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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 : 27권 1호 (2016)

중국인 한국어교원에 대한 이론적 고찰

김가람 ( Garam Kim )
6,000
초록보기
A theoretical perspective on the Chinese Korean language teacher. Journal of Korean Language Education The purpose of this study is to explore the Chinese Korean language teacher who teaches Korean in China as a non-native Korean speaker. The basic assumption of this study is that the Chinese Korean language teacher is divided into two types: the Chinese native speaker and the Korean-Chinese which have a great difference. Therefore, we deal with their difference on the basis of literature review. Firstly, the Korean-Chinese is an overseas Korean so the competence of Korean is better than the Chinese native speaker. On the other hand, ‘Chosun language’ which is used by the Korean-Chinese is different compared to the standard Korean such as the grammar system, vocabulary and pronunciation. Secondly, the Chinese native speaker has more various education experience than the Korean-Chinese. According to the educational experience, the Chinese native teacher easily understands the student’s difficulties. Finally, we suggest a direction for Chinese Korean teachers to be offered a separate curriculum which aims to enhances the strengths while improving weaknesses in the re-training program.

학문 목적 한국어 학습자를 위한 담화 통합 말하기 교육 방안

김지애 ( Ji Ae Kim ) , 김수은 ( Su Eun Kim )
국제한국어교육학회|한국어 교육  27권 1호, 2016 pp. 21-55 ( 총 35 pages)
7,500
초록보기
This study aims to find an educational plan in discourse-synthesized speaking for Korean learners as an academic purpose. Discourse synthesis is a basic technique, which is also frequently required in speaking in an academic context. Therefore, this study collected utterances of actual Korean learners, examined the aspect of difficulties that learners had to go through within the process of discourse-synthesized speaking, and therefore, on this basis, derived an educational plan for each of the steps. Learners who are not ready in terms of language for discourse synthesis are required a sufficient amount of practice in reading and understanding materials in Korean according to their proficiency. In addition, learners who are capable of understanding the materials but failed in the phase of critically thinking about materials, are required the capability of critical thinking as well as procedural knowledge for discourse synthesis. Furthermore, learners who had trouble in terms of actual utterance were suggested they should practice utterance performing such as discourse analysis activities or self-monitoring. This study is significant in the sense that it applied the teaching of discourse-synthesized speaking which had been studied in focus of writing as well as suggesting an actual educational plan throughout the analysis of learners’ utterances. As a follow-up study, it is suggested that the discussion of this study can be specified into a syllabus and a teaching model systematically and practically. (Korea University)

