어휘를 활용한 한국 문화의 교육 내용에 관한 연구

구본관 국제한국어교육문화재단 2017 국제한국어교육 Vol.3 No.2

International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the contents of Korean language culture education through vocabularies thus far, not so many of the discussions were regarding concrete contents of the education. We hope that this paper will contribute to the richening of the contents of Korean culture education.

국어사 교육의 변화에 따른 교육 내용 설계 -어휘 교육과의 통합을 위한 시론-

양영희 한국어교육학회 2020 국어교육 Vol.0 No.170

The education of Korean language history in the 2015 Korean Language Curriculum focuses on an understanding of the characteristics of a “continuously changing language” rather than learning the knowledge of Korean language by period, and it was designed to teach the linguistic characteristics through the comparison of vocabulary of “Medieval and Modern Korean.” Results show that the method of organizing Korean language history units in the textbooks Korean and Language and Media is insufficient to reflect the purpose of Korean language history education; this discussion tried to find a complementary point through integration with vocabulary education. For the purpose of this research, education in Korean language history was divided into “unique content” and “vocabulary-integrated education content.” The former was again divided into an understanding of the general characteristics of the medieval language and the exploration process of currently changing Korean phenomena. “Unique content” refers to the content of Korean language history that cannot be integrated with vocabulary education. As subjects of unique contents, vowel rising, changes in honorifics, and “the expansion of using ‘-si’ for subjects” honorification were selected in consideration of language phenomena comparable to that in the modern Korean language. To analyze the vocabulary-integrated education, changes in the form and meaning of vocabulary, changes in word formation, and (inverse) grammaticalization were selected. The study of changes in the vocabulary forms considers that currently extinct native language features can be identified by using Korean history data and through exploring how the vocabulary presented in 《Hunminjeongeum》”Examples on the Use of Letters” changed for the modern language. This study is meaningful in that inclusive education will have a positive effect on Korean language history and vocabulary education while exploring the possibility of synthesizing syntactic or phonological issues from a macroscopic perspective.

중국의 한국어학습 앱(APP) 현황과 특징- 한국 대중문화콘텐츠 활용을 중심으로

왕우진 충남대학교 인문과학연구소 2023 인문학연구 Vol.62 No.3

중국인들이 한국어에 입문하는 가장 큰 동기는 한국 대중문화의 영향 때문이다. 이러한 현상을 반영하듯 최근 중국에서는 한국 대중문화콘텐츠를 활용한 다양한 한국어학습 앱이 인기를 끌고 있다. 대표적인 앱으로는 <알파카 한국어>, <한국어U학원>, <도라한국어>, <한국어학습> 등이 있다. 대중문화를 활용한 한국어학습 앱은 자기 주도형 학습, 학습동기부여, 수업 흥미 유발이라는 긍정적 역할을 한다. 하지만 앱에서 제공하는 콘텐츠에는 부정확하고 어색한 한국어 발음, 맞춤법과 띄어쓰기의 오류, 음성과 텍스트의 불일치, 저작권과 초상권 침해 등과 같은 여러 문제도 동시에 가지고 있다. 이러한 문제들은 한국어 전문가로부터 충분한 검증을 거치지 않고 빠른 유료회원 모집을 위해 흥미 위주의 교육콘텐츠를 성급히 늘린 결과라고 볼 수 있다. 하지만 메타버스, 시뮬레이션, AI 기술 등을 사용자들에게 친숙한 대중문화콘텐츠에 접목하여 한국어학습에 응용하고 있는 중국 상황은 매우 주목할 가치가 있다. 중국의 이러한 시도는 여전히 기능성과 접근성이 떨어지는 방식으로 ‘외국인을 위한 한국어’학습 앱을 만들고 있는 한국의 관련 전문가들에게 여러 가지 시사점을 던져주고 있기 때문이다. The primary driving force behind the Chinese initiation into Korean language learning is the pervasive impact of Korean popular culture. This phenomenon is also evident in the popularity of comprehensive Korean language learning Apps which incorporate cultural contents in China. Representative Apps include Alpaca Korean, Korean U Academy, Dora Korean, and Korean Language Learning. These cultural contents embedded Korean language learning applications has been found to have positive effects on boosting the users’ spontaneous learning designing, as well as stimulating users’ learning motivation and interests in the offered courses. However, the contents provided by these apps have the problems such as imprecise or unnatural Korean pronunciation, errors in spelling and grammar, inconsistencies between voice and text content, as well as potential violations of copyright and picture rights. These problems can be attributed to the utilization of contents unverified by Korean language experts, the intention of quickly recruiting paid members and the overanxious for increasing the interest-based education contents. Still, these Chinese-style Apps are noteworthy as they endeavor to integrate metabus, simulation, and AI technology with popular culture that is known to the user and aim to apply them to the process of learning the Korean language. They offer a diverse range of sources of inspiration for Korean experts who still produce educational content in Korean language learning with low accessibility.

