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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 4호 (2010)

연결어미의 종결어미적 쓰임에 나타나는 억양의 중간언어 연구

권성미
6,300
초록보기
Sungmi Kwon. 2010. A Study of Interlanguage Intonation Manifested in Non-final Endings that Behave like Final Endings. Journal of Korean Language Education 21-4: 1-23. The study aims at analysing intonation as a grammatical indicator that carries more than two meaning functions in the non-final endings that behave like final endings. The study also examines the acquisition patterns of Chinese learners of Korean on the grammatical indicating aspects of Korean intonation. For the study, two experiments were conducted on -geodeun, -neunde, -eul tende, -eulgeol for those endings that acquire new meanings when used as final endings (TypeⅠ) and -euryeogo, -aseo, -eumyeon for those endings that maintain identical meanings when used as final endings (TypeⅡ). In Experiment Ⅰ, conversation texts were recorded by 4 Korean speakers, and the discrimination test was conducted by 8 Korean native speakers. In Experiment Ⅱ, perception test was carried out on 10 Chinese learners of Korean, and data produced by them also were tested by 5 Korean judges. The results of the study can be summarized as follows: First, Korean native speakers tend to be able to discern the different meaning functions by intonation. That is, intonation performs as a grammatical marker. Second, Chinese learners of Korean, despite their long periods of residence and amounts of L2 use, present a lack of competence in their results, and, specifically, conspicuously lower accuracy in Type Ⅰ, compared to Type Ⅱ, in terms of perception and production.
6,600
초록보기
Kyung Ryung Kim. 2010. A Study on Relationship between Korean Language Learners` Language Learning Strategies, Motivational Factors and Reading Comprehension Quotient. Journal of Korean Language Education 21-4: 25-50. This study examines the relationship between various factors which influence to reading comprehension procedure. 33 foreign subjects and 10 Korean subjects participated for this study. All of the subjects has a goal to get a bachelor or master degree from the university in Korea. Their attending school, majors are various. Both foreign subject and Korean students participated for reading comprehension test which pertain high reliability and trustability at measuring reading ability. When taking a test, participants were divided into two groups who can use a Korean dictionary or not. Every single subjects` duration of testing time recorded carefully by research assistant. After taking a reading comprehension test, foreign subject answered for the modified version of SILL questionaire invented by Oxford(1990) in order to examine the usage of reading strategy. They also answered Gardners` (1985) modified AMTB questionaire in order to examine various motivational factors. The findings of this study is as below. First, foreign subject who got higher reading ability use various kinds of reading strategy frequently and flexibly. Second, In order to upgrade higher level of reading speed, foreign students need to be trained how to handle it. Specially, training of metacognitive and cognitive strategy is needed. Third, foreign subject who got strong integrated motivation shows higher level of reading ability. This factors seems to be important to maintain and stimulate to handle various kinds of reading materials. This study implies that there exist strict meaningful relationship with the usage of reading strategy, motivational influences in order to achieve higher level of reading proficiency.

일반화가능도 이론을 적용한 한국어 말하기 성취도 평가의 신뢰도와 오차요인 분석

김경선 , 이규민 , 강승혜
국제한국어교육학회|한국어 교육  21권 4호, 2010 pp. 51-75 ( 총 25 pages)
6,500
초록보기
Kyung Sun Kim·Guemin Lee·Seung Hae Kang. 2010. Analysis of Error Sources and Estimation of Reliability in a Korean Speaking Achievement Test by Applying Generalizability Theory. Journal of Korean Language Education 21-4: 51-75. The purpose of the study is: 1) to determine error sources and the effects of each error source in a Korean speaking achievement test; 2) to estimate the generalizability coefficient; and 3) to suggest optimal measuring conditions for Korean speaking achievement tests based on the generalizability theory. For the design of the G study, a three-facet, partially-nested model (p x (f:t) x r) was used with each of three facets setting tasks, raters, and assessment criteria as random effects. The G study design was used in an identical manner as the D study. As a result of the G study, error sources in the Korean speaking achievement test indicate that error sources for tasks have a more significant impact than error sources related to raters or assessment criteria associated with the score of the speaking test. As for the generalizability coefficients in the D study, increasing the number of tasks had a more significant impact than increasing the number of raters or assessment criteria in the Korean speaking achievement test. Therefore, it seems more efficient to increase the number of tasks rather than the number of raters or assessment criteria in order to create the optimal conditions for a Korean speaking achievement test.

