대만에서의 한국어 교육 현황 및 전망

왕청동 국제한국어교육학회 2015 한국어 교육 Vol.26 No.4

Korean education centers are currently making progress in Korean language education for foreigners. In addition, the effect of the Korean Wave among the Asian countries is continuously improving the state of the Korean language today. In Korea, lots of academic research is in progress trying to find efficient ways of teaching Korean to foreigners. Besides, outside of Korea, research on Korean language education keeps on developing. Influenced by the Korean Wave, Taiwan is interest in the Korean language has increased, and at the same time it has expanded Korean language education. Since the late 1990’s, when the Korean Wave began, the scope of Korean language education in Taiwan has been enlarged exclusively. However, research on Korean language education overseas remains at basic level. For further development of the Korean language education overseas, a profound research for its educational status is essential. The field of Korean Studies has a long history in Taiwan, and Korean language education in Taiwan has always been an integral part and has been discussed within the broader framework of Korean Studies. The goal of this research is to focus on Teaching Korean as a Foreign Language(TKFL), from the broader perspective of Korean Studies in Taiwan. In order to provide a many sided description of the TKFL in Taiwan today, the author does the following research. First, he provides a brief description of the Korean education history in Taiwan. Second, he investigated the present situation in the field of TKFL in institutions of all kinds of education, including the teaching approach, and the opportunities for employment for graduates. The author pays particular attention to the Korean teacher, students, curriculums and the rate of employment for graduates in Taiwan. He especially focuses on the development, both of the participants in the Test Of Proficiency In Korean (TOPIK) in Taiwan, and that of students studying abroad in Korea. Third, he observes the changes in Korean inbound tourist services, and translation and interpretation which is directly connected with TKFL. He also defines the challenges to TKFL in contemporary Taiwan. In the conclusion, some possible solutions to the defined challenges are offered. Therefore, in addition to examining the present progress of establishing Korean study in Taiwan, we wish to prepare the foundation to provide foreigners with a qualified Korean language education.

Korean for Beginners를 통해 본 해방 전의 조선어교육 -초판본(1925년)을 중심으로-

오대환 국제한국어교육학회 2012 한국어 교육 Vol.23 No.3

This study aims to analyze Korean for Beginners published in 1925 and figure out its significance and implications for language education. The book was written by Charles A. Sauer, a missionary and English teacher, and was used at “The Language School “ that taught Korean for missionaries. Issued in 1925, the textbook was used for five years from 1926 up to the curricular revision in 1931.Through its content analysis, this study has found: first, the method of Korean education whose principle constituted the textbook; second, the fact that Korean education at the time was carried out with a focus on spoken Korean than grammar, contrary to general understanding; third, that drills were performed through diverse methodic techniques of substitution, complementation and combination for spoken language education. Fourth, the study has also found that the textbook emphasized the importance of grammars like Underwood’s An Introduction to the Korean Spoken Language for grammar instruction that had been ruled out by then and provided learners with reference information on related grammatical items, though in a passive manner, so that they could learn them. Fifth, the research has found that the makeup of the textbook was considerably different from other known textbooks on Korean in general and it was thought that the difference was due to the application of a specific method and its composition suitable for the curriculum of the institution. Sixth, the study has learned that Korean education in those days was done by missionaries who were non-native speakers, both as the subject and the object of the education. Korean native speakers were not leading as teachers but assisting the education, and Korean education provided learners with information on the language and learning methodologies and encouraged them to study so that they could learn Korean in a self-leading and active manner.Furthermore, the research has found that the textbook had significant implications for contemporary Korean education with a possibility that the method of the textbook or its content may have been transferred to contemporary Korean education because Sauer, the author, was headmaster of the Korean Language School from 1949 to 1958, the textbook was reissued in the 1950s, and more published textbooks other than this exist.

일반논문 : 국어교육과 한국어교육의 소통

원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151

In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.