중국 대학 한국어 전공 학습자를 위한 내용 중심 기반 한국사 교육 방안 연구

장레이 ( Zhang Lei ) 이중언어학회 2020 이중언어학 Vol.80 No.-

In the curricula of Korean language departments at Chinese universities, major courses can be divided into those focusing on the learning of Korean and content courses such as Korean history, Korean politics and economy, and Korean culture, among others. Because learners who study Korean in China do not have a matching linguistic environment, opportunities to learn Korean outside of class are very rare. In order to provide learners with more time to be exposed to the Korean language, it is necessary to create opportunities for learning Korean not only in language classes but also in content courses. Moreover, findings ways to learn Korean in content courses, such as Korean history, will help to change the ongoing system, which establishes a dichotomy between language courses and content courses, thus expanding the scope of Korean language education at Chinese universities and establishing a systematic curriculum that combines language and content. In addition, Content-Based Korean history course can develop learners’ language skills while also playing an important role in improving their academic proficiency. Therefore, this study aims to find efficient ways to teach Korean history via Content-Based Instruction for Chinese learners who majoring in the Korean language at Chinese universities. For this purpose, this paper introduces the characteristics of Korean history research and education in China and then examines the current status of Korean history education as taught by Korean departments of Chinese universities. The study then defines and provides a brief overview of the different types of Content-Based Instruction. Next, the educational objectives of Korean history course are presented, dividing them into content-based objectives and language educational objectives, and five principles for selecting educational content are proposed. Finally, based on the Into, Through and Beyond models, the steps of classroom teaching are presented, with the “March 1st Movement” presented as an example of providing specific educational practice. Analyzing the content courses of Korean language departments at Chinese universities, which have not much received attention thus far, can be seen as an attempt to expand and extend Korean language education. In particular, it is meaningful to focus on Korean history course and to seek specific education plans that combine language and content learning. (Seoul National University)

