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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 4호 (2015)
7,800
초록보기
This study aims at examining these interrrelationship through a comparative analysis of error aspect of ‘이/가, 을/를’ and education contents of them so as to find out whether or not constant error of ‘이/가’ and ‘을/를’ that learners of Korean language make is caused by education contents in the educational field. To achieve this object, the study compares and analyzes the error of ‘이/가’and ‘을/를’ by learners, expression entries of ‘이/가’ and ‘을/를’ on a syllabus, vocabulary expressions of ‘이/가’ and ‘을/를’ on speaking/reading/listening/ writing sections, and TOPIK evaluation questions of ‘이/가’ and ‘을/를’. Furthermore, the study examines the cause of error of ‘이/가’ and ‘-을/를’, the propriety of education contents and TOPIK evaluation through learners and teachers interview investigation. (Sookmyung Women`s University)

한국어 중급 교재의 대화문에 나타난비선호적 반응 발화의 구현 양상

김지영 ( Jiyoung Kim ) , 강현주 ( Hyunju Kang )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 39-58 ( 총 20 pages)
6,000
초록보기
This research aims to analyze dispreferred responses in dialogues contained within intermediate Korean textbooks. Dispreferred responses refers to the phenomenon that after a specific turn in a conversation, responses are structurally not preferred. Those responses could be characterized as delayed and structurally elaborated. The strategies and specific expressions of the dispreferred responses are socio-culturally specific, thus Korean textbooks should reflect that. To this end, this study establishes an analyzing framework for strategies of dispreferred responses and implements an analysis. As a result, it is discovered that structural elaboration is a typical feature of dispreferred responses, and three strategies that the textbook dialogues employed. Explaining and delaying strategies are most frequently used. In addition to that, dispreferred responses are expressed through euphemism and indirect speech. However most dispreferred responses in textbooks we analyzed do not include pause and hesitation and delaying turns through repairs. To make effective textbooks for oral communication, delaying strategies should be included in the dialogue because it is a typical feature of dispreferred responses. (Korea University, Busan University of Foreign Studies)

고빈도 문법 오류 항목에 대한 영어권 한국어 학습자들의 문법 지식 조사 연구

신성철 ( Seong Chul Shin ) , 강승혜 ( Seung Hae Kang )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 59-99 ( 총 41 pages)
11,600
초록보기
본 연구에서는 고빈도 문법 오류 항목에 대한 한국어 학습자들의 문법 지식을 검사 분석한다. 구체적으로, 한국어 오류 연구들이 제시하는 고빈도 문법 오류 항목과 유형에 기초하여 설정한 검사 항목에 대해 영어권 한국어 학습자들이 인지하는 문법 지식을 검사한다. 기존의 오류 연구는 고빈도가 반드시 고난이를 나타내는 것은 아니며 높은 오류 발생이 반드시 학습자의 문법지식 수준과 일치하지 않을 수 있음을 암시한다. 고빈도 문법 오류 항목과 학습자의 문법 지식간의 상호 관계를 검사하기 위해 서울 시내 세 개 대학 한국어교육기관에서 58명의 학습자를 대상으로 설문 조사를 실시하였다. 조사 결과 오류 빈도 수준과 학습자의 문법 지식 수준 간에 일반적 상호 관계가 있음을 보여주고 있지만 모든 고빈도 오류 항목이 학습자의 문법 지식 수준과 동일하게 상관관계가 있는 것으로 나타나지는 않았다. 본 연구는 상관관계가 높게 나타난 항목들이 본질적으로 학습하기 어려운 고난이 항목으로 설정될 수 있음을 주장하고 명시적 지도방안과 교육 방법 등의 함의를 논의한다. (뉴사우스웨일즈대·연세대학교)

한국어 교사의 내러티브로 본 “좋은” 한국어 교사 요인 연구-프랑스 대학을 중심으로-

안정민 ( Jeongmin Ahn )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 101-132 ( 총 32 pages)
7,200
초록보기
The purpose of this study is to investigate Korean language teachers` narratives regarding what they believe to be qualities of ‘good’ Korean teachers. The narratives of four Korean teachers who teach at various universities in France were transcribed, analysed and classified. Though France has been regarded as a centre of Korean studies and Korean wave(Hallyu) in Europe, there have been few studies about teaching and learning Korean in France. This study will explore the multi-faceted and in-depth analyses of Korean language teachers and teaching which cannot be fully understood through quantitative studies. Thirteen factors which involve ‘good’ teacher and teaching were abstracted. These factors are categorized according to personal and professional factors. Personal factors include the criteria of major, degree, French language (as a common language), personality, experiences of foreign language learning, cultural adaptability and individual situations. Career of education, management of classroom, French language (as a metalanguage in the classroom), preparation for a class, relationship with students, knowledge of Korean language and pedagogics are classified in professional factors.

