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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 :
수록 범위 : 22권 4호 (2011)

한국어능력시험 초급 어휘,문법 영역의 문항 목록 분석

리스미스안젤라 ( Angela Lee Smithdanielle ) , 변우영 ( Oo Young Pyun )
The Test of Proficiency in Korean (TOPIK) is, at present, the most widely used standardized proficiency test in Korean. The present study investigates the structure and content of the beginning-level TOPIK by analyzing vocabulary and grammar items in previous TOPIK tests. A total of 17 TOPIK tests administered during 2003 to 2010 were collected for analysis. The analysis revealed that the beginning-level TOPIK follows a highly structured format and its vocabulary questions are presented within contextualized, meaningful sentences or discourse. The results also showed that the TOPIK involves approximately 700 vocabulary items and approximately 100 grammar items deemed necessary for beginner-level proficiency. The results of this study can be utilized as a reference guide for teachers to assess and plan their instruction as well as for learners to prepare for the proficiency test. In addition, this study offers suggestions for improvement for vocabulary and grammar items in the TOPIK test. (Yale University The Ohio State? University)

여성결혼이민자의 한국어 조사 오류 분석

전영옥 ( Young Ok Jeon )
국제한국어교육학회|한국어 교육  22권 4호, 2011 pp. 27-62 ( 총 36 pages)
This study aims to analyze various types of errors found in the writings of female marriage-based immigrants from Korean language intermediate classes in Korea, in order to examine the education of Korean particles for female marriage-based immigrants. Among the various errors in using Korean particles many female marriage-based immigrants make, the most frequently made was the replacement of particles, followed by omission and addition of particles due to insufficient knowledge of the language that they are not sure whether a particle is needed or not in a sentence as a component. And when they do not have sufficient knowledge of the morphology of particles, they make errors such as spelling errors as well as paraphrasing in some cases, where particles were replaced with other parts of speech or phrases. Therefore, in teaching Korean particles, first of all, it is important to make them to understand the role of particles in a sentence, and the meaning and function of each particle in relation to predicates together with the morphology have to be taught for correct usage as well. The particles with high rate of frequency in usage and high rateof making errors include: 이/가, 을/를. 은/는. 에, 의, 에서, (으)로, 와/과, 에게, (이)라고, 한테``. Therefore, it is necessary to structure textbooks centering on the particles that are the most frequently used and easy to make mistake. And the textbooks should also include examples of wrong particle usage as well as the difference between correct usage and mistaken usage. However, some Korean textbooks mainly used in teaching the female marriage-based immigrants at present do not include any chapter dealing with the main particles, and also there is not enough explanation of the difference between particles that are often mistaken, either, which also need to be supplemented. (Sangmyung University)

한국어교육을 위한 연발 표현 연구 -"-자마자, -는 대로" 를 중심으로

노미연 ( Mi Yeon Noh )
국제한국어교육학회|한국어 교육  22권 4호, 2011 pp. 63-82 ( 총 20 pages)
The purpose of the present study is to present the actual use of expressions of consecutive events, ``-jamaja``and ``-neun daero``, by investigating spoken and written corpora depending on registers. Through this examination, the actual distribution and patterns of those expressions are suggested. This study aims to consider how ``-jamaja`` and ``-neun daero`` are used in spoken and written discourse by examining the placement and patterns of the expressions on the basis of varied context, register, and relationship between speakers and listeners. Based on the key findings of the study, three pedagogical implications are suggested as follows: Firstly, ``-jamaja`` and ``-neun daero`` are included in the same category in current Korean education. The result implies that these items need to be presented in different categories in the instruction. Secondly, the pattern of ``-neun daero`` were used differently depending on spoken and written formats. Accordingly, it seems to be reasonable to take this point into consideration in the instruction. In written discourse, -neun daero`` frequently occurred with expressions of ``plan`` and ``schedule`` in the second clause. Thus, it seems desirable to present the item along with such expressions. In spoken discourse, the relationship between speakers and listeners were official and the discourse settings were formal. Therefore, it seems to be effective to provide dialogs used in those settings such as in business or work-related field, or between relationships which require politeness. Thirdly, both spoken and written context, the first and the second clauses of ``-jamaja`` and ``-neun daero`` were frequently used separately. This point should also be considered in the instruction. (Dongguk University)

