일본인 학습자를 위한 독학용 비즈니스 한국어 교재 개발 연구

문다율 부산외국어대학교 대학원 2021 국내석사

한국과 일본의 양국은 지리적으로 가깝고 역사적으로 얽혀 있어 한일 관계가 복잡하게 변화해 왔다. 한일 관계가 국제 정세 및 역사와 관련한 당시의 이슈에 따라 좋고 나쁨을 반복하고 있지만 비즈니스적으로는 여전히 중요한 파트너 관계를 유지하고 있다. 이에 업무를 이유로 한국어를 접하게 된 일본인 실무자들은 동등한 비즈니스 파트너로서 업무를 수행하기 위해 비즈니스 한국어를 학습하고자 하지만 일본인을 대상으로 한 맞춤형 비즈니스 교재가 거의 없어 학습에 어려움을 겪는다. 본 연구는 한국 기업을 거래처로 둔 일본인 학습자의 비즈니스 파트너로서의 특성을 반영한 독학용 교재 개발의 방향을 제시하 는 것을 목적으로 둔다. 독학용 교재 개발을 위해 교재의 구성과 내용에 대한 학습자 및 한일 실무자들의 요구를 확인하기 위해 연구 대상을 세 그룹으로 나누어 설문조사와 개인 면접을 시행했다. 우선 일본인 대학생을 향후 교재를 사용할 수 있는 잠재적인 비즈니스 학습자로 보고 101명의 일본인 대학생들을 대상으로 한국어 학습 성향을 알아보았다. 또한 대학생들이 생각하는 비즈니스 한국어 교재에 필요한 내용의 범주와 실무 상황에 대해 알아보았다. 그리고 교재의 직접적인 사용자가 될 한국을 거래처로 둔 일본인 실무자 32명을 대상으로는 교재 개발 시의 교재의 구성 및 내용 시 적극적으로 반영하기 위해 설문조사와 더불어 개인 면접을 시행했다. 마지막으로 한국인 실무자 6명을 대상으로 일본인 실무자의 업무 대상으로서의 요구를 살펴보기 위해 개인 면접을 시행했다. 기존의 한국과 일본의 교재 10권을 외적 구성과 내적 구성의 기준으로 비교하고 앞서 시행한 요구 분석 결과에 비추어 분석했다. 전체 교재의 비교 분석을 통해 기존 비즈니스 한국어 교재의 장단점을 파악하고 일본인을 위한 독학용 교재 개발 시 도입해야 할 점과 보완해야 할 점을 알아보았다. 본 연구에서는 요구 분석과 교재 분석을 토대로 독학용 교재 개발의 원리와 교재 구성을 제시하고 이를 토대로 실례를 작성했다. 본 연구의 기존의 통합교재와 구별되는 독학용 교재만의 방안은 다음과 같다. 첫째, 학습자가 홀로 학습할 수 있는 통제적인 연습 및 과제 활동으로 구성하되, 관련 문항의 예시와 해답, 번역을 부록에 제시해야 한다. 둘째, 음성 파일을 교재와 함께 첨부하고 분실 가능성을 고려하여 USB나 CD 형태 이외에도 학습자의 접근성이 뛰어난 애플리케이션이나 홈페이지를 활용해야 한다. 셋째, 명시적인 설명이 필요한 문법 및 표현의 차이에 관한 설명은 한국어 설명이 아닌 학습자 모국어로 기술할 필요가 있다. 넷째, 학습 과정의 중간에 교사의 말을 넣어 교실 수업이 아니라도 학습자들에게 보충 설명이 가능하도록 구성해야 한다. 다섯째, 교사의 설명이 이루어지지 않아 궁금증이 해소되지 않고 학습에 어려움이 발생하는 것을 방지하기 위해 부록을 적극적으로 활용해야 한다. 여섯째, 홀로 학습하는 학습자들의 특성을 고려하여 학습 목표 및 과정을 학습자들이 스스로 인지하고 계획을 세울 수 있도록 해야 한다. 본 연구는 신입사원을 대상으로 하는 것이 아닌 비즈니스 파트너로서 한국과 동등한 입장에서 업무를 수행하게 되는 일본인 실무자를 대상으로 업무 및 학습의 특성을 고려하여 교재 개발의 방안을 제시하였다는 점에서 의의가 있다. 하지만 시행한 요구조사의 인원이 많지 않아 결과를 일반화할 수 없다는 점에서 한계가 있다. 향후 이러한 한계점을 보완하여 일본인 학습자를 위한 부교재 및 취업 전 학습자들을 대상으로 한 연구로까지 발전되기를 바란다. Korea and Japan are geographically close and historically intertwined, resulting in complex changes in Korea-Japan relations. Although Korea-Japan relations are good and bad depending on the issues related to the international situation and history at the time, they still maintain an important business partnership. Therefore, Japanese practitioners who came into contact with Korean for work reasons want to learn business Korean in order to perform their duties as equal business partners, but there are few customized business Korean textbooks for Japanese, so it is difficult to learn. The purpose of this study is to provide directions for the development of self-study textbook that reflect the characteristics of Japanese learners as business partners who have Korean companies. In order to develop self-study textbook, the research subjects were divided into three groups and conducted personal interviews to check the needs of learners and working-level officials in Korea and Japan. First of all, I saw Japanese university students as potential business Korean learners who can use textbooks in the future and looked at 101 Japanese university students for their tendency