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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 : 24권 1호 (2013)

영어권 학습자를 위한 보고표지 종결어미 "-래", "-재", "-냬"에 대한 문법 설명

김영아 ( Young A Kim )
7,200
초록보기
This study investigates whether Korean textbooks and grammar books clearly explain the reported speech markers, ‘-rae’, ‘-jae’ and ‘-nyae’ to English-speaking learners. Based on a contrastive analysis of spoken English and Korean corpus, this study argues three points: Firstly, ‘-rae’, ‘-jae’ and ‘-nyae’ should be introduced to Korean language learners as an independent sentence ender rather than contracted forms of ‘-rago hae’, ‘-jago hae’ and ‘-nyago hae’, respectively. This aligns with the findings in previous research regarding the reported speech marker, ‘dae’. Secondly, this study has found that Korean textbooks contain inaccuracies in the English translations of ‘-rae’, ‘-jae’ and ‘-nyae’: although these markers are used in spoken Korean, they are translated into written English, and these markers are also mistranslated as a reported speech in English. Thirdly, the contrastive analysis has shown that speakers of English frequently use the verb ‘want’ to report on the wants or needs of other people, while speakers of Korean use the reported speech markers, ‘-rae’, ‘-jae’ and ‘-nyae’.

탄뎀 학습(Tandem learning)을 활용한 문화 교육 방안

김현진 ( Hyun Jin Kim )
국제한국어교육학회|한국어 교육  24권 1호, 2013 pp. 33-59 ( 총 27 pages)
6,700
초록보기
The purpose of this study is to broaden understanding of each cultures rather through cultural education than through linguistic abilities. According to the previous studies, cultural study is in procedure of, firstly, understanding students' cultural backgrounds; secondly, acknowledging and contrasting among cultures; and lastly, accepting the differences and widening the cultural knowledge. Based on the procedure, Tandem learning is applied in this study. This study choose to take face-to-face Tandem type is what makes the students to attend their lectures in a same room. In the real class, native Japanese and Korean students, capable of speaking each others' language, studied together two hours per class, once a week for total of eight hours. 24 learners were divided into three groups and each group prepared a presentation. For the presentations, students collected their data through researching the Internet, visiting certain places, taking surveys, etc. During the process, Japanese and Korean students exchanged their ideas with target language. In the process of preparing the presentations, students from two different countries supported each other. As a result of the study, students were able to have opportunities of not only acknowledging different cultures, but also understanding students' own cultures deeply as well. Thus, the education for mutual understanding between Korean culture and Japanese culture is resulted in two characteristics of Tandem learning, reciprocity and autonomy.

현대 베트남어의 "anh, ch?, em" 호칭과 한국어의 대응 표현 대조 연구

도옥루이엔 ( Do Ngoc Luyen )
국제한국어교육학회|한국어 교육  24권 1호, 2013 pp. 61-85 ( 총 25 pages)
6,500
초록보기
In this research, the similarities and differences between the Vietnamese titles 'anh, ch., em' and corresponding Korean expressions are examined, especially the cultural characteristics in their respective languages. The result of the research is that because both countries received influence from Confucianism, there are a lot of similarities between the two counties, including their languages. This is especially true in the language usage in society where titles that are used to refer to family members are used rather than personal nouns. In terms of human relationships, in a conversation, the desire to become like one family is shared by the participants. This is because there is a tendency to put the community or group before the individual. However, in Vietnam, every member in society is treated as an equal and there is a movement among these members to become like one family. Thus, everyone in society is considered a member of one big family and because of this family titles can be used when addressing anyone. In Korea, a person must have a certain degree of closeness with another person before that person can be considered family. Also, in social life, the relationship between subordinates and superiors, which in Vietnam is determined by age and in Korea is determined by social position, has a heavy influence on the usage of family titles.

SLA에서 과제기반 연구의 최근 동향 -인지적 복잡성을 중심으로-

김영주 ( Young Joo Kim ) , 백준오 ( Juno Baik )
국제한국어교육학회|한국어 교육  24권 1호, 2013 pp. 87-116 ( 총 30 pages)
7,000
초록보기
This article presents a brief overview and cognitive-interactionist framework for task-based language teaching(TBLT) in the field of second language acquisition(SLA). Over the past decades, researches have sought pedagogically useful and acquisitionally optimal task sequencing method. Theoretically prompted researchers have hypothesized taxonomies that meet these requirements. A series of empirical studies show that the task complexity, which means cognitive demands, can be one of the answer. But, possible explanations are yet to be found. Both the limited attentional capacity hypothesis and the cognition hypothesis have their own plausibility and limitation. Conclusion is empirically unresolved yet.

