한국어 의태어의 어원 고찰

조현용 우리말학회 2016 우리말연구 Vol.47 No.-

한국어 의태어는 외국어로서의 한국어 학습자들이 어려워하는 것이며, 한국어의 느낌을 섬세하게 표현하는 데에 기여하기 때문에 그 중 요성이 크다. 그동안 이뤄진 대부분의 의태어 연구는 음운이나 형태 구성 에 치우쳐 이뤄져 왔으며 의미와 어원에 대한 논의는 매우 부족한 실정이 다. 의태어는 한국어의 특징적인 어휘 체계일 뿐 아니라 한국어의 어휘 형성 과정을 보여주기도 한다. 본고에서는 1) 명사와 의태어 2) 용언의 어간 3) 접미사와의 결합 4) 한자어와의 관련성 5) 일부가 유연성이 있 는 어휘가 있는 예로 나누어 어휘를 실제적으로 분석하여 보았으며 이를 통해 의태어 190여 개의 어원을 제시하여 보았다. 의태어의 어원을 연구 하는 것은 한국어 어휘의 발달 과정을 보여주는 것이며 한국어 어휘의 다 양성을 찾아내는 길이기도 하다. 또한 의태어와 다른 어휘 간의 유연성을 찾아 보이는 것은 한국어 어휘 학습에도 도움이 될 것이다.

한국어 비언어적 행휘 표현과 한국어문화 교육 연구

조현용 국제한국어교육학회 2005 한국어 교육 Vol.16 No.2

This study aims to examine the need to include into Korean language education non-verbal behavioral expressions used by Korean people. As much as the phonetic language, non-verbal behavior takes up a large part of day-to-day linguistic activities. Presently, however, Korean language education lacks the teaching of non-verbal behavior to learners. According to a survey of language learners, not even the most advanced learners of the language are aware of it, let alone use it in their communications. But the survey also revealed that a large number of them desire to learn about Koreans’ non-verbal behavior. A list of useful non-verbal expressions can certainly go a long distance in assisting the learners. This study provides such a list with a working definition of non-verbal behavior and an analysis of various forms of non-verbal behavior used by Korean people. We have divided the list into three parts: non-verbal behavior rooted in tradition; non-verbal behavior restricted only to body language; and body language in the context of common everyday expressions. We believe we have provided here the basic materials to meet current needs, but such materials should be developed into supplements for positive learning in the future. We have also examined ways to include non-verbal behavior into cultural education. Some examples of non-verbal behavior were examined and explained in the contexts of ‘Confucian culture’, ‘Shamanistic culture’ and ‘Ondol (a hot-floored room) culture’. Accordingly, we believe non-verbal behavior can be taught in the context of these three cultures.

한국어문화 교육방안에 대한 연구

조현용 이중언어학회 2003 이중언어학 Vol.22 No.-

비언어적 행위 관련 한국어 관용표현 교육 연구

조현용 국제한국어교육학회 2003 한국어 교육 Vol.14 No.1

재미동포 학생을 위한 외래어 교육 연구

조현용 국제한국어교육학회 2010 한국어 교육 Vol.21 No.4

This study examines present trends of loan words used for teaching Korean vocabulary for Korean-American students. The way of teaching loan words to Korean-American students showed different characteristics in various aspects from teaching loan words in Korea or to non-Korean students. But there are problems that arise because they are Korean-Americans. For the study, we examined the errors committed by advanced Korean-American language learners and surveyed Korean language teachers teaching Korean loan words in Korean language schools in America. The followings are what we discovered. Loan words are not being taught actively in Korean language schools in America and many errors of loanword orthography were observed among the learners. Some of the discovered challenges related to the use of loan words were noted in pronunciation and expression of meaning. Thus, teaching of Korean loan words for Korean-American students needs to be twofold. We hope to see what the Korean language teachers do with loan words in America get reflected in Korean language education. To do this, Korean language teachers need to define loan words and devise new teaching methods for loan words to Korean-American language learners. (Kyung Hee University)