국어사 교육에서 바라본 고대국어의 교육 내용과 석독구결

김유범 고려대학교 민족문화연구원 2019 民族文化硏究 Vol.83 No.-

This paper starts from the viewpoint that it is necessary for Korean language researchers to be interested in education of Korean language history as well as research of it. Starting from the current state of research and education of Korean language history, I have discussed the status and significance of ancient Korean language in Korean language education and the contents of it mentioning Seokdok-Kugyeol (釋讀口訣). In order to answer the question of where Korean language came from, and what history and traces of Korean language existed before the Middle Korean, we have no choice but to go to ancient Korean language. I pointed out that it was very Seokdok-Kugyeol that satisfied the possibility of inquiry, which was one of the directions for education of Korean language history to pursue in relation to the educational contents of ancient Korean language. Seokdok-Kugyeol is an interesting educational content in that it shows how the Chinese sentences are syntactically different from the Korean sentences and how the grammatical elements of Korean are written in Kugyeol in order to understand it in Korean language. In order to make the precious and valuable research contents about Seokdok-Kugyeol flower, the interest and effort of many people engaged in research and education of Korean language history are asked. 본고는 국어사 연구 못지않게 국어사 교육에 관심을 갖는 것이 국어사 연구자들에게 필요한 일이라는 입장에서 출발했다. 지금까지의 국어사 연구와 국어사 교육에 대한 현황을 시작으로 고대국어의 국어교육적 위상과 의의, 그리고 교육 내용에 대해 석독구결을 중심으로 이야기해 보았다. 우리말이 어디에서 왔는지, 그리고 중세국어 이전에 우리말의 역사와 흔적은 어떠했는지에 답하기 위해 우리의 발길은 고대국어로향할 수밖에 없다. 고대국어의 교육 내용과 관련해 국어사 교육이 추구해야 할 방향 중 하나인 탐구 가능성을 충족시켜 주는 것이 석독구결이라는 점을 언급했다. 석독구결은 중국어로 된 한문이 국어와 통사적으로 어떤 차이가 있으며, 이를 우리말로 이해하기 위해 우리말의 문법적 요소들이 어떻게 구결자로 적혔는지를 보여 준다는 점에서 흥미로운 교육 내용이 된다. 그동안 국어사 연구에서 쌓아 온 석독구결에 관한 소중하고 가치 있는 연구 내용들이 국어사 교육에서 꽃피울 수 있도록 국어사의 연구와교육에 종사하는 많은 사람들의 관심과 노력이 요구된다.

A Study on the Direction of Development of Online Learning Contents for Korean Language and Culture Education Using Hallyu Contents

Hyangsil Chang,Mihyang Lee,Ransook Kang,Eunho Kim 인하대학교 다문화융합연구소 2021 다문화와 교육 Vol.6 No.1

The purpose of this study is to examine the current status of the development of online learning contents for Korean language and culture education using the Korean wave (Hallyu) contents, and to propose the direction of development. In order to achieve this purpose, this study examines the current status of research on Korean language and culture education using Hallyu contents through an analysis of prior research. Also, this study investigates the current status of the development of online teaching-learning contents for Korean language and culture education, and drew implications for the development of teaching-learning contents. In addition, this study conducted a needs analysis on Hallyu contents for foreign learners and teachers with experience in Korean language education abroad. This study is of significance in that it selected the Hallyu contents for the development of Korean language and culture online teaching-learning contents based on the results of analysis from various angles and suggested the method and direction of developing learning materials for Korean language and culture.

일반 논문 : 인터넷 언어의 국어교육 내용 연구 -전문가 델파이 조사를 중심으로-

윤여탁 ( Yeo Taek Yoon ),송여주 ( Yeo Ju Song ),정지민 ( Ji Min Jung ),김진진 ( Jin Jin Kim ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

This study is applicable to the phase 2 of `A Study on Status of Internet Language Use in School Education and Improvement Plan` as implemented from November 2008 ~ October 2010. As being undertaken in a total of 3 phases, this study has the first phase in finding out the status through survey of Internet language use and the second phase in contemplation of education contents through the survey on experts. The third phase of the study is planned to implement for verification of the improvement plan through the on-site studies. On this article, the expert Delphi survey was implemented for the study of education contents of the Internet language. The expert Delphi survey is to extract the opinion and determination of expert group on the research issue to clarify with the group determination as a way of research and this is a useful method to plan several fields of programs including education. The categories surveyed through the expert Delphi survey were defining concept of Internet language, direction of education, content elements in Korean language education, and evaluation and current tasks on the present Internet language education. The Internet language was defined as `language and signs in integrated form as communicated on Internet and became a medium of implicated action`, and as the direction for the Internet language education, the focus was on appropriate language education to fit into the context, rather than the education on grammatical norms. In the meantime, the trend was shown to value the understanding of education rather than the expression of education in the Internet language, but there is an opinion that the education has to advance from understanding to expression along the hierarchy of learner. In addition, for the contents factors of the Internet language education, importance has been presented in the sequence of critical reading on the text, knowledge on the Internet communication structure, knowledge on the Internet language, participatory writing for social communication and sequence of communication ethics of the Internet language. With respect to the currently implementing Internet language education, a number of experts evaluated that the systematic education contents and method have lacked with the general insufficiency in Korean language education theories, education process, contents of teaching material, evaluation criteria and the like. For the current issues of the Internet language education, there are characteristics of the Internet communication method shown after Web 2.0, characteristics of language culture, characteristics of the Internet communities and issue of establishing the identity, study on production of Internet language and production and acceptance.

