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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 3호 (2012)
6,200
초록보기
Kwon, Byung Hee. 2012. A contrastive study of phonological system between Korean and Bengali languages for effective teaching of Korean language to Bengali native speaker. Journal of Korean Language Education 23-3: 1-22. Due to several reasons the number of Bengali native speakers learning Korean language is incr -easing. But contrastive studies between Korean and Bengali languages have been carried out scarcely. This study is planed to contrast the phonological system of the two languages. Phonological system is the first step to overcome when it comes to studying a foreign language. Korean and Bengali languages have comparably bilabial plosive sounds, alveolar plosive sounds, palatal affricate sounds, velar plosive sounds, guttural fricative sounds, alveolar fricative sounds, trill sounds, lateral sounds, and nasal sounds. Korean consonants of plosive and affricate sounds are classified as fortis/aspirated/lax consonants, but those of Bengali as voiced-aspirated/voiceless-aspirated/voiceless-unaspirated. Korean fortis consonants are similar to Bengali Voiceless-unaspirated, and Korean aspirated consonants to Bengali voiceless-aspirated. Retroflex sounds are found in Bengali but not in Korean. Bengali does not have /ㅆ s`/ sound that Korean has. Korean has /ㄹ/ sound with /r/ and /l/ sounds as complementary allophone, but Bengali has /r/ and /l/ sounds as independent phonemes. Bengali has initial consonant group, but this is not found in Korean. For final consonants, Korean has implosive sounds, but Bengali has implosive or explosive sounds. In vowel system, both languages have /i, e, ε, a, o, u/ sounds. However, Korean has some sounds which are not used in Bengali, such as /t, y, ø/. Korean has many diphthong sounds, but it is rare in Bengali. Both languages have syllable of CVC, with V, CV, VC, CVC, These languages have long and short sounds and have no stress, except emphasizing stress. The study on the similarity and difference of the two languages will be used with great importance when teaching Korean language to Bengali speakers. (Chungbuk National University)
7,100
초록보기
Ki-Seon Park, 2012, The Analysis of Classroom Discourse in KFL Class-Focused on the cause of silent response of the learner`s-Journal of korean language education 23-3: 23-54, In this study the classroom discourse was analysed centered on the scene disconnecting the interaction between the conversation participants or disturbing the smooth classroom discourse due to learners` silent responses. Through this, at the time of explicit speaking turn of a learner`s, the cause showing the learner`s silent response was made clear in relating to the content of teacher`s utterance and the teacher`s way of running the class. As a result, the learners almost did not show responses to the duplicated topics presented repeatedly or to the elicitation out of their interest. Moreover when the questions was presented such as meaningless ones for confirmation or the ones of which answers have already been known, the ones that they did not know about at all, they showed the tendency of silent response. And in teacher`s running of classes, the tendency scarcely responding to the activities utilizing handout or the process of dictation or the class when writing on blackboard was much or either the question or the elicitation not to a certain learner but to a multitude of learners, could be caught.(Hankuk University of Foreign Studies)
초록보기
Naree Park, 2012, Genre-based teaching approach for education of academic writing, Journal of Korean Language Education 23-3: 55-94. The needs for Korean for academic purpose (KAP) are largely arising. In particular, writing of academic theses is commonly mentioned as one of the most difficult task by KAP learners. Academic theses demand both highly complicated competence and rigidly-regulated academic literacy competence in its production. Accordingly, KAP learners are required to acquire academic thesis text genre-dependent characteristics. Despite these internal (textual) and external needs for exploring linguistic characteristics, academic thesis text genre has not been deeply analysed from text genre perspective enough to be suggested as guidelines for KAP. This study, therefore, examines how textual phenomenon appears specifically in the text purpose-stated discourse (TPSD) in academic theses. Furthermore, it is meant to suggest various learning activities from text genre-based perspective which was established by Callaghan and Rothery (1988). TPSD can be defined as discourse which is related to the text producer`s own intention towards the whole text. In the academic thesis genre, unlike other text genres, TPSD appears both in introduction and in conclusion. Text genre-based perspective which can be acquired by text genre-based learning activities would encourage KAP learners to consider communication circumstances around academic theses and would help KAP learners eventually to produce appropriate TPSD for academic literacy. (University of Seoul)