to learn Korean. In addition, I looked at the categories of contents and practical situations needed for business Korean textbooks that college students think. In addition, 32 Japanese practitioners in Korea, who will become direct users of textbooks, conducted a survey and a personal interview to actively reflect the composition and content of textbooks when developing them. Finally, an individual interview was conducted for six Korean practitioners to examine the needs for Japanese working-level officials. The existing 10 textbooks in Korea and Japan were compared with the standards of external and internal composition, and analyzed in light of the results of the demand survey conducted earlier. Through comparative analysis of all textbooks, the strengths and weaknesses of the existing business Korean textbooks were identified, and points to be introduced and supplemented when developing self-study textbook for Japanese people were investigated. In this study, the principles and structure of self-study textbook development were presented based on the demand survey and textbook analysis, and examples were prepared based on them. The method for self-study textbooks, which is different from the existing integrated textbooks in this study, is as follows. First, it should consist of controlled practice and task activities that learners can study alone, but examples, answers, and translations of related questions should be presented in the appendix. Second, audio files should be attached with the textbook, and considering its loss risk, application or web site that are highly accessible to learners should be utilized in addition to USB or CD forms. Third, explanations about differences in grammar and expression that require explicit explanations need to be provided in the learner's native language, not in Korean. Fourth, the teacher's words should be put in the middle of the learning process so that supplementary explanations are possible to learners even if it is not a classroom lesson. Fifth, the appendix should be actively used to prevent questions from being answered and difficulties in learning due to lack of explanation by the teacher. Sixth, in consideration of the characteristics of learners who study alone, it is necessary to allow learners to recognize and plan their learning goals and processes. This study is significant in that it is not aimed at new employees, but rather as a business partner, in that it presents a method for textbooks development for Japanese practitioners who will perform work on an equal footing with Korea, taking into account the characteristics of work and learning. However, this study has limitation in that the results cannot be generalized due to the small number of people who conducted the demand survey. It is hoped that these limitations will be supplemented in the future to develop into supplementary textbooks for Japanese learners and research targeting learners before employment.