학문 목적 한국어 학습자를 대상으로 한 "읽은 후 쓰기 과제" 연구

이준호 ( Jun Ho Lee )
국제한국어교육학회|한국어 교육  22권 4호, 2011 pp. 83-108 ( 총 26 pages)
본 연구는 학문 목적 한국어 학습자의 쓰기 능력 향상을 위하여 ``읽은 후 쓰기 과제`` 의 수행 단계와 전략을 규명하는 것을 목적으로 한다. 학문 탐구를 목적으로 하는 한국어 학습자에게 있어 쓰기 과제의 성공적 수행은 한국어를 통한 학문 탐구에 필수적인 요소이며 대학이나 대학원에서 부여되는 쓰기 과제는 많은 경우 읽기 자료를 처리하고 이를 쓰기 과제에 반영하는 과정을 수반한다. 일반 목적의 한국어 수업에서는 읽기 자료에 근거하지 않은 자유 작문의 형태가 많으며 읽기와 쓰기가 통합적으로 교수·학습되는 경우가 있다고 하더라도 읽기 텍스트의 의존 도가 상대적으로 낮고 읽기 자료를 스스로 선별하여 처리하기보다는 교사나 교재에 의해 주어지는 경우가 많아 학문 목적 한국어 학습자를 위한 읽기와 쓰기 능력 향상에는 다소 부족함이 있다. 이에 본고에서는 읽은 것을 바탕으로 쓰는 과제 즉 읽은 후 쓰기 과제,의 필요성을 규명하고 이러한 유형의 과제의 (reading-to write task), 특성을 규명하여 학문 목적 한국어 학습자를 대상으로 하여 읽은, ``후 쓰기 과제 의 수행 단계 및 각 단계에서 필요로 하는 과제 수행`` 전략을 제시하도록 하겠다. 이를 위하여 대학 수준의 쓰기 과제의 특수성을 밝히고 일반적인 읽기 전략과 읽은 후 쓰기 과제 수행에 필요한 전략 사이의 차이점을 규명하도록 하고자 한다. (Kyung Hee University)

한국어 문화문법(ethno-grammar)의 설정 가능성에 대하여

임채훈 ( Chae Hun Yim )
국제한국어교육학회|한국어 교육  22권 4호, 2011 pp. 109-129 ( 총 21 pages)
This study examines the possibility of establishing the ethno-grammar of Korean. For this study, the first thing is to delineate and define the ethno-grammar. Also the ethno-grammar is classified into two categories. There are instances that the specific grammatical forms represent the cultural aspects of speakers. These forms construct the specific grammatical categories in the language. It was called ``the categorial ethno-grammar``. On the other hand, there are instances that the specific grammatical forms represent the cultural informations of speakers. All sentences, which contain these grammatical forms, are based on the premise the cultural informations of speakers or represent them. It was called ``the informational ethno-grammar``. The ethno-grammar must not be instructed to acquire only the semantic function of the grammatical form. It must be instructed to learn the culture together. (Soongsil University)
In translation, a translator inevitably changes the source text to make it easier for readers to understand. Changes such as substitutions, additions, deletions or omissions are called "shifts." Previous researchers insist that the causes of a shift phenomenon are a combination of cultural differences and the translator`s intention to make the message clear. In this paper, however, I suggest that the "Shift Phenomenon" relates more closely with differences in the way that the cohesion of a certain text is reinforced. To examine this suggestion, I investigated the correlation between English concessive expressions and Korean conjunctive adverb -"Kurona"-on the English-Korean parallel corpus. This study shows that both the English concessive expression and conjunction "Kurona" function as cohesive devices connecting not only sentences or paragraphs, but also context. It was also discovered that "Kurona`s" extent of cohesion differs from English concessive expressions, and this difference causes the shift phenomenon. (Sogang University)

학문 목적 한국어 학습자를 위한 쓰기 교육 프로그램 개발 -중국인 학습자를 대상으로-

배윤경 ( Yun Kyung Bae ) , 우진아 ( Jin Ah Woo ) , 정지은 ( Ji Eun Jung ) , 강승혜 ( Seung Hae Kang )
국제한국어교육학회|한국어 교육  22권 4호, 2011 pp. 163-191 ( 총 29 pages)
This study presents a Korean writing course development of academic purpose for Chinese students who are going to study at a university in Korea. A final course model was developed through needs analysis, planning goals, course planning and syllabus design, implementation, evaluation and revising the model. A questionnaire, an interview and learners` texts analysis were executed for needs analysis, as a result, it was found that learners did not have relevant writing skills and knowledge of text types to perform their tasks of the college courses. A syllabus for the course is designed based on structures of texts which would be taught in the class, a genre-based teaching approach, and results of needs analysis. A developed curriculum was implemented in a Korean language classroom of W University in Wanju for 16 weeks. (Yonsei University)