대만에서의 한국어 교육 현황 및 전망

왕청동 ( Ching Tung Wang )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 133-163 ( 총 31 pages)
7,100
초록보기
Korean education centers are currently making progress in Korean language education for foreigners. In addition, the effect of the Korean Wave among the Asian countries is continuously improving the state of the Korean language today. In Korea, lots of academic research is in progress trying to find efficient ways of teaching Korean to foreigners. Besides, outside of Korea, research on Korean language education keeps on developing. Influenced by the Korean Wave, Taiwan is interest in the Korean language has increased, and at the same time it has expanded Korean language education. Since the late 1990`s, when the Korean Wave began, the scope of Korean language education in Taiwan has been enlarged exclusively. However, research on Korean language education overseas remains at basic level. For further development of the Korean language education overseas, a profound research for its educational status is essential. The field of Korean Studies has a long history in Taiwan, and Korean language education in Taiwan has always been an integral part and has been discussed within the broader framework of Korean Studies. The goal of this research is to focus on Teaching Korean as a Foreign Language(TKFL), from the broader perspective of Korean Studies in Taiwan. In order to provide a many sided description of the TKFL in Taiwan today, the author does the following research. First, he provides a brief description of the Korean education history in Taiwan. Second, he investigated the present situation in the field of TKFL in institutions of all kinds of education, including the teaching approach, and the opportunities for employment for graduates. The author pays particular attention to the Korean teacher, students, curriculums and the rate of employment for graduates in Taiwan. He especially focuses on the development, both of the participants in the Test Of Proficiency In Korean (TOPIK) in Taiwan, and that of students studying abroad in Korea. Third, he observes the changes in Korean inbound tourist services, and translation and interpretation which is directly connected with TKFL. He also defines the challenges to TKFL in contemporary Taiwan. In the conclusion, some possible solutions to the defined challenges are offered. Therefore, in addition to examining the present progress of establishing Korean study in Taiwan, we wish to prepare the foundation to provide foreigners with a qualified Korean language education.

의미관계를 이용한 어휘교육의 효과 연구-고급 학습자를 중심으로-

이민우 ( Minwoo Lee )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 165-190 ( 총 26 pages)
6,600
초록보기
This study investigated the differential effectiveness of vocabulary teaching using different semantic relations. The previous research reported that using semantic relations for vocabulary teaching is more effective than using thematic relations because of less interference effects. In addition to the effectiveness of using semantic relations, the studies also showed that using antonyms are more effective than synonyms and hypernyms/hyponyms. The effectiveness of those teaching methods appeared to interact with learners` Korean proficiency. This study compared effectiveness of vocabulary teaching using synonyms versus antonyms for advanced learners of Korean as a second language. The study found that (1) presenting vocabulary using thematic relations, synonyms, and hyponyms should be discouraged because those relations do not support learners to perceive semantic meanings of the words clearly, while (2) it is supported by using antonyms more effectively. Moreover, (3) when using thematic relations and synonyms, learners` perceptions on words can be enhanced when they can find difference in meaning through the contextual evidence.(Korea University)

