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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 4호 (2012)

페이스북을 이용한 한국어 초급 수업 -쓰기 활동을 중심으로-

권정아 ( Jung Ah Kwon )
6,900
초록보기
Korean language education, multimedia has been widely used. However, most of them are either using computer programs to show pictures, videos or document files during the lesson or web-based learning; which is teacher-centered. However, the era has been changed into Web 2.0 like SNS etc. It allows us to have learner-centered learning and increases two sided interaction and communication. Korean language education setting in foreign countries is different from domestic. In detail, time tends to be limited to conduct 4 main functions like speaking, listening, reading and writing. Especially, writing may tend to be skipped or be handed over as homework. Furthermore, learners have limited exposure to target language, which means they do not produce enough output to use what they learnt from the class. Therefore, in this study, I suggest the lesson plan on Korean writing class using Facebook as a teaching and learning platform to carry out writing lesson which could not be covered in face to face classroom. In order to use Facebook in Korean language education, this study examines theoretical bases upon constructivism theory, noticing hypothesis and output hypothesis. At the same time, in order to find out the effect of using Facebook in the Korean class, the survey was conducted. However, this study is only based on Nanyang Technological University in Singapore. Also the survey was limited to basic descriptive statistics such as frequency only.

국내 이주배경 청년의 한국어 습득 예측 변인 연구 -북한이탈 청년과 중도입국 청년을 중심으로-

김영주 ( Young Joo Kim ) , 고윤석 ( Yoon Seok Ko ) , 김아름 ( A Rum Kim ) , 김소현 ( Soh Yun Kim )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 31-64 ( 총 34 pages)
7,400
초록보기
This study aimed at investigating predictable variables of migrant youth's Korean acquisition. To meet the goal, this study examined correlation between learners' variables such as cultural identity, motivation, age, period of residing in Korea, period of learning Korean and acquisition of Korean. To analyse the data, frequency analysis, correlation analysis, and ANOVA were applied. The study proved that North Korean Refugee Youth(NKRY) had better grammar knowledge than Migrant Multicultural Youth(MMY), but they showed lower acceptance in all act situations except equal situation. NKY had lower cultural identity, especially lower in identity exploration. and lower motivation and higher foreign language anxiety than MMY. For NKRY, identity affirmation showed positive correlation with pragmatic competence; age and period of residing in Korea showed positive correlation with accuracy rate of many grammatical items. However, no correlation was found for MMY.

한국어 학습자의 구두 발표에 나타난 음성,음운적 요인에 대한 교사 인식 및 평가

김지은 ( Ji Eun Kim )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 65-90 ( 총 26 pages)
6,600
초록보기
This paper aims to find out phonetical and phonological factors which contribute to the delivery of effective messages during an oral presentation in Korean. In addition, the paper also suggests a principle of teaching pronunciation for oral presentations in the class. Two experiments were conducted in order to achieve the aim of the paper. First experiment consisted of 10 Korean learners, who are studying Korean for academic purpose, and they were given a task to summarize a text and present an oral presentation for 3 minutes. Second experiment was to assess learners' presentations which were recorded in the first experiment and it was done by 7 Korean teachers. As a result, phonetical and phonological factors were contributed to an accurate and fluent speaking performances. Especially, the pronunciation and a speech rate were significantly related to it. Moreover, the teachers were considered that the students who presented a quick oral presentation with an accurate pronunciation, a dynamic intonation and a proper pause showed an outstanding performance. In conclusion, it suggests that the education of pronunciation associated with included variables such as phonetical and phonological factors should be considered as a goal of speaking tasks to achieve effective communication with listeners.