한국어 읽기 교육용 자료로서의 인포그래픽스(infographics) 연구

김지혜 ( Ji Hye Kim ) , 류선숙 ( Seon Suk Ryu )
국제한국어교육학회|한국어 교육  27권 1호, 2016 pp. 57-77 ( 총 21 pages)
6,100
초록보기
This study aims to examine the value of infographics as reading material for Korean language education. Infographics express a piece of information or knowledge visually (e.g. a graph, diagram, picture) for readers to be able to understand an enormous quantity of information easily and in a fast manner. Since the vast information is provided in a summarized form, readers are not limited to solely obtaining information. Readers should read them while interpreting and evaluating the information in it. When it comes to these characteristics of infographics, it is therefore recognized as valuable material for education. In Korean language education, some aspects of infographics have been suggested as supportive material. However, it was hardly considered as educational materials on its own. Infographics could be deemed meaningful reading materials in Korean language education for the following reasons: firstly, readers can collect essential information without reading a long text. Secondly, readers can acquire information by collected information in a figure, and reorganize the meaning into writing or speaking. This paper examined the concept and characteristics of infographics which are not familiar in Korean language education. It also suggested how infographics can be applied depending on the level of the learners, theme and goal of the class. (Busan University of Foreign Studies, Korea University)
7,200
초록보기
This study aims to present the pedagogic implications of Korean delaying tactic DMs Education for CKLs through comparing the use of delaying tactic DMs between KNSs and CKLs. In this study there were 60 participants (KNSs 30, CKLs 30) and the researcher gave them the same task. As a result, there were 16 kinds of delaying tactic DMs had been used by KNSs and there were 12 kinds of delaying tactics DMs had been used by CKLs. And through the Wilcoxon rank sum test, we found that the use of ‘뭐``, ``이제``, ``이렇게``, ``음``, ``막``, ``그러니까``, ``으``, ``응``, and ``아`` had a statistically significant difference. But in the use of ``어``, ``그``, ``좀``, ``뭐지 ``, ``뭐랄까``, ``그냥``, ``그런``, ``이런``, ``어떤``, and ``저기``, there were no statistically significant differences. Thus, perhaps there are three reasons for the different usage of delaying tactic DMs between CKLs and KNSs. Firstly, it seems that the delaying tactic DMs is the differentiation category to CKLs. Secondly, it may be due to the interference of CKLs`` mother language. Thirdly, it may be the case as the CKLs do not get proper education regarding delaying tactic DMs and don’t have many chances to practice them. Accordingly, in this study, the researcher presented some pedagogic implications of Korean delaying tactic DMs education, such as explicit teaching, the provision of input and practice chance, and the exclusion of mother language(Chinese) interference and etc. The significance of this study is that it provides specific information to help the Korean language education expert to understand the use of delaying tactic DMs by the CKLs, and presents some pedagogic implications of Korean delaying tactic DMs Education. (Seoul National University)

한국계 호주인 대학생들의 계승어 학습에 대한 요구분석 연구

신성철 ( Seong-chul Shin ) , 고성배 ( Sung Bae Ko ) , 류영주 ( Yong-ju Rue )
국제한국어교육학회|한국어 교육  27권 1호, 2016 pp. 111-155 ( 총 45 pages)
12,000
초록보기
이 연구는 호주에 거주하는 한국계 교포 대학생들의 한국어 학습에 대한 요구(needs)를 분석하는 데그 목적이 있다. 최근 호주 국내에서는 계승어 교육에 대한 관심이 점차늘고 있는 추세이나, 한국어 계승어 학습자들의 언어사용 실태, 언어학습성향과 동기, 그리고 그들이 선호하는 언어학습 유형과 분야를 포함하는 실증적인 연구는 매우 부족한 것이 현실이다. 이러한 문제점의 보완을 위해, 본 연구에서는 호주 국내 3 개 대학에 재학중인 한국계 교포 대학생 52명을 대상으로 설문조사를 실시하였다. 설문조사의 질문 항목은 크게 네 가지부분으로 (한국어 사용과 유지; 한국어학습 성향과 동기; 한국어학습 유형선호도; 한국어학습 분야 선호도) 구성되어 있으며, 설문조사 분석을 통해 한국어 학습과 관련한 한국계 대학생들의 특성과 유형을 일부 파악할 수있었다. 이에 본고에서는 그 분석결과에 대하여 논하고 아울러, 바람직한계승어 학습자들을 위한 강좌 개발과 한국어 교재의 방향도 제시한다. (뉴사우스웨일즈 대학교)