학문 목적 한국어 학습자의 토론 수행에서 주제 친숙도가 담화 응집성에 미치는 영향

이선영 ( Sunyoung Lee )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 191-214 ( 총 24 pages)
6,400
초록보기
The purpose of this study is to find out how topic familiarity of those learning Korean for academic purpose affects discourse coherence during discussion. During discussion, an important ability is to precisely understand the context of discourse and unfold insistence and proof fit for the context. Discussion with insistence and proof fit for the context has strong coherence. This study focused on the concept of ‘topic familiarity’ in a try to find out ways for those learning Korean to produce more coherent discussion discourse. So-far second language education has researched correlation between topic familiarity and learner`s performance mostly in the comprehension realm such as reading and listening. Researches in that realm have reported much higher comprehension when learners read or listen to texts with topics familiar to them. This study`s experiment, however, showed different result in the expression realm such as speaking. This study had 26 learners of Korean for academic purpose have discussion both on topics familiar and unfamiliar to them, which result showed that they produced more coherent discourse when discussing unfamiliar topics. This result may come from their enough preparation for insistence and proof before discussion is made during high-level Korean speaking class. It can be seen that learners make thorough preparation for proof and logic when they have to discuss unfamiliar topics and such preparation lead to more coherent discourse. (Korea University)
6,800
초록보기
This study aims at finding the aspects of phatic communion between the teacher and KFL learners in Korean classrooms in order to establish bonds between them. In this study, how interjections, one of phatic communion, are used in class is focused. To serve this purpose, three classes of the Korean classroom were ‘recorded and transcribed’ and then ‘inspected and analyzed.’ The implications of the aspects of interjections as phatic communion in Korean classrooms in this study are as follows: First, with respect to the interjections segmented according to the type, the interjections used by the teacher are not as frequent as those used by the learners. Second, the interjections of specific types were frequently used in teacher`s utterances, while those of the basic type and positive and negative type were frequently used in learners` ones. Third, the interjections as phatic communion are applicable to one factor which affects the interaction between the teacher and the learners. Although there are some limits in description, this study is meaningful that it suggests the meaning elements of interjectional marks can be reinterpreted not only clearly in propositional meaning but in a various ways in the viewpoint of pragmatics. Moreover, it suggests that it is necessary to teach and learn the interjections in class to improve the interactions between the teacher and the learners.

중국인 학습자의 “-(으)ㄹ 것이다” 의미 습득 양상

정진 ( Jin Jeong )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 243-266 ( 총 24 pages)
6,400
초록보기
This paper aimed to demonstrate how non-native speakers acquire the meaning of ‘-(으)ㄹ 것이다’, which represents [intention], [conjecture 1], and [conjecture 2], and to ascertain whether the Aspect Hypothesis applies to ‘-았/었을 것이다’. The Aspect Hypothesis predicts that learners use past or perfective marking predominantly with achievement and accomplishment verbs, extending their use to activity and stative verbs. Twenty-two intermediate to advanced level L1 Chinese learners of Korean participated in a sentence judgement test with 70 items. The results showed that first, meaning acquisition was made in the order of [intention] of ‘-(으)ㄹ 것이다’ → [conjecture 1] of ‘-(으)ㄹ 것이다’ → [conjecture 2] of ‘-았/었을 것이다’. Second, the Aspect Hypothesis did not apply to ‘-았/었을 것이다’. However, it is difficult to make the generalization that the Aspect Hypothesis does not apply to the Korean language, because the correct answer rate for ‘-았/었을 것이다’ was just over 20% and there was no statistically significant difference in the inherent lexical aspect. These results imply that L1 Chinese learners of Korean have great difficulty learning ‘-았/었을 것이다’, which suggests a completed event or state, and that there is a need to teach it explicitly.

한국어 모어 화자와 홍콩 광둥어 화자의 거절 화행 실현 양상 비교 연구

폴리롱 ( Polly Loong ) , 최영인 ( Youngin Choi )
국제한국어교육학회|한국어 교육  26권 4호, 2015 pp. 267-301 ( 총 35 pages)
7,500
초록보기
The purpose of this study is to analyze the similarities and differences between the refusal strategies of Korean Speakers (KS) and Hong Kong Cantonese Speakers (CS). There were 40 KS and 40 CS participating in this study with 20 males and 20 females in each target group. The results showed the total numbers of refusal strategies and the numbers of additional strategies used by KS and CS were statistically significant. Moreover, the quantities and types of strategies use varies according to the level of intimacy and the social distance between speakers and the use of address form as additional strategy was essential for KS but not for CS. Despite of the cultural differences, KS and CS used similar amount of direct refusal strategies and the most frequently used indirectly refusal strategies were apology and reason for both groups. However, CS preferred to use the ‘apology-reason’ indirect refusal pattern, while KS showed a variety of refusal strategy combinations and preferred to use more indirect refusal strategies. The differences between females were more statistically significant compared to males, and participants who are in their thirties showed more differences between the two groups that participants in their twenties.
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