중국인 학습자를 위한 한국어 비음화 교육 방안

전하나 부산외국어대학교 2012 국내석사

Nasalization is a phonemic phenomenon of Korean language that is the most difficult to Chinese learners, which has the high error rate of pronunciation. The objective of this study is to prepare for the education measures for accurate nasalized pronunciation of Chinese learners who study Korean language. In order to prepare for the education measures, the study is progressed like below. Through the contrastive analysis of Chinese and Korean languages, first, Chinese learners' error in nasalized pronunciation was predicted, and the error was also analyzed by experimenting the nasalized pronunciation of the actual learners. After examining learners' cognition of nasalization, next, we understood how nasalization was shown in Korean language textbooks through the analysis of textbooks. Finally, we prepared for the education measures of nasalization in consideration of the actual study field of Korean language as taking the results drawn from the experiment and analysis as the actual standard of preparing for the education measures. The objective of nasalization education for Chinese learners is to make learners to pronounce accurately through understanding the internal rules of nasalization. The education method of nasalization is to make learners to apply the models of general pronunciation education of 'introduction→suggestion·explanation→practice→use→completion' by dividing every nasalization environment into 'nasalization of obstruent', 'nasalization of liquid sound' and 'nasalization of obstruent and liquid sound' for learners' easier understanding. As starting the education from elementary level as same as the order of nasalized words shown in the textbooks, the elementary level follows the order like 'nasalization of obstruent'→'nasalization of liquid sound'. The summary stage of the elementary level or intermediate level follows the order of 'nasalization of obstruent and liquid sound'. The significance of this study is to determine that nasalization among phonemic alternations of Korean language is the most difficult to Chinese learners, and to prepare for the education measures of nasalization in consideration of learners' study stage of Korean language. However, the number of the test subjects was limited to analyze the error of pronunciation and the utility of the education measures was not verified with the actual learning field, which is the limitation of this study. Such limitation should be overcome by the future studies.

