언어의 보편성과 유표성을 통한 한국어 교육

김선정(Kim Seon-Jung) 계명대학교 인문과학연구소 2010 동서인문학 Vol.0 No.43

The aim of this paper is to find a way to teach Korean language to foreigners by applying the concepts of language universals and parameters. The concepts such as “language universals” and “parameters” are theoretically considered with the framework of Universal Grammar(Chomsky & Halle, 1968). The term “markedness” is closely related to “naturalness”. “Marked ones” are less natural and “unmarked ones” are natural. That is, generally speaking, “marked ones” are less frequently used, while “unmarked ones” are more frequently used. For instance, voiced plosives are more marked, when compared to voiceless plosives. It can be said that Korean neutralisation in the final syllable and consonant assimilation are regarded as “markedness”. These processes are not found in many languages. This means that it takes more time and effort for foreigners to learn these processes and many errors are made by students. Therefore, it may be useful to find language universals and parameters of Korean and other target languages, and use them in the field of Korean language education.

일반논문 : 청소년 대상 한국어 능력 평가 개발 방안 -주제를 중심으로-

김선정 ( Seon Jung Kim ),장근영 ( Kun Young Chang ) 인하대학교 교육연구소 2011 교육문화연구 Vol.17 No.2

본 연구의 목적은 청소년 학습자의 한국어 능력 평가 개발을 위한 기초 연구로서 청소년 대상 영어 능력 평가를 분석하여 한국어 능력평가를 위한 적절한 주제 항목을 제시하는 데있다. 한국어를 학습하는 청소년 학습자들에게 한국어 학습에 대한 동기 부여와 학습의 방향을 제시할 수 있는 청소년 대상 한국어 능력평가 개발의 필요성은 매우 크다. 이러한 평가의 개발을 위한 연구 중 가장 선행되어야 할부분 중 하나는 평가 내용을 구성하기 위한 적절한 주제를 선정하는 일일 것이다. 청소년 대상 영어 능력 평가를 분석해본 결과 학교와 일상생활과 관련된 주제가 주를 이루는 반면, 성인 대상 한국어 능력 평가(Test of Proficiency in Korean, TOPIK)의 주제에는 일상생활과 일, 직업, 시사관련 주제의 비중이 높게 나타났다. 이처럼 주제는 평가 대상에 따라 큰 차이가 있다. 따라서 의사소통 능력을 평가하고자 하는 언어 능력 평가 도구를 개발하고자 할 경우에는 평가 대상이 자주 접하는 상황과 관련된 주제에 대한 고려가 반드시 선행되어야 할 것이다. The purpose of this study, as basic research for developing a Korean proficiency test for teenagers, is to analyze the English proficiency tests for teenagers(Cambridge YLE, SLEP Test and TOEIC Bridge) and TOPIK, leading to a proposal of an appropriate topic. There is a great need to develop a Korean proficiency test aimed at teenaged Korean language learners in order to motivate them to learn and to lead them in a desirable direction for learning. One of the first tasks to be done for the development of such a test may be research into the selection of appropriate topics for the composition of the contents of the test. As a result of analyzing the English proficiency tests, it was found that the topics were mainly concerned with school life and ordinary life. Meanwhile, the topics of TOPIK aimed at adults were mostly related to ordinary life, work·occupation, and current affairs. This shows that there is a great difference in topics depending upon the test takers, and first consideration should be given to situations that test takers often encounter as well as relevant topics during the development of a language proficiency test to evaluate communication skills.