여성결혼이민자 대상 육아 목적 한국어 교재 개발 방안 연구 : 영유아기(1세~4세)를 중심으로

서주영 부산외국어대학교 대학원 2013 국내석사

Recently Korea has become a multi-cultural society as the number of female marriage immigrants grow rapidly and that of children of multi-cultural families accordingly. Due to this, female marriage immigrants have difficulties in growing their children. Especially, they have to grow their toddlers when they are not fully accustomed to living in Korean society. Traditionally, in Korea, mothers take full responsibilities of rearing their children and there is no exception for even female marriage immigrants. They have hard time in taking care of their children mainly because of their lack of Korean proficiency. To nurse their children, they need the proficiency in Korean language. The linguistic interaction with their mother affects toddlers' language ability. There have been cases in which children of multi-cultural families lag linguistically because of the lack of their mother's language proficiency in the view of both quality and quantity as well. Thus, Korean education for female marriage immigrants should reflect this aspect. This study recognizes the female marriage immigrants' difficulties in Korean language in rearing their children and tries to develop a child care-oriented Korean textbook to complement existing Korean textbooks. First, this study analyzes 3 copies in 2 kinds of Korean textbooks containing child caring in contents for female marriage immigrants. The results show that there are few contents concerning with child care and the topics are very limited. The existing Korean textbooks hardly present tasks helpful for female marriage immigrants in practice. Next needs analysis was taken for developing Korean textbook dealing with child care. A preliminary analysis was done with a Korean teacher and two female marriage immigrants as a form of interview with basic background information done first. Then full scale analysis was done with five female marriage immigrants having toddlers and a family life leader helping the female marriage immigrants. The results of the interview reveals that they all have linguistic difficulties in caring their toddlers and it is necessary to develop a child care-oriented Korean textbook. Especially the family life leader pointed out that female marriage immigrants can get necessary information for child care and have self-confidence after their getting fluency in Korean language. Based on the previous analyses of existing Korean textbooks and needs, this study set the direction of developing a child care-oriented Korean textbook and laid out the units of the textbook. First, this developing a Korean textbook aims at focusing on the communication with their children at home to improve their communicative ability in various situations in child care. Second, the textbook contains a variety of topics, rich vocabularies and cultural contents. Third, the textbook presents practical tasks and activities. Fourth, it aims at improving female marriage immigrants' Korean proficiency and that of their children's. Fifth, the textbook presents listening, speaking, writing, and reading in integration. The syllabus makes it concrete with 15 units for 30 minutes a week based on them. This study presents Unit 13 'bowel training' to set an example of the syllabus. It is meaningful that this study tries to develop a child care-oriented Korean textbook focused on female marriage immigrants with toddlers rather than focused on the school-age children in trend. It is hard to generalize the results because the subjects are only female marriage immigrants who live in Busan and the number of the subjects is too small. It will be done in the follow-up studies.

미얀마 대학생을 위한 한국어 교재 개발 방안 : 초급 말하기 교재 중심으로

문경희 부산외국어대학교 대학원 2013 국내석사

The number of Korean learners as a second language is growing not only in Korea but all over the world as well. Especially, Yangon University of Foreign Languages started Korean education in 1996 for the first time in Myanmar and then University of Foreign Languages, Mandalay opened Korean language department in 1997. Apart from universities, there have opened a number of private Korean language institutes and the number of Korean learners are growing accordingly. However, considering the growing number of students, the educational condition in Korean language is incredibly poor. It has been over 16 years since Myanmarese Universities started Korean language education, though, there is no Korean textbook developed in their university. Moreover, the textbooks used recently are not for the Myanmarese Korean learners but for the foreign students at universities in Korea from various countries around the world with general purpose. In addition to the lack of textbooks, lack of native Korean teachers affects the poor educational condition in Korean language. Most Myanmarese Korean teachers are with bachelor’s degree and a few of them completed graduate school. Still, there is no Myanmarese Korean teacher with doctor’s degree, which leads to the lack of expertise. Korean education in Myanmar has been teacher-oriented rather than learner-oriented and grammar-translation method rules the classroom mainly owing to the lack of native Korean teachers. With teacher's explanation, Korean learners barely repeat sentence patterns, words and grammar, and they are deprived of their chance to utilize grammar with tasks or to practice the expressions in real life. Overcoming the difficulties, this study aims at proposing to review and develop essential contents for a textbook for the Korean learners in Myanmar. Thus, this study researched current Korean educational status and analyzed the textbooks which are being used on the site. Chapter 2 reviews current Korean curriculum and Korean educational status at Myanmarese universities and analyzed a textbook for freshmen majoring in Korean at Yangon University of Foreign Languages. The reason to choose Yangon University of Foreign Languages for this study is that University of Foreign Language, Mandalay is barred to foreigners. The result of analyzing the textbook shows that it copied some of the textbooks developed for the multi-national Korean learners in general, which causes a lot of problems such as mismatching unit formation with the class hours, selecting irrelevant topics to the learners educational environment. Chapter 3 proceeds needs analysis on both Myanmarese Korean learners and teachers, makes 6 suggestions based on the needs analysis, and proposes how to develop a basic speaking textbook. Based on Chapter 2 and Chapter 3, Chapter 4 designs syllabus for basic speaking with various topics and practicality suitable for Korean learners in Myanmar and presents its units accordingly. This study focuses on the Korean educational status in Yangon University of Foreign Languages, which doesn't represent overall Korean educational status in Myanmar. However, it is where Korean education is done most actively and it reveals the Korean educational status in the university which represents the universities in Myanmar. In addition, It is meaningful that this study tries to develop a textbook for university students based on their needs. Nonetheless, due to the offlimits, the needs analysis is only primary preference and the results of the research is analyzed with the researcher's inference. Moreover, this study asserts developing audio and visual material but has limits not proceed the argument in detail postponing it for a later study. It is necessary to develop a basic Korean textbook for Myanmarese university students complementing these limits as soon as possible. There must be more interests and studies to improve the Korean educational quality in Myanmar with respect to the growing number of Korean learners. This study would lead to more studies on Korean education in Myanmar.

