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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 3호 (2016)

인포그래픽스(infographics)의 학습 효과 분석 -한국어 중급 학습자를 대상으로-

김지혜 ( Jihye Kim ) , 류선숙 ( Seonsuk Ryu )
6,200
초록보기
Infographics which contain a lot of information in a visual form are reading material that most clearly shows the reading process and purposes of modern people. Although the use of infographics in Korean classes is minimum, the importance of infographics in other educational areas is getting bigger. Infographics helps readers quickly understand the information, and expand the readers’ knowledge system. Following previous studies about the educational effect of infographics as Korean reading materials, this research tries to examine the effectiveness of infographics for intermediate-level Korean learners via an experiment. As a result of the experiment, this paper found that the learners efficiently obtained information and knowledge with infographics. This tells us that the visual information structures in infographics has a positive effect on understanding and reconstructing meaning. In addition, based on the fact that the learners regarded infographics as an interesting and attractive reading material, this research found that infographics are effective for learning motivation. (Busan University of Foreign Studies, Korea University)
6,600
초록보기
The purpose of this research is to discover how speed reading training targeted for advanced Korean leaners affects fixations and saccades during their reading process with utilizing eye-tracking. Subjects for the research were 16 Korean learners from the first semester of level 5, and divided into a control and experimental group. The experimental group was given lectures on speed reading training over the course which consisted of a one hour class for eight sessions. After analyzing the changes of the tests before and after the training, there were statistically no significant changes between the two groups for the average fixation duration and the average saccade amplitude, but differences were shown for individuals. Moreover, significant personal differences were found on the duration for reading texts between the two groups. This proves that speed reading training is effective, but further discussion is needed for the amount of time necessary for speed reading training. (Ewha Womans University, Yonsei University)

한국어 교사의 상호문화 인식 조사 연구

나원주 ( Wonju Na ) , 김영규 ( Youngkyu Kim )
국제한국어교육학회|한국어 교육  27권 3호, 2016 pp. 49-80 ( 총 32 pages)
7,200
초록보기
This study aims to suggest the incorporation of ideas of intercultural education into the restructuring of Korean language and culture education. As groundwork for the development of an intercultural education curriculum, a group of Korean language teachers were surveyed to find out their level of intercultural awareness. The results were as follows. Overall the teachers’ level of intercultural awareness was quite high (N = 183, M = 3.8, SD = .47). (1) Teacher-related variables such as the amount of teaching experience was significantly related to teachers’ awareness of in-class cultural conflict with students (F = 2.73, p = .03, η² = .06) and their level of understanding of intercultural education (F = 2.90, p =. 023, η² = .06). (2) According to the variable of the type of institution teachers work in, university-affiliated Korean language teachers showed a higher level of understanding of intercultural education (F = 4.34, p = .006, η² = .07), which can be interpreted as teachers working in multicultural centers exhibited a more conservative stance toward intercultural education, whereas teachers working in multicultural centers showed a more positive attitude toward Korean language textbooks (F = 6.43, p < .0005, η² = .10). (3) According to the variable of prior teaching experience in multicultural centers, teachers with such experience experienced in-class cultural conflict more (F = 4.21, p = .006, η² = .02) and showed a more positive attitude toward Korean language textbooks (F = 8.00, p =. 002, η² = .04), but showed a lower level of understanding of intercultural education (F = 7.84, p = .005, η² = .04) than university-affiliated Korean language teachers. (4) Whether or not having received training in multi-cultural or intercultural education was significantly related to teachers’ level of understanding of intercultural education (F = 6.56, p = .011, η² = .04) and their experience of in-class cultural conflict (F = 7.57, p = .007, η² = .04). The limitations of the study were stated and the implications for intercultural sensitivity in Korean language and culture education were suggested. (Ewha Womans University)
7,500
초록보기
Korean connecting ending ‘-면’ has been mainly described as a ‘condition’ and ‘assumption’ in education of Korean language. However, this study intends to insist the necessity to teach ‘-면’ of argumentation for advanced Korean learners who show the strong needs for writing persuasive texts such as editorials or critiques, to induce the instruction of the argumentative ‘-면’ based on its phenomenon and to suggest its specific teaching methods by stages. In order to achieve these goals, current descriptions about ‘-면’ in various advanced textbooks were looked through and related problems were pointed out. Also, through the analysis on persuasive texts which are produced by advanced learners, the necessity of teaching argumentative ‘-면’ were confirmed. Subsequently, this study tried to find out outstanding characteristics of the argumentative ‘-면’ in perspective of its unique functional meaning and the meaning relation of antecedent phrases and decedent phrases. On the basis of these series of exploration, the education of the argumentative ‘-면’ is encouraged and specific teaching methods are suggested. (Korea National University of Transportation)

