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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 : 23권 1호 (2012)

영어권 학습자를 위한 한국어 구어 문법 교육 -보고 표지 ``-대``를 중심으로-

김영아 , 조인정
6,300
초록보기
Young A Kim & In Jung Cho, 2012, Teaching Grammar for Spoken Korean to English-speaking Learners: Reported Speech Marker ``-dae``. Journal of Korean Language Education 23-1: 1-23. The development of corpus in recent years has attracted increased research on spoken Korean. Nevertheless, these research outcomes are yet to be meaningfully and adequately reflected in Korean language textbooks. The reported speech marker ``-dae`` is one of these areas that need more attention. This study investigates whether or not in textbooks ``-dae`` is clearly explained to English-speaking learners to prevent confusion and misuse. Based on a contrastive analysis of Korean and English, this study argues three points: Firstly, ``-dae`` should be introduced to Korean learners as an independent sentence ender rather than a contracted form of ``-dago hae``. Secondly, it is necessary to teach English-speaking learners that ``-dae`` is not equivalent to the English report speech form. It functions more or less as a third person marker in Korean, Learners should be informed that ``-dae``is used for statements in English, if those statements were hearsay but the source of information does not need to be specified. This is a very distinctive difference between Korean and English and should be emphasized in class when ``dae`` is taught. Thirdly, ``-dae`` should be introduced before indirect speech constructions, because it is mainly used in simple statements and the frequency of ``-dae`` is very high in spoken Korean.
6,100
초록보기
Hyun Ju Lee·Tae-Rin Cho, 2012, Types and Construction Method of Multimedia Materials for the Korean Language Education: For the Construction of Digital Library on Nuri-Sejonghakdang. Journal of Korean Language Education 23-1: 25-45. The purpose of this article is to examine types and construction method of multimedia materials for the Korean language education, finally in order to construct digital library on Nuri-Sejonghakdang. Firstly, this article reviews some major concepts such as teaching material, multimedia, learning object, meta-data, reusability, etc. Secondly, various multimedia materials are divided into three types (namely, example material, explanation material, training and evaluating material) according to their characteristics as a learning objects, And then, this article tries to propose the classification-search system and meta-data elements for effective search and use of multimedia materials, Finally, this article is concluded by presenting the long-term plan of digital library construction on Nuri-Sejonghakdang and some follow-up task of this study.

중국에서의 한국학 연구 발전 과정과 과제

김중섭 , 임규섭
국제한국어교육학회|한국어 교육  23권 1호, 2012 pp. 47-75 ( 총 29 pages)
6,900
초록보기
Jung Sup Kim·Kyoo Seob Lim, 2012, A Study On The Developmental Process of Korean Studies in China and its Tasks. Journal of Korean Language Education 23-1: 47-75. Korean Studies in China is centered on Korean language program and is very successful, creating and instilling positive images of Korea. In China, Korean Studies means both North Korea and South Korea and is called "Korean Studies," "Chosun Studies," "Peninsula Studies" or "Chosun Peninsula Studies." Korean Studies includes international economics, South Korea-North Korea relations, Korea-China relations, centering on international relations as well as domestic issues of South Korea and North Korea. It has continued to develop despite limitations due to South and North Koreas` domestic political situations. However, changing in Korea-China relations is an important factor in expansion of Korean Studies. According to the time period, subjects and the areas of studies vary, significantly affecting the results. Despite the fact that Korean Studies in China has experienced identity crisis, it continues to maintain Chinese perspective, endeavoring to form Chinese Studies School. It is developing to promote friendship and cooperation between the two countries as well as to enhance economic ties. Presently researching on Korean Studies and Korean language education in China is influenced by practical motives and needs, rather than pure academic purposes. This study analyzes what Korean Studies in China means and how it has progressed. After examining Chinese scholars` identities and differences in their approaches, I plan to propose the direction for Korean Studies in China.