중국인 한국어 학습자의 한국어 발음의 발달 단계 연구 -단모음의 발음을 중심으로-

김지형 ( Ji Hyung Kim )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 91-115 ( 총 25 pages)
6,500
초록보기
The chief purpose of this article is to trace Chinese learners' developmental steps for pronunciation with Korean single vowels in order to find out one of the interlanguage systems of L2 learners. This writer is in the process of investigating what interlanguage developmental steps their Korean pronunciation goes through from the entire steps of Chinese learners' learning of Korean in general. This article traced Chinese learners' developmental steps for single vowels. The subjects of the experiment in this study are total 10 persons, 5 men and 6 women. They have never stayed in Korea before, and they entered Korea in March, 2010 and started to learn Korean from the beginner's 2nd level in the spring semester in April, 2010. Those learners' average age is 21.6. According to the research, they did not get any more additional pronunciation education other than the hours fixed in the regular curriculum. The experiment was conducted with all three sessions with the intervals of six months. The 1st experiment was performed in June, 2010 when the learners completed the beginner's 2nd level. And the 2nd experiment was conducted after six months from that in December, 2010 when they finished the intermediate level. And the 3rd experiment was performed in June, 2011, and this corresponds to the advanced level. Recorded material is about 8 single vowels in Korean , 이/애/에/ 으/어/아/우/오, and before the experiment, the script was distributed to the subjects, and they were made to practice it. At the place for recording, there were only the experimenter and the subjects, and a notebook computer and a digital recorder recorded it at the same time. Each of the vowels was pronounced three times. The single vowels recorded were used to calculate the F0, F1, and F2 values by using Praat. The central part of the single vowels was set as the stable section of the formant, and the F1 and F2 values were calculated. The values gained in this way were arranged by drawing a vowel triangular diagram with the Excel program for each of the subjects. For each of the vowels, the Excel program was used to arrange the distribution chart with a graph. This was to examine the difference between Koreans' vowel formant and Chinese' distribution in their vowel pronunciation. According to the experiment result, Chinese learners show Korean single vowel pronunciation with the following developmental steps: First, in this experiment, they were asked to pronounce the same vowel three times. Though there was some difference among the subjects, when their three pronunciations were marked on the collection chart, they were quite spread in the 1st experiment but tended to gather in one place gradually from the 2nd to 3rd sessions. This implies that the subjects came to pronounce Korean vowels stably. Second, about the Korean vowels not existing in the Chinese phonemic system, vowels pronounced differently , distinction between '으' and '어', '애' and '에', and the vowels with different aspects from Korean's in the collection chart regarding contrast , Chinese' /u/ and /o/, the learners showed deviations in increasing the pronunciation accuracy. Some of the learners could not distinguish the contrast of certain pronunciations until the advanced level, which gives some implications to the establishment of teaching-learning strategies. Lastly, most of the learners could hardly distinguish '애' from '에'. This may not be unrelated with the phenomenon that in the Korean phonemic system, the two phonemes join together. The writer conducted the single vowel research along with the diphthong and consonant research and is currently on the process of analysis on it. This kind of research should take the pursuit method on account of its characteristics, and it is needed to conduct the collection and analysis of voice data. In conclusion, this study is significant in that it traces the entire process of interlanguage development built in the process that foreign learners learn Korean to figure out the characteristics of each step and furthermore draws Korean teaching methods right for the characteristics of each step so that they can be applied in the actual spots of education.

학문 목적 읽기교육에서 맥락적 원리의 탐색

김진아 ( Jin A Kim )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 117-141 ( 총 25 pages)
6,500
초록보기
This article intends to determine the concept on teaching the Korean language reading for academic purpose to include the domestic environments and the learners reaching elementary, intermediate and advanced proficiency in a contextual terms breaking from the conceptual recognition of the preceding study referring to the learners of advanced level under the study environments abroad. In particular, assuming that it operates as a principle of situational prerequisite and incorporating with social culture, operable possibility of contextual principle in teaching the reading for academic purpose is reviewed by this research. 밣rinciple of situational prerequisite?is involved in the fact that the contents and method of education may vary depending upon the learners whether they are in a situation of study abroad context or domestic context. And the 밣rinciple of incorporating with social culture?operates as an important fundamental principle as the main target of teaching the reading for academic purpose is focused on correctly understanding the intension of both the academic conversation community and Korean writers group. Reviewing the operable possibility of a contextual principle, appropriateness of differentiating the educational contents and method in accordance with the academic environments of learners is given the grounds and it can contribute to applying it to the actually teaching the reading as well

중국인 학습자를 위한 한국 문학사 교재 개발 연구

남연 ( Yeon Nam )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 143-177 ( 총 35 pages)
7,500
초록보기
Although the education of Korean literature history is very important in Korean language education, but because of lacking studies on the education of Korean literature history it has been not very successful on the education of Korean literature history. Considering this problem, the researcher of this paper indicates the desirable direction of the education of Korean literature history by combining her practical teaching experience with the theory of Korean language education. In the introduction the problems which should be solved in the future are indicated on the basis of the analyzing the problems of the education of Korean literature history. In the body part the objective, the stature of the education of Korean literature history is emphasized by addressing the significance of the education of Korean literature history for chinerse learners. And the content range and development of teaching materials of the education of Korean literature history is discussed in detail. The objective includes acquiring knowledge of Korean literature history, promoting the ability in korean language and culture and humanity cultivation. The content range includes literary works, Korean language and culture, knowledge of Korean literature history, the content on the humanity cultivation. And on the basis of analyzing the existing materials, the development direction of teaching materials is indicated by illustrating the contents, the method of description, structural system and the selection of Literary works.