다문화가정 유아를 위한 한국어 교재 개발 방안 : 어휘폭발기 아동을 중심으로

이은정 부산외국어대학교 2011 국내석사

This study is intended to convey an awareness for mothers from multi-cultural families, leading an education for children learning their language in vocabulary spurt period as to a need for developing materials for inspiring children to learn language, and to support children in multi-cultural families in enhancing Korean language ability via development materials considering their particular ages and language developmental stages. As for basic research for developing materials, the second chapter conducts inspection and observance of language development stages for children, reviewing particular weakness as to language study that is frequently seen from children in multi-cultural families. In addition, in chapter three, requirement survey was conducted on mothers from multi-cultural families who led education for children, and child care teachers, going over required contents for child materials for children. In chapter four, based on results of requirement survey in charter three, objectives of developing materials for children from multi-cultural families along with organizing principles and syllabuses were determined, suggesting practical cases in terms of construction of teaching materials. Objectives of the materials being determined according to results from requirement survey are intended to make a particular rich language environment with high inspiration for learning language via development of language skills and feedback with mothers, leading to a normal development of language skills, and to expand a range of study up to physical, social, emotional, and cognitive growth via development of language skills. Based on objective, six of the organizing principles of development of materials for children from multi-cultural families were determined. First of all, the main objective has to be overall development of language for children from multi-cultural families. Secondly, language has to be acquired via inspiration with feedback from mothers. Thirdly, development of language skill ultimately has to lead to physical, social, emotional, and cognitive growth. Fourthly, educational contents and methods considering particular language development stages for children have to be determined. Fifthly, language has to be naturally acquired by suggesting topics familiar with daily lives, deriving an interest in learning language. Sixth, instructions for mother of multi-cultural families in the material. According to principles and syllabus procedures mentioned above, particular syllabuses were determined. Firstly, educational objectives of materials for children from multi-cultural families along with categorical education contents corresponding to objectives were determined. Finally, in order to arrange pre-selected educational contents, chapter were organized according to words being frequently seen the most in particular language development stages, specifying and suggesting syllabuses of materials for children from multi-cultural families that require to learn total 24 chapter during 24 weeks, consisting 20 minutes a day. In addition, out of total chapters mentioned, 14th chapter is constituted with 'animals' as a separate chapter for children from multi-cultural families. Previously developed materials for children from multi-cultural families have focused on children in school ages, lacking of research for language development in their infancy, a period for ground in learning language. This leads a development of materials for children from multi-cultural families in vocabulary spurt period. However, there is a conflict for a generalization of results due to lack of test and observance subjects of only 4 people, conducted to figure out characteristics of language development of children from multi-cultural families in the second chapter of this study, it is needed to proceed research with wider range of ages for subjects.

TOPIK 응시자를 위한 한국어 교재 개발 연구 : 중급 어휘·문법 영역을 중심으로

기영흠 부산외국어대학교 2011 국내석사

TOPIK (Test of Proficiency In Korean) is an exam to propagate and set direction for the learning of Korean for non-native Korean students and overseas Koreans, and to measure and evaluate their Korean language skills. The results of TOPIK are widely utilized by Korean colleges and for seeking jobs within Korea. However, Korean textbooks related to the TOPIK test, are considerably fewer than the other Korean textbooks, there is currently no appropriate Korean textbook for students who wish to prepare for the TOPIK. Although there are some textbooks geared for the TOPIK, most of them are designed as a set of questions of tests that have already been taken in the past. This kind of textbook has proven unhelpful for proctors. Therefore, this study focuses on the use of Korean textbooks relating to the TOPIK test C in order to help students get good scores while being evaluated on their Korean language skills. There are four main parts in this study. The first chapter introduces the purpose and methods used in this research. The second chapter analyzes test papers from 11th~20th rounds of tests, in order to have a better understanding of which vocabulary and grammar are commonly used in the questions. These vocabulary and grammar that are of high frequency make up the contents of this textbook. The third chapter analyzes the three Korean textbooks related to the TOPIK, in order to discover their strengths and capitalize on them. Finally, through the above thorough analysis pertaining to the vocabulary and grammar of the previously taken-tests and the textbooks that are currently in use, a new development theory has been proposed in the fourth chapter.