설문조사 자료를 활용한 문화교육 방안

김경숙
국제한국어교육학회|한국어 교육  21권 4호, 2010 pp. 77-98 ( 총 22 pages)
6,200
초록보기
Kyung-Suk Kim. 2010. Korean Culture Education through Survey Data. Journal of Korean Language Education 21-4: 77-98. This article refers to a method of teaching Korean culture education through Survey data. Since the 1980``s, related to Korean education, Korean cultural education has become one of the study fields which has been growing tremendously. Various topics about cultural education have been discussed and developed. Generally, in the language classroom, the textbook works as an important tool for language skill development and/or culture education as a part of language education. In that case, the learners can understand Korean culture according to original cultural texts, but the knowledge is superficial, not about real Korean life and thought. Therefore, when Survey Data containing recent material about Korean real culture and life is used in the culture classroom for learners who are interested in the real Korean lifestyle, these Survey Data can be used to provide an efficient method to help students understand, discover, and identify Korean cultural ways which are the same and different from those of their own culture. Survey Data also can be used for immediate lessons and to demonstrate specific instructional methods. Based on these findings, this article proposes a model of Korean education which develops a Korean cultural program and includes a textbook rich in substantiated reference material.

한국어 "우리"와 중국어 대응표현의 대조분석

박연옥 , 박동호
국제한국어교육학회|한국어 교육  21권 4호, 2010 pp. 99-118 ( 총 20 pages)
6,000
초록보기
Lian-Yu Piao·Dong-Ho Pak. 2010. Contrastive Analysis of Korean ``Uri`` and its Chinese equivalents. Journal of Korean Language Education 21-4: 99-118. According to researches, there are languages in which the first person plural pronoun is divided into separate forms according to the possibility of exclusion of listener(s). Chinese belongs to such a language. In Chinese, as first person plural pronoun, for example, there are ``Women(我們)`` including or excluding listener(s) and ``Zanmen(찰們)`` always including listener(s). On the other hand, Korean does not have the above distinction. ``Uri``, a first person plural pronoun in Korean can largely burden foreign language learners since it has diverse meanings and functions. Its Chinese equivalents including ``Women(我們)`` and ``Zanmen(찰們)`` have diverse kinds of usage, too. Because of the above reasons, Chinese learners have much difficulty in acquiring Korean ``Uri``. The purpose of this paper is to construct reference data for the Korean language education for Chinese learners through the contrastive analysis of ``Uri`` and its Chinese equivalents.

멀티미디어를 활용한 한국어 문학 수업

박현진 , 프라스키니니콜라
국제한국어교육학회|한국어 교육  21권 4호, 2010 pp. 119-152 ( 총 34 pages)
7,400
초록보기
Hyunjin Park·Fraschini Nicola. 2010. Development of a multimedia based Korean language literature lesson. Journal of Korean Language Education 21-4: 119-152. The present study aims at presenting the development process of a literature based multimedia lesson and at showing the response that high level Korean as a second language students gave to this lesson. The theoretical framework that underpins the development project is twofold: first, it is based on current theories of literature education in a L2 classroom. Second, it is based on a educational psychological theory of multimedia learning. Results, based on a series of focus group interviews carried out after the lesson, shows that multimedia material, even if it offers scarce opportunity for interaction with pears, can fosters students` comprehension of a literature text and improve a learner-centered approach for the use of literature in Korean as a second language education.
7,000
초록보기
Sung-Hee Lee. 2010. A practical class model for teaching Korean literature in the Korean language class in the USA - Focused on ``advancing of the intercultural communicative competence`` and ``learners`` personal growth``. Journal of Korean Language Education 21-4: 153-182. The purpose of this article is to provide a practical class model of teaching Korean literature in the Korean language class. Providing a practical teaching model is meaningful because there have been very few works published on the practical teaching model. In this article, I design a class that helps students gain the intercultural communication competence. To achieve this goal I encourage students to compare their own cultural and historical context with that of Korea by way of reading Korean literature from the perspective of cross-culture. In order to promote the learners` personal growth I ask the learners to combine the Korean literature with their own problems and past experiences. In this article, I establish two items as cultural teaching contents in . One is the cultural aspects with regard to materials and customs. The other one is the cultural aspects with regard to the worldview and values. I integrate reading, conversation and writing into a comprehensive whole in class. For making processing-oriented class, I organize the class as follows: <1> Prereading Activity(Writing 1) - Approaching the theme by personalizing, <2> Presentation 1·Conversation 1 - Comparing cultures for increasing the intercultural communicative competence, <3> Reading·Postreading Activity(Conversation 2) - Expressing the critical personal thinking, <4> Writing 2 - Restricted writing, <5> Writing 3 - Free Writing for personalizing.

