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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 4호 (2014)

한국어 말하기 능력 구인 설정을 위한 기초 연구

김정숙 ( Chung Sook Kim )
6,100
초록보기
This study aims to establish the constructs of oral proficiency tests in Korean, which could contribute to development of a large-scale speaking test of Korean. Test tasks of this study are independent discourse production which is suited for semi-direct tests that maximize the practicality of the test while also examining the performance of test takers at an intermediate level. To achieve the goal, this study reviews theories and research related to the constructs of oral proficiency tests in Korean including theories based on communicative competence. This study also investigates and analyzes what kind of abilities an expert group of Korean language educators possess regarding constructs of oral proficiency by establishing their own beliefs about constructs of oral proficiency, then changing the constructs after listening to the utterances of test-takers. Based on this, it suggests seven abilities as constructs of oral proficiency in Korean: task ability, content ability, discourse ability, interaction ability, linguistic ability, sociolinguistic ability, pronunciation ability and delivery ability. (Korea University)

상호작용능력 신장을 위한 한국어 통합 교재의 말하기 활동 연구

김지영 ( Ji Young Kim )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 23-49 ( 총 27 pages)
6,700
초록보기
This paper aims to suggest the chain of speaking activities of integrated Korean textbooks useful for enhancing interactional competence of Korean learners. Starting from the frame of activities suggested in communicative language teaching, it critically examines the framework of activities suggested in task-based language teaching and suggests Korean speaking activities sequence referring to the existing researches on Korean language education. To enhance the interactional competence of Korean language learners, speaking activities should be connected to listen and speak, controlled exercise, meaningful exercise, listen and analyze discourse and pedagogical tasks. Here, pedagogical tasks need to be categorized into rehearsal tasks which have a high possibility of performance in real world and activation tasks which activate the task performance in real world. This framework considers learners’ needs for the characteristics and form of Korean as an unfamiliar language and the developmental stage suggested in socio-cultural theories. Through these processes, learners construct and internalize interactional knowledges of Korean language and enhance their interactive competence. Based on this framework, this paper presents a problem of insufficient rehearsal and activation tasks and meaningful excercise as a result of the analysis on integrated Korean textbooks for beginner. It also has figured out that the procedures in which learners become an active subject of constructing knowledges and construct interactional resources are not offered sufficiently. Additionally, this article proposes that the new textbooks need to supplement these problems to enhance the interactive competence of Korean learners. (Korea University)

평가, 교사 피드백 및 평가 항목에 대한 한국어 학습자의 인식 조사연구

신성철 ( Seong Chul Shin )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 51-75 ( 총 25 pages)
6,500
초록보기
본 연구는 한국어 학습자가 인식하는 평가의 중요성, 교사 피드백의 중요성 및 평가 항목에 대한 선호도를 조사하였다. 외국어 또는 제2언어 학습에서 교사가 인식하는 평가와 학습자가 인식하는 평가의 차이는 학생과 교사 모두에게서 불만족스런 교수-학습 경험을 갖게 하고 교사의 평가 기획에 어려움을 초래하곤 한다. 교수와 평가의 대상인 학생들이 평가에 대해 어떻게 생각하고 왜 그렇게 생각하는지에 대해서 아는 것은 학생들이 배운 지식과 언어기술이 의도된 대로 의미있는 이유와 목적으로 평가되게 하고, 새로운 평가 방법의 가능성에 대한 통찰력을 얻을 수 있게 한다는 점에서 중요하다. 이를 위해 호주 대학교의 한국어 학습자 2, 3학년 학생 71명을 설문 조사하였다. 응답 분석 결과, 조사 대상 학생들은 평가와 피드백에 대해 매우 긍정적인 자세를 보였고 실용적 언어기술에 대한 평가를 선호하였다. 이에 대해 몇 가지 시사점을 논의하고 이를 반영하는 평가 방법들을 제안한다. (뉴사우스웨일즈 대학교)