중국인 고급 TOPIK 응시자를 위한 문법 교육 방안 연구

이정 부산외국어대학교 2012 국내석사

近年,韩国语教育的世界化使韩国语学习的热潮越来越高涨.随着韩国语教育的发展,在许多国家,对外韩国语教学事业蒸蒸日上.如今,对自身提出更高要求的中国学习者们逐渐增多.特别是许多中国四年制大学的韩国语专业要求学生在毕业之前需具备韩国语能力等级考试高级水平.中国国内许多高等院校的韩国语学习者和在韩国留学的中国人学习者也希望通过学习最终能具备韩国语能力等级考试高级的水平.因此,在当下对高级韩国语能力等级考试的教育方案的研究是非常迫切和必要的. 目前,在韩国现行教育机关的韩国语能力考试备考班中,针对高级韩国语能力考试应试者还没有专门的语法教育研究方案.大部分初中级的备考班几乎都以讲解韩国语能力考试的真题为课堂内容.然而,对于学习者而言,不仅要具有能很好的解答出试卷问题的能力,更需要一个能从根本上提高韩国语实力的有效的教学方案. 因此,论文的研究目的就在于针对中国人韩国语学习者提出一个TOPIK高级语法教学方案.从而能使学习者的韩国语能力提高,并且能对高级语法加深理解和正确使用. 围绕以上内容,论文第一章首先阐明了研究目的和必要性,然后揭示了研究内容和研究方法.接着回顾观察与研究了与本论文相关的研究成果.在本论部分中,第二章首先对韩国语能力考试中语法部分的题目进行分析研究,然后根据题目类型和能力要求进行了语法知识点的研究分析.在第三章,首先通过问卷调查得知高级水平的中国人韩国语学习者比较倾向于把语法项目按照意义机能进行分类的方式学习.按照高级学习者的高效学习方法,对第16次~第25次,共10次的韩国语能力等级考试的进行了语法项目的整理和高频率出现的语法项目的统计.接着针对学生的TOPIK真题考试实验的试卷进行错误分析.从而按照语法项目的意义机能,高频率出现的语法和高错误率的语法综合之后,选定TOPIK高级教学的语法项目.在论文的第四章,首先,确立了教学目标和教授方向,其次,按照题目类型和能力要求,提出了适合中国学习者的具体的TOPIK高级教学方案.由此,期待着对本论文的教学方案进行实验验证,并且期待针对TOPIK其他领域的深层次教学研究的出现. In recent years, the mondialisation of Korean education has contributed to the upsurge of Korean learning. Along with the development of the Korean education, Teaching Korean as Foreign Language enjoys its flourish in many countries. Nowadays, there are more and more Chinese learners put forward higher requirement to themselves. Especially in many four-year universities, China, the Korean Major students are required advanced level of TOPIK before graduation. A lot of Chinese learners of Korean, including both the people who learn Korean in Chinese university and the students study in Korea, also want to have the senior level eventually. Therefore, the research of TOPIK education program is very urgent and necessary in the present moment. At present, class of preparing for the exam in South Korea education authorities still have no specific grammar education programs to the TOPIK examinee. Most of the primary and intermediate preparing classes take the past exam paper as their all class content. However, what the learners need is not only the ability of answering questions given by those test papers, but also an effective teaching plan that can enhance the strength of the Korean radically. Therefore, the purpose of this thesis is to supply a TOPIK advanced grammar teaching plan to Chinese learners of Korean. Thus the learners can improve their ability, deepen the understanding of advanced grammar and use the grammar correctly. According to the above content, the first chapter of this paper illustrates the research purpose and the necessity, reveals the research content and methods, and then reviews the related research achievements. In the body part, the second chapter first analysis some questions of grammar part appeared in past TOPIK examination, and then analysis the grammar knowledge according to the subject type and competency requirements. In the third chapter, we got the information through the questionnaire survey that the senior level Chinese learners of Korean tend to learn the grammar project by classifying them according to different meaning function. With the advanced learner’s efficient study method, this chapter arranges the grammar project and picks up the high-frequency ones of the 16th~25th――total of 10 times――TOPIK examination, and then analyses the errors appeared in the simulation test. After synthesizing the grammar function, high-frequency grammar and high error rate grammar, we can select the TOPIK senior teaching grammar project. The forth chapter established the teaching goals and directions, and also put forward specific TOPIK senior teaching plan that suit Chinese learners according to the subject type and competency requirements. We are looking forward to the test of this teaching plan, and to the deep teaching research of other fields in TOPIK.

