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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 : 30권 3호 (2019)

한국어교육 평가 관련 연구동향 분석 -동시출현단어 분석을 중심으로-

김은실 ( Eunsil Kim ) , 강승혜 ( Seunghae Kang )
6,000
초록보기
The aim of this study was to analyze research trends in evaluation of Korean Language Education as a Foreign Language through topic analysis and co-word analysis. To this end, key words were extracted from 568 academic journals and academic theses published between 1981 and 2019. The results of the analysis are as follows. Firstly, since 2010, there has been a surge in research related to evaluation. In particular, functional-specific assessments and TOPIK-related studies occur with a high frequency, and there has been much research on speaking and writing for functional evaluation. Secondly, the academic journal articles revealed a strong connection between topics such as ‘ability’, ‘speaking’ and ‘writing’ to the area of ‘evaluation’. Furthermore, ‘speaking’ and ‘evaluation’ have often appeared at the same time, leading to an active study of speaking evaluations. Finally, the academic theses had a strong emphasis on ‘evaluation’ in connection to ‘writing’, ‘reading’, and ‘speaking’. In addition, there are a number of related studies about TOPIK textbooks and areas of evaluation. Detailed research on not only titles but also related key words will allow for a more comprehensive and detailed understanding of research trends. (Yonsei University)

한국어능력시험의 학문 목적 사용에 관한 타당화 -평가사용논증 모형을 중심으로-

박수현 ( Soohyeon Park )
국제한국어교육학회|한국어 교육  30권 3호, 2019 pp. 21-49 ( 총 29 pages)
6,900
초록보기
The test of proficiency in Korean, TOPIK, is to set a Korean language learning path for those who do not use Korean as their first language, and to promote the Korean language by officially evaluating Korean language. Although other uses have been identified, this article focuses on the primary intended use of TOPIK in tertiary level academic settings, e.g. university admission and graduation. With an increasing concern about the test use and consequence, it draws on the structure and rationale of Bachman and Palmer’s (2010) assessment use argument, AUA, and investigates the consequences of using an assessment and the decisions that are made on TOPIK scores in university settings. Backing is collected from government documents and in-depth interviews with stakeholders to support the articulated claims and the related warrants. Based on the TOPIK’s AUA conceptual framework, the findings provided that claim 1 and claim 2 were partially supported, in that the test developer’s intended goals for the TOPIK in academic settings were only achieved to a certain degree. (Chung-Ang University)

사회문화이론적 관점에서 본 한국어 학습자의 L1 사용 연구

손혜진 ( Son Hyejin )
국제한국어교육학회|한국어 교육  30권 3호, 2019 pp. 51-81 ( 총 31 pages)
7,100
초록보기
The purpose of this study is to reveal the relationship between learner’s use of L1 and Korean language learning, and to derive educational implications of learner’s use of L1. To do this, this study examines Chinese learners’ learner-learner dialogues which were produced while they participated in role-play tasks, and analyzed the L1 use of learners included in the dialogues. As a result, in the case of this study, when learners construct the content of role-playing, they use their L1 to check if it is appropriate according to the instructions of the task, to discuss different opinions, and to communicate their opinions more accurately. In addition, learners used their L1 for the purpose of choosing the more appropriate Korean expression which is to be used in the role play and supplementing the lack of Korean knowledge of peer learners. Finally, learners used L1 to understand the task itself in order to carry out the task successfully. Thus, in this study, it was confirmed that L1 is used as a support tool for L2 learners to accomplish more successfully the task of role-playing, which is communicative task in Korean language learning. In the communicative language classroom, it is almost impossible not to control learner’s L1 use at all. However, since L1 use can support the accomplishment of the L2 task, it is necessary for the Korean language learner to use it partially considering the specific learning objectives set in the individual classroom and the characteristics of the learner. (Korea University)

한국어 학습 불안과 성취도 평가 결과의 상관관계 분석

오선경 ( Sunkyung Oh ) , 김지혜 ( Jihye Kim )
국제한국어교육학회|한국어 교육  30권 3호, 2019 pp. 83-103 ( 총 21 pages)
6,100
초록보기
The purpose of this study is to analyze the anxiety of Korean learners and to find correlation with the achievement test in Korean learning. This study was conducted based on the data of 934 students of Korean language institutes in Korea collected by questionnaire. Statistical analysis revealed that learning anxiety had a negative effect on the achievement test in Korean language learning. The results of the sub-factors of the learning anxiety showed the highest level of anxiety about communication, followed by anxiety about negative reaction, anxiety about evaluation and grades, and anxiety due to class environment. There was a statistically significant difference of anxiety between the low-achievement learners and the high-achievement learners. In particular, it was found that the anxiety due to the classroom environment and the anxiety about the evaluation and grade greatly influenced the achievement test. (Korea University)
7,900
초록보기
Many studies have shown that academic writing is not only a cognitive behavior but also a social behavior. This paper focuses on the social aspect of academic discourse construction and aims to analyze the aspect of foreign graduate students activating the context of academic discourse writing in the graduate school. Three Chinese graduate students were selected for in-depth interviews on the experiences of graduate academic writing. Through qualitative analysis, we found that the textual context was activated most actively and implemented in the actual academic discourse. However, due to the nature of the academic writing task given by the graduate school, participants’ understanding of factors of the context of situation was higher than that of their master’s level. The degree of activation of the socio-cultural context was also different according to the characteristics of the major or the individual’s study background. Based on this, it is necessary to recognize the dynamics of the context in the academic writing context activation education. In order to induce the motivation of the learner’s context activation, it is necessary for the learner to understand why we should use strategies of activating the academic writing context and how it functions. (Korea University)