표준 한국어 교육과정의 기술 원리 및 적용 방안에 대한 고찰 -세 가지 "표준"의 비교를 중심으로-

김선정 ( Seon Jung Kim ),민경모 ( Kyung Mo Min ) 국어교육학회 2011 國語敎育學硏究 Vol.41 No.-

본고에서는 ``한글학교용 한국어 표준 교육과정``, ``해외 초·중등학교용 한국어 표준 교육과정``, ``국제 통용 한국어 표준 모형``의 공통점과 차이점을 내용 기술 범주 및 등급 체계의 설정, 기술 원리, 적용 방안의 측면에서 살펴봄과 동시에 여러 ``표준``을 상호 연계 내지 통합하고자 할 때 제기될 수 있는 논점들을 고찰하고자 하였다. 세 가지 ``표준 교육과정``을 살펴본 결과, 내용 범주 설계의 측면에서는 포괄적 범주 설계를 지향한 ``국제 통용 한국어 표준 모형``과 다른 두 ``표준 교육과정``과의 상호 연계 가능성이 높음을 알 수 있었다. 이는 ``국제 통용 한국어 표준 모형``이 지향한 ``포괄성의 원리``에서 연유된 바 크다. 반면 세 ``표준``의 등급 체계 설정은 상당히 이질적이어서 현재의 상태에서는 상호 연계 가능성이 낮음을 알 수 있었다. ``해외 초·중등학교용 한국어 표준 교육과정``이 지향한 ``대응성의 원리``가 다른 두 ``표준 교육과정``과 상당한 차이를 나타내기 때문인 것으로 분석된다. 이 문제를 해결하기 위해서는 CEFR의 참조 수준과 한국어능력시험의 숙달도 수준 간의 참조 수준 대응성이 연구되고, 최상위 표준 교육과정의 경우 ``하급의 하위 등급 세분화``와 ``타 교육과정과의 등급 대응성`` 문제를 고려해야 함을 제언하였다. 마지막으로 향후 또 다른 ``표준``과의 연계 문제가 제기되었을 때 상호 비교해 보아야 할 논점으로 ``① 내용 기술 범주의 설계, ② 등급 체계의 설정, ③ 등급과 교육 시수와의 관계, ④ 등급 체계의 준거``의 네 가지를 정리하였다. 이를 통하면 ``표준 교육과정`` 간의 상호 연계 가능성을 보다 쉽게 판별해 볼 수 있으리라 생각한다. This study aims to consider the common ground and the differences among Standard Curriculum of Korean Language for Overseas Korean Schools(OKS), Standard Curriculum of Korean Language for Overseas Foreign (Elementary and Secondary) Schools(OFS), and Standard Curriculum of Korean Language for International Use(IU) based on the category of scope, sequence-setting, descriptive principles, and application proposals. It also discusses the issues which can be raised in the mutual liaison or integration of the Standard curricula. As a result of considering the three standard curricula, it is likely that IU, aiming for comprehensive cover, can provide the reciprocal connection with the two other curricula in terms of the design of the category of scope. It maybe a decisive reason that IU aims at inclusive application. However, the probability of a mutual liaison with the three Standard curricula seems to be low, since the sequence-setting is considerably different in kind with one another. It is possible that the "Principle of Correspondence", which OFS aims for, shows considerable difference from the two other curricula. In order to solve this problem, the correspondence of the sequence criteria between Common European Framework of Reference for languages(CEFR) and TOPIK must be studied, and the detailed segmentation of lower level and how to correspond to other curricula must also be suggested. For future consideration of standard curriculum and the issue for the mutual liaison with other standard curricula, the following topics are suggested to compare:the category of scope, the setting up of sequence, the relationship between levels and the number of school hours, and the criteria for the segmentation of sequence. Through this research, a better way of mutual liaison between the Standard Curricula of Korean Language series can be achieved.

한자성어 교재 개발의 구성 방향 및 단원 제시

김선정(Kim Seon-Jung),강진숙(Kang Chin-Suk) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.2

  This paper is to suggest a proposal for creating directions for Korean textbooks with Chinese-Korean idiomatic phrases, and to present a lesson as a model. Korean textbooks with Chinese-Korean idiomatic phrases which are used for Korean language education are recommended to express not only their inherent abundant stories but also various stories which posses cultural values reflecting various aspects of Korean traditional cultures and modern societies. In addition, common issues such as environmental or social issues must also be included. Students will learn cultural knowledge regarding Korea through these reading materials. They will also understand the natural proper meaning and usage of Chinese-Korean idiomatic phrases. Readers will acquire Chinese-Korean idiomatic phrases as expressive vocabulary through various activities such as games and word puzzles. Chinese-Korean idiomatic phrases often appear in reading materials such as newspapers and social or cultural books. Readers will grasp the text’s content, and as a result, will be able to easily approach various reading materials as well. Therefore, an ideal textbook for learning Chinese-Korean idiomatic phrases must be developed to enhance the efficiency of Korean language education.

한국어 속담 교재 개발을 위한 기초연구 및 모형 제시

김선정(Kim Seon-Jung),김성수(Kim Sung-Su) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2

  Recognizing the importance of culture in language learning, this paper suggests a cultural education through the use of Korean proverbs. Proverbs not only reflect how people think and live, they also cover various themes. Korean language learners have difficulties in understanding Korean proverbs because they contain elements of Korean culture. Korean language learners should be systematically educated in proverbs to effectively communicate with Koreans, as well as to better understand Korean culture. Therefore, it is essential to study how to teach them effectively, and a cultural education textbook based on this study will have to be published. Proverbs education methods have focused on understanding. We will focus on expression education as well as understanding education. This type of textbook will offer a chance to easily learn korean proverbs by providing an interesting format. The aim of this paper is to demonstrate the best direction for teaching Korean proverbs, and to present a lesson as a model about their education.