외국인 대학생의 요청 담화에서의 적극적 공손 전략 실현 양상 연구

엄진숙 ( Jin-suk Eom )
국제한국어교육학회|한국어 교육  27권 3호, 2016 pp. 117-147 ( 총 31 pages)
7,100
초록보기
The purpose of this paper is to investigate the enactment of positive politeness to perform request functions in Korean as second language (KSL) speakers, with focus on international undergraduate students (IUS), and their native language (L1). Furthermore, this paper aims at comparing their positive politeness strategies (PPS) with Korean native speakers (KNS). IUS’ PPS can be classified as follows: through their utterances in formal letters; using terms of address, promise, optimistic utterance and similarity with the addressee; and giving reasons and background information of the request. This paper shows that IUS’ L1 does not influence PPS usage. IUS use PPS intentionally to mitigate a threat to the receiver’s positive stance in order to accomplish the goal of a request, which is not a specific cultural aspect but a universal communicative strategy applied situationally. IUS’ usage of PPS is similar to KNS. This is explained in terms of IUS’ pragmatic competence, the ability to achieve pragmatic purpose using appropriate strategies as well as KNS. However, when using the wish (blessing) strategy of optimistic utterance and the request strategy of giving reason and background information, IUS focus on form schema rather than content while KNS focus on content in detail to maintain the receiver’s positive stance. (Yeungnam University)
6,700
초록보기
This study aims to find the method to promote Korean language learners’ fluency by analyzing the diverse aspects of using strategies of vocabulary. This study specifically analyzed Korean language learners’ writing and in-depth interviews and uncovered the motivation and strategies of selecting and using vocabularies and its effectiveness. As a result of analysis, four categories of learners’ strategies of selecting and using vocabulary were found: aspects of meaning, aspects of constructing, aspects of function, and aspects of context. Furthermore, each category contains the learners’ efforts of making use of their lexical knowledge and the strategies of using their native language. These results can be used as a foundation for understanding learners and to develop instruction to promoting Korean language learners’ fluency in the domain of vocabulary education. (Honam University)

한국어 문학 수업을 위한 학습자 요구 분석

이명귀 ( Myunggwi Lee )
국제한국어교육학회|한국어 교육  27권 3호, 2016 pp. 177-201 ( 총 25 pages)
6,500
초록보기
The purpose of this study is to investigate the needs of foreign learners of Korean for Korean literature classes. In second language education, literary work has been recognized as good teaching resources, showing cultural abundancy. The enhanced necessity of literary education in the context of Korean as a foreign language has been expanded since it was first implemented in the late 1990s. However, the aspects in literary education vary depending on the curriculum of institutions. Thus, as the groundwork, it is very important to grasp the needs of learners in order to introduce and develop Korean literature classes. For this reason, a specific needs analysis of advanced learners for a Korean literature class was conducted with a focus on the native or Korean literary experience and preferred literary genres. The results showed several implications related to Korean literature classes. On the basis of the results of the survey, this study suggests considerations to take into account in developing Korean literature classes. (Kyung Hee University)

외국인 유학생의 학술적 글쓰기에서 인용 교육 방안에 대한 연구

이유경 ( Yookyoung Lee )
국제한국어교육학회|한국어 교육  27권 3호, 2016 pp. 203-232 ( 총 30 pages)
7,000
초록보기
This study examines the process of teaching citation that foreign students should use for the realization of discourse synthesis, and aims at developing teaching methods about citation in academic writing. This article analyzes the students’ writing based on the system and the rules of citation. In addition, teaching materials used in the university were studied and several methodological problems could be specified. First, most students do not only lack well-rounded background knowledge, but also the need to refer to other texts in their writing, and this is the crucial cause of inappropriate citation. Therefore, it is necessary to develop the method to promote their motives and students should set up the purposes for proper academic reference. Second, even though many teaching materials treat citation, the texts presented as samples are not suitable to learners. Most examples include complex elements to comprehend and do not fulfill educational goals, especially in citation. Consequently, students should be provided with materials having exercises based on their levels. Third, students usually make a simple copy of references, and lack the ability to use the strategy depending on different texts. Therefore, the system and specific procedure of citation should be included in teaching methods according to learners’ level. (Korea University)

비교문화적 화용론의 관점에서 본 태국인 한국어 학습자의 사과 화행 연구

이해영 ( Haiyoung Lee ) , 황선영 ( Sunyoung Hwang ) , 노아실 ( Ahsil Noh ) , 사마와디강해 ( Samawadee Kunghae )
국제한국어교육학회|한국어 교육  27권 3호, 2016 pp. 233-260 ( 총 28 pages)
6,800
초록보기
This study tries to compare the differences of apology speech acts in Thai Korean learners from the cross-cultural pragmatic perspective, and analyzes what causes these differences. The research questions are as follows: (1) Do native Koreans and Thais apologize in particular situations respectively? (2) How different are Koreans, Thais, and Thai Korean learners in using apology speech act strategies in each situation? We used oral DCTs and post-interviews for situational apology speech acts among Koreans, Thais, and Thai Korean learners. The research questions (1) utilized chi-squared tests and (2) used a multiple response analysis. The oral DCTs result showed no significant difference among groups. However, post-interviews revealed that Thais do not prefer explicit apologies in strange and official situations and that they prefer them in more familiar situations. On the other hand, Koreans use various apology strategies in more familiar situations to replace explicit apologies. Moreover, difference in perception of situations and idiomatic expressions among different groups suggests the high risk of pragmatic failure for Thai Korean learners. Thus, the field of Korean education must teach various expressions and strategies preferred and used in actual Korean apology speech acts. (Ewha Womans University)

국내 프랑스인 학습자의 문화적응 전략과 한국어 접촉 양상

이혜미 ( Hyemi Lee ) , 김영주 ( Youngjoo Kim )
국제한국어교육학회|한국어 교육  27권 3호, 2016 pp. 261-287 ( 총 27 pages)
6,700
초록보기
This study investigated the relation between acculturation strategies and the language contact profile of French-speaking-Korean learners in Korea. The study collected questionnaires from 140 French learners and also applied semi-structured interviews. Barry(2001)’s EAAM and Freed, Segalowits, & Dewey(2004)’s language contact profile were employed to implement surveys. The study found out that (1) among the 140 learners, 41.4% of them applied integration strategy and 29.2% for separation strategy, 15.7% for assimilation strategy and 13.5% for marginalization strategy. (2) The higher the learners’ proficiency was, the more they used Korean language daily and weekly; (3) learners who used more Korean showed positive correlation with assimilation strategy; (4) writing in Korean influenced positively on using integration strategy that was known as the most successful strategy to acculturate in L2 environment. (Kyung Hee University)
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