한국어와 우크라이나어 음운 대조 연구

폴리아코바 율리아 부산외국어대학교 일반대학원 2021 국내석사

The purpose of this study is to present basic materials for Korean pronunciation education for Ukrainian learners by analyzing the consonant and vowel system and syllable structure of Korean and Ukrainian to predict Korean pronunciation errors for Ukrainian more speakers. We reveal the need and purpose of the study in the introduction, review the prior work related to this study, and present a research method based on the theory of contrast analysis, the theoretical background of the study. The Chapter 1 reveals the need and purpose of the study in the introduction, review the prior work related to this study, and present a research method based on the theory of contrast analysis, the theoretical background of the study. In the main part, which included Chapter 2, Chapter 3 and Chapter 4, describes the phonological systems of Korean and Ukrainian languages. Korean and Ukrainian consonant systems, vowel systems, and syllable structures were examined in detail and analyzed to identify similarities and differences between phonological systems in the two languages, thus predicting possible errors in pronunciation of Korean consonants and vowels. First of all, there are 19 consonants in Korean, while in Ukrainian there are 32. Ukrainian consonants have a combination of voiced and voiceless sounds, while Korean has a combination of the lax, tense, and aspirated. Therefore, Ukrainian learners feel the difference in pronunciation the plosive consonant’s sounds /p, t, k/ and an affricate sounds /ʧ/. It is expected that it will be very difficult for Ukrainian learners to distinguish a soft nasal /ㅇ[ŋ]/ because there is no similar phoneme in Ukrainian. Korean has three opposing consonants in the same position, so the distinguishing power of consonants is delicate, but Ukrainian is not. Therefore, Ukrainian learners are expected to have particularly difficulty distinguishing between a fortis and an aspirated because they can not feel the difference between /p'/ and /pʰ/, /t'/ and /tʰ/, /k'/ and /kʰ/, /ʧ'/and /ʧʰ/ Next, Korean vowels are divided into 7 vowels and 10 double vowels, .and Ukrainian has 6 vowels and 4 double vowels, which differ in the two languages. As a result, it seems difficult to pronounce Korean vowels that do not exist in Ukrainian. In particular, it is likely that it will be difficult to acquire single vowel (ㅓ) and double vowels (ㅕ, ㅝ) that do not have phonemes corresponding to Ukrainian language. Finally, after the contrast analysis of consonants and vowels, the Korean and Ukrainian languages have common syllabical structures of V, CV, VC, CVC, but Ukrainian languages have more diverse syllabical structures. In addition, Ukrainian can have all the consonants in syllable consonants, but Korean cannot have consonants, so Ukrainian has more various structures with consonants than Korean at the syllable. Therefore, Ukrainian learners found that it was not difficult to study the structure of Korean syllables. In the final Chapter 5, the results of the contrasting analysis of phonological systems and syllable structures in Korean and Ukrainian, and present the significance and limitations of this study were summarized. This work is focused on the contrastive analysis of the consonants and vowels, and the expected errors will give a help to improve the Ukrainian learners’s pronunciation in Korean. Compared to Ukraine's 30-year history of Korean language education and research, only few studies have been conducted on Korean pronunciation textbooks and pronunciation education for Ukrainian learners. In addition, given the continued increase in Ukrainian Korean learners, it is hoped that this study will serve as a basic source of Korean pronunciation education for Ukrainian more speakers. The relevance of this work is connected with the spread of the Korean culture and Korean language in Ukraine, so Ukrainian speakers have become more interested in studying Korean as well. And so this work detailed comparative analysis of the phonetic and syllable structures of the Korean and Ukrainian languages. 본 연구의 목적은 한국어와 우크라이나어의 자음과 모음 체계와 음절 구조를 대조분석하여 우크라이나어 모어 화자의 한국어 발음 오류를 예측함으로써 우크라이나인 학습자를 대상으로 한 한국어 발음 교육의 기초 자료를 제시하고자 하는 것이다. 서론에서 연구의 필요성과 목적을 밝히고 본 연구와 관련된 선행 연구를 검토한 다음, 연구의 이론적 배경인 대조분석의 이론을 바탕으로 한 연구 방법을 제시하였다. 본론인 2장, 3장, 4장에서 한국어와 우크라이나어의 자음 체계와 모음 체계 그리고 음절 구조를 상세히 살피고 이를 대조분석하여 두 언어의 음운 체게의 유사점과 차이점을 파악함으로써 우크라이나인 학습자들이 한국어 자음과 모음을 발음할 때 발생할 수 있는 오류를 예측하고 한국어 음운을 학습할 때의 난이도를 제시할 수 있었다. 우선, 한국어의 자음 체계는 19개인 반면에 우크라이나어는 32개이다. 우크라이나어 자음은 유성음과 무성음의 대립을 가지고 있는데 한국어는 평음, 경음, 격음의 대립이 있다. 이에 우크라이나인 학습자들은 파열음 /p, t, k/와 파찰음 /ʧ/를 발음할 때 한국인과의 발음 차이를 느낀다. 한국어에 있는 연구개 비음 /ㅇ[ŋ]/은 우크라이나어에 유사한 음소가 없기 때문에 우크라이나인 학습자들이 /ㅇ[ŋ]/을 구별하여 발음하는 것이 매우 어려울 것으로 예상된다. 한국어는 동일한 위치에서 대립되는 자음이 세 개나 되기 때문에 자음의 변별력이 섬세하지만, 우크라이나어는 그렇지 못하다. 따라서 우크라이나인 학습자들은 /p'/과 /pʰ/, /t'/과 /tʰ/, /k'/과 /kʰ/, 그리고 /ʧ'/과 /ʧʰ/의 차이를 느끼지 못하기 때문에 경음과 격음 구별에 특히 어려움을 겪을 것으로 예상된다. 다음으로 한국어 모음은 단모음 7개, 이중모음 14개가 있으며, 우크라이나어 모음은 단모음 6개, 이중모음 4개가 있는데 두 언어의 이중모음의 성절이 다르다. 이에 우크라이나어 존재하지 않는 한국어 모음 발음에 어려움을 느낄 것으로 보인다. 특히 우크라이나어에 대응한 음소가 없는 단모음 /ㅓ/, 이중모음 /ㅕ, ㅝ/의 습득에 어려움이 많이 격을 것으로 보인다. 마지막으로, 자음과 모음의 대조분석을 한 후에 두 언어의 음절구조를 대조하여 한국어와 우크라이나어는 일반적인 V, CV, VC, CVC의 음절 구조를 가지고 있지만 우크라이나어에는 더 다양한 구조의 음절 구조가 존재한다. 또한 우크라이나어는 음절 초성에 자음이 다 놓일 수 있지만 한국어에는 자음군이 놓일 수 없는 것이라서 음절말에도 한국어에 비해 우크라이나어는 자음을 가지고 있는 다양한 구조가 더 많이 나타난다. 따라서 우크라이나인 학습자들은 한국어 음절 구조에 대한 공부하기가 어렵지 않는 것을 알 수 있었다. 결론에서는 한국어와 우크라이나어의 음운 체계와 음절 구조를 대조분석한 결과를 다시 요약하고 본 연구의 의의와 한계점을 제시하였다. 30년여에 이르는 우크라이나의 한국어 교육과 연구의 역사에 비하여 우크라이나인 학습자를 대상으로 한 한국어 발음 교재와 발음 교육의 연구는 거의 이루어지지 않았다. 또한 우크라이나인 한국어 학습자의 계속적인 증가를 고려할 때 본 연구가 우크라이나어 모어 화자를 위한 한국어 발음 교육의 기초 자료로서의 역할을 할 수 있기를 기대한다.