한국어 교사의 상담에 대한 인식 연구

장미라 ( Mi Ra Jang ) , 서진숙 ( Jin Suk Seo )
국제한국어교육학회|한국어 교육  24권 1호, 2013 pp. 117-154 ( 총 38 pages)
7,800
초록보기
University and post-graduate Korean education programs and related fields teachers' reeducation courses are designed with the emphasis on the teacher's linguistic knowledge and improvement of their knowledge as a language instructor. However, as for the Korean teachers, they are not just required to have knowledge or teaching ability but they are also required to have personal skills and interpersonal skills with learners or associate teachers. Also, for harmonious management of the classroom, teachers are also required to know how to form and maintain a relationship with students. Therefore, Korean language institute teachers' self development and reeducation should include not just education resources and teaching methods but also information on how to control and care for students and how to create atmosphere. However, for a teacher to control students and create atmosphere, research on the effort required both inside and outside the classroom and on these types of difficulties and burdens are currently not taking place. This paper focuses on Korean institutes' teachers' outside interaction with students and explores Korean teachers' perception of being in charge of counselling. Thus, gaining an understanding of the way in which Korean teachers' interact with students outside of the classroom and the difficulties faced during this process and also depending on the level (beginner, intermediate, advanced) and teacher's teaching career explore similarities and differences. Finally in order to resolve the difficulties for the Korean teachers in Korean institutes, there is a need for information about the construction of a general database for counselling and counselling method etc within the Korean language institute.

"ㄹ" 관련 음운변동 교육내용 분류와 초성 "ㄹ" 관련 변동규칙 교수,학습 방안

양순임 ( Sun Im Yang )
국제한국어교육학회|한국어 교육  24권 1호, 2013 pp. 155-176 ( 총 22 pages)
6,200
초록보기
In this paper, I set up educational goals of phonological rules, classify the educational contents of these related to . and map out a specific lesson plan about rules related to syllable initial ㄹ. The results are as follows. The goals of phonological rule education are in 1) improving the convertibility of writing form and pronunciation form, 2) integration with word and grammar education. 3) enhancement fluency as well as accuracy that can be achieved through practicing the domain of phonological rules. The educational contents of phonological phenomena related to grapheme . are divided three categories 1) syllable initial . like ‘권력, 생산력, 능력, 국력’ 2) syllable final . like ‘설날’ 3) the word initial law like ‘노동, 유창’. The first category is phonological rules caused by allophone distribution constraint. I present a definite teaching plan about the first category. This is based on educational goals which are discussed in chapter 2.
7,200
초록보기
The purpose of this study is to broaden understanding of each cultures rather through cultural education than through linguistic abilities. According to the previous studies, cultural study is in procedure of, firstly, understanding students' cultural backgrounds; secondly, acknowledging and contrasting among cultures; and lastly, accepting the differences and widening the cultural knowledge. Based on the procedure, Tandem learning is applied in this study. This study choose to take face-to-face Tandem type is what makes the students to attend their lectures in a same room. In the real class, native Japanese and Korean students, capable of speaking each others' language, studied together two hours per class, once a week for total of eight hours. 24 learners were divided into three groups and each group prepared a presentation. For the presentations, students collected their data through researching the Internet, visiting certain places, taking surveys, etc. During the process, Japanese and Korean students exchanged their ideas with target language. In the process of preparing the presentations, students from two different countries supported each other. As a result of the study, students were able to have opportunities of not only acknowledging different cultures, but also understanding students' own cultures deeply as well. Thus, the education for mutual understanding between Korean culture and Japanese culture is resulted in two characteristics of Tandem learning, reciprocity and autonomy.
6,800
초록보기
The purpose of this study is to design a model for teaching Korean writing skills by applying a process-genre approach for learners of intermediate-level Korean. For Korean learners to write in Korean, they need to have knowledge of the particular subject matter, and possess contextual knowledge of the genre, as well as possess knowledge of the language and the ability to carry out the writing process. Therefore, this study aims to propose a method for genre-centric-based writing by taking account of the structures that appear in texts, of the deployment methods, and of the various features inherent in discourse markers. Yang’s 2010 study proposed how to teach writing descriptive text by offering an analysis of various descriptive texts. This study is based on the amount of information found in the 2010 study, and it aims to provide a teaching model for writing by combining the learning process and genres for writing. This study is based on the following classroom teaching process: ‘pre-writing,’ ‘writing,’ and ‘post-writing.’ The lesson process is comprised of: 'genre information learning → writing preparatory activities → joint negotiation → independent construction → rewriting(editing).’ This study has strengthened the importance of the reading process in the genre-content learning phase for more effective learning. Then it proposes setting up a writing plan by organizing one’s thoughts. Depending on the writing plan, individuals could create a piece together with their instructor or with other fellow students. Following these stepes could help learners acquire writing skills. The final step would require feedback and undergoing the editing process.

다문화사회에서의 한국어 교육 실제와 개선 방안 -주요 교육 실시 체계를 중심으로-

조항록 ( Hang Rok Cho )
국제한국어교육학회|한국어 교육  24권 1호, 2013 pp. 237-268 ( 총 32 pages)
7,200
초록보기
This paper aims to review Korean language education system for immigrants and to suggest some ways to develop the system. It briefly reviews the history of Korean language education for immigrants and also deals with the laws, institutions and policies for them. It aggregates and compares the data on the programs of major multi-cultural family support centers, Korea immigration and integration program, and the programs of support centers for foreign workers. As the number of immigrants who want to settle in Korea has been increasing, the importance of Korean language education for them is also emphasized. The roles and capacity of Korean government for these mission are reinforced and the government made various policies. However, the policies of Korean language education for immigrants should be consistantly managed and implemented by the government. And the capacity of Korean language education should be more specialized through the cooperation between the government and the academic fields. Lastly, it is necessary to make clusters of field institutions for the development of Korean language education for immigrants.
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