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한중 고등교육기관의 ‘중외합작판학中外合作办学’ 협력 현황 및 한국어교육에 대한 시사점
유소소(Xiaoxiao Liu) 한국중국문화학회 2024 中國學論叢 Vol.0 No.81
Although Chinese-Korean Cooperative Education(CKCE) has made remarkable progress over the past 22 years by achieving a scale comparable to Korean language departments in terms of institution establishment and student recruitment, teaching Korean language to the CKCE learners continues to be marginalized within Korean language teaching at Chinese universities. To explore the increasing prominence of Korean language education for the CKCE learners as a branch of Korean language education for non-Korean majors in Chinese universities, this study examines China's policies on Chinese-Foreign Cooperation in Running Schools(CFCRS) and the characteristics of Chinese-foreign cooperative education. As of January 2024, it examines the establishment status of CKCE institutions by year, type, degree program, region, and major, with characteristics of participating universities from both countries reviewed based on management subjects, school systems, rankings, and locations. Based on the analysis of the current status, it provides implications regarding the attributes and objectives of Korean language education, Korean language curriculum, contents and methods of Korean language education, as well as Korean language instructors and textbooks. 한중 고등교육기관의 ‘중외합작판학’ 협력은 지난 22년간 괄목할 만한 발전을 이루어 왔으며 기관 설립과 학생 모집 면에서 한국어학과에 뒤지지 않는 규모를 갖추고 있다. 그럼에도 이 학습자들을 대상으로 하는 한국어교육이 여전히 중국 대학 한국어교육에서 소외되고 있다. ‘중외합작판학’ 한국어교육은 중국 대학 한국어 비전공교육의 한 갈래로서 그 위상이 날로 높아지고 있다는 사실을 알리기 위해, 본고는 우선 중국의 ‘중외합작판학’ 정책과 중외합작교육의 특징을 간략히 살펴보았다. 다음으로 2024년 1월 기준 한중 합작기관의 설립 현황을 연도별, 유형별, 과정별, 지역별, 전공별로 고찰하고 경영주체, 학제, 순위, 소재지에 따른 한중 참여 대학의 특성도 검토하였다. 현황 분석 결과를 바탕으로 한국어교육의 성격 및 목표, 한국어 커리큘럼, 한국어교육의 내용 및 방법, 한국어 교수진 및 교재에 대한 시사점을 제시하였다.
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중국인 학습자 대상 한국어 발음 교육 연구 동향에 대한 한·중 비교 분석
유소소(Xiaoxiao Liu),전패영(Peiying Tian),한군(Jun Han),허방신(Fangchen Xu) 국제한국어교육학회 2023 한국어 교육 Vol.34 No.2
To compare and analyze the trends in Korean pronunciation education research targeting Chinese learners conducted in both Korea and China over the past decade by proposing implications and future directions for relevant research, this paper examined 186 pronunciation education-related studies in Korea and 90 in China between 2012 and 2022. Moreover, it analyzed the evolution of Korean pronunciation education research by categorizing it according to year, type, learner variable, research methodology, theme, and pronunciation elements by scrutinizing the changes and their underlying rationale. On this basis, the future directions for Korean pronunciation education research can be summarized as follows: Firstly, both Korean and Chinese academia must maintain a persistent interest in pronunciation education. Secondly, China must consistently produce research outcomes that can contribute to the academic development of Korean language education and provide a theoretical foundation for Korean pronunciation education. Thirdly, both Korean and Chinese future pronunciation education research should explore various learner factors by focusing on the pronunciation acquisition and education circumstances of specific learner groups. Fourthly, it is crucial for Chinese researchers to prioritize the use of objectives and multifaceted research methods based on experiments and statistics. Fifthly, both Korean and Chinese research should focus on learner assessment, teacher training, the development of ICT-based pronunciation education content utilizing multimedia, and the design of integrated functional education approaches. Lastly, both Korean and Chinese studies on suprasegmentals, phonological rules, and authentic pronunciation should be strengthened alongside those on segmentals.
KCI
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