this, this paper suggested the dative-locative semantic correspondence list of two languages, showed a strong similarity between Mongolian and Korean language. The error analysis of Mongolian KFL learners` case errors also proved that there is a necessity of a specific treatment for Mongolian KFL learner based on the results of the contrastive research. It improves the effectiveness of teaching Korean for Mongolian students than general approach, and does not offer excessive input that are unnecessary. In conclusion, improved input items of Korean dative-locative education are suggested. (Hoseo University)

한국어 학습자와 교사의 구어오류수정에 대한 인식 연구

김영주 ( Young Joo Kim )
국제한국어교육학회|한국어 교육  21권 3호, 2010 pp. 23-44 ( 총 22 pages)
6,200
초록보기
This study aimed firstly to investigate perception on spoken error feedback of English speaking Korean learners and their teachers, and that of Chinese speaking Korean learners and their teachers, secondly to compare them to figure out the best type of feedback. There was no big difference between the learner groups except `who corrected errors.` All learners and teachers agreed strongly to receive spoken error feedback. Both American learners and Chinese learners perceived to receive spoken error feedback more frequently than teachers did. The best timing for feedback was perceived to be `after I speak`. Teachers focused on serious and frequent errors to be corrected while learners took every error to be corrected regardless of its seriousness and frequency. There was discrepancy of perception on ways of feedback between teachers and learners. Learners perceived direct way of correction effectively such as explicit feedback and meta-linguistic feedback whereas teachers did indirect way of correction more effectively such as implicit feedback and repetition. The biggest discrepancy was found in explicit feedback. However, both learners and teachers perceived confirmation check very effectively. Both American learners and Chinese learners preferred to be corrected firstly by native Korean teachers, but secondly American learners preferred themselves differently from Chinese learners who preferred Chinese speaking Korean teachers. (Kyunghee University)

교사 재교육 프로그램에 대한 한국어 교사들의 인식 조사

박지순 ( Ji Soon Park ) , 최진희 ( Jin Hee Choi )
국제한국어교육학회|한국어 교육  21권 3호, 2010 pp. 45-76 ( 총 32 pages)
7,200
초록보기
The present study has studied Korean language teachers` perception on reeducation program. The result of statistical analysis is appeared that teaching year and academic background, and teacher`s major were significant factors on the teachers` need of content for reeducation. The same result is appeared through interview with Korean teachers. And there was significant difference on the preferred types of reeducation between teachers of different teaching years. Therefore Korean teachers` reeducation program should be developed considering various need of Korean teachers especially based on their teaching years, academic background and major. And also the program is supposed to be developed with different types in accordance with its content. (Yonsei University)
6,800
초록보기
The idioms is a kind of metaphorical expression. That is a special language convention that have been used for many years and brought a great deal of popularity. The idioms embodies national knowledge and experience. But more important is whether one can understand not only the language but also social and cultural backgrounds. For Korean whose native language is Korean idioms is too easy to understand. But that is rather difficult for a foreign student. It`s one of the reasons a foreign student is so difficult to study. The problem is anything but easy. For that reason, It is very important to check out the study of idioms training for a Chinese learner. This essay is divided into third chapters. First, Finding the exact state of idioms training that target a Chinese learner is one of the most important steps to grasp idioms training. Second, This essay examines thoroughly about idioms training in China which It is to be classified into two items, teaching materials and an encyclopedia of Korean(language) education. Lastly, This essay makes the best use of Polls toward liaison between idioms training and a cultural education. This Polls was intended to find out an efficient way of idioms training for a Chinese learner. And I believe this attempt will help us better to offer guidelines to understand idioms training, as well as improve cultural education for years to come. So settlement of training plan and the development of materials congruous with idioms training should be regarded as the further task for idioms training.
초록보기
The aim of this paper is to clarify the features of the teaching method of Research Group on Korean Language, by looking at a section on "Japanese-Korean Translation Method" in their publication, Lectures on Korean Writing and Language. It is considered that the teaching method for Korean language before 1945 was "The Grammar Translation Method (GTM)". However, the objective and forms of the teaching has not been fully discussed yet. As I discussed earlier (Oh 2010, forthcoming), the objective of the Research Group was to "enable the learners to pass the `Korean Language Encouragement Examinations` run by the Government-General of Chosen". In order to meet this objective, the second series of the Lectures was significantly revised. "Korean-Chinese Idioms" and "Japanese-Korean Translation Method" were now included, and a stronger emphasis on the translation method was a clear reflection of the demand of the Examinations. In the case of GTM in Europe, the curriculum was structured to teach the grammar of the target language students intended to acquire, so as to enable the students to understand the grammar of the target language and to read texts. In contrast to this, "Japanese-Korean Translation Method" was based not on Korean grammar perse but on Japanese grammar, e. g. the use of particle and auxiliary verbs, and Korean language was understood in relation to Japanese. Another feature was that the Lectures offer exercises for Japanese-Korean and Korean-Japanese translations, using short sentences which are out of context. These features clearly indicate, as discussed in this paper, that "Japanese-Korean Translation Method" was established as a goal of education in the course of preparing for the "Korean Language Encouragement Examinations".