농촌지역 여성결혼이민자 대상 한국어 교재 개발 방안

이영희 부산외국어대학교 일반대학원 2014 국내석사

Female marriage immigrants are the main cause of turning Korean rural areas into multicultural society. Apart from other targets of multicultural policy, female marriage immigrants make their own role significant as members of Korean society. Especially, they are the ones who vitalize the rural areas where the living condition is poor compared with that of urban areas’. To help them to get used to living in Korean rural areas, Korean government sets institutional systems, and out of them Korean education is the most active one. However, those Korean textbooks as a medium have settings of urban areas, which is not suitable for female marriage immigrants. At this point, this study starts. To find a method to develop a Korean language textbook based on the real needs of female marriage immigrants, in-depth interviews and group interviews were carried out at each house in rural areas. Then, a questionaire was made with respect to the specific items extracted from the interviews. With the help of 7 multicultural family support centers in counties, a research on female marriage immigrants learning Korean was done with questionaire. In addition, based on the result from the research, 7 existing Korean language textbooks for female marriage immigrants were analyzed to figure out how suitable those textbooks for the needs of female marriage immigrants are. The analysis revealed that they do not match the life of female marriage immigrants in rural areas in theme, vocabulary, situation, and culture. With the needs in chapter 2 and the textbook analysis in Chapter 3, 6 methods for developing a textbook were drawn up. First, the two sectors of language and culture need to be integrated in light of textbook structure. Second, the theme needs to be suitable for the real rural life. Third, the participants and the setting in conversation should be arranged fit for the rural life. Fourth, the vocabulary needs to reflect the life of rural areas. Fifth, adding cultural items with a setting of rural area are required to nurture female marriage immigrants to improve their Korean use effectively. Sixth, an auxiliary textbook is necessary in the form of workbook. This study presents a syllabus reflecting the methods to develop a textbook, and an actual agriculture-related unit is presented as an example to show the disticntive features of rural areas. This study is meaningful that visit each family in rural areas and investigation of request were done on female marriage immigrants living in rural areas. However, the unit presented in this study ought to have had a chance to apply in class. Moreover, to develop a textbook for female marriage immigrants in rural areas, working in the same area and doing the research would have been better to carry more realistic methods for developing a textbook. Due to the difficulty of access, there couldn’t help but be a limitation in this study.

초급 한국어 범용 어휘교재 개발 연구

박은경 부산대학교 2013 국내석사

아랍어 화자를 위한 한국어 초급 교재 개발 방안 연구

최성은 부산외국어대학교 일반대학원 2014 국내석사

The purpose of this study was to develop elementary Korean teaching materials for Arabic speaking audience. Currently, there exists a need for research in the field of elementary Korean teaching materials prior to developing elementary Korean teaching materials for Arabs. In examining existing researches regarding Korean education for Arabs, the result showed significant lack of researches concerning teaching materials. Therefore, this study analyzed two currently existing teaching materials for Arabs and researched the Arab learner’s needs in elementary Korean teaching materials, in order to propose a plan for developing elementary Korean teaching materials. Examination of the tow current elementary Korean teaching materials showed that though the teaching materials included the four aspects of reading, writing, listening, and speaking, as well as an introduction to the Korean culture by the textbook through the four aspects, the material lacked teaching objectives and analysis sections, which led to confusion for the learners in establishing a clear purpose of learning. Thus, the current study supplemented the deficiencies by providing a clear learning objectives and including a variety of linguistic exercises for the learners to practice in the proposed elementary Korean teaching material. Furthermore, through the research conducted on Arab students majoring in Korean at Jordan University, the current study identified several issues to consider in developing elementary Koran teaching materials. In establishing elementary Korean teaching materials, grammar was identified as the most urgent in requiring Arabic translation, followed by conversations and dialogues, and introduction of new phrases, respectively. As for the inclusion of materials providing the most contextualization for the learners was found to be Korean dramas, followed by Korean fables and Korean folk songs(K-pop). The research also showed that for the learners, promoting Arabic cultures, highlighting important daily summaries, producing Korean words clearly, and introducing Korean words that are difficult for Arab speaking audiences were found to be the most crucial for inclusion in the elementary Korean teaching materials. Thus, current study developed an alternative elementary Korean teaching material that propose a clear plan for a study course with specific, distinguishable objectives in each lessons, as well as including a model for the elementary Korean teaching material, with advantages of the current teaching materials included and rectifying the disadvantages of the current materials. Though the study proposed an alternative elementary Korean teaching material based on research, the applicability of the teaching material is yet to be determined.