한국어 교재의 행 바꾸기 -띄어쓰기와 읽기 능력의 계발-

조인정 , 김단비
국제한국어교육학회|한국어 교육  23권 1호, 2012 pp. 77-100 ( 총 24 pages)
6,400
초록보기
In Jung Cho·Danbee Kim, 2012, Examining Line-breaks in Korean Language Textbooks: the Promotion of Word Spacing and Reading Skills, Journal of Korean Language Education 23-1: 77-100, This study investigates issues in relation to text segmenting, in particular, line breaks in Korean language textbooks. Research on L1 and L2 reading has shown that readers process texts by chunking (grouping words into phrases or meaningful syntactic units) and, therefore, phrase-cued texts are helpful for readers whose syntactic knowledge has not yet been fully developed. In other words, it would be important for language textbooks to avoid awkward syntactic divisions at the end of a line, in particular, those textbooks for beginners and intermediate level learners. According to our analysis of a number of major Korean language textbooks for beginner-level learners, however, many textbooks were found to display line-breaks of awkward syntactic division. Moreover, some textbooks displayed frequent instances where a single word (or eojeol in the case of Korean) is split between different lines. This can hamper not only learners` learning of the rules of spaces between eojeols in Korean, but also learners` development in automatic word recognition, which is an essential part of reading processes. Based on the findings of our textbook analysis and of existing research on reading, this study suggests ways to overcome awkward line-breaks in Korean language textbooks.

불규칙활용에 대한 한국어 교육적 재고찰

요시모토하지메 , 나카지마히토시
국제한국어교육학회|한국어 교육  23권 1호, 2012 pp. 101-122 ( 총 22 pages)
6,200
초록보기
Hajime Yoshimoto & Hitoshi Nakajima, 2012, a Pedagogical Reconsideration of Irregular Conjugation of Korean Verbs, Journal of Korean Language Education 23-1: 101-122. To learn correctly how irregular verbs conjugate is one of the most important items which must be acquired by learners of Korean. Although a great deal of study has been made on irregular verbs, lots of problems seem to be remaining unsolved or even undescribed. The purpose of this paper is: (1) to give a definition of irregular conjugation of Korean from pedagogical point of view; (2) to describe an appearance of irregular verbs in the spoken and written context; (3) to show appropriate explanation how irregular verbs conjugate.

한국어 숙달도와 문법성 판단 능력의 상관관계 연구

김영주 , 이선영 , 이정민 , 백준오 , 이선진 , 이재은
국제한국어교육학회|한국어 교육  23권 1호, 2012 pp. 123-159 ( 총 37 pages)
7,700
초록보기
Youngjoo Kim, Sun-Young Lee, Jungmin Lee, Juno Baik, Sunjin Lee, Jaeeun Lee. 2012. A Study on the Correlation between Korean Learners` Proficiency and Grammaticality Judgement Competence. Journal of Korean Language Education 23-1: 123-159. This study investigates relationships between TOPIK ratings and measures of grammaticality judgement competence in the acquisition of Korean as a second language. Data were collected on the linguistic abilities of learners` at 3 to 6 on the TOPIK scale, focusing on perception in grammar-mostly morphology and syntax, some lexis, and a few of collocation. The results show that (i) proficiency and grammaticality judgement competence show high correlation, (ii) individual accuracy scores correlate strongly with levels on the TOPIK proficiency scale on most linguistic features in the test, and (iii) Japanese speakers outperform Chinese speakers at the same levels of proficiency on most linguistic features. The findings indicate that global proficiency scales like the TOPIK can be deconstructed using grammaticality judgement test that provides detailed measures of learners` control of linguistic features.
6,200
초록보기
Yoo Kyoung Lee. 2012. Vocabulary Education Plan Research through Foreign Learners` Korean Vocabulary Knowledge Assessment; Focusing on Assessment of Qualitative Knowledge, Journal of Korean Language Education 23-1: 161-182, The purpose of this study is to examine level of individual foreign learners` quantitative knowledge of korean vocabulary through the Foreign Learners` Korean Vocabulary Knowledge Assessment and to propose a vocabulary education plan reflecting the result. This assessment was written in focus of semantic relation to identify category, integrated and analytical knowledge of Korean verbs acquired by foreign learners and as a result, the following educational implications were made. First, the learners` knowledge about the vocabulary combinational relationship was very limited. Second, learners are not interested in vocabulary`s synonymous relation and antonymous relations. Lastly, there needs to be a concern about postpositional particle-use education. The results of these kinds of research, observes the learners vocabulary acquisition process to determine Korean textbook and present vocabulary level in appropriate in terms of learners` perspective, and provide an opportunity to check if current professors` method is adequate and valid.
7,500
초록보기
Youngsan Goo. 2012. An Explanation for Korean Learning Motivation: Ethnic Expectation as a Motivation for Adult Korean-American International Adoptees. Journal of Korean Language Education 23-1: 183-217. This study explores the identity-formation of adult Korean-American intentional adoptees who studied Korean in a Korean language center in New York from 2005 to 2007. Based on participant observation in the classroom, observations of student conversations in their gatherings, and discourse analysis of conversations related to why they were studying Korean, I found that adoptees felt that their lack of knowledge of Korean had caused them to fall short of expectations of ethnic Koreans. Stereotyped as Korean (or Asian) based on their looks, they were often assumed to possess knowledge of and skills associated with Korean culture, which they of course lacked. They were motivated to study Korean (and acquaint themselves with Korean culture) in order to meet these expectations.