한·영 대조를 통한 한국어 문화어 교육 방안 연구 : 관용어, 연어, 속담을 중심으로

이양금 부산외국어대학교 2015 국내박사

The purpose of this study was to prove the effect of contraste studies of Korea-English cultural language. For this purpose, a method of contraste studies of cultural language will be discussed, and a list of contraste studies of Korea-English cultural language will be provided for teaching Korean. Then, a test will be designed to discuss the effect of contraste studies of Korea-English cultural language. Chapter 1 discussed why this studies is needed and suggested the contents and methodology of study. The topics of study are: first, would the contraste studies of Korean-English cultural language more effective for SKL-CC from English-speaking countries? Second, would the contraste studies of Korean-English cultural language more effective for SKL-CC from non-English-speaking countries? Third, would the level of difficulty through contrastive analysis match the difficulty of learning? Chapter 2 defined contraste studies and set the procedure of contraste studies of cultural language and the scope of Korean cultural language. Chapter 3 suggested eight principles of contraste studies of cultural language and an overview and example of courses with idioms, collocations, and proverbs. Chapter 4 listed cultural language for a contrastive analysis of Korea-English cultural language. The list of Korean idioms contained 182 idioms from Korean language materials and compared with English. The difficulty of learning was classified into five steps of 1 through 5. The list of Korean collocations brought 896 collocations from a preceding study to compare with English. The difficulty of learning was classified into five steps of 1 through 5. Then, 211 Korean proverbs were selected by analyzing Korean language materials to compare with English. The difficulty of learning was classified into four steps of 1 through 4. Chapter 5 designed a lab course based on Chapters 3, 4 and discussed the effect of cultural language teaching through Korean-English contraste studies. The following are the findings: As the contraste studies of idioms showed 20% less error rate compared to non-contraste studies, so the learning was effective. However, the difficulty of learning was not consistent. For collocations, the error rate was 24% lower with contraste studies, so the learning was effective. The difficulty of learning was not consistent with a slight difference. Proverbs were taught for English-speaking students and non- English-speaking students. English-speaking students showed 29% lower error rate with contraste studies, so the learning was effective. The difficulty of learning was also consistent. Non-English-speaking students showed 27% lower error rate with contraste studies, so the learning was effective. However, the difficulty of learning was not consistent. Based on the findings of this study, the contraste studies of Korea-English cultural language would be effective for learners. However, the level of difficulty would be more effective for courses for English-speaking SKL-CC than for non-English-speaking SKL-CC.