언어학습자문학이 읽기 이해 및 어휘 학습 능력에 미치는 영향

유민애 ( Min Ae Yu )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 77-108 ( 총 32 pages)
7,200
초록보기
This study aimed to investigate how students can improve their reading comprehension and vocabulary in Korean by comprehensible input modification. To meet the goal, language learner literature was made and experiment has been run four times from May 7 to June 8; the subjects were divided into experimental and control groups. The results were as follows. Initially, incidental vocabulary learning is possible by using language learner literature. While incidental vocabulary learning had been taken place just 10 times(2.0%) among the control group during reading process, the experimental group had made incidental vocabulary learning 40 times(8.0%). Therefore language learner literature had a positive impact on incidental vocabulary learning. Secondly, it is possible to acquire foreign language learning by using language learner literature as comprehensible input(i+1) mechanism. At the beginning, the language level of the controlled group was slightly higher than that of the experimental group with a difference of 34 words; however, at the end, their score was narrowed down to 2.8 points between the two groups. There were no significant difference on <봄밤> vocabulary list and summary as the experimental group scored 36 and the control group scored 44. Thus, this study emphasized the language learner literature as one of the ways to pursue the integration of language and literature.

중국인 L2 학습자들의 한국어 음운변동 적용 어휘의 지각 양상

윤영숙 ( Young Sook Yune )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 109-132 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to investigate how Korean phonological rules affect Chinese Korean-learners` accuracy of word perception. Since Korean and Chinese have different syllable structure and phonotactics, the realization aspects of phonological process in two languages are not identical. This difference can affect Chinese Korean-Learners` perception of Korean word. To investigate this assumption, we conducted a perception test based on the text of listening comprehension test of TOPIK and 25 Chinese Korean-learners participated in the test. In the perception test, the subjects dictated what they listened to. Based on the perspective of language information processing theory, the transcribed data were classified into three steps: segmental perception error, phonetic representation (surface form) step, phonological representation(underlying form) step. The results reveal that Chinese Korean-learners often confuse phonetic representation with phonological representation; and they use the phonetic representation to recognize a word. However, phonological rules were more correctly perceived when they appeared in high frequency words.

외국인 대학생들의 한국어 유의어에 대한 인식 조사-학술 기본 어휘와의 관계를 중심으로

이유경 ( Yoo Kyoung Lee )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 133-161 ( 총 29 pages)
6,900
초록보기
This study is aimed to seek Korean vocabulary teaching methods with the object of learning purpose by considering the foreign university students` aspects of awareness about basal academic vocabulary among synonyms in elementary Korean vocabulary, and the gap between the understanding degree of the basal academic vocabulary and the elementary vocabulary. To achieve such a purpose, the basal academic vocabulary from the list of synonyms among basic Korean vocabulary was sorted out, and the meaning of each word and its orientation of combination relation were examined. The basal academic vocabulary is rather unfamiliar to the students than the basic Korean words, and the combining vocabulary or the formations were not frequently exposed to the foreign students. Thus, the foreign university students were not able to associate the synonymous relations of the basal academic vocabulary, and they were also not able to recognize the basal academic vocabulary accurately. Furthermore, the students did not know the combination formula featuring the basal academic vocabulary frequently. Based on such consequences, one can anticipate that the basal academic vocabulary would be come into play, hindering the students` comprehension on the academic texts they encounter in class. Therefore, in case of studying Korean vocabulary for the academic purpose prior to the college admission, a list of vocabulary must be provided to the students as well as the instruction regarding the semantic differentials, emphasizing the elementary Korean vocabulary.

한국어 학습자의 발화에 대한 한국어 교사와 비교사 원어민 간의 평가 차이 연구

이향 ( Hyang Lee )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 163-188 ( 총 26 pages)
6,600
초록보기
This study aim is to investigate the scoring patterns in speaking test evaluation amongst novice teachers, experienced teachers and non-teacher natives and to know to what extent they are different from each other. To this end, ten novice teachers, ten experienced teachers and ten non-teacher natives scored twenty examinee`s responses to a semi-direct speaking test consisting of three tasks using a six-point Likert scale for accuracy (segmental; suprasegmental), fluency(speech rate; pause), vocabulary, grammar, content, consistency/conjunction, comprehensibility, and intelligibility. The analysis of raters` scores through a multi-facet Rasch measurement model showed distinctive variability between the rating patterns of three groups. Novice teachers scored the most strictly, while the non-teachers scored the most leniently. Furthermore the analysis displayed different rating patterns amongst the three groups on the scoring criteria, the task type and the leaners` Korean language ability. Such findings are expected to contribute not only to a better understanding of the raters` scoring processes and to the development of a more valid speaking assessment, but also getting more information which part of speech we have to focus on in teaching speaking. (George Mason University, Korea)