지배음운론에서 본 한국어 중화현상

김선정(Seon Jung Kim) 언어과학회 1999 언어과학연구 Vol.16 No.-

This paper discusses the neutralization of Korean which is found before licensed domain-final empty nuclei. I seek the motivation for this process from the syllable structure of Korean. I argue that all consonants which appear to be at the end of a word, are actually followed by a domain-final empty nuclear position, which are licensed to be phonetically uninterpreted. Licensed empty nuclei exhibit a limited licensing power. Therefore, the consonants which can appear before licensed domain-final empty nuclei are severely constrained. To appear in this position, the consonants must lack the element H, but include the element? Therefore, only seven unreleased consonants are realized in this position.

담화표지의 위치 변인에 따른 기능 연구 -여성 결혼이민자의 구어 담화를 바탕으로-

김선정 ( Seon Jung Kim ),김신희 ( Shin Hee Kim ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2014 언어사실과 관점 Vol.33 No.-

This study aims to grasp the usage aspects of discourse markers found in everyday conversation of married woman immigrants, and to analyse the difference in terms of the function of discourse markers by their appearing positions. When we look at the overall characteristics, it appears that married woman immigrants having beginning level of Korean prominency use discourse markers at the beginning of utterances to gain time. Especially, exclamative type discourse markers such as ‘a/e’ and ‘ce’ predominantly appeared to show this characteristics. ‘근데’ and ‘아니’ which have the most high frequency intensively appeared at the beginning of utterances, however the function looked to be different from each other. That is, ‘근데’ appeared to be used for the function of topic connection, changing topics, depriving opponent``s turn-taking, while ‘아니’ appeared to modify opponent``s utterance and depriving opponent``s turn-taking. It appeared that ‘이거’ played a role for changing topics at the beginning of utterances or between phrases, ‘이렇게’ for equivocation at the end of utterances or between phrases, ‘뭐’ for gaining time at the beginning of utterances, after the starter, or between phrases. From this observation, we could confirm that some discourse markers appearing at the same position can act different functions in discourse.

승인제약 조건과 한국어 모음체계

김선정(Seon Jung Kim),허용(Yong Heo) 사단법인 한국언어학회 1999 언어학 Vol.0 No.25

플랫폼 시대의 한국어 교육과 대조언어학

김선정(Kim, Seon Jung) 언어과학회 2021 언어과학연구 Vol.- No.97

This paper aims to learn about changes in the paradigm of foreign language education in the era of platform, centering on Korean language education, and to briefly present the contents of Korean language education using Contrastive Linguistics, which learners prefer and can improve learning effects. To this end, we briefly introduce online interaction in the curriculum of foreign language education and some web-based Korean language education services such as 〈Nuri King Sejong Institute〉, 〈Talk to Me in Korean〉, and Mondly, focusing on the level of learner participation. In order to implement learner-directed instruction, it is necessary to develop learning materials tailored to learners, and thus Contrastive Linguistics is expected to play an important role in developing Korean language learning contents using ICT.

다문화 사회와 한국어 교육

김선정 ( Seon Jung Kim ) 이중언어학회 2011 이중언어학 Vol.47 No.-

The aim of this paper is to consider the outcome of research conducted in the area of Korean language education related to the topic of a multicultural society. Many practical research such as textbooks and language functions(speaking, listening, reading, and writing) are found. Acquisition of Korean language, interlanguage, knowledge about Korean language (including pronunciation and grammar) are rarely found. This is one of the biggest differences compared to general purpose Korean. It may be the reason that research in Korean language education related to a multicultural society have been conducted to meet the needs and necessity of the actual spots. Research related to the kids from multicultural families has rapidly increased since 2009, and thus they have exceeded those of the mothers from multicultural families. Articles researched in universities located in the province have exceeded those from the Seoul-Gyeonggi area. Articles and theses researched in the early days mainly cover the topics related to the foothold of educational support, such as the necessity of Korean language education, the policy of Korean language education, curriculum of Korean language education, and textbook development. The research topics, from now on, have to be widened and deepened to provide the theoretical background for the enhancement of the efficiency of Korean language education. The wider and deeper research will ultimately attain the maturity of the studies of Korean language education.