메타인지 전략을 활용한 한국어 번역 교육 연구 : 중국 대학 한국어 전공 학습자를 중심으로

이정 부산외국어대학교 일반대학원 2019 국내박사

This thesis aims to improve the translation capability of Korean majors in Chinese universities, and to explore more effective strategies to guide teaching. At present, although the Korean language education in Chinese universities attaches great importance to the training of the learners’ translation capability, teaching methods are still limited and outdated. In order to overcome the existing problems in Korean translation education, it is necessary and urgent to find out more effective learning strategies of Korean-Chinese and Chinese-Korean translation and to use them to guide teaching. This study is centered on Korean majors in Chinese universities, and explores effective teaching-learning schemes using metacognitive strategies for the development of Korean translation teaching based on CALLA. Therefore, this study first reveals the theoretical background of metacognition theory and discusses the environment of Korean translation education in Chinese universities. Furthermore, it explores the teaching principles and the teaching-learning direction and procedure of the metacognitive strategy in Korean translation education based on CALLA. By means of questionnaires, the study analyzes the current teaching methods used in Korean translation education in Chinese universities. The results show that both teachers and students show positive attitudes towards the use of new teaching methods and strategies to guide the learning process in the translation education. Thirdly, the use of metacognitive strategies by excellent learners was investigated, and the practice of the metacognitive strategies of the experimental learners was learned through the reflective journal. The conclusion drawn from analysing the two demonstrates that metacognitive strategies of using training in Korean teaching should be given priority and reflected in the teaching plan. Finally, after the training of students’ metacognitive learning strategies, the author concludes that these strategies has produced positive results for Korean translation teaching. Key words: Metacognitive Strategies; Korean Education; Translation Education; Reflective Journal, CALLA(Cognitive Academic Language Learning Approach)