한국어 학습자의 해라체 평서문 습득 양상

엄진숙 ( Jin Suk Eom )
국제한국어교육학회|한국어 교육  22권 4호, 2011 pp. 193-214 ( 총 22 pages)
The purposes of this paper are to investigate learners of Korean` acquisition of a declarative sentence of Hera style through usages of written language text. First, how is use appearance by learners of Korean of a declarative sentence of Hera style. Second, how is acqusitional appearance of a declarative sentence of Hera style. This paper shows, by analysing the usages of composition data, learners of Korean acquire a declarative sentence of Hera style through the following acquisitional stage; 1) Learners of Korean use final-ending of Hera style ``-da`` as a literary style according to proficiency increasingly like native speaker. This result means a stage that learners of Korean acquire ``-da`` of a character as a literal style. This is similar to usages of a native speaker of Korean. 2) There are 3 types of morphological interlanguage of ``-da`` regardless of Learners` proficiency. 3) Learners of Korean use a first-person pronoun ``jeo`` at a high rate from level 2 in declarative sentences of Hera style, a final-ending ``-da`` involved [-honorific] feature with a first-person pronoun involved [honorific] feature. But as time passes learners seems like to acquire usage of first-person pronoun in declarative sentences of Hera style. It increased by learners` proficiency. In conclusion learners of Korean haven`t acquired of target-like use of declarative sentences of Hera style yet both of form and use in a sentence but they are being acquired of a declarative sentence of Hera style.(Yeungnam University)
The aim of this study is to level poems as texts in Korean language education. Precedent studies of text leveling were searched and the determinants for making the questionnaires in text leveling research were drawn from those studies. The three determinants which can inform us of the students` understanding of word meanings, poetic structure and cultural contexts were extracted and the questionnaires were organized based on the determinants. 14 poems were selected as sample texts and 15 students responded to the questions. The students` responses proved that the understanding of poetic structure and cultural contexts were more important than the knowledge of word meanings. For the matter of word meanings, the higher the students` performance level of Korean Language is, the deeper the knowledge of culturally wired words are. The 14 sample poems were categorized in two levels according to the results of the research. (University of Ulsan)
The purpose of this study is to examine the effects of native language on the perception of the final consonants of the Korean language for those who learn the Korean language and whose native language is the Japanese language or the Chinese language. To achieve this, perception experiment was conducted on a total of 108 persons who were learning the Korean language and whose native language is the Japanese language or the Chinese language which is different from the Korean language in the syllable structure and the list of final consonant of their native language. And in order to examine the difference in the perception ability according to the proficiency, the subjects of 108 persons are composed of Japanese of 17 elementary, 14 intermediate, and 7 advanced levels and Chinese of 37 elementary, 19 intermediate, and 14 advanced levels. The results of the perception experiment showed that enhanced proficiency did not automatically lead to the enhancement of the perception abilities. And both Japanese and Chinese subjects were most prominent in perceiving "ㄹ" which is not included in the list of final consonants of their native language. And the Chinese subjects were found to be the second most prominent, after "ㄹ", in "ㅇ" and "ㄴ", whose corresponding sound exist in the list of final consonants of their native language. And the Chinese subjects were found to be noticeable in the enhancement of perception abilities of "ㄱ" and "ㄷ" which are not included in the list of final consonants of their native language. Through these results, it was confirmed that the abilities to perceive the final consonants of the Korean language of the learners of the Korean language whose native language is the Japanese language or the Chinese language were found to be strongly influenced by their native language. And I attempted to find the most appropriate theory to explain the perceptive abilities, but it was found that the abilities to perceive the final consonants of the Korean language of the Japanese and Chinese learners of the Korean language could not be clearly explained by any one alone of the Contrastive Analysis Hypothesis, Speech Learning Model, and Similarity Differential Rate Hypothesis. (University of Seoul)
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