한국어 교육기관의 상담 체계 구축 방안 연구

서진숙
국제한국어교육학회|한국어 교육  23권 3호, 2012 pp. 95-131 ( 총 37 pages)
7,700
초록보기
Jinsuk Seo. 2012. A Study on Method for Establishing Counselling Systems for Korean Language Institute. Journal of Korean Language Education 23-3: 95-131. Currently, in Korea, as the number of international students increase, the available methods of which foreigners get accustomed to Korean culture and language learning are being debated. Foreigners arrive in Korea and the closest relationship for them is this student-teacher relationship where the teacher plays the role of an advisor who helps students and at the same time, plays the role of cross-cultural coordinator. Also, the encouragement of Korean learning and the mental stability of foreign learners is an important role. However, as ``cross-cultural coordinators`` expecting Korean language teachers to be ``mental stability counselors`` and participate in educational training is not reality. This paper explores how Korean language teachers aid learners in becoming accustomed to Korean life and promote mental stability of Korean learners learning by focusing on ``real teachers counselling cases``. Where teacher counselling education is not reality, we explored the organization of a Korean language institution counselling system. Through this we looked at how teacher counselling for Korean language learners changed and how the teachers` satisfaction and accessibility changed to see the importance of establishing a Korean language institution`s system for Korean language teachers counselling. (KyungHee University)

베트남의 한국어 교육 현황과 발전방향 제언

양지선 , 박동희
국제한국어교육학회|한국어 교육  23권 3호, 2012 pp. 133-157 ( 총 25 pages)
6,500
초록보기
Ji-Sun Yang, Dong-Hee Park, 2012, The present status of Korean Language Education in Vietnam and Proposal of Enhancement, Journal of Korean Language Education 23-3: 133-157. This study is to understand the current state of Korean language education which has history of 20 years in Vietnam and to seek solutions for future improvement. Korea entered Vietnam market since Korean Wave and diplomatic ties with the nation, thus Vietnam has history of Korean education that is longer than other Southeast Asian nations; and since the Korean Wave is still sweeping the nation, Korean language has a positive future. However, if there is no educational solution for Vietnamese who learn Korean for general or occupational purpose and no improvement in educators and curriculum to meet demand by Korean learners, government and educational institutions might not earn effective result from their effort to widely spread Korean language. In order to find methods to resolve this problem, this study investigated Vietnamese school which has Korean major to help establish good Korean education in Vietnam. Furthermore, the study examined problems of current study materials, educators and study curriculum to show a road map for positive establishment of Korean education in Vietnam, and it studied current state and problems of Sejong hakdang where provides Korean education for general public to propose ways of improvement. (National University of DaLat, in Vietnam)
7,500
초록보기
Daewhan Oh, 2012, Education of the Korean Language before National Liberation as Seen through Korean for Beginners-with a Focus on the First Edition (1925), Journal of Korean Language Education 23-3: 159-193. This study aims to analyze Korean for Beginners published in 1925 and figure out its significance and implications for language education. The book was written by Charles A. Sauer, a missionary and English teacher, and was used at" The Language School "that taught Korean for missionaries. Issued in 1925, the textbook was used for five years from 1926 up to the curricular revision in 1931. Through its content analysis, this study has found: first, the method of Korean education whose principle constituted the textbook; second, the fact that Korean education at the time was carried out with a focus on spoken Korean than grammar, contrary to general understanding; third, that drills were performed through diverse methodic techniques of substitution, complementation and combination for spoken language education. Fourth, the study has also found that the textbook emphasized the importance of grammars like Underwood`s An Introduction to the Korean Spoken Language for grammar instruction that had been ruled out by then and provided learners with reference information on related grammatical items, though in a passive manner, so that they could learn them. Fifth, the research has found that the makeup of the textbook was considerably different from other known textbooks on Korean in general and it was thought that the difference was due to the application of a specific method and its composition suitable for the curriculum of the institution. Sixth, the study has learned that Korean education in those days was done by missionaries who were non-native speakers, both as the subject and the object of the education. Korean native speakers were not leading as teachers but assisting the education, and Korean education provided learners with information on the language and learning methodologies and encouraged them to study so that they could learn Korean in a self-leading and active manner. Furthermore, the research has found that the textbook had significant implications for contemporary Korean education with a possibility that the method of the textbook or its content may have been transferred to contemporary Korean education because Sauer, the author, was headmaster of the Korean Language School from 1949 to 1958, the textbook was reissued in the 1950s, and more published textbooks other than this exist. (Public University Corporation the University of Shimane)