한국어 교사의 교수학적 내용지식(PCK) 연구

신은경 부산외국어대학교 2014 국내박사

The purpose of this study was to inquire the possibility of Pedagogical content knowledge(PCK), originally a representative index for raising professionalism in teachers, as a index for raising professionalism in Korean language teachers. In this dissertation, I examined Shulman(1986, 1987) and other PCK researches to provide reasonable evidence, for providing PCK's definition, its components and standard of analysis for Korean teachers. ‘PCK Model for Korean teachers’ was set based on ‘PCK Model by Crossman(1990)’. This study examined how the three components of PCK which are subject matter, pedagogical, and situational knowledge affect PCK's modality of two native teachers and two non-native teachers. This study inquired whether PCK affects learner's learning achievement or not. Also, this study sought a method to raise Korean teacher's PCK, and practical PCK for Korean educational environment. Two methods were used. One of them was Qualitative Analysis for Korean teacher's PCK. For this, I collected and analyzed wide range of materials; audio-recordings of course, teacher's questionnaire, Core(Content Representation) questionnaire, syllabi, learning materials, interview, phone call, and e-mail. The other one was Quantitative Analysis for learners’ achievements. A questionnaire was used for examining the difference between learners’ achievements, and learners' Pre and Post tests results were analyzed using SPSS 18.0 statistics. The result of study about Korean teacher's pedagogical knowledge(CH 3) indicated that the contents that were taught by the native teachers and the non-native teachers were quite different; native teachers put focus on ‘using target grammar in communicative situations’, which is related to pragmatic knowledge including vocabulary knowledge and grammar knowledge. The non-native teachers, on the other hand, put focus on ‘making sentences using target grammar' using vocabulary knowledge and grammar knowledge. The native teachers carried and pursued their class in Korean language only. In intermediate level class, the use of learners’ mother tongue did not affected the quality of the class at all. The use of Korean of the non-native teachers in classroom setting had some connection with teachers' target language ability. There was a difference how Han teacher C and Ethnic Korean teacher D recognized Korean. The result of study about Korean teacher's pedagogical knowledge(CH 4) was the following: The native teachers and the non-native teachers carried their class in PPP, but there were many differences between them when they conducted activities. All the teachers checked leaner's advance learning, and corrected their misconception and difficult concept using teacher's know-how and repertory. However they made some mistakes sometimes. When the teachers evaluated the learners, there was a difference between the native teachers and the non-native teachers. The native teachers let chinese learners, who had been studying focusing on tests, to solve different kinds of problems were effective, and they found it was effective for them. As for the result of the study about Korean teachers' situational knowledge(CH 5), the native teachers and the non-native teachers both said Chinese learners were passive and feel comfortable with studying focused on taking tests. There was a difference between the two classes. The result of the study indicated that PCK of the Korean teachers affected the achievement of the learners(CH 6). The conclusion was the following: Adopting PCK for raising professionalism in Korean teachers was meaningful and the possibility of increasing professionalism in teachers using PCK was confirmed. The native teachers PCK were good at using PCK in pedagogical knowledge and fairly good in subject matter knowledge. Though some of the non-native teachers made some errors, they were good at using PCK in subject matter knowledge. However there was a need for improvement in pedagogical knowledge. Also, situational knowledge did affect greatly on the classes of the native teachers and non-native teachers. There was a fundamental difference of the factors which influence on non-native teachers’ PCK and native teachers’ PCK. The factor of influence on native teachers’ PCK came out Korean linguistic knowledge, career and conviction. And the factor of influence on non-native teachers’ PCK was linguistic knowledge, career(including using textbook), learning experience of Korean language, their mother tongue. This result matches the study of Medgyes(1992), and suggests to recognize of a fundamental difference as checking PCK of non-native teachers and native teachers, and have to search for the way of becoming professional teacher at their positions. There is a need for studying for teaching Korean and pedagogical knowledge in the future. And new teacher’s PCK study, career teacher’s PCK study, comparative study between new and career teachers’, and longitudinal Study based on various action research should be done. Also the results of such results should be used for training and reeducation program for Korean teachers.

