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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 3호 (2015)

중국인 한국어 학습자의 한국어 모음 /어/와 /오/에 대한 청지각적 연구: 모국어 화자와 대조하여

김은경 ( Eunkyung Kim ) , 윤지현 ( Jihyeon Yun ) , 성철재 ( Cheoljae Seong )
6,200
초록보기
The aim of this study is to reveal whether Chinese learners of Korean language have different auditory criteria on two Korean vowels /□/ and /o/ from Korean native speakers. A perception experiment was conducted on a continuum consisting of eleven synthesized stimuli. ROC analysis was performed to calculate the boundary criterion of two vowels. The perceptual judgment of 19 Mandarin native speakers and 20 Korean native speakers showed that the two groups have same boundaries for the two vowels on the continuum. The boundary criterion between /□/ and /o/ was estimated to be located between the stimulus no. 4 (F1 = 461Hz, F2 = 803Hz) and no. 5 (F1 = 448Hz, F2 = 780Hz). Since no difference was found between the native and learner groups in terms of Youden index associated criteria in their ROC curves, this result suggests that pronunciation training should get more concerning in the field of language education to improve the pronunciation accuracy of Chinese learners.
6,500
초록보기
This study is to analyze the factors which make the communication problems in the academic dialogue of the KAP learners (the learners who study Korean for academic purpose). The academic dialogue is what the undergraduate and graduate students do when they study, explore, and construct the knowledge. Performing the academic dialogue is important for the students not only to achieve better score but also to take a role in the academic community actively. Because participating and having a voice in the communication of a community mean having power as a real member of that community. Therefore the KAP students also need to be able to take part in the academic dialogue with their own thinking and voice. It can help them learn better and improve their right in the academic community. But they have certain problems when performing the academic dialogue. So, in order to find a clue of what is the problem they’re suffering when they talk with and about knowledge, in this research I analyzed the KAP students’ oral academic talk data, which was the oral examination talk done with their KAP teacher for comprehension check. I sorted out the parts that some communicative problems had occurred in the data according as the standards, which was the 4 maxim of Grice(1975) reinterpreted for this research. And then, I reasoned a posteriori of what factor the each problem had taken place. The result is that the KAP learners’ communication problems occur not only because of the language factors but also because of the cognitive factors. Especially two cognitive factors, the logical thinking and the critical thinking in academic Korean language are the most important factors which may effect the academic dialogue’s quality. (The Academy of Korean Studies)

한국어 구어 문법의 교육 내용 연구

김현지 ( Hyunji Kim )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 749-772 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to examine educational contents of spoken grammar in Korean language education. To achieve successful language performance outside classroom, language learners in classroom should be provided with authentic language material used in real situations. This article has outlined contents of spoken Korean grammar. The research is composed of five chapters, The first chapter presents the necessities and the purposes of this study. The second chapter focuses on the previous studies and the value Korean spoken grammar. The third chapter presents the contents of spoken grammar. The fourth chapter presents the educational contents of spoken grammar. In the last chapter, a brief summarization of this study is provided. This article argues for necessity of spoken grammar based on naturally-occurring contents of spoken language in diverse real-life circumstances. (Hankuk University of Foreign Studies)
11,800
초록보기
Considering the lack of the studies about the selection and bibliography of modern Korean literature used in Korean literary history education which focuses on the Korean major students in China and a series of questions existed in the existing textbooks, this paper is aimed at studying out the list of the modern Korean literary works service to the education of Korean literary history. Based on the previous research, chapter 2 discusses the characteristics and goals of Korean literary history education which aims at the Chinese college students, and puts forward the standards and methods of selecting the Korean used in the education of Korean literary history applicable to practical teaching. In pursuit of efficiency, this study does not focus on the research monograph of Korean literary history, but prefers to compare the existing 11 kinds of Chinese textbooks of literary history and literature readings textbooks with Korean high school textbooks namely Literature and Korean, as well as the bibliography of modern Korean literature used in Korean literary history education to make an analysis of the bibliography. On the basis of the study in chapter 3, chapter 4 sorts out the selected firsthand Korean literary works used in the education of Korean literary history, and puts forward the direction of selecting the supplementary works. The supplementary works should be selected with the reference to the literary works contained in the textbooks both in Korea and China. If it is difficult to select, it should be in line with notion that Chinese students ought to share the same literary experience with Korean students to select referring to the list of all the literary works included in the literature. This paper first puts forward a feasible list of Korean literary works used in Korean literary history education and offers some important suggestions.

