시(詩)를 활용한 한국어교육의 실제 -발화의 내적 조건과 관련하여-

김지연 국제한국어교육학회 2001 한국어 교육 Vol.12 No.2

이 논문은 한국어 문법지식 및 발화방법이 충분히 학습된 학습자에게 보다 효율적으로 학습동기를 부여하고 종합적인 학습성과를 거둘 수 있게 하는 하나의 교육 모델을 제시하는 것을 목적으로 한다. 이를 위해 본고에서는 학습자의 발화에 관여한느 요소들을 살펴보고 발화조건에서 보다 심도 있게 다루어져야 할 필요가 있는 발화의 내적 조건을 중심으로 학습자의 발화를 효율적으로 유도할 수 있는 교수걸꼐의 부분에 주목하려고 한다. 여기서 고급 한국어 학습자를 위한 방법적 교수설계의 시도로 한국인의 정서와 문화, 역사적 배경 및 사회민속사가 투영된 문화작품을 활용하여 한국어 학습자로 하여금 한국인의 정신세계에 주체적으로 접근하게 하는 방법을 찾으려 한다. 이는 온전히 이해된 한국어의 <내용>을 충분히 학습된 한국어 <표현>과 결합시켜 능숙하게 전달할 수 있는 언어 이사으이 실현에 접근하려는 방법론적 고찰이라고 하겠다. 본고에서는 시(詩)를 활용한 수업모델을 다룰 것인데 이 시고를 통한 작업이 체계화된다면 이는 기존의 학습 보조자료 및 학습방법을 다양화할 수 있고, 한국어 표현의 내용을 심도 있게 혹장할 수 있게 하며 한국어의 특정 표현들이 지닌 한국인의 정서를 이해함으로써 한국어의 표현문맥을 정확하게 파악할 수 있게 하는데 기여할 것으로 본다. 이는 활용방법에 따라 듣기/쓰기/말하기/읽기교육에서 다각적으로 응용될 수 있을 것이다.

사회적 맥락과 학습자 특성을 반영한 한국어교육학 전공 교육 과정 개발 기초 연구 -광주․전남 지역 소재 내 한국어교육 전공 학부 과정을 중심으로-

김수은 국제한국어교육학회 2021 한국어 교육 Vol.32 No.2

This study aims to understand the operation of Korean language education majors in the Gwangju and Jeonnam provinces before developing the curriculum as part of regional research. In the Gwangju and Jeonnam region, a total of 7 universities offers undergraduate courses in Korean language education. However, this region has a characteristic of first-year Korean students being less than three, and the rest being international students. Besides, there are courses for acquiring Korean language teacher certification and improving Korean communication skills. This study interviewed the four current deans of the department of Korean Language Education among the seven universities to understand curriculum management and listen to their views. First, both Korean and international students significantly influenced academic achievement by setting goals and motivation. Moreover, they mentioned that curriculum management requires a new principle that considers learners in the entire process of selecting and arranging subjects, setting educational goals, developing educational contents and materials, and teaching methods for obtaining a Korean language teaching certificate. Courses related to Korean communication should also be designed based on the students’ goals and the department’s values. Also, they suggested that the use of non-subject activities, development of various subject types, and attempts of teaching methods were necessary.

<한국어 표준 교육과정>에 기반한 인도 중·고등학교 한국어 교육과정 개발 연구

김지혜,이인혜 국제한국어교육학회 2021 한국어 교육 Vol.32 No.2

The 2020 Standard Curriculum for Korean Language has been developed as the curriculum of the highest level of generality applicable to the broadest range of classrooms and learners. The Curriculum is configured in such a way as to serve as a foundation for subsequent individual curricula designed for a specific educational environment. This study analyzes the foreign language education policy and Korean language education in India and the 2020 Standard Curriculum for Korean Language to develop the curriculum and develops the Korean Language Curriculum for India’s Upper Primary and Secondary Stages (Classes VI to XII) based on the 2020 Standard Curriculum for Korean Language.

제1언어로서의 한국어과 제2언어로서의 한국어 교육

윤희원 국제한국어교육학회 1996 한국어 교육 Vol.7 No.-

국제 통용 한국어 표준 교육과정변이형 적용 연구 -해외 중등학교의 제2외국어로서 한국어를 중심으로-

박진욱,이수미,장미정 국제한국어교육학회 2018 한국어 교육 Vol.29 No.1

This study purposed to discuss and suggest how to apply the internationally circulated standard Korean language curriculum to the fields of education. For this purpose, principles of the curriculum development that use reference of criterions like setting the education goals and stages of the Korean as second foreign language at the Korean foreign secondary school with the cases were reviewed. Studies about the curriculums of Korean language as an unit of state were began at 2010 and being continued in 2017. These researches pointed out a standard of the Korean language education, which influenced the development of curriculums, evaluations, and textbooks. Korean language teachers need lots of informations how to adjust the curriculums because they recognize that the curriculum as a reference of criteria is very difficult to be utilized. Roles of the reference of criteria that were extracted from the review on the curriculum development of the Korean as a second foreign language are providing a content basis for setting the goals of the curriculum and setting the stages connected with the operation of semesters. After the macroscopic development, plans for the phase of a syllabus run along. At this stage, sources of the items of education should be offered and elaboration of the education contents may design the syllabus. Finally, through a series of process, programs for Korean language education and textbook will be completed. Through this whole process, standard curriculum provides orientation and guidelines for the process of the development.

