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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 : 25권 1호 (2014)

영어 완화 표지와 한국어 종결어미 비교 -영어권 학습자를 위한 문법 설명-

김영아 ( Kim Young A )
6,700
초록보기
Young A Kim. 2014. English Hedge Expressions and Korean Endings: Grammar Explanation for English-Speaking Leaners of Korean. Journal of Korean Language Education 25-1: 1-27. This study investigates how common English hedge expressions such as ``I think`` and ``I guess`` appear in Korean, with the aim of providing explicit explanation for English-speaking leaners of Korean. Based on a contrastive analysis of spoken English and Korean corpus, this study argues three points: Firstly, ``I guess`` appears with a wider variety of modalities in Korean than ``I think``. Secondly, this study has found that Korean textbooks contain inappropriate use of registers regarding the English translations of ``-geot -gat-``: although these markers are used in spoken Korean, they were translated into written English. Therefore, this study suggests that ``-geot -gat-`` be translated into ``I think`` in spoken English, and into ``it seems`` in the case of written English and narratives. Lastly, the contrastive analysis has shown that when ``I think`` is used with deontic modalities such as ``I think I have to``, Korean use ``-a-ya-get-``: the use of hedge marker ``I think`` with ``I have to``, which shows obligation or speaker``s volition turns the deontic modalities into expressions of speaker``s opinion.(Monash University)
6,400
초록보기
Jiyoung Kim. 2014. A Method of Using Discourse Analysis Activity in Task-based Korean Speaking Class. Journal of Korean Language Education 25-1: 29-52. The purpose of this paper is to suggest a discourse analysis activity that can be used in the stage after performing tasks in task-based Korean speaking class and show its pedagogical advantages. A discourse analysis activity is an metadiscourse activity in which learners speak what they have spoken. By analyzing discourse and performing tasks again, learners can enhance their fluency and accuracy, make their knowledges in target language more stable and extend them, and develop problem solving skills. Consequently, this facilitates learners`` acquisition of Korean language. This paper reviewed theoretical background of proposing discourse analysis activity, suggested the pedagogical advantages of the analysis, and examined discourse analysis activity in Korean speaking class. And it included the discourse sample of learners in actual class. (Korea University)

Clicker를 활용한 한국어 교실 상호 작용 증진 방안 연구

류해진
국제한국어교육학회|한국어 교육  25권 1호, 2014 pp. 53-82 ( 총 30 pages)
7,000
초록보기
Hye Jin Ryoo, 2014. A Study on Method for Promoting Interaction in L2 Classroom Using Clickers. Journal of Korean Language Education 25-1: 53-82. This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners`` needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners`` in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.
7,100
초록보기
Bok Ja Lee. 2014. Study on the Refusal Speech Act of Japanese Korean Learners of Beginner Level : Focusing on the aspect of strategy use by time. Journal of Korean Language Education 25-1: 83-113. This study aims to examine the change of strategy use by analyzing the refusal sequence of beginner Japanese Korean learners by time difference of 10 weeks. The results of the study are as follows; First, in the solidarity system of politeness(power-, distance-), learners showed similar ability as native Koreans after 10 weeks. Second, in the deference system(power-, distance+), there was a difference according to the situational burden when using strategies. In the invitational setting, the learners sought justification for their refusal or tried to negotiate by explaining in detail as time passed. However, in the request setting, they showed no will to compromise by refusing directly and leading the listener to give up. Third, similar difference was found in the use of strategies depending on the situational burden in the hierarchical system(power+, distance+). While learners could present their justification for refusal by showing their interest in the invitation as time passed in the invitation setting, they expressed straight refusal and were not willing to negotiate in the request setting.
초록보기
Lee, YeonKyung. 2014. The effects of explicit and implicit pragmatic instruction in Korean request strategies for Chinese learners. Journal of Korean Language Education 25-1: 115-144. The purpose of this paper is to compare the two different instruction methods for Korean learners of academic purposes in learning request expression. Participants were divided into two groups, explicit and implicit group. Both groups viewed several scenes from the drama that involved native speakers interacting in different situations. The instructional treatment for the explicit group included metapragmatic information while the treatment for the implicit group did not. On the other hand, the treatment for the implicit group followed implicit techniques, which were repetition of the video presentation and a script reading activity. This study was made up of a pre-test, a post-test, and a delayed-test. The pre-test was conducted prior to the instructional treatment. The post-test was administered a day after the last instruction and the delayed-test was conducted five weeks after the treatments. Two types of tests, speaking and writing, were used in this study to examine subjects`` knowledge of Korean request. The result of this research reveals that implicit treatment was more effective than explicit treatment in Korean learners`` request acquisition. This results might have been due to the operationalization of the implicit condition in this study. Implicit instruction may help language learners make rules bythemselves through tasks. (Sookmyung Women``s University)