영어권 계승어 학습자를 위한 한국어 맞춤법 교육 방안 연구 -의식 고양 과제를 활용하여-

박혜경 ( Hyekyung Park )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 117-144 ( 총 28 pages)
6,800
초록보기
This paper aims to provide effective orthography teaching methods for heritage learners in English speaking countries. Heritage learners can naturally acquire basic Korean speaking skills. However, they lack the ability to understand Korean morphology. Heritage Korean learners make many orthography errors when they move from spoken to written form because they rely on their speaking ability and or pronunciation to write. This research therefore, has looked at previous research, in order to perform a comprehensive analysis of error types and causes to determine the direction of orthography education. The results show that the reason why heritage learners in English speaking countries find orthography difficult is because they never acquired the appropriate vocabulary or accurate grammar forms. This research sees that ‘consciousness-raising tasks’, which is a type of focus on form instruction, is effective for solving this kind of problem and suggests methods for developing effective consciousness-raising tasks and provides examples of such tasks. (Kyung Hee University)

한국어 학습자의 거절 화행 발달 연구: 전략 사용에 관한 종적 사례 연구를 중심으로

이복자 ( Bok Ja Lee )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 145-200 ( 총 56 pages)
13,100
초록보기
The purpose of this study is to examine the changes an individual learner undergoes over the course of developing the knowledge of refusal speech acts. To this end, we observed three students, who all have different learning purposes, attitudes and social participation, performing refusal roles in six situations of invitation and requests over five sessions in a ten-month period. The results indicated that students showed individually unique development patterns. First, in an invitational situation, student 1, who had much social contact with peers, showed a progressive improvement of strategy, expanding the form-function-context mappings over time. Second, student 2 was highly conscious of politeness but lacked social participation and pragma-linguistic knowledge. As a result, student 2 did not follow the normal course of strategy improvement overall. Third, due to an introverted and passive personality and a grammar-centered learning attitude, the politeness strategy was shown only near the end of the ten-month period in student 3. The student also exhibited fluidity in response to situational contexts, equivocating between progress and regression.(Yonsei University)

중국인 한국어학습자의 자기결정성동기와 자기조절학습 관계 분석

이진녕 ( Zhenning Li )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 201-245 ( 총 45 pages)
12,000
초록보기
This study desires to establish relationship between motivation for self-determination and self-regulated learning of Chinese Korean learners. Study objects are Chinese Korean learners of Korean school in K University and Y University from March 15 2015 to March 31 2015, and total 303 learners of samples were extracted by using convenience sampling method. For collected data, frequency analysis, exploratory factor analysis, reliability analysis, one-way ANOVA, correlation analysis, and multiple regression analysis were conducted by using SPSS 22.0, and a conclusion was deducted as follows. First, all factors of self-determination and self-regulated learning except for behavior control factors among behavior regulation shows a statistically meaningful difference according to a language ability of learners. Second, extrinsic regulation has a negative effect on elaboration, organization, planning, monitoring, and regulation strategy. Identified regulation has a positive effect on rehearsal strategy, and intrinsic regulation has a positive effect on elaboration, organization, planning, monitoring, and regulation strategy. Third, extrinsic regulation has a negative effect on mastery goal orientation, self-efficacy, and achievement value, and introjected regulation has a positive effect on self-efficacy and achievement value. Identified regulation has a positive effect on mastery goal orientation, self-efficacy, and achievement value, and intrinsic regulation has a positive effect on mastery goal orientation, self-efficacy, and achievement value. Fourth, extrinsic regulation has a negative effect on study time management and asking for help, and introjected regulation has a positive effect on study time management and asking for help. Identified regulation has a positive effect on study time management and asking for help, and intrinsic regulation has a positive effect on behavior control and study time management.