한국어교육학에서의 담화 연구 분석

강현화
국제한국어교육학회|한국어 교육  23권 1호, 2012 pp. 219-256 ( 총 38 pages)
7,800
초록보기
Hyounhwa Kang. 2012. Issues of Discourse Studies in Korean Language Education. Journal of Korean Language Education 23-1: 219-256. The aim of this study is to observe the trend of discourse study in language education and analyze the main issues by investigating the literatures related to discourse in Korean language education in the last ten years. This study observed the discourse study conducted in Korean language education from the perspectives of study subject, study method and study data. Moreover, based on the results, it estimated the achievements and effectiveness of the discourse study conducted in Korean language education. The subject of discourse study was mainly dealt with discourse function, discourse pattern, discourse marker, discourse structure. In the study methods, analysis of corpus and survey were mainly used as the study methods, and spoken corpus, written corpus and semi-spoken corpus were used as study materials. In particular, the semi-spoken corpus was used at a very high rate among them. This showed that discourse study in Korean language education was mainly focused on spoken corpus study. This study divided the detailed field of Korean language education into four fields of linguistic knowledge, communication function, teaching activities and learning activities, and observed the trends of discourse study in each field. Overall, it was recognized that relatively many studies were focused on linguistic knowledge, particularly in pragmatic perspective. It can be said that the study based on discourse has a language educational effectiveness in that it is based on actual data and improves practical communication skills in the environment of various languages.

러시아 사할린 지역의 언어 환경과 한국어교육 문제 연구

조현용 , 이상혁
국제한국어교육학회|한국어 교육  23권 1호, 2012 pp. 257-282 ( 총 26 pages)
6,600
초록보기
Hyun Yong Cho·Sang Hyeok Lee. 2012. A study on Language Environment and Korean Language Education problems in Sakhalin, Russia. Journal of Korean Language Education 23-1: 257-282. Sakhalin, Russia is a very specific area for Korean language education. The imposed separation and isolation in this region means the language in Sakhalin is mixed with South Korean, North Korean, Gyeongsang Province dialect, Japanese, and Russian. Scrutiny of the use of the actual language of Sakhalin Koreans is needed, and it is required in supporting Korean language education. In this study, I will cover: 1. Approach should differ depending on the situation of Korean, foreigners, Korean Language School (Hangeul Hakgyo) and Korean classes in local Schools. 2. Tailor-made textbooks for Sakhalin are required. 3. Korean textbooks to match local circumstances are needed. There should be a basic writing text written by a local Korean department professor and supervision or modification, supplements from Korean language education researchers in Korea. 4. Enlarged Korean training programs are needed. Furthermore, if Korean and Russian university students are to study in Korea, there should be programs offering a dual degree among other things. 5. Methodical, overall examination of overseas Korean regions like Sakhalin is necessary, Also in the case of far east Russia, connectivity between Vladivostok, Khabarovsk and Sakhalin needs to be strengthened.
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