한국 내 이민자의 사회통합을 위한 한국어 교재 개발 연구

정호선 상명대학교 대학원 2016 국내박사

본 연구는 한국 내 이민자의 사회통합을 위한 한국어 교재 개발과 관련한 이론적 논의를 전개하고, 이를 바탕으로 하여 이민자의 사회통합을 위한 한국어 교재의 개발 원리와 방향을 제시함을 목적으로 하고 있다. 이를 위해 우선 한국 내 이민자의 유입 과정을 살펴보고 사회통합의 이론적 근거를 살펴보았다. 사회통합을 이루기 위한 사회통합 영역으로 언어적 통합, 제도적 통합, 문화적 통합, 경제적 통합, 정치적 통합을 제시하였다. 사회통합은 이민 사회의 가치관과 사고방식을 통합하는 정체성 통합으로 이어져야 할 것임을 강조하였으며 유럽의 여러 나라들의 사회통합정책과 한국의 사회통합정책을 살펴보았다. 또한 사회통합정책과 함께 다른 나라의 이민자 언어 교재와 한국 내 이민자 대상 한국어 교재에 대해 살펴보았다. 한국 내 이민자의 사회통합을 위한 한국어 교재 개발 연구를 위해 『이민자를 위한 한국어와 한국문화 초급 1,2』,『이민자를 위한 한국어와 한국문화 중급 1,2』,『결혼이민자와 함께하는 한국어 1,2,3,4』,『고용허가제 한국어능력시험을 위한 한국어 표준교재 1,2』교재를 분석하였다. 분석의 기준으로 수요자 집단의 특성적 측면, 사회통합 영역의 내용적 측면, 한국어교육 효율화 측면으로 나누어 분석하였으며 현행 교재에 대한 만족도 조사를 실시하였다. 이러한 교재 분석을 통해 한국 내 이민자의 사회통합을 위한 한국어 교재 개발의 원리와 방향을 제시하였다. 우선 교육 수요자 집단의 특성을 반영한 교재 개발에 있어 모듈화에 따른 이민자 통합 교재 개발을 제안하였다. 즉 한국어 기초 학습을 위한 통합 교재를 개발하고 이후 모듈화 수업으로 한국어 심화교재, 결혼이민자 교재, 외국인 노동자를 대상으로 한 교재로 분리하여 개발할 것을 제안하였다. 또한 표준화 된 매체의 한국어 교육 프로그램 개발과 함께 교재 개발도 함께 이루어져야 할 것을 언급하였다. 다음으로 사회통합 기능으로서의 한국어 교재 개발에 있어 이민자 대상 한국어 교재에 제시되어야 할 사회통합 영역의 범주를 제시하였다. 사회통합 영역 제시는 언어, 제도, 정치, 문화, 경제 영역으로 나누고 하위 영역의 중분류로 한국어 어휘․문법, 제도, 법, 정치, 사회, 역사, 지리, 경제로 나누었다. 제시된 영역은 일상적 수준에서 알아야 할 초급 수준의 내용과 심화된 내용을 대상으로 하는 중급 수준으로 구분하여 제시하였다. 마지막으로 한국어교육 효율화를 위한 한국어 교재 개발을 위해서는 학습 단계 재설정을 제안하였으며 교수요목을 개발할 때 주제의 위계화를 고려해야 할 것을 제안하였다. 또 학습자 워크북과 교사용 지도서 등이 함께 개발 되어야 함과 학습자의 언어 숙달도를 고려한 학습 시간 재설정에 대해서 제안하였다. This study aims to develop Korean language textbook for the social integration of the immigrants in Korea. In chapter 1, the migration process to Korea and the theoretical background of social integration are reviewed. This study suggests five subcategories of social integration: linguistic integration, systematic integration, cultural integration, economic integration, and political integration. It emphasizes that the social integration should become the integration of identity which means the integration of the values and the thoughts of migrant society. It compares the social integration policy of European countries and that of Korea, and reviews some language textbooks for immigrants of foreign countries and those of Korean. In this study, Korean language textbooks for social integration of immigrants are analyzed. The criteria for analyzing the above textbooks were characteristics of the demand group, the contents of social integration, and the effectiveness of learning Korean along with demand analysis. The study brings out some suggestions for the development of Korean language textbooks for social integration of immigrants in Korea as follows; First, the modulized textbooks should be developed to minimize the economic loss of the ministries of Korean government. It pointed out that the redundant development of Korean language textbooks for immigrants by several government organizations is a problem. Secondly, it suggests the categories and subcategories for social integration to apply to Korean language textbooks for immigrants. The categories for social integration are language, system, politics, culture and economy. And, the subcategories are Korean grammar and vocabulary, social system, law, policies, society, history, geography, and economy of Korea. Finally, this study suggests the rearrangement of learning levels for the efficient development of Korean language textbooks and proposes to consider the grading of themes when each syllabus is designed. Also, it suggests that it is necessary to develop learner’s workbook and teacher’s manual and to reset education hours according to the language proficiency.