인식 조사를 통한 한국어 구어 유창성의 개념 및 요인 연구

이정희
국제한국어교육학회|한국어 교육  21권 4호, 2010 pp. 183-204 ( 총 22 pages)
6,200
초록보기
Jung-Hee Lee. 2010. Concepts and Factors in Fluency of Spoken Korean based on Impression Survey. Journal of Korean Language Education 21-4: 183-204. The aim of this study is to determine the concepts of fluency in Korean language education by examining the standards in which native Korean speakers use to determine fluency of non-Koreans` spoken Korean. It then investigates the subordinate factors used by non-professional and professional groups and their differences on determining fluency of spoken Korean. Based on the results of fluency analysis of the impression surveys, the study proves that the subordinate factors can be taught via in-class instructions. The study consist of having the people surveyed watch pre-recorded interviews of three in one (focus group) of foreign spouses and overseas students and fill out in detail how they come to determine their fluency. The most popular determining factors were how accurate their pronunciation, naturalness of their intonation, grammar and vocabulary. The non-professional group ranked grammar accuracy 5th and the professional group 3rd in their importance, showing differences in the way they viewed the subordinate factors. The study showed how both groups chose pronunciation and intonation as the most important factor in determining fluency and grammar accuracy as the second. The study results showed that in Korean language education fluency was based on accuracy and that fluency is something that can be taught in classrooms.
초록보기
Se-gil Jang. 2010. Foreign Students` Perspective on Their Temporary Residence Country and Culture Education: Focused on the Case of Chinese Student in Korea. Journal of Korean Language Education 21-4: 205-227. This paper argues educational programs for foreign students, aimed at introducing Korean culture, needs to be differentiated by their views on their temporary residence country, Korea. For this argument, it analyses the comparison between the case of Korean students in China and the other one of Chinese students in Korea. Seeing that students` learning incentive, class characteristics and their own cultural backgrounds are to be intertwined, we cannot say that their learning attitude toward culture education including Korean language learning is only passive. In other words, their learning processes are complex and interactive. They reinterpret what they learn, in their own way, and reflect it on practice. Influenced by anti-Korean sentiment shared among the Chinese, Chinese students in Korea reinterpret what they learn in classes. Therefore, culture educational programs for Chinese students need to be different from those for other foreign students. The long historical relationships between Korea and China, anti-Korean sentiment influenced by Chinese nationalism, and Chinese cultural characteristics should be considered on the whole before educational programs are engineered.

시장전체주의와 한국어교육의 정체성

장용수
국제한국어교육학회|한국어 교육  21권 4호, 2010 pp. 229-253 ( 총 25 pages)
6,500
초록보기
Yong-Su Jang. 2010. A Study on The Market totalitarianism and The Identity of Teaching Korean. Journal of Korean Language Education 21-4: 229-253. Language aims to communicate with each other. Therefore, language has been forced into a greater orientation to the market. For this reason, any language-users depend on the competitive position in the international market. Uncompetitive language`s users are gradually decreasing and uncompetitive language will be gone once and for all. Of course Korean`s fate isn`t free from market. At a time of market totalitarianism, culture, education, study, language, media, fashion and so on are on the same side. We live in a society where we are ruled by market. Meanwhile, there have been many advances in teaching Korean for foreigners. It has the same appearance of internationl competitiveness` s improvement. But, quantitative increasing of teaching Korean as a foreign language has not lead to the growth the fields of teaching Korean. The reason for this, first of all, teaching Korean as a foreign language isn`t free from market totalitarianism`s fate. From this situation, if teaching Korean`s fate leaves it to the market situation, teaching Korean as a foreign language may not be able to unify the identity of teaching Korean. Teaching Korean as a foreign language need to find freely the value of education in the market situation. In other words, teaching Korean`s independent value need to find. Then that will be indigenous territory of teaching Korean as a foreign language, and teaching Korean`s value and necessity can be piled on the indigenous territory, and it will be the main of teaching Korean`s identity. At the present stage, a possible teaching Korean`s identity construction method is connected to the teaching Korean staff, teaching materials, Korean learners. In other words, these must be supplied stable. First, the teaching Korean staff is to strengthen its core capabilities which is necessary in teaching situation. And if teaching Korean policymakers don`t wake up to this tough situation and the poor teaching Korean staff`s treatment is not improved, teaching Korean`s qualitative improvement will be hard to imagine. In the case of Korean teaching materials, homogenized teaching Korean should be forced to be made. And to do that, we need to integrated teaching method and teaching materials` improvement. Now, because we are not have the integrated teaching method and teaching materials, we are hard to expect the teaching Korean`s qualitative improvement. So, the coherent educational policy of government must be run over this. The present, we live in a multi-cultural society. A multi-cultural society is due to globalization of the Korea. With the times, our Korean language using environment is currently undergoing rapid change. So, teaching Korean as a Foreign Language and teaching Korean need to act jointly to a multi-cultural society`s situation. This study is composed of abovementioned contents.
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