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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 : 26권 2호 (2015)
초록보기
The purpose of this study is to seek for improved directions of the Korean curriculum of Korean studies abroad through analysing the foreign language curriculum in KU Leuven in Belgium (2014-2015). As a result of analysis, foreign language curriculums in KU Lueven are divided into ‘Tall-en letterkunde(언어문학사)’ and ‘Taal-en regiostudies(언어지역학사)’, both of which are in common in the sense of teaching foreign languages as a major study at the university, however, have a difference in the fact that ‘Tall-en letterkunde(언어문학사)’ is the curriculum focusing on the knowledge of linguistic, translation and analysing skills to improve better communication ability, whereas, ‘Taal-en regiostudies(언어지역학사)’ is the curriculum reinforcing gradational education system by linguistic knowledge and language practice to understand learners’ target regions. Through this analysis, this study proposes to develope alternative Korean curriculum in Europe in the direction of ‘Taal-en regiostudies(언어지역학사)’, and to design new curriculums improving linguistic skills to understand Koreans documents and analysis by making up text analysis modules in the course of ‘Tall-en letterkunde(언어문학사)’ into Korean language curriculums on the purpose that the Korean language curriculum should be geared up as study tools for Eastern Asian studys.
7,200
초록보기
The main purpose of this research is to develop a supplement guide to use during Korean language lectures for Korean beginners from English-speaking countries. The main foci of the research include assessing the need of such Korean supplement, what content should be included in the supplement if needed, and what should be considered while writing the supplement. Analysis were performed for published Sogang Korean grammar and vocabulary supplement and supplements of Japanese, German, and Russian textbooks. Subsequently, surveys were given to 32 beginners from English-speaking countries to analyze the need of such supplement, followed by in-depth interviews to 3 students. The students unanimously responded for the need of a supplementary guide. As for the content, the students responded for the need of more detailed explanations of grammar, vocabulary, and expressions. The results of the surveys and contents of supplementary guide published from Korean supplementary book were compared and analyzed. (Ewha Womans University)

제2 언어 교실에서 학습자 모국어의 효용-협동적 과제 수행을 중심으로-

류혜진 ( Hye Jin Ryoo )
국제한국어교육학회|한국어 교육  26권 2호, 2015 pp. 69-95 ( 총 27 pages)
6,700
초록보기
The use of the first language (L1) in the second language (L2) classroom remains a controversial issue in communicative language teaching approaches. Although the first language has been widely used as a cognitive or communicative tool in the second language classroom interaction, its importance or function has been rather ignored or undervalued or even sanctioned in the discussion. This study aims to find a way to utilize or foster the first language by affirmatively understanding its existence and efficacy. It is hoped to enable learners` merit of using the first language to be optimized by investigating the purpose and context of the first language use in language learning. The experiment shows that the use of first language has been decreased in higher level interactions and cognitively less demanding tasks and the purpose and aspects of the first language use varies depending on the characteristics of tasks given to students. This study will conclude that the first language plays a role as an tool for learning not an obstacle in the second language classroom and be followed by investigating its pedagogical implications.
6,800
초록보기
The Bok-mun-rok (復文錄) is a compilation of diaries and answer sheets written by Nakamura Shojiro (中村庄次郞). It is possible to see the educational method of Korean language composition in the Cho-ryang-gwan-eo-hak-so (草梁館語學所) by analyzing the content of the Bok-mun-rok. The remarkable characteristic is that retranslation (復文) education was implemented in the composition class. The process of retranslation was as follows. Firstly, the professor prepared the original Korean sentences and translated Japanese sentences. Students retranslated those Japanese sentences into Korean sentences, and then submitted an answer sheet to the student representative (監佐). Secondly the student representative determined right and wrong answers by comparing an the answer sheets with the original Korean sentence, and corrected wrong answers initially. The professors also corrected some mistakes which were not corrected by the student representative. The types of corrections made to the sentences varied widely from spelling mistakes in particles and endings, to honorific expressions and sentence structure. Finally that results of the corrections were returned to the students. From the point of Korean language education history, the Bok-mun-rok can be considered not only the first manuscript recording examination questions and test results, but also the first record of corrections on the Korean language composition education for Japanese students in 19th century. (Kyoto Sangyo University)