문화유산을 활용한 한국어 문화교육 방안 연구 - 고급 학습자를 중심으로

이가원 한국현대문예비평학회 2019 한국문예비평연구 Vol.- No.64

The importance of cultural education in Korean language education has long been emphasized, because the language of a country is closely bound up with learning about the culture of the nation. Indeed, cultural education is of great importance for learning a foreign language, and the necessity of education that focuses on fostering an ability to interpret the customs of the discourse community rather than offering fragmental knowledge of culture should be stressed. In fact, however, current cultural education for teaching Korean has just been conducted as what's additionally needed for language education, though the importance of cultural education is recognized. Cultural education is included in the curriculums of educational institutions that teach the Korean language, but this education is provided just fragmentarily as part of the language curriculum. Cultural education cannot be successful if it is offered fragmentarily without considering actual contexts. Therefore it should be avoided to present cultural information only as supplementary materials or without being properly connected to what's taught in class. Instead, it's advisable to teach learners to infer naturally about the given contexts by presenting practical materials. To make it happen, the kind of educational method that provides a variety of contents for learners to experience, apply and analyze in person is required. In recent years, the number of learners who learn Korean is on the rise, and their motivation, learning goal and needs are diversified. Besides, they have a strong cultural achievement motivation in accordance with their learning goal and needs. The example is learners who major in the Korean language, Korean studies, Korean culture, Korean history and Korean economy. Accordingly, cultural education for teaching Korean should be conducted in a systematic and diverse way in consideration of the goal and level of learners. In this study, problems with cultural education for teaching Korean are pointed out. Cultural education mostly centers around daily linguistic culture, and this education is not diverse enough to satisfy the needs of advanced learners. Korean culture is presented just briefly or as supplementary materials that aren't properly linked to what's taught in class. Therefore how to provide cultural education for teaching Korean by taking advantage of cultural heritage was explored in this study. Cultural heritage is one of educational items to improve the Korean cultural competency of advanced learners. That represents national culture, history and identity and is an educational material which shows the unique features of the nation and can gain empathy as universal value of mankind at the same time. Specifically, the cultural contents industry is lately very dynamic along with growing concern for cultural heritage, and cultural education that utilizes cultural heritage seems to be of great use. The purpose of this study was to examine textbooks, cases of cultural experience and contents used in cultural education for teaching Korean in an effort to determine the state of the utilization of cultural heritage in Korean language education. And it's also meant to shed light on the educational value of cultural heritage and to seek ways of taking advantage of it in cultural education for teaching Korean. Cultural education for teaching Korean that uses cultural heritage is expected to make a contribution to the improvement of the Korean proficiency of advanced learners by increasing their understanding of Korean society and culture, and that also is expected to exercise a positive influence on the diversification of cultural education for teaching Korean in terms of level and content and on the improvement of practical teaching. 본 연구의 목적은 외국어로서의 한국어 교육에서 문화유산의 교육적 가치를 밝히고, 이를 활용한 한국어 문화교육 방안을 제시하는 데에 있다. 최근 한국어 학습자의 증가로 한국어를 배우는 동기와 목적, 학습자의 요구 등이 다양화되었고, 이에 따라 문화적 성취동기도 높아지게 되었다. 언어에는 다양한 문화적 내용이 담기게 되므로 언어 능력의 증진을 위해서는 문화적 이해가 필수적으로 전제된다고 볼 수 있다. 특히 한국어와 한국학 관련 전공자들은 한국어와 한국문화에 대한 깊은 이해가 선행되어야만 전공 학습과 학문적 성취가 가능하기 때문에 문화교육의 중요성이 더 강조된다고 볼 수 있다. 한국어 문화교육은 학습자의 목적과 수준에 따라 다양하고 체계적으로 이루어져야 하며, 문화에 대한 단편적인 지식보다는 목표어 문화 구성원들의 관습을 해석할 수 있는 문화능력 증진에 중점을 두고 이루어져야 한다. 본 연구에서는 한국어 문화능력을 높일 수 있는 교육 항목으로 문화유산에 주목하고 이를 활용한 문화교육 방안에 대해 살펴보았다. 민족문화와 역사, 민족의 정체성을 담고 있는 문화유산은 민족마다의 고유성을 지니면서도 인류 보편적 가치에 대한 공감을 이끌어낼 수 있는 교육소재이다. 특히 최근 문화유산에 대한 관심의 증가로 문화 콘텐츠 산업이 활발하게 이루어지고 있으므로, 이를 활용한 문화교육은 매우 유용하리라 판단된다. 본 연구는 한국어 문화교육에서 문화유산의 교육적 가치를 밝히고 문화유산 콘텐츠를 활용하여 실제적인 교수방안을 제시했다는 점에서 의의가 있다. 앞으로도 수준별・내용별 문화교육 프로그램의 다양화를 위한 다각적 방향에서의 연구가 이어지기를 바란다.