한국어 화용 교육에서의 명시적 교수 가능성과 교실 적용

이해영 ( Haiyoung Lee )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 247-266 ( 총 20 pages)
6,000
초록보기
Although there have been a number of studies on pragmatic acquisition in the literature of L2 acquisition, only a few case studies have focused on the effects of pedagogical intervention in Korean language classroom in terms of maximizing the growth of L2 competence. Therefore, it still remains as a worthwhile to ask how beneficial it is to teach the targeted pragmatic features in language labs. Many scholars have emphasized the necessity of pragmatic education with their research results showing pragmatic errors become a more serious barrier in communication than phonological or lexical ones. This has also been supported by the well-known study outcome that grammatical competence does not guarantee pragmatic competence. Then, are pragmatic features teachable? And, if they are, what is the most effective pedagogy? This paper claims that L2 pragmatics as well as its grammar should be taught explicitly. Furthermore, it argues that explicit teaching should be implemented in classroom as explicit learning is more effective than implicit acquisition, which happens when exposed to the L2 speech community. To do so, it carefully examines whether classroom technique has been studied in related research literature as it enables instructors to explicitly teach the targeted pragmatic features. It also closely analyzes whether recently published university textbooks have employed explicit instructional techniques. The result shows that implicit teaching techniques are more exploited in the textbooks which are also in short of various classroom activities. What is encouraging, however, is that some of the textbooks are now presenting explicit instruction for pragmatic education.

사례연구법을 적용한 비즈니스한국어 수업모형 개발

최혜령 ( Huiling Cui )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 267-285 ( 총 19 pages)
5,900
초록보기
This article discussed the development of an instructional model for business Korean language employing the case method. The pilot material adopted a real-world case as a language teaching material and employed a teaching framework based on theoretical findings in task-based language teaching. The material comprised several learning units which took the form of the processing, production and interaction framework proposed by Nunan(2004).The material can yield an effective framework for business korean instruction and a springboard for teaching both language and content, including cross-culture issues for business purposes.(Fudan University)

한글학교 교육이 미국 대학 학습자의 한국어 숙달도 및 학습 동기, 태도에 미치는 영향

허소린 ( Sorin Huh ) , 최윤화 ( Yoon Hwa Choi )
국제한국어교육학회|한국어 교육  26권 3호, 2015 pp. 287-318 ( 총 32 pages)
7,200
초록보기
한인지역사회학교 또는 한글학교는 미국 정규 학교 내 열악한 한국어 교육상황을 극복하고자 1970년대 후반 설립되기 시작한 이래, 한인 아동 및 청소년들에게 한국어 교육을 실시하고 한국 문화를 전수하는데 있어 중추적인 역할을 해 왔다. 현재 미국 내 총 960여개의 한글학교에서 51,000명 이상의 학생들이 한국어 및 문화를 습득하고 있다. 하지만 한글학교 교육이 학생들의 한국어 발달 및 문화 습득에 효과적일 것이라는 통상적인 믿음과는 달리, 한인 학교가 학생들의 한국어 숙달도 및 정의적인 요인에 미치는 영향에 대한 체계적이고, 실증적인 연구는 미비한 실정이다. 이에 본 연구는 미국 대학 한국어 학습자 106명을 대상으로, 한글학교 교육이 대학생 학습자들의 한국어 숙달도 및 학습 동기와 태도에 미치는 영향을 설문 조사를 통해 살펴보았다. 조사 결과, 한글학교에서 한국어 교육을 받은 학습자들은 그렇지 않은 학습자들과 비교하여 볼 때 한국어 숙달도 면에서 유의미한 차이를 보였으며, 한국어를 배우는 동기 및 학습 태도에 있어서도 상당한 차이를 보였다. 특히, 한글학교 출신 학습자들은 그렇지 않은 학습자들에 비해 반편성 시험 결과 고급반에 배정되었을 뿐만 아니라, 자기 평가에서도 모든 영역에서 한국의 숙달도를 상대적으로 높게 평가하였다. 이를 근거로 본고에서는 한글학교의 중요성과 효과에 대한 인식 재고와 함께 체계적인 지원 강화의 필요성을 주장하는 한편 본 연구가 한국어 교육에 미치는 시사점에 대해 논의하였다.
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