토론을 활용한 한국문화 수업 연구-학문 목적 한국어 학습자를 대상으로-

여미란 ( Mi Ran Yeo ) , 최윤곤 ( Yun Gon Choi )
국제한국어교육학회|한국어 교육  26권 2호, 2015 pp. 125-154 ( 총 30 pages)
7,000
초록보기
The purpose of this study is to investigate utilizing the education debate for Korea Culture Education Plan. How convey a culture that will be required for students in cultural education is an important issue in any way. This paper that cultural education is necessary for academic purposes learner should be the integration education. of language and culture. In addition, this approach to maximize the improvement of communication skills was considered necessary. The solution proposed in the teaching methods to take advantage of the ‘adapted parliamentary debate’. Approach of cultural classes are varied, which is due to the nature of cultural education. Cultural education through education debate without falling into a teacher`s culture-centered person`s point of view, can grow a wide range of cultural knowledge and comprehension. Adapted Parliamentary debate will be a training plan that learners were able to broaden the knowledge and understanding of the Korea culture. But a lot of gaps on educational outcomes in debate performance and after debate, according to the Korean language proficiency of learners, there is a limit to occur. In order to solve this problem, the debate format is necessary to develop a stage-by-stage debate format that can vary according to Korean proficiency. If you select a debate format, depending on the proficiency will enhance in Korean language proficiency and expand their understanding of the culture of Korea. (Dongguk University)

재미동포 아동의 문화 간 의사소통능력 신장을 위한 한국학 기반 문화 교육

이정희 ( Jung Hee Lee )
국제한국어교육학회|한국어 교육  26권 2호, 2015 pp. 155-180 ( 총 26 pages)
6,600
초록보기
The essence of Korean Culture Education for Korean-American Children is to instill an identity of a Korean-American. The priority should be given to develop intercultural communication competency and gain comparative perspectives through learning both Korean culture and American culture. In order for this to transpire, Korean culture education needs to be based on authentic Korean contents, and there is also a necessity for a curriculum that incorporates elements of Korean studies with American culture. In particular, since culture education is aimed for young children, it needs to be motivating and provoke cultural curiosity in children. Furthermore, appropriate cultural items need to be selected for students in order for them to relate with emotionally. In this study, the aim was to suggest a ‘Culture Education based on Korean Studies to develop Intercultural Communication Competence,’ and recommend ways to improve educational content and methodologies. The study proposed contents for a school curriculum fit for a 32 week curriculum at local Korean Language Schools. In particular, the proposed contents can be applied to class activities, such as Korean fairy tales, folk songs, traditional games which allow for a comparative perspective of Korean and American culture. In turn, this will allow heritage children to properly recognize the commonalities and cultural differences of the Korean and American local culture, and improve cultural sensitivity to act appropriately in each culture.(Kyung Hee University)
7,200
초록보기
This study aims to identify the vocabulary and expressions used by Korean native speakers for ‘achievement’ communication strategies. These vocabulary and expressions are essential for the teaching of achievement strategies to learners of Korean. There are many previous studies related to communication strategies, however, very few have examined the actual vocabulary and expressions required for achievement strategies. Moreover, the vocabulary and expressions presented in these studies are based on the communication strategies suggested for learners of Korean, rather than those actually used by native speakers. Word guessing games, by Korean native speakers on a Korean television program, were transcribed and analysed to identify many vocabulary and expressions previously not discussed. The analysis also presents several implications for teaching. First, there are some discrepancies between the vocabulary and expressions suggested by the previous studies and those actually used by native speakers. Second, the grammar patterns used for achievement strategies are very easy to learn even for learners with no more than 100 contact hours. Third, many vocabulary used for achievement strategies are not included in the basic vocabulary recommended in the field of Korean language education. (Monash University, Australia)