한국어 속담 교육 연구

조현용 국제한국어교육학회 2007 한국어 교육 Vol.18 No.2

proverbs with their inherent cultural elements are considered valuable. In order to teach non-native speakers Korean proverbs, KLE must emphasize the meaning-value of proverbs over expressive-value, that is, what Korean Education considers important. To achieve this, a different pedagogical approach must be considered. But, currently, there are no educational resources such as a list or inventory of proverbs available to teach the students systematically about their meanings and expressions. The study first considered the present conditions of teaching proverbs in KLE. We analyzed and compared various Korean proverbs used in advanced Korean language textbooks and Korean language proficiency tests. Then, the collected data were given to the language experts to decide which proverbs contained “teachable-value” and, finally, the final list of proverbs was classified according to expressive-value and meaning-value categories. We’ve also considered the possibility of teaching Korean proverbs in the context of comparative culture methodology. KLE should consider what the study proposes when it sets the assessment criteria for Korean language proficiency as well as using the study’s results to design textbooks and other relevant materials. Also, the study provides certain basic reference materials for textbook designers to consider when dealing with the question of whether to teach proverbs for their expressive-value or meaning-value. (Kyung Hee University)

가치 중심 한국어 교육 연구

조현용 국제한국어교육학회 2008 한국어 교육 Vol.19 No.1

Language education is evolving from emphasizing communication-based instruction to communication- based with content instruction. From that came language instruction for specific-skills such as language for academic or job specific purposes. However, content seems to be localized knowledge. Just as important as knowledge in language teaching is teaching and sharing the target language’s thinking and culture. Learning a language is not only gaining knowledge of a culture but its “values” as well. More specifically the process involves learning about those values. Preparing students for communication is the means to an end, not the end itself. Depending on the type of students, the focus of what main values to teach would vary. I often question the ‘generality’ in “teaching Korean for general purposes”; can there be a general purpose in teaching a language? I would like to argue here that even in teaching Korean for general purposes it should contain and reflect Korean thinking and universal values. A goal to impart content in language teaching where its main goal and objective is to reach either fluency or accuracy or both should be included in its curriculum. Content may be viewed as “contents of knowledge” and “value of wisdom,” and teachable using either CBLT(content-based language teaching) which is active and straight forward or via VBLT(value-based language teaching) which is passive and suggestive. This paper discusses ways to teach VBLT than CBLT.

내가 기자를 인터뷰 하는 이유

조현용 (사)방송기자연합회 2015 방송기자 Vol.23 No.-

러시아 사할린 지역의 언어 환경과 한국어교육 문제 연구

조현용,이상혁 국제한국어교육학회 2012 한국어 교육 Vol.23 No.1

Sakhalin, Russia is a very specific area for Korean language education. The imposed separation and isolation in this region means the language in Sakhalin is mixed with South Korean, North Korean, Gyeongsang Province dialect, Japanese, and Russian. Scrutiny of the use of the actual language of Sakhalin Koreans is needed, and it is required in supporting Korean language education. In this study, I will cover:1. Approach should differ depending on the situation of Korean, foreigners, Korean Language School(Hangeul Hakgyo) and Korean classes in local Schools. 2. Tailor-made textbooks for Sakhalin are required. 3. Korean textbooks to match local circumstances are needed. There should be a basic writing text written by a local Korean department professor and supervision or modification, supplements from Korean language education researchers in Korea. 4. Enlarged Korean training programs are needed. Furthermore, if Korean and Russian university students are to study in Korea, there should be programs offering a dual degree among other things. 5. Methodical, overall examination of overseas Korean regions like Sakhalin is necessary. Also in the case of far east Russia, connectivity between Vladivostok, Khabarovsk and Sakhalin needs to be strengthened.

한국어 어휘 평가의 현황과 전망 -한국어능력시험(TOPIK)을 중심으로-

조현용 이중언어학회 2011 이중언어학 Vol.47 No.-

Bilingual Research The aim of this study is on issues of Korean vocabulary assessment in terms of its status and prospects focusing on Test of Proficiency in Korean(TOPIK). Above all,previous studies were considered in order to figure out Bilingual Research whether it is possible to evaluate vocabulary exclusively, and if possible, what is a good method for it. Even though it is practically hard to evaluate the proficiency of vocabulary independently, it is possible, the studies said, because vocabulary could be improved by education and form the basis of other language functions. In addition, it is easily quantified. This study argued that it is necessary to approach the vocabulary assessment qualitatively, not quantitatively, and finalize the selection of advanced level vocabularies. Up to now the evaluation elements of each level has been classified unclearly. Therefore distinct classification for each level is needed, and the way to realize it is to differentiate between expression and understanding. In terms of communication, evaluating pronunciation and spelling of vocabulary is critical,but the evaluation should contain detailed criteria in speaking and writing, rather than independent evaluation. This paper deals with problems with assessment,especially unclear distinction between reading comprehension and vocabulary. For example, when it comes to level of difficulty, vocabularies of answers have a higher level of difficulty than vocabularies of text do. According to the level,many different types of questions have been suggested, but it still lacks the study to give evidence.