인도네시아인 학습자를 위한 한국어 발음 교육 방안 연구

송혜리 부산외국어대학교 일반대학원 2014 국내석사

The study contrasts the phonemic systems of Korean and Indonesian. Based on this, Indonesian learner's Korean pronunciation is explored, and focusing on the pronunciation errors appeared pedagogical methods of Korean pronunciation are suggested. The pronunciation is the most basic element of communication, which is also closely related with other language functions. The study of pronunciation is an essential part of a foreign language education. Especially, the composit of a pronunciation, the phonemic system in other words, is the foundation of all the educations related to pronunciation. However, in Korean education, it is hard to find the study focusing on its phonemic system directed toward the Indonesian learners. Although many Indonesian learners of Korean are experiencing lots of difficulties in Korean pronunciation, the education on it has been rarely conducted in appropriate manner. In this study, we analyze the monophthong and consonant systems of Korean and Indonesian focusing on the differences, select the items that errors are expected and test if the pronunciation errors actually occur through experiments. Accordingly, we select the error types and find out the reasons behind them to suggest the pronunciation pedagogical methodologies that reflect our findings. In chapter 1, the objectives and significance of the study are presented as well as the study methods. Also, we explore the existing studies featuring contrasts of phonemic systems and speech test on the Korean learners who are the native speaker of other languages. In chapter 2, the monophthong and consonant systems of Korean and Indonesian are explored in depth, and are analyzed in contrastive manner. Based on the results, it is expected that the distinctions of /ㅓ/, /ㅗ/, /ㅡ/ among the monophthongs and lenis, aspiration and fortis among the consonants are the areas the learners would feel most difficult. In chapter 3, the speech experiments are conducted to test the Korean pronunciation pattern of Indonesian-speaking learners. In terms of the monophthong, vowel /ㅓ/ generates a noticeable pronunciation errors, while showing a pattern of replacing '/ㅓ/ into /ㅗ/.' For the consonants, they feel difficulty in distinguishing the lenis, aspiration and fortis according to the breathiness. Especially, the high error rates are found in the lenis, showing the pattern of replacing 'lenis into aspiration.' The errors in fortis are followed next, with replacing 'fortis into aspiration.' The acoustic phonetics analyses are followed on the errors found during the course with the analyses of formant for the monophthong, and the measurement of VOT (Voice Onset Time) and the pitch subsequent to find more concrete and clear reasons of pronunciation errors in terms of the physical aspect. Based on the results, in chapter 4, the Korean pronunciation education methodology directed toward the Indonesian native speakers reflecting the cause of errors is suggested in the step-wase manner of warming up→presentation→practice→use→follow up. In chapter 5, we provide the summary and conclusions. In the study, we explore the study of Korean pronunciation education geared toward the Indonesian learners, which has been rarely studied. Our study is limited in focusing only on the monophthong and consonants and not exploring the pronunciation pattern as a whole and not testing the effectiveness of our methodology. However, we believe that exploring the actual pronunciation patterns of native-Indonesian speakers and figuring out the causes behind errors and suggesting the educational methodology based on that while any concrete educational method or text directed towards the Indonesian-speaking Korean learners has been developed. Building upon our study, we hope future studies focusing on the Indonesian-speakers continue to be conducted, and also become a good addition for the field of Korean education.

중국 내 대학의 플립 러닝 기반 한국문화 교육 방안 연구 : 예능프로그램 활용을 중심으로

장혜림 부산외국어대학교 일반대학원 2020 국내박사

本文旨在提出能够同时提高中国大学韩语专业学生韩语语言水平和韩国文化理解能力的有效教学方案。 众所周知,语言和文化密不可分。语言教育的最终目的在于学习者能通过语言的学习,了解对象国的生活、制度、风俗和思考方式等,顺利实现跨文化交流。文化教育实施过程中所使用的资料和方法的选择需要考虑到教育对象所处的语言环境。中国大学韩语专业学生受语言环境制约,平时很难接触到韩语和韩国文化;学校开设的课程中韩国文化课程的比率极低,无法满足学生对韩国文化知识的需求;班级人数多,较难开展多种教学活动;班级学生水平差异较大,教师很难协调教学进度。为了解决上述问题,本文提出了用翻转课堂的方式进行韩国文化教育,并在教育过程中用韩国综艺节目作为教学资料的方法。 本文首先通过文献研究、现状调查、需求分析,了解了中国各大高校韩语专业文化教学现状,教师和学生对于韩国文化课程满意度、教学资料和教学方法的看法,学生经历过的韩国文化冲击及教师的教学对策。其次,在上述调查的基础上,提出了中国大学韩语专业学生文化教育的目标,构建了韩国文化教育的翻转课堂模型。最后本文通过实验研究法论证了新模型能够同时提高学生的韩国文化理解能力和学习效能感。