한국어 학습자의 학습 동기 연구

지민정 ( Min Jung Jee )
국제한국어교육학회|한국어 교육  26권 2호, 2015 pp. 213-238 ( 총 26 pages)
6,600
초록보기
본 연구는 미국에서 한국어를 공부하는 학습자의 한국어 학습동기를 분석하였다. 92명의 한국어 학습자가 10가지 하위변인으로 구성된 설문지를 작성한 결과를 4가지 변인(성별, 한국어 숙달도, 한국어 학습 목적, 계승어로서 한국어 학습)에 따라서 학습 동기에 차이가 있는지 분석하였다. 또한 10가지 학습동기 하위변인과 4가지 변인의 상관관계도 조사하였다. 전체적으로 학습자들의 한국어 학습 동기(M=3.65)가 높게 나타났는데, 특히 한국어를 배우고자하는 열망(M=4.28)이 가장 높았다. 학생들의 통합적 동기(M=3.81)와 도구적 동기(M=3.82)가 높은 반면, 불안(M=2.92)과 한국어 학습의 실패를 자신의 노력이 아니 주변으로 돌리려는 경향(M=2.00)이 낮게 나와 한국어 학습자들은 이미 좋은 언어 학습자의 자질을 갖추고 있는 것으로 분석되었다. 상관관계 분석 결과, 도구적 동기가 다른 변인들과 가장 많은 상관관계를 보였고, 불안과 자기효능감은 서로 부정적인 상관관계를 보였다.

L2로서의 영어 사용 환경이 L3로서의 한국어 어휘 음절구조 지각에 미치는 영향 연구

최재수 ( Jae Su Choi ) , 분릿코헹 ( Boonrit Koheng )
국제한국어교육학회|한국어 교육  26권 2호, 2015 pp. 239-258 ( 총 20 pages)
6,000
초록보기
본 연구의 목적은 중-영 이중 언어 사용 환경 변인이 추가적인 외국어(L3)로서 습득되는 한국어 음절 인식에 미치는 영향을 검증하는 데 있다. 연구문제의 규명을 위해 영어 모어 화자 집단과 중국어 모어 화자 집단, 그리고 이중 언어 환경에서 L2로서의 영어 사용 능력을 획득한 중국어-영어 이중 언어 화자 집단을 대상으로 한국어 2 음절 단어에 대한 음절 탐지 수행을 비교하였으며, 실험에 투입된 자극단어가 심성어휘집에서 인출될 가능성을 배제하기 위해 실험참가자의 한국어 능력은 초급으로 통제되었다. 누적된 반응속도를 분석한 결과, 영어 모어 화자 집단과 영어-중국어 이중언어 화자 집단 간의 반응속도 차이는 근소하여 통계적으로 유의미한 편차가 없었으며, 중국어 모어 화자 집단은 위 두 집단에 비해 열등한 반응 속도를 보였다. 이로 인해 모국어 변인에 의한 한국어 음절지각 수행 능력의 차이가 확인되었고, 모국어 변인(L1)의 영향력이 목표언어(L3) 학습 이전에 습득된 외국어 변인(L2)에 의해 상쇄될 수 있다는 본 연구의 연구문제가 지지되었다. 본 연구의 의의는 첫째, 교실 환경에서 관찰되는 입문 단계 학습자의 한국어 음성 자극에 대한 반응 수행의 편차를 설명하는 변인을 일부나마 규명하였다는 점에서 교육적인 의의가 있다. 둘째, 연구방법론적으로 L3 변인의 영향력을 측정하는 데 사용되었던 기존의 단어추측 과제(Singleton et al 2006; 유은정 2008; 정유현 2011; 백영경 2013)에 비해 한국어 숙달도가 낮은 집단을 대상으로 실험을 진행할 수 있다는 점이다. 결과적으로 실험대상자의 통제된 한국어 숙달도는 개인별 언어 숙달도 및 언어 지식 변인의 편차를 통제할 수 있는 환경을 제공하여 L1 및 L2 변인의 효과를 더욱 분명하게 드러내는데 기여하였다.
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