한국어 문화 교육 내용 양상 연구 : 문학 텍스트에 대한 양적 분석을 중심으로

신호철 淸州大學校 學術硏究所 2024 淸大學術論集 Vol.41 No.-

The purpose of this study is to examine the aspects of Korean culture education using literary texts by selecting 173 literary texts included in 71 Korean language textbooks published by major Korean language education institutions in Korea and conducting quantitative analysis. First of all, as a result of analyzing 173 literary texts by writer, all writers with the highest frequency were contemporary writers, and especially poets were all the writers with the highest frequency. Through this, it was possible to obtain implications that Korean learners could more easily access the verse text of short texts than the prose text of long texts. Additionally, I analyzed literary texts by categorizing them. Classified according to the four main categories of literary text, classic prose, contemporary prose, and contemporary verse, they were classified in great detail. As a result of the data analysis, it was confirmed that the majority of classic prose texts translated and adapted into modern Korean were included in Korean textbooks. This is due to the fact that the classic texts present the appearance of Korean traditional culture well. Additionally, it can be discovered that the fact that the majority of classical texts are contained in Korean language and culture education indicates that literary texts can be fully utilized as content materials for cultural education. Finally, I organized and analyzed Korean language textbooks containing literary texts by series. There have been various discussions about the timing of Korean language culture education. In other words, the view that culture education should be conducted from beginner learners to advanced learners was at odds, but there was little clear evidence to support each point of view. However, the quantitative analysis of literary texts contained in Korean language textbooks and used in Korean culture education showed that it was possible to grasp the perspectives of Korean language education institutions at each university that wanted to provide Korean culture education for intermediate (fourth) and advanced (five) learners, especially fifth-class learners.

한국어 학습자 대상 한글 맞춤법 교육 방안

박지순 ( Park Jisoon ) 한국문법교육학회 2021 문법 교육 Vol.41 No.-

In this study, the Korean language norms were considered to be within the minimum range of norms in Korean language education because they are the norms that Korean speakers should follow in their language lives. In particular, Korean orthography must be treated as an educational content in Korean language education, but it is not appropriate to educate Hangul orthography as an independent area as in education for Korean native speakers. Since Korean orthography is based on basic grammar principles, Korean language education needs to integrate the principles of Korean orthography, especially in the grammar area. In this study, we explored the direction of Korean spelling education, referencing specific examples of how Korean orthography items should be reflected in Korean language education. Considerations for integrating Korean orthography into Korean grammar education are as follows. First, Korean learners learn written language simultaneously without fully knowledge and ability of spoken language, so they need to understand the difference between spoken and written languages. Second, Korean learners lack intuition in spoken language and lack problem-solving power in the use of written language, so if necessary, the principles of Hangul orthography should be given as reference information to enhance understanding and production. Third, native speakers have difficulty in writing what they already know how to speak of, Korean learners are likely to have difficulty speaking the written language, so it supposed to be focused to teach and learn how to speak written language.