한국어 교재와 드라마에 나타난 거절표현 특징 연구 -추론단계 중심으로-

오현정 ( Hyun Jung Oh )
국제한국어교육학회|한국어 교육  21권 3호, 2010 pp. 129-158 ( 총 30 pages)
7,000
초록보기
The goal of this thesis is to compare reject expressions between the Korean textbook and drama classifying the various situations and social determinants and then, find the problems of the reject in the textbook to show the desirable method of using them in practical way. The chapter 2 will propose the analytic methods for this study. The chapter 3 will show the features of the Korean textbook, and the chapter 4 will show the features of the Korean soft opera. During the analysis, I found several problems, which conversation examples was not diversified and only typical expressions were mainly used. And it was not reflected various social determinants and it just showed only equivalent relation in the private situation, and biased to simple supposition. The chapter 5 will show the desirable education model of rejection. This thesis is meaningful regarding we should make the textbook which contains various expression on the basis of real live conversations, and we can apply to Korean rejection expression study through basic knowledge and supposition process of the students.

학문 목적 한국어 듣기,말하기 과제 중심 요구 분석: 중국인 이공계열 유학생을 중심으로

윤신애 ( Shin Ae Yoon ) , 장윤미 ( Yun Mi Jang ) , 김영규 ( Young Kyu Kim )
국제한국어교육학회|한국어 교육  21권 3호, 2010 pp. 159-188 ( 총 30 pages)
7,000
초록보기
This study reports a needs analysis of listening and speaking tasks of Chinese learners of Korean for academic purposes (thereafter abbreviated as KAP) in the field of science and technology. A questionnaire was administered to Chinese KAP learners (n = 90) to elicit their perception of the necessity, difficulty and importance of KAP listening and speaking tasks. These learners`s needs, once identified, were discussed and compared with the perspectives of content faculty (n = 3) and Korean language faculty (n = 1). An open-ended section of the questionnaire included such questions as what content and Korean language faculty deem necessary for their learners and whether selection and materials development of pedagogic tasks for academic listening and speaking are needed. The results indicate: (1) There was a great need for a task of "instructors asking questions to students," which revealed a significant difference depending on the length of Korean language learning and prior experience of learning KAP speaking; (2) The most difficult task was "visiting an instructor`s office to ask questions or have an advising session" which revealed a significant difference depending on the length of Korean language learning, prior experience of learning KAP listening and speaking, and courses taken; (3) A task of "pronouncing accurately" was rated to be the most important, which revealed a significant difference depending on the prior experience of learning KAP listening and speaking; (4) The Korean language teacher showed a great need for pedagogic tasks and asked for provision of a variety of lecture listening and instruction of discourse markers; and (5) Both content faculty and KAP learners showed an identical result as regards the degree of their perception of task necessity, and they felt most of the target tasks to be difficult. This study is expected to contribute, as baseline data, to designing and developing task-based listening and speaking curricula and materials for Chinese KAP learners in the future and ultimately to facilitating improving their academic achievement in Korean-medium college. (Yonsei University·Ewha Womans University·Ewha Womans University)

청취와 음성 산출 실험을 통한 몽골인 학습자의 한국어 단모음 오류 연구

이중진 ( Joong Jin Yi )
국제한국어교육학회|한국어 교육  21권 3호, 2010 pp. 189-207 ( 총 19 pages)
5,900
초록보기
This study aims to determine which monophthongs among the seven basic monophthongs of the Korean language could be the most easily proved as errors by Mongolian learners of Korean as a second language. As previously explored by Yijoongjin (2010), in comparison with other vowels it is assumed that the vowels /i/, /o/, /u/ frequently offer the most difficulty. In order to determine and examine the difficulties encountered with these vowels, this study makes use of both listening and pronunciation assessments. The test subjects for this investigation totaled consisted of fifteen Korean language learners drawn from the beginning, intermediate and advanced levels and, concerning, the listening test, it was conducted with combinations of words which possessed no meaning. This work not only illuminates errors but reveals the error frequency of learners at various levels and the correlation between learners` listening abilities and their competency in pronunciation. At present it would be difficult to find a sample that would exemplify the same relationship between the listening and pronunciation proficiency as this subjects included in this work and, as such, however little, it is believed that this assessment will contribute to instruction of Korean as a foreign language.

한국어 교수요목을 위한 요구분석 모형 개발 연구

정태섭 ( Tae Seop Jeong ) , 남보열 ( Bo Yeol Nam )
국제한국어교육학회|한국어 교육  21권 3호, 2010 pp. 209-230 ( 총 22 pages)
6,200
초록보기
The major purpose of this study is to suggest a framework of the needs analysis for a syllabus design. Many researches related to needs analysis have been conducted, but these researches could not lead to a syllabus design of Korean textbooks because of the lack of researches about the needs analysis. Thus, the researcher reviewed other researches and found out that they selected subjects restrictively. Also, the contents of the survey were limited only to learners, and they presented different contents of the survey to two or more subject groups respectively. This study focuses on the selection of subjects including other related groups, that is, professional panels, Korean teachers, teacher assistants, etc, and presents the same contents of the survey to them. After analyzing the mean of the groups` response, the mean is standardized, and the weight of education professionals is added. To apply this model, the process of syllabus design was presented through the needs analysis of migrant workers. Thus, this study is expected to suggest a basic and new model for the syllabus design which other researches have not conducted through needs analysis. (Hankuk University of Foreign Studies, Halla University)
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