체계기능언어학의 한국어교육학적 적용 방안

이관규 ( Lee Kwankyu )
국제한국어교육학회|한국어 교육  30권 3호, 2019 pp. 145-162 ( 총 18 pages)
5,800
초록보기
The purpose of this study is to show applicable methods in Korean educational linguistics of Systemic Functional Linguistics which Halliday has made and developed in England, China, Australia, etc. Halliday, known as an applied linguist, has researched linguistics, especially Chinese linguistics in England and China, and has been an active researcher in practical language education and policy. ‘System’ in SFL means that language expressions in use had paradigmatic relation, and ‘function’ means that language in use refers to meaning function in context. Various meaning functions are divided into ideational, interpersonal, textual metafunctions. These 3 metafunctions are realized through texts which the speaker and listener express and understand. In the context of higher level Chinese speakers studying with an academic purpose, they may have difficulty making a choice for some expressions in order to deliver many meaning functions, In this case, the Korean classroom can make use of SFL and teaching appropriate Korean expressions. (Korea University)

AIC-CCS를 활용한 중국인 학문목적 학습자의 상호문화능력 연구

이원희 ( Lee Wonhee )
국제한국어교육학회|한국어 교육  30권 3호, 2019 pp. 163-195 ( 총 33 pages)
7,300
초록보기
The present study uses the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) evaluation tool designed by Peng, Wu, & Fan (2013) to measure the intercultural competence of Chinese students with academic learning purposes and understand educational components of intercultural learning from the evaluation results. The results of the AIC-CCS measurement from the sample of Chinese college students attending a university in Seoul are as follows: the average of the total AIC-CCS was 4.18; the standard deviation was 0.75; and the Cronbach’s alpha coefficient was 0.887. In the subdomains of the AIC-CCS, the average of the attitude (M=4.43) was the highest, while the average of the understanding of others (M=3.88) was the lowest. Furthermore, the participants’ awareness for the subdomains of history of China (M=3.85), overall Korean culture (M=3.62), sociocultural values of Korea (M=3.77), and taboos (M=3.85) appeared lower than the total average (M=4.17). Based on these measurement results, the present study suggests that the starting point of designing educational components and contents from the perspective of intercultural education needs to be the target culture of the learners. The present study also reveals that in developing learning materials and programs for cultural education, further research and discussion in the satisfaction levels of learners and the approachability and efficiency of the learning tools must be conducted. Finally, the present study suggests that the educational components must be derived from verbal and non-verbal communication skills and intercultural sensitivity during intercultural communication to cultivate intercultural competence of students. The present study outlines the educational components that consist of cultivating intercultural awareness and adaptability which enable learners to communicate appropriately and efficiently during intercultural communication by recognizing sensitive situations based on students own culture as well as the target culture. (Yonsei university)
7,000
초록보기
This paper aims to study methods of using mass media to improve spoken language ability in Korean for foreign students. Spoken language ability means being able to hear, recognize, understand meaning and express one’s thoughts and feelings in words. In this study, spoken language comprehension education through drama and dubbing task activities was presented in a 16 week-syllabus. In order to educate students on spoken language understanding through drama, the channel tvN drama “The goblin” was edited into a five-week curriculum and features of colloquial expression were analyzed based on the script of the drama. The language in drama scripts reveal spoken language contributing to the creation of meaning in combination with situations and contexts in which dialogue takes place, as well as strength, intonation, tone and emotion. In the post-class survey, learners responded that they understood the difference between spoken and written language and effectively learned colloquial vocabulary and expressions through drama classes. In addition, the dubbing task was developed so that it could be used in a productive way, rather than just listening to and understanding dramas. Dubbing is not focused on mechanically memorizing expressions and sentences, but as a way to internalize spoken expressions and generate confidence and interest by following the characters’ accents, emotion and speed, and learners showed a high willingness to recommend dubbing activities. While there is not much research on dubbing activities in Korean education, this paper is meaningful in that it can be presented as an effective reference for use in education by linking listening to speaking. (Inha University)

중국 한국국제학교 고등학생의 다중언어 능력 관련 변인

최지영 ( Jiyoung Choi )
국제한국어교육학회|한국어 교육  30권 3호, 2019 pp. 227-255 ( 총 29 pages)
6,900
초록보기
The purpose of this study is to examine the multilingual ability of 11 and 12 graders at the Korean International School in Beijing, China, and to find out whether arrival age of Korean International School students is related to their Korean, English, and Chinese abilities, and whether they are influenced by educational background. The research checked on whether the migration age(AOA) and educational history in China affected Korean International School students’ multilingual knowledge. Students who move to China at an early age were expected to lack knowledge of Korean due to relatively low exposure to Korean, yet no correlation was shown. AOA and English ability have no correlation was shown neither. However Students who move to China at an early age have better in Chinese than who move to China after 9 years old. And educational history and multilingual ability have correlation was shown. (Ewha Womans University)
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