조선족 민족음악교육의 실태와 발전방안 연구-산재(散在)지역 조선족학교를 중심으로-

김성희 한국국악교육연구학회 2014 국악교육연구 Vol.8 No.2

개혁개방 이후 중국사회의 체제개혁과 구조조정이 심화되면서 조선족들은 대련, 청도뿐만 아니라 북경, 상해, 천진 등 대도시로 대거 이동하고 있다. 조선족 사회의 대량적인 인구이동은 이미 연해지역이나 관내도시에 새로운 코리아 타운을 형성해가고 있으며 조선족 집거지 산재지역을 형성하였다. 이런 대도시에 살면 개인이 발전할 수 있는 기회가 많아지고, 삶의 질이 높아지는 것은 당연하나 자녀들이 다닐 수 있는 조선족학교가 부족하다는 단점이 있다. 북경의 경우만 해도 조선족들이 10만 명을 넘어서고 있지만, 조선족학교는 전무하다. 이에 본 연구는 중국 산재지역 조선족 음악교육의 도약적인 발전을 위해 실제 그 집거지역의 학교교육에서 나타난 문제점 고찰하고, 사회단체 군중예술문화의 바람직한 방향에 관하여 아래와 같이 제언하였다. 첫째, 민족문화와 민족의식과 관련한 교육은 교본과정, 종합 실천 활동, 과외활동 등 여러 가지 형태와 형식으로 진행되어야 한다. 이를 위해서는 학교 현직 교사들의 연수기회를 대폭 확대하여 전통문화예술에 대한 재교육을 실시해야 하고, 교사연수 프로그램을 제도화하여 교사들의 자발적인 참여를 유도하는 제도적인 장치를 마련해야 한다. 둘째, 민족예술 교과에서도 민족성격을 띤 내용을 되도록 잘 선정하여 학생들이 민족문화를 더 많이 이해하고 더욱 흥미를 갖고 이어받게 해야 한다. 전통음악을 쉽게 가르칠 수 있도록 교사를 위한 다양한 교육 자료를 제작하여 보급하여야 하며, 마찬가지로 학생들에게도 청소년의 정서와 수준이 고려된 다양한 시청각교재가 개발되어야 한다. 셋째, 음악교육자료의 개발이다. 이를 위하여 먼저 체계적인 전통음악 교육과정이 개발되어야 하고, 교육현장에서 필요한 각종 음악교재가 개발되어야 하며, 학교 교구 설비 기준에 일정 비율의 전통악기 보유가 포함되도록 정책적인 뒷받침이 있어야 한다. 넷째, 산재지역의 조선족교육에 새로운 활기를 부여해야 한다. 현재 청도에는 중국 연해도시에서 유일한 조선족 소학교가 2개 있지만 청도 이외의 다른 지역에서도 우리 조선족 학생들이 기타 소수민족 학생들이 받는 혜택을 향수할 수 있도록 하고, 나아가서 목표교육과 직업교육 등 다양한 형태의 미래교육 토대를 마련해나가야 한다. 빠른 시일 내에 산재지역(청도 조선족학교 등 많은 사립학교들은 공교육행렬에 편입되지 않음)도 전일제 의무교육 행렬에 편입시켜야 할 것이다. 다섯째, 조선족 민족교육은 민족전통문화를 보존, 발전하는 민족생존과 연결된 문제로 민족성원들로 하여금 민족교육 발전에 힘을 기울이도록 하여야 한다. 여섯째, 산재지역 조선족은 정부의 지도하에 민족화합에 힘쓰고 정치활동에 적극 참여하여 지역사회에 공헌하고 문화, 문명민족으로 거듭나야 할 것이다. 이 연구가 중국사회에서 자체 민족의 정체성을 지키는데 도움을 주는 조선족 문화예술교육의 각종 문제점 해결을 위해 어떠한 모델이 가장 적합한지 스스로 자문하는 기회를 부여하고, 향후 중국 조선족 문화예술교육의 새로운 모델을 설정하기 위한 전초작업을 진행하는데 보탬이 되기를 바란다. After the reformation and the Opendoor policy, the Chinese society experienced serious social changes, and Korean nationals moved toward large cities, such as Dalian, Qingdao as well as Beijing, Shanghai, and Tienjin. This large size population movement formed new Korea towns in many cities and regions. Even though the big cities have more chances for individuals to succeed and to enjoy better life, their children have less opportunity to receive Korean education. For an example of Beijing, there is no Korean school although more than 100,000 Korean-Chinese are living. Therefore, we need to urgently find the ways to reform and to develop our ethnic education, other than any other problems. This research not only points out the problems shown in the school education in the settlement area, but also suggested directions for social group to go forward for the development of Korean-Chinese music education. First, education related to ethnic culture and identity should be processed in various forms, such as curriculum, multi-participatory activities, and extracurricular activities. In order to do this, more training and updating about Korean traditional art and culture should be provided to the teachers who are currently working in the schools. Also, by institutionalizing training programs, the education should be able to provide institutional strategy to teachers and to attract voluntary participation from the teachers. Second, by selecting proper contents with ethnic nature and putting them in textbooks, we need to help student to understand Korea better and to be more interested in Korean culture. We need more supports and production of various forms of class materials that can be used in traditional music education. Class materials for easy teaching should be provided for the teachers, and new audio-visual materials with various themes and genres, well explained in the student level, should be created. Also, scholars should vibrantly do new research on efficient teaching and learning methodology. Third, the sources for music education should be developed. Most of all, systematized traditional music curriculum should be designed; musical materials for the class teaching should be developed; a policy that requires each school to prepare some Korean traditional music instruments is needed. Fourth, Korean nationality education in mainland China excepting Yanbian need refreshment. Ethnic education is a chain that connects and transmits culture. Currently, there are only two Korean elementary schools in Qingdao. These schools assigned a project for new ethnic education. We must lay the foundation of basic education firmly and set an educational system with new standard and scale for Korean nationality schools. In many other places, we must let our students to receive benefits; further, we must prepared basis for future education that shows various forms, such as goal education or job education. In the near future, schools in mainland China excepting Yanbian must be listed on the full-time compulsory education. As stated earlier, many schools, including Qingdao Korean Nationality school, are not officially registered as public education. Fifth, social members in Korean-Chinese community must put efforts in developing ethnic education because it not only preserves tradition and culture, but also let us survive. The sense of duty and responsibility are important factors in developing ethnic education and Korean arts and culture. Sixth, Korean-Chinese people in mainland China excepting Yanbian should turn over to new cultural people and civilized society. They need to strive for the ethnic harmony and to participate actively in political events so that they contribute to the local community. As keeping in mind that the key point of ethnic education is the language and culture, we should never stop searching for the ways to advance. Consequently, this author hopes that this research is a chance to question ourselves about what ...