프랑스어권 학습자를 위한 한국어 초급 교재 개발 방안 연구

전혜정 한성대학교 대학원 2014 국내석사

본고는 프랑스어권 학습자를 위한 한국어 초급 교재 개발 방안을 연구하는 데 목적이 있다. 이를 위해 1장에서는 연구의 목적 및 필요성에 대해 밝히고, 연구 방법을 제시하며, 선행 연구에 대해 살펴보았다. 2장에서는 프랑스어권 학습자를 위한 초급 교재의 개발을 위해 프랑스에서의 한국어 교육 현황과 한국어 교육에 있어서 나타나는 프랑스어권 학습자들의 오류에 대해 살펴보았다. 3장에서는 교재의 개발에 앞서 기존의 프랑스어권 학습자를 대상으로 개발된 한국어 초급 교재들을 비교·분석하였다. 먼저 최근에 개발된 통합형 한국어 교재 3종을 선정하고, 교재의 구성과 내용에 초점을 맞추어 교재 분석 기준표를 구성하였다. 교재 분석 기준표에 따라 3종의 교재를 비교·분석하고 문제점 및 개선방향을 도출하였다. 4장에서는 3장에서 분석한 결과를 토대로 프랑스어권 학습자를 위한 한국어 초급 교재 개발 방향을 설정하였다. 새로 개발될 프랑스어권 학습자들을 위한 한국어 초급 교재는 메타언어를 프랑스어로 함을 원칙으로 하여 듣기, 말하기, 읽기, 쓰기 능력을 고루 갖출 수 있는 통합형 교재이다. 또한 문어와 구어가 균형을 이루는 다양한 텍스트를 제시하여 프랑스 학습자들이 어렵게 느끼는 발음, 구어 이해, 경어법의 학습을 강화하고자 한다. 문화면에 있어서는 한국의 언어 문화와 한국인의 관념 및 가치관에 대한 부분에 중점을 두고 프랑스의 문화와 비교할 수 있도록 한다. 이를 바탕으로 프랑스어권 학습자들을 위한 한국어 초급 교재의 교수요목을 설계하고, 그 중 한 단원을 선택하여 교재의 샘플로 제시하여 보았다. 본 논문은 기존의 한국어 교육에서 다루어지지 않았던 프랑스어권 학습자를 위한 교재 개발 방안을 제시하였다는 데 의의가 있다. 본 논문에서 고안한 프랑스어권 학습자를 위한 한국어 초급 교재는 실제 프랑스의 교육 현장이나 프랑스어권 학습자들을 대상으로 적용하여 그 효율성을 입증하지 못하였다는 한계가 있다. 그러나 향후 프랑스어권 학습자들을 대상으로 적용하여 보기를 바라며, 초급 교재뿐만 아니라 중, 고급 교재 등 다양한 교재들이 개발되어 프랑스어권 국가들의 교육 현장에서 다양한 방법으로 적용되기를 기대한다.