북한 조선어교육 교재와 남한 한국어교육 교재 비교 연구 –김형직사범대학교와 세종학당 교재를 중심으로–

김한근 국제한국어교육학회 2021 한국어 교육 Vol.32 No.3

The purpose of this study is to confirm the characteristics and the appearance of KFL(Korean as Foreign Language) in North Korea through compare with KFL text books and KFL in North Korean textbooks. To this end, the KFL textbooks were selected for ‘Sejong Korean’, which was published by Sejong Hakdang, and the ‘Korean conversation: Ryuhaksang’ was selected for the KFL in North Korea, published by Kim Hyung-jik Pedagogical University. In the number of units analyzed, ‘Sejong Korean’ was more than ‘Korean conversation: Ryuhaksang’, but the number of dialogues and the pairs of dialogues in each unit were highly frequent in ‘Korean conversation: Ryuhaksang’. In addition, the lexical diversity can be deduced from the highly available ‘Korean conversation: Ryuhaksang’ to provide a more diverse vocabulary in KFL in North Korea than in KFL. However, in the frequency ranking of appearances by parts of speech, it was confirmed that the results of ‘Sejong Korean’ and ‘Korean conversation: Ryuhaksang’ were the same, so that the KFL and KFL in North Korea all formed a textbook focusing on the conversations used in real life.

국외 한국어 교육 정책론 정립을 위한 탐색

이병규 국제한국어교육학회 2008 한국어 교육 Vol.19 No.3

This study is aimed to research into current status of the overseas Korean education policy on each part for establishment of the overseas Korean education policy theory. First, this thesis discussed the necessity and the changes of the Korean education policy. The necessity of the theory is considered as the racial education for Korean residents abroad, establishment of the base for the promotion of Korean as a foreign language proficiency, and preservation of the Korean language and culture and also maintain of world culture multiplicity. Second, this study argued on the purpose and principle of the overseas Korean education policy. In this study, the essential purpose of the Korean education policy is to support preservation and development of the Korean language and culture through extend the area of using Korean. And then the principle is considered coexistence of interculturalism and multiculturalism. Finally, this research debated on investigation of the overseas Korean education policy as the overseas Korean education policy agency, related raw, the public institution to support the Korean education policy, and support the development and spread of the overseas Korean education contents.

한국어 듣기 교육의 원리와 수업 구성

이해영(Hai Young Lee) 국제한국어교육학회 1999 한국어 교육 Vol.10 No.1

일본 대학교 대학원에서의 한국어 교육

노마히데키(Noma Hideki ) 국제한국어교육학회 2003 한국어 교육 Vol.14 No.2

The aim of this paper is to survey Korean language education and studies of Korean language at universities and graduate schools in Japan and to discuss some related problems. Section II outlines the present situation of Korean language education in Japanese universities. It has become very common for students to learn Korean in Japanese universities. Section III considers education and studies of Korean language in graduate schools focusing on the case of Tokyo University of Foreign Studies. What is the most important under the present circumstances is to produce creative specialist for the Korean teaching and research professions. In order to solve this problem, it is necessary to strengthen the postgraduate education.

현대소설을 활용한 언어, 문학, 문화의 통합적 한국어교육 방안 연구-윤흥길의 「장마」를 중심으로-

홍명희 국제한국어교육학회 2020 한국어 교육 Vol.31 No.1

This study proposes an integrated Korean language education of language, literature, and culture as the standard of “Applied Research for the International Standard Curriculum of Korean Language”, using Yun Heung-gil’s modern novel “Rainy Season”(1973) as the text. “Rainy Season” has a high literary evaluation and contains not only the Korean War and the division of Korea, which is a characteristic history of Korea, but also abundantly contains the seasons, weather, family, Korean emotions, folk beliefs and religion. which is suitable for an integrated Korean language education of language, literature and culture. Specific educational plans are as follows. In the first lesson, students study a story, relationships of the characters through the movie “The Rainy Season”(1979). In the second class, students study language aspects such as vocabulary based on listening and reading of texts. In the third lesson, students study the themes that depicts the process of reconciliation and healing from ideological confrontation expressed through love for children during the Korean War, and through the beliefs of native citizens. In the fourth session, students make a presentation about the aspects of social conflict and reconciliation of homeland based on their understanding of Korean War and personal beliefs, the subject of conflict and reconciliation. Through this, students study culture in terms of intercultural exchange.