한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

시를 통한 한국어교육의 실제

이영조(Lee Young-jo) 한국비평문학회 2008 批評文學 Vol.- No.28

The most salient character of literature is that is composed with linguistics. The language from the literature is a Korean asset which is carried out in actual and detailed situation. Especially, Korean literature is the cultural assets if Korean which originates from the concrete situations and the actual state of the culture which delicately refined. The meantime, practical methods of the literature have been discussed constantly in Korean education. If we assume that the most recent goal of linguistic education is improvement of ability in communication, literature education is one of the most suitable methods of education. The reason is learners prefer speaking languages fluently in everyday life to using linguistics in standardised teaching materials. In addition, the final goal to be achieved of teaching Koreans as a foreign language is about understanding Korean linguistics culture. Followed this, goal of Korean linguistics' education also has to be adjusted from basic communication to high level of communication ability, ability of building linguistic culture. Again, goal of Korean education through the literature is not to teach huge Korean literature, but to teach efficiently with linguistics. This is a way of being mature human being at same time. This paper will preferentially look into connection between literature and Korean education, but we also consider how to apply Korean education to writing education. The next step, we extend Korean class area from focusing in reading materials to improvement of reading skills through practical use in Korean education, understanding of Korean culture etc. As we provide the actual education plan, which can improve the learners' esthetical experience, we can achieve the integrated education curriculum. Therefore, this paper will show the class method in actual use to discover effective value over importance of Korean education though the literature. One the other hand, this paper is also carrying a meaning to check present position of Korean education.

교육연극을 활용한 한국어문학교육 연구

호진양 ( Hu Chenyang ),송진한 ( Song Jinhan ) 중국한국(조선)어교육연구학회 2019 한국(조선)어교육연구 Vol.14 No.-

Since the diplomatic relations between China and South Korea, Korean language education has developed in China. Due to the rapid development of the politics, economy, and culture of both countries and the rapid growth of demand for Korean talent, many higher education institutions are establishing and operating Korean as a major. At present, many efforts are being made to develop teaching materials and teaching methods in various regions and universities in China, but the results are not so much. Considering this situation, it is necessary to use Korean language education that takes advantage of the characteristics of the region and school rather than a uniform, single Korean language education. Also, based on the universally used education mode, it is necessary to create a new and efficient method through innovation and to search for the transition of the whole education curriculum from the perspective of cultivating basic Korean ability. Foreign language education cannot be separated from the culture of the country. The culture of Korea refers to a varied range including traditional arts, food, shelter, and lifestyle. This paper aims not only to teach Korean culture by using educational theater technique but also to design Korean education and learning plan. Thus, using literary works as texts and educational play, Korean teaching model for advanced Chinese learners is presented. This will enable Chinese learners to understand the thoughts, emotions, cultural, artistic and folklore contexts of Koreans. In the case of Korean language education in China, the development of teaching and learning using educational play is still far away, and there are few researchers in this field. This paper has searched the concept as a simple paper. I look forward to helping you develop teaching and learning methods in the field of Korean language education in the future. I also hope that it will help not only Korean language education but also other language education.

한국어교육과 한국문화교육의 상호 역할에 대한 바람직한 시각

양영희(Yang Young-hee),서상준(Suh Sang-jun) 우리말글학회 2010 우리말 글 Vol.50 No.-

The purpose of this paper is to establish the proper relationship between Korean language education and Korean culture education. Korean culture education has been thought as one of tools for raising communication skills, occupying subordinate position in the field of Korean language education. This paper, however, will consider these two types of education as the original one standing in the equal position since they have different goals and contents. The reason why the efforts to unify Korean cultaure with Korean language education could not result in satisfying outcome is that the relationship of these two areas has not been clearly fixed. By looking straight at the present situation, this paper sets up the relationship between these two as follows: Korean culture contributes to achieve the goals of Korean language education by standing as the elementary background on Korean language education, also Korean language serves to instruct Korean culture systematically by becoming the teaching tools for Korean culture education. As taking this point of view, we are able to divide central points of Korean studies into two parts: Korean language education and Korean culture education. That is to say, the former lightens its functional responsibility and the latter retrieves its essential role and value.