한국어 고급 학습자의 발음 숙달도와 발음 학습 전략 사용 간의 관계 연구

임우열 ( Woo Yeol Lim ) , 김영주 ( Young Joo Kim )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 189-218 ( 총 30 pages)
7,000
초록보기
This study aimed to investigate the use of pronunciation learning strategies of advanced Korean learners and the differences in the use of the strategies depending on their pronunciation proficiency. This study evaluated the pronunciation proficiency of 50 advanced Korean learners, by dividing it into fluency, comprehensibility, accuracy, and global foreign accent areas, based on recorded materials. The study also conducted the survey on the pronunciation learning strategies. The results showed that in the evaluation of the pronunciation proficiency of the whole groups, the score of global foreign accent was the lowest, while the score of comprehensibility was the highest. The strategy use of the top 30% and the lower 30% groups in the test, there appeared a difference in the use of the hypothesis testing strategies. For the whole groups, the use of the hypothesis testing strategies showed positive correlations with the detailed areas of the proficiency, indicating that the use of a specific strategy had correlation with the improvement of the pronunciation proficiency.
6,900
초록보기
The purpose of this study is to analyze the quality of items on the 28th through 32nd Test of Proficiency in Korean(TOPIK) using item response theory. Item Response Theory is invariable and insusceptible to the subject and test tool, not of the classical Test Theory that has been generally used in analyzing the difficulty or discrimination of items. The study found that there existed test items that were at an extremely high level or low level of difficulty, and their distribution was not constant amongst different tests and levels. Even in terms of item discrimination, it was found that there existed test items with little or low level of discrimination. In addition, it was shown that the difficulty level in certain types of test items from intermediate-level listening and some free-response test items from intermediate-to-advanced level writing, was either too high or low, and their discrimination level was found to be low. Therefore, measures to raise the quality of those relevant items must be sought out, and a new check on the rubric for making and grading the test questions is deemed necessary especially for the free-response writing questions. TOPIK is scheduled to be reshuffled and implemented with the new system starting from the year 2014. Tests will be implemented six times on a yearly basis. With the increase in the number of tests annually, chances are high that securing the quality of test items will become even more difficult. To tackle this problem, a conversion from the existing method of making test items to the item bank method using item response theory is inevitable.

영어권 학습자를 위한 교육용 영화 선정과 활용방안

유영미 ( Young Mee Yu ) , 전희정 ( Hee Chung Cho ) , 정지영 ( Ji Young Chun )
국제한국어교육학회|한국어 교육  25권 4호, 2014 pp. 249-275 ( 총 27 pages)
6,700
초록보기
본 연구는 미국 대학의 한국어 교육과정에서 활용하기 위한 교육용 한국 영화를 선정하고 그 활용 방안을 보이는데 그 목적이 있다. 한국어 교육용 영화 선정 기준과 활용 방안에 대해 논의한 기존의 연구들은 학습자 및 수업의 성격과 규모의 차이 등을 이유로 미국 대학에 직접적으로 적용하기에 무리가 있을 것으로 보인다. 이에 본고는 미국의 한국어 교육 환경을 고려하여 언어 교육에서 영화의 활용이 갖는 장점과 의의, 교육용 영화 선정 기준 및 그 활용 방안을 이론과 실제 교실에의 적용을 중심으로 논의하고자 한다. 특히 본고는 13개 미국 대학의 한국어 프로그램에서 실제 사용되는 한국어 교육용 한국 영화의 사용 현황을 조사하고, 그에 대한 교사 및 학습자의 실제 반응을 논의한다. 또한, 현재 미국의 두 대학의 한국어 교육과정에서 활용하고 있는 한국 영화와 그 활용 방안을 문화간 의사소통 능력 신장을 위한 활동을 중심으로 살펴본다는 데 그 의의가 있다.
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