한국어 초급 학습자를 위한 문학 교육 연구

윤영
국제한국어교육학회|한국어 교육  23권 3호, 2012 pp. 195-229 ( 총 35 pages)
7,500
초록보기
Young Yun, 2012, Study on methods of teaching literature to beginner learners. Journal of Korean Language Education 23-3: 195-229. This study suggests methods of teaching literature to beginner learners based on survey of learners. Most studies on teaching literature focus on intermediate or advanced level students. This trend is same at the field where literature is directly taught. In some cases, literature was taught to beginner learners, but in those cases, we found out that literatures genres, works of literature and ways to study literature were very limited. That limitation is created by the misconception that literature should be taught to certain level of Korean language learners. However, language level is not the only factor that determines how well learners can appreciate literature. Learners whose language level is at the beginner level could have advanced level of understanding and literature appreciation. We should not ignore the fact that many Korean learners are adults with certain level of intelligence. In oder to provide methods of teaching literature to beginner students, this study critically looked at how the studies on this area progressed. In addition, this study surveyed beginner learners on teaching literature to find out what learners need and how they think about learning literature. With the result of the survey, this study suggests methods of teaching literature as follows. First, beginner learners should have the chance to understand and appreciate literature alongside language and culture. Secondly, we should provide more opportunities to appreciate various genres of literature. Thirdly, we should modify the text of a work of literature appropriate to the learners. Lastly, textbooks and curriculum should provide various ways to incorporate literature. (Honam University)

여성결혼이민자 대상의 한국어교육에서 교육방송의 역할과 활용

이미혜
국제한국어교육학회|한국어 교육  23권 3호, 2012 pp. 231-258 ( 총 28 pages)
6,800
초록보기
Mi-Hye Lee, 2012, The Roles and Uses of Educational Broadcasting in Korean Language Education for Female Married Immigrants, Journal of Korean Language Education 23-3: 231-258. This paper aims to seek for the roles and effective utilization of educational broadcasting in Korean Language education for female married immigrants. Its research questions are as follows: First, in what type have EBS educational broadcasting programs for female married immigrants been developed and what are its roles? Second, what is the method of effective uses of educational broadcasting for female married immigrants? The research methods include: First, to examine the type of educational broadcasting through a bibliographical survey and the method of systematic utilization of the educational broadcasting, Second, to analyze EBS educational broadcasting programs for female married immigrants and understand the type of the programs and the points of improvement, Third, to suggest the methods of efficient utilization of the educational broadcasting for the female married immigrants based on the bibliographical data and the results of analysis of the programs. As a result of this study, most of the educational broadcasting programs for the female married immigrants have been developed as direct teaching programs and as lecture programs on conversation, vocabulary and grammar. It suggested that producing systematic educational broadcasting and building connection between classroom studies and educational broadcasting as a method of efficient utilization of educational broadcasting should be established. (Ewha Womans University)
6,900
초록보기
Seungyeon Lee. 2012. Research on Teaching Rhetorical Question for Advanced-level Korean-learning Students-Focusing on Argumentative Writing. Journal of Korean Language Education 23-3: 259-287. The purpose of this research is to assert the need for education in written rhetorical questions for advanced-level Korean-learning students and to present appropriate educational materials. Particularly focusing on the usage of rhetorical questions that are often used in clarifying writer`s assertion in argumentative/persuasive writings, this research seeks to present teaching materials on the forms and meanings of rhetorical questions that are necessary for students in constructing argumentative writings. In order to demonstrate the insufficiency in the teaching of written rhetorical questions in current Korean-learning education, Korean-learning study materials that are published by Korean-teaching institutions were reviewed and for the areas that material analysis could not suffice, interviews were conducted on teachers who have abundant experiences in teaching advanced-level students. In order to extract the forms that make up written rhetorical questions, newspaper editorial which is considered a representative type of a persuasive text was analyzed and as a result, the usuage of `-는가/은가/ㄴ가`, ``-을까/ㄹ까``, ``-나`` was confirmed as an ending when written rhetorical questions were used. Furthermore, the result of analysis on previous methods of grammar dictionaries and errors made by students was utilized in order to present detailed study materials. (Sejong University)
6,600
초록보기
Young Hee Lee, 2012, A Study on the Development of Korean Grammar Textbooks for English-Speaking Learners based on an Analysis of Textbooks and Learners` Needs. Journal of Korean Language Education 23-3: 289-314. This study aims to identify approaches to the development of Korean grammar textbooks for English-speaking students taking into consideration learning variables while also suggesting a model for textbook development. This paper initially analyzes 17 existing grammar educational materials and discusses the implications of the research. This paper also analyzes the need for developing Korean grammar textbooks for English-speaking students, preferences regarding the use of English grammatical terms in learning Korean grammar and ways of indicating grammatical elements, etc. The paper then discusses 9 possible directions for developing the book. This book should be designed in a spiral-using a building block approach to facilitate a systematic learning of grammatical items. This paper argues that grammatical terminology and categories must be used clearly and explained in both Korean and English. In addition, distinctive characteristics of Korean grammar should be explained to clarify differences between Korean and English sentence structures. The useful pragmatic information should be explained. Based on the above precepts, this paper presents a model of a Korean-English grammar textbook and illustrates a concrete model of individual learning of grammatical items. (Sookmyung Women`s University)
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