태국 대학 내 한국어과 교육과정 개선 방안 연구

신정아 부산외국어대학교 대학원 2013 국내석사

The purpose of this study is to understand the curriculums of Korean language in Thailand universities as well as the education state of Korean language of Thailand and investigate the development of the systematic and standardized curriculums through need assessment. As in recent, the interest in Korea has become raised due to Korean waver fever, learners to Korean language has increased and the learning purposes and demands of the learners have become various. Accordingly, it is required to understand various demands of the learners and make the curriculum that reflects the demands. At present, thanks to studies on the Korean language curriculums of Thailand, studies on the curriculums with special purposes such as the curriculum of Korean language for business or Korean language for tourism but studies on the general curriculum is still insufficient. Therefore, this study first understood the demands of learners and based on that, suggested an improvement plan of the Korean language curriculum of Thailand universities. The research was composed as follows : In Chapter 1, it revealed the necessity of the research and suggested the contents and method of this research and reviewed preceding studies related to the development of the Korean language curriculum, the standardized curriculum and the Korean language education. As for the current Korean language education state of Thailand, Chapter 2 examined the state of Korean language establishment in Thailand universities and the Korean language education state of other educational institutions. In addition, it investigated the Korean language curriculums of Thailand universities that executed Korean language as their major and reviewed the improvements of the current curriculums. In Chapter 3, it explained the procedures and subjects of the need assessment and analyzed the results of questionnaires of students of Thailand universities studying Korean language and interviews with professors to prepare for applications to the curriculums. Chapter 4 suggested the curriculum improvements of Korean language in Thailand universities based on the need assessment of Chapter 3. This section established the purposes and goals of the curriculum and suggested the composition and contents of the curriculum. The purposes and goals of the curriculum were established as 'employment', 'communication with Koreans' and 'interest in Korea' that were the learning purposes of learners. The composition of the curriculum was made of necessary and insufficient parts for learning that were in compliance with the goals and purposes and were reviewed through the need assessment. Base on the above, the practice of the curriculum was presented. At last, Chapter 5 arranged this research in general and mentioned the significance and limits of this research.

한국어 말하기 숙달도 평가 도구 개발

배성애 부산외국어대학교 대학원 2013 국내석사

This study aims at developing and proposing a Korean speaking proficiency test tool. It is speaking that is one of the most important language skills in communication, and communicative speaking proficiency means how accurately, fluently a speaker use a language and how properly and consistently he or she reacts in communication and the relationship among the participants. The number of Korean learners has been growing continuously and so has the number of applicants for Test of Proficiency in Korean(TOPIK), however, TOPIK doesn't include speaking. It deprives Korean learners of a chance to get a objective test on what they have learned and teachers of a chance not only to check what the learners are lack of but also to fill the lack. In addition, Korean educational institutes don't get any help to set a curriculum and a syllabus accordingly. There must be an appropriate speaking proficiency test developed for a balanced language education with other language skills. Chapter 1 presents the purpose and needs of this study based on statistics and the causes of Korean speaking test absence. The scope of this study is determined within the topic of web-based Korean speaking proficiency test, and this study reviews previous studies in four different categories of general speaking tests, Korean speaking tests, Korean speaking test models, and Korean speaking test items. It also reviews the limitations of each study. Chapter 2 reviews the existing definitions of communicative skills and speaking proficiency for a theoretical background to designing a Korean speaking proficiency test. Chapter 3 examines if those definitions of speaking proficiency are reflected on existing English speaking tests and a Korean speaking test. It also reviews the limitations of each test. Chapter 4 determines constructs of speaking test based on the definitions in chapter 3. And then proposes Test of Korean Speaking(TOKS) as a new Korean speaking proficiency test model to overcome the limitations of existing speaking tests. Chapter 5 defines the significance of this study as this study presents a test tool that contains essential constructs which has been considered vital in existing theories on communicative skills and speaking proficiency. Moreover, this speaking test model has its facility, economic efficiency, and practicality. However, there are limitations of this Korean speaking proficiency test model that it hasn't gone through any verification and the programs utilized for the test model may change in accordance with the development of technology.