초등학생의 높임법 사용 실태 분석과 지도 방안 연구 : 3.4.5.6학년을 중심으로

원종희 한국교원대학교 교육대학원 2003 국내석사

일본인 학습자의 한국어 불안과 구어 유창성 간의 상관관계 연구

원종희 한국외국어대학교 교육대학원 2017 국내석사

A Study on Correlation between Korean Language Anxiety and Oral Proficiency of Japanese Learners The purpose of this study is to clarify the relationship between Korean anxiety and oral proficiency of Japanese learners. For this purpose, Korean anxiety was measured by using the Foreign Language Classroom Anxiety Scale of Horwitz, Horwitz & Cope (1986) for 42 Japanese learners of Korean language education institutions and universities. The data for oral proficiency were collected through narrative tasks using a sample of 20 subjects and analyzed.   Overseas, studies on foreign language anxiety of L2 learners of East Asian countries have been conducted for a long time, especially Japanese learners. For this reason, the passive attitude of learners in the classroom has been consistently observed by various researchers, and as a result, It has been believed that Japanese learner's foreign language anxiety is stronger than other learner, which ultimately can have a negative effect on their L2 learning. Especially for Japanese learners, there has been a continuing question about the tendency to reluctant to speak during foreign language class, for educational reasons and cultural reasons. Based on these previous researches, I thought that this would negatively affect the oral proficiency, assuming that the above-mentioned foreign language anxiety will also appear in the Japanese KSL learners. The results of the study are as followed. (ⅰ). Do Japanese learners of Korean feel foreign language anxiety? According to the results, 4th grade, 2.45 points, 5th grade, 2.41 points and 6th grade, 2.52 points, and advanced learners had the highest level of Korean anxiety. (4 points on Likert scale) As a result of the interviews, it was found that Japanese learners felt foreign language anxiety, but they were not very strong. (ⅱ). What is the pattern of anxiety due to the proficiency of Japanese learners of Korean? Based on TOPIK, Korean language anxiety among 4th, 5th, and 6th grade Japanese learners had similarities and differences. Regardless of Korean proficiency, they deeply understood why some people get so upset over Korean language classes. Also, the majority were less anxious about others' gaze and mistakes, less afraid of being pointed out mistakes, and rather they expressed gratitude for the people who pointing out mistakes. (ⅲ). Is there any difference between the anxiety factors of Japanese learners of English and Japanese learners of Korean? According to previous research on foreign language anxiety of Japanese learners of English, they were shy and were reluctant to speak very English in class, and their language anxiety had finally been found to have a negative effect on language learning. It has also been known that fear of mistakes is strong and is greatly influenced by the gaze of others. However, in contrast to this, Japanese learners of Korean was less anxious about foreign language than the Japanese learners of English and relatively positively in Korean language class. Nevertheless, they were similarly highly anxious about situations that had to be told suddenly without preparation. I think this difference comes from the similarity of Japanese and Korean, or from a low cultural heterogeneity. (ⅳ). How does foreign language anxiety of Japanese learners of Korean affect the oral proficiency? The correlation between Korean language anxiety and oral proficiency was statistically significant. 4th and 5th grade students showed significant correlation between Korean language anxiety and oral proficiency (r= 1.000, p=.000< 0.01, r= -.723, p= .000<0.05). High correlations between the 4th and 5th grade students showed that there was a very high correlation between Korean language anxiety and oral proficiency. No statistically significant correlation was found for 6th grade students. (r= 1.000, p= .939>0.05) In addition, I felt through conducting surveys and in-depth interviews that Foreign language anxiety on Japanese learners of Korean anxiety had an effect on oral proficiency, but before that, It had a greater influence on their passive speaking attitude. Therefore, if teachers understand them, give them many opportunities to actively participate in Korean speaking activities, and help them interact with other students, they will be more active in class and will have a positive impact on oral proficiency as well as speaking attitude. This study is meaningful in that it examines the relationship between foreign language anxiety and oral proficiency of Japanese learners more deeply through questionnaires and interviews, but it has limitations in the following point. First. It is difficult to generalize because the population is limited to 42 persons and the sample is limited to 20 persons. Second. Only the foreign language anxiety in the classroom was examined. Third. The actual communication environment is not reflected in the task for spoken fluency. However, this study provides a study on the correlation between foreign language anxiety and spoken fluency of Japanese learners who have not been addressed so far. Therefore, I hope that these results can be used as basic data for the understanding of Japanese learners and participation in active teaching activities in Korean language classroom.

초등학교 음악 감상 교육의 개념적 접근 방법

원종희 계명대학교 교육대학원 2001 국내석사

대상관계이론을 기초로 한 부모교육프로그램 개발

원종희 서울여자대학교 대학원 2004 국내석사

Parents are the object that a child makes the first relation with when he/she is born. The environment that parents provide plays a central role in the overall development of the child, so it is critical for the growth and development of the child whether or not the parents play their role effectively. Therefore, teaching the parents should aim at changing the parents' behavior in their self-fulfillment and role-playing so as to improve the effectivity of parenting. In other words, it's objective is to help to form wholesome growth and development of children, and sound relationship between parents and children. The demand for the education of parents has been around since people first gave birth to children and raised them. It is influenced by the notion of humans, education, society, culture, history, and economic situation of each generation. Today's society has complex structures and various elements in them. It is also changing at an outrageous speed. It is characterized by large organizations, highly developed industries, and widespread access to information. Fierce competitions put emphasis on individual capability and performance-based social activities, and caused alienation and dehumanization. The complexity and pluralism led to the reduction of family size, thereby decreasing the interaction between relatives. The weakening of relative relationships caused by the decrease tends to limit the human relations to those between parents and children. This reduced the production function of family but increased the consumption function. It also led to the emphasis on the socialization in the bringing up of children so the children could adapt themselves to the fast changing society. In view of this, the modern society challenges the role of parents than ever. It is a necessity to educate parents in order to prepare them as effective role-players in developing and maintaining a wholesome family relationship. Since 1960s, as the concern about children and recognition of the importance of parent role increased, the demand for change in parents education has increased and gave birth to systematic education and various programs. Although it is reported that most programs produced desirable changes and goal-achieving effect, it is also pointed out that most parents education in Korea was only based on the programs that were originally developed for the parents in foreign countries. Therefore, it does not reflects the characteristics of Korean parents or the age of children and regional characteristics. Moreover, these programs aim only at providing the skills for raising children, communication skills, skills that improve parent role-playing, and knowledge of the characteristics of children in each developing stage. Therefore, these programs can not resolve the problem of parents projecting their own problems to their children though they might be able to enhance the knowledge and skill of the parents. Therefore, this program, based on the object-relation theory, helps to recognize how important the object-relations and the role of a mother is in babyhood, and to mature the emotions the parents have toward children through reviewing their own emotion patterns developed in their childhood. This will help to replace the automated unconscious behavior with rational and objective attitude, thereby improving parent-child relationships and helping both of the parents and babies experience desirable object relations. It will be reviewed in detail how important a mother is in an object relation as the core of an early object relation. Based on the review, a systematic parent education program is to be developed to maximize the effect of rational and objective children raising and education. The rationality and objectiveness come from the understanding of the emotional maturity level and unconscious behavior of parents which stem from past babyhood experience and present status. The program will be used to provide babies a desirable object relation and to prevent and give counseling on emotional problematic behavior.