발표 담화의 관여 전략 연구

이정란
국제한국어교육학회|한국어 교육  25권 1호, 2014 pp. 145-167 ( 총 23 pages)
6,300
초록보기
Lee, Jungran. 2014. A Study on Involvement Strategies in Oral Presentation Discourse. Journal of Korean Language Education 25-1: 145-167. The purpose of this study is to investigate the involvement strategies in presentation discourse of Korean native speakers and to compare strategies in presentation of Korean learners and international graduate students with that. For this study, the presentation discourse of 13 Korean undergraduates, 21 Korean graduate students, 6 Korean advanced learners, 8 international graduate students was analyzed. The results of the study showed that Korean native speakers used many types of involvement strategies such as conversing, expressing solidarity, expressing closeness. Asking questions to audience was a representative type of conversing. And expressing solidarity was divided using ``we`` and sharing experience. expressing closeness was also divided insertion of personal cases and joking. On the other hand, Korean learners and international graduate students used simple types of involvement strategies. Based on these results, I have proposed a few teaching ways for involvement strategies.
7,300
초록보기
Seung-Yeon Jung. Ji-You Hwang. 2014. Research on Management of Test of Proficiency in Koeran(TOPIK) for the disabled examinee. Journal of Korean Language Education 25-1: 169-201. The purpose of this research is to analyze the problems of the way of the 32th TOPIK(advanced)``s management for the disabled examinee and to prescribe the management of the TOPIK for them. Since the TOPIK started in 1997, the number of examinee who take it as a qualifying exam for the university entrance have gradually increased. The first disabled examinee who wants to use the result of the TOPIK for entrance into the post graduated university took the 32th TOPIK(advanced level). However, there was no examination regulations and detailed management method for the disabled. The biggest problem was the examinee could not have braille test and answer. The exam supervisor read all that is printed on the test sheet. It caused two big problems. 1) The essay question in writing test became an oral test. 2) The strategies of answering to multiple choice questions could not be used in vocabulary/grammar, writing, listening, and specially reading section. The first problem is occurred because writing and speaking have different cognitive process. The second one can be strongly related to the result in reading section. Above all, these disrupt accurate assessment of the examinee``s writing and reading achievement. Therefore, this research insists the TOPIK needs to have the regulation and prescribe the management for the disabled. This research suggests 5 regulations for the blind examinee which covers the test time, supervisor, place and request of the examinee. These refer to the regulation for the disable in the other tests, such as the college scholarship ability test, TOEFL, TEPS,and a civil service exam. (Dongguk University)

의사소통 전략 교수를 위한 트위터와 무들 활용 사례 연구

조인정
국제한국어교육학회|한국어 교육  25권 1호, 2014 pp. 203-234 ( 총 32 pages)
7,200
초록보기
In Jung Cho. 2014. A Case Study of Utilizing Twitter and Moodle for Teaching of Communication Strategies. Journal of Korean Language Education 25-1: 203-234. This paper demonstrates how to incorporate the teaching of communication strategies into a large class of English-speaking learners of the Korean language. The method proposed here was developed to overcome the difficulty of conducting language activities involving communicative interactions amongst students and also between teacher and students in a large classroom. As a way of compensating the minimal opportunities for interactions in the classroom, students are given the task of expressing in Korean the English translations of authentic Korean comics via Twitter, which was later replaced with the feedback feature on Moodle, and then their Korean expressions are collected and projected onto a big screen. These collected expressions by students naturally differ from one another, helping students to realize that it is possible for them to express the same message or meaning in many different ways. The results of two separately conducted questionnaires show that this method is an effective way of providing students with significantly increased chances of producing ``comprehensible output`` that requires them to think of how to communicate with their limited knowledge of the Korean language. Many students also commented that the teachers`` feedback on errors provides them with the opportunity to learn about common errors as well as their own errors. (Monash University)

제2언어로서의 한국어 아동 학습자의 초기 문식성 발달

최은지
국제한국어교육학회|한국어 교육  25권 1호, 2014 pp. 235-265 ( 총 31 pages)
7,100
초록보기
Eun-ji, Choi. 2014. Early Literacy Development of Child Korean Learners as a Second Language, Journal of Korean Language Education 25-1, 235-265, This study is for looking into distinguishing features in child KSL learners`` early literacy development. For these, the writings, recording data of dialogue, and observational journals of KSL child learners was collected regularly and the data were analysed. As results, KSL child learners showed lots of writing errors due to difficulty in phonological awareness or letter awareness of Korean language. And they seemed to develop the competence of connecting letters and meanings prior to developing the competence of connecting letters and sounds. Three KSL child learners showed great individual differences in development rate, and it is supposed to be mainly caused from differences of literacy development in their mother tongue, or quantity and quality in exposure for Korean language. (Wonkwang Digital University)
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