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한국어 문법화 형태의 교육 방안 -'-다고' 관련 형태의 문법 항목 선정과 배열을 중심으로
방성원 국제한국어교육학회 2004 한국어 교육 Vol.15 No.1
There are many grammaticalized forms in the Korean language, but it is not easy to select grammatical elements that are useful to learners of Korean. This study is aimed at suggesting effective methods of teaching Korean grammaticalized forms. First af all, this study discusses the usage of the ending, ‘-dago’ and its properties as a grammaticalzed form. Also, forms related to ‘-dago’ that are included in current Korean textbooks are classified according to their morpho-syntactic properties and usages. Next, I argue that the selection of grammatical elements in Korean textbooks exhibit some problems compared to the general usages of ‘-dago’. Lastly, I suggest some methods and principles in selecting and arranging the grammaticalized forms, and present examples of how to select target forms and arrange them among the many forms related to ‘-dago’.
온라인 프로젝트학습을 활용한 한국어 교재 분석 및 개발 중심의 수업 사례 연구
방성원 국제한국언어문화학회 2024 한국언어문화학 Vol.21 No.1
This study explores the achievements, challenges, and avenues for improvement in online project-based learning. It focuses on a class centered on a Korean textbook analysis and development project implemented at a distance learning graduate school. The study introduces the teaching and learning design of a semester-long course and analyzes the learning experiences of the project participants. The data analyzed were reflective journals written by 28 participants at the end of the two projects. Qualitative data analysis revealed five themes: 1) improved competencies as Korean language teachers, 2) the meaning of team dynamics and collaboration, 3) personal reflection and growth, 4) difficulties of project implementation, and 5) suggestions for improving future classes. Participants experienced improvements in their cognitive, behavioral, and affective competencies, and their teamwork and collaborative skills improved as they worked on team-based activities. They also reflected on themselves as teachers and researchers, strengthening their willingness to grow. These learning outcomes suggest that online project-based learning can be a valuable teaching and learning model for Korean teacher education. The difficulties in project implementation include time management, team activities, and the task. These factors are related to suggestions for improving future classes and provide insights into the improvements to be implemented in online project-based learning. The results have implications for instructors who want to strengthen Korean teachers’ practical teaching competencies through online education.
방성원 한국어문교육연구회 2011 어문연구(語文硏究) Vol.39 No.2
As the significance of grammar teaching in Korean language education in which communicative approach and use of language are emphasized, the tendency of laying great stress on the connection between communi- cative function and the form of grammar in terms of contents of grammar education is now appearing. However, more researches are needed from the viewpoint of Korean language education especially in terms of classifi- cation system of the communicative functions that can be included in the curriculum and the grammar form which is typically connected to a specific communicative function. In this study, whether it is appropriate to include the relationship between form and communicative function in Korean pedagogical grammar was reviewed. In addition the correlation between the ending forms proposed as targeted grammar and the com- municative functions for elementary and intermediate Korean textbooks was also analyzed. The purpose of the analysis is to present the direction for establishing Korean pedagogical grammar in which communicative function as well as the effectiveness of grammar teaching are stressed. 韓國語 敎育 분야에서 意思疏通 中心 접근법이 자리 잡고, 문법 교육의 목표는 言語 使用 伸張이라는 점이 강조되면서, 문법 교육의 내용을 설계할 때 意思疏通 機能과 文法 形式의 연결 관계를 중시하는 경향이 나타나게 되었다. 그러나 敎育課程에 포함될 수 있는 의사소통 기능의 분류 체계, 특정 기능과 典型的으로 연결되는 문법 형식에 대한 연구는 韓國語 敎育學의 관점에서 볼 때 아직 실용적인 교육 문법으로 적용하기 어려운 단계에 있다. 이에 본 연구에서는 形式과 意思疏通 機能의 관계를 敎育 文法에 포함하는 것의 타당성에 대해 진단하고, 수정된 의사소통 기능 분류 체계를 제안하였다. 의사소통 기능 분류 체계를 바탕으로 외국인을 위한 한국어 初級 및 中級 교재의 대화문에서 목표 문법으로 제시된 終結 表現과 意思疏通 機能과의 상관성을 분석하였다.
방성원 경희대학교 언어연구소 2001 언어연구 Vol.18 No.-
This paper discusses the constraints of complement sentences in Korean. Some complement-taking predicates may restrict the tense on the complement. Also the mood of the complement has to be correspondent with the complement-taking predicates. A constraint on the co-reference of the complement subject is due to the mood of the complement ([imperative], [proposal], [promissory]) and the lexical meaning of the complement-taking predicates (e.g. 'kyeolsimha-')