한국어 교감적 언어사용(Phatic Communion)의 구성 요소와 실현 양상

배도용 ( Do Yong Bai )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 179-201 ( 총 23 pages)
6,300
초록보기
The purpose of this research is to examine phatic communion including its concept, sub-categories and usage aspects. In summary, Firstly, phatic communion in Korean raise a main problem, which functions in opening phase of an interaction as well as keeping phase of an interaction and closing phase of an interaction. Second, opening phase of an interaction, keeping phase of an interaction and closing phase of an interaction contain exclamatory, deictic and oriented components respectively. And the deictic use is performed as time which is realized in past, present and future, and place which is realized in here and there. This paper shows that words such as greetings and back-channel are actually subcategories of phatic communion, which can be understood with it.

비상호적 의사소통 전략 연구 -한국어 학습자 간(間) 구어 담화를 중심으로-

안주호 ( Joo Hoh Ahn )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 203-232 ( 총 30 pages)
7,000
초록보기
The purpose of this paper is to investigate communication strategies in speaking of Korean learners. For this research, we have sampled 46,505 words from KSL's Spoken Corpus. We have selected 12 kinds of communication strategies in the Corpus. and observed their frequency in various contexts. In particular, we shows which communication strategies, are used most frequently in contexts. At first, the definition of communication strategies, the relations between communicative competence and communication strategies, and types of communication strategies were discussed. Communication strategics were extracted through this process, focusing on causing the target language resource's deficit. Lastly, we shows the communication strategies of frequently using in this corpus are code-switching, paraphrase, approximation, and coinage etc.

외국어로서의 한국어 통번역과정 개발 연구

이민우 ( Min Woo Lee )
국제한국어교육학회|한국어 교육  23권 4호, 2012 pp. 233-259 ( 총 27 pages)
6,700
초록보기
This study suggests the contents and organization of the translation and interpretation course targeting advanced or higher level Korean learners and examines the considerations and emphases to develop the translation and interpretation course targeting foreigners. The translation and interpretation education is the course to satisfy foreign learners' various demands and can enhance the learners' satisfaction. Also, since it is focused on Korean learning, it can also increase the Korean proficiency of advanced or higher level learners. The emphases to develop the Korean translation and interpretation course can be summed up as below: first, translation and interpretation lies in the same context with developing communication skills in that it is the behavior of communication. Therefore, after the regular course, it is needed to be opened as the course to improve communication skills. Regarding the instructors for the translation and interpretation course, the teachers of Korean majoring in various areas should be appointed preferentially. If they do not have experience in Korean education, it is mostly hard to figure out the level of education targeting foreign learners properly, so the difficulty of learning may be increased too much. Also, the lecture should be approached as the basic level so that the learners will not feel difficulty. And the subjects of the translation and interpretation course should be organized organically so that each of the areas of Koreanology, Korean Linguistics, and Translation and Interpretation can be integrated. For this, it is necessary to adjust it properly so that the topics of the subjects can be associated with one another. Lastly, to enhance learners' satisfaction, it is needed to provide sufficient practice opportunities by utilizing translation and interpretation tutors.
6,200
초록보기
When learning the language, prosodic elements are learned firstly. Prosodic elements, however, are learned when learning the foreign language. Rhythm and intonation of the sentence depending on the speaking speed and the language environment. In addition, the meaning is depending on the situation, so exact meaning will be difficult beyond awkward speaking if you do not learn accurate intonation. Therefore, when learning a foreign language, perceive exact sound including allophoneme of the target language and then learn the intonation of pronunciation and sentence according to boundary of Prosodic phrase and Intonational phrase. In this study, intonation pattern was analyzed with the experimental phonetics method according to the meaning about the objects of '-기만 하다' and '-(으). 줄 알다' of Chinese student and Korean speaker. When seeing the results of the experiment, the pitch patterns of (1-1) sentence of 'just look' and (2-1) sentence of 'thought going' are not different between Chinese student and Korean speaker. However, the pitch patterns of the (1-2) sentences of 'just look' and (2-2) sentences of 'thought going' are significantly different between Chinese student and Korean speaker. Even students of intermediate level occur these errors, so pitch education to expression and activity education to perceive the difference are urgently required in the Korean education.
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