학문 목적 한국어 학습자의 쓰기 동기 구성 요인 연구

전형길 ( Hyeoung-gil Jeon )
국제한국어교육학회|한국어 교육  27권 1호, 2016 pp. 157-183 ( 총 27 pages)
6,700
초록보기
This study aims to examine the motivational factor in the writing of KAP learners and the characteristic of the groups. For this study, 228 responses to the questionnaire from Korean learners were collected and analyzed. First, the used questions were finalized through the validity verification based on a study in the literature. Next, three subfactors were derived from an exploratory factor analysis. The derived factors are ‘self-efficacy’, ‘interest’, and ‘interaction’, respectively. These subfactors are statistically significant because the correlation coefficient of them is over .400. The respondents are classified into two subgroups: the domestic group and the overseas group. In the domestic group, the graduate student group, the undergraduate student group, and the non-college group are included. The result of analysis shows that the overseas group has a higher motivation level than the domestic group, whereas ‘interaction’ is lower than the domestic group. In the domestic group, the overall average of the undergraduate student group is higher than that of the comparison groups. In addition, the motivation level of the graduate student group is relatively consistent. However, for the undergraduate student group and the non-college group, ‘self-efficacy’ is the most significant factor while ‘interaction’ is the least influential factor having a large gap. The contributions of this study are summarized as follows. First, to the best of our knowledge, this study is the first study on the motivation in Korean writing education. Second, this study provides reasonable and confident results through a factor analysis program with abundant respondents.
5,800
초록보기
An analysis of the second language learners’ use of language is an important part of the teaching process, particularly because the language features are not learned all at the same time. This is why various methods have been applied to continuously study the learners’ second language learning progress. From these studies, several textbooks including teaching models have been developed. However, focusing on only one aspect of the learning process alone, namely, the types of errors and the error rate of learner’s inter-language ability (Ellis and Barkhuizen, 2005) may not be adequate, requiring an additional approach to the beginners’ language-learning process. In this paper, the results of a study based on ‘Obligatory Occasion Analysis’ and ‘Implicational Scaling’ are presented and discussed. The study analyzes the beginners’ level of Korean Chinese learner’s correct usage of connective suffixes by the proposed methods and the results are used to decide on the order of acquisition of connective suffixes. The analysis shows that ‘-아/어서(이유)’ are learned first, followed by ‘- (으)면서(동시)’, ‘-(으)ㄴ/는데(대조)’, ‘-고(나열)’, ‘-(으)면(조건)’at a later stage of the learning process, There would be an added educational value if the results of this study are applied to developing textbooks and curricula for beginner-level Korean second language learners.

An Examination of Korean heritage school teachers` perceptions on teaching and learning after an intensive summer professional development program

( Hye Young Shin ) , ( Marjorie Hall Haley ) , ( Sarah Eqab )
국제한국어교육학회|한국어 교육  27권 1호, 2016 pp. 203-220 ( 총 18 pages)
5,800
초록보기
한글학교 교사들을 대상으로 한 본 논문은 미국 내 한글학교 교사의 요구에 중점을 둔다. 한국어와 한국문화는 미국 내에서도 상당한 관심을 받고 있다. 미국 내 한국인 인구의 꾸준한 증가와 더불어 한글학교에 대한수요도 급증할 것으로 보인다. 또한 다양한 세대로 이루어진 한국인 가정의 형태는 초등부터 대학 수준까지의 다양한 언어교육 프로그램 개설의 필요성을 역설해준다. 이러한 현실을 고려할때, 어떻게 하면 한글학교 교사들을 미국 학교 시스템에 맞추어 적절히 교육시킬 것인가하는 문제가 대두된다. 본 연구는 2015년 동부의 한 대학에서 미정부의 제정 지원을받아 열린 한국어 교사교육 프로그램에 참여했던 한글학교 교사들을 대상으로 그들이 미국의 외국어교육 목표 및 수업에 대해 어떻게 인식하게 되었는지를 조사한 것이다. 워크숍 전, 후에 행해진 서베이 및 질문지를 통해얻은 데이터에 따르면, 3주간의 온,오프라인 프로그램을 통해 교사들은 학습계획안 작성을 비롯하여 신뢰할 수 있는 평가서 작성에 이르기까지의 다양한 워크숍활동을 통해 미국 내 언어교육에서 요구하는 학습자 중심교육, 학생관리, 평가, 학습활동, 테크놀로지 사용 등에 대한 깊은 이해와다양한 방법을 습득한 것으로 나타났다. 그러나 다른 한편, 교사들은 그들이 습득한 여러 미국교육 표준을 자신의 교육현장에 적용하는 데에는 여전히 어려움을 느끼는 것으로 나타났다.
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