유튜브(YouTube)의 한국어교육 채널 분석

김민경(Kim Min Kyung) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.8

본 연구에서는 유튜브 한국어교육 채널이 가지는 교육적 가치에 주목하여 유튜브에서 이루어지고 있는 한국어교육의 실제를 알아보고자 하였다. 유튜브의 인기 한국어교육 채널 가운데 콘텐츠 개발이 가장 활발하게 이루어지고 있는 채널 다섯 개를 선정해 콘텐츠 구성 현황 및 특성을 살펴보았다. 분석 대상으로 선정된 채널은 ‘Talk To Me In Korean, Learn Korean with KoreanClass101.com, Korean Unnie, Learn Korean with GO! Billy Korean, Minji Teaches Korean’이며 2019년 1월까지 개발된 콘텐츠에 대한 분석이 진행되었다. 분석 내용은 이러닝 콘텐츠 평가 연구에서 제시된 학습자 중심의 사용성 평가(usability evaluation) 기준을 따라 ‘교육 내용, 교수 설계, 사용자 인터페이스’에 대해 알아보았다. 이러한 분석을 통해 유튜브의 한국어 교육 채널에서 발음에서 어휘, 표현, 문화, 학습 전략에 이르기까지 폭넓은 교육을 실시하며 다양한 멀티미디어 자료를 활용한 효율적인 설명과 학습자의 흥미 유발에 주안점을 두고 있음을 확인할 수 있었다. This study aims to investigate the reality of Korean language education that is taking place on YouTube, focusing on the educational value of YouTube channels for Korean language education. From popular YouTube channels for Korean language education, five channels where the contents were being developed most actively were selected, and their contents composition and characteristics were examined. As the subjects of analysis, the following channels were selected: “Talk To Me In Korean,” “Learn Korean with KoreanClass101.com,” “Korean Unnie,” “Learn Korean with GO! Billy Korean,” and “Minji Teaches Korean.” The contents that had been developed until January 2019 were analyzed. As for the analysis, according to the learner-centered usability evaluation criteria that was proposed by e-learning contents evaluation research, “education contents,” “instructional design,” and “user interface” were investigated. Through such analysis, it was confirmed that YouTube channels for Korean language education are providing broad education from pronunciation to vocabulary, expressions, culture, and learning strategies, and they are focusing on explaining efficiently and arousing the learner’s interest by using various multi-media sources.

국어사 교육 내용의 실현 양상과 교육 방법 연구

고춘화 국어교육학회 2011 국어교육연구 Vol.49 No.-

The purpose of this study is to examine and rediscover the educational contents and teaching methods of the history of Korean language in Korean education. Korean history education has been the part that needs further discussion in the educational contents and teaching methods. The discussions about the history of Korean language life and Korean Language culture is to seek and expand the educational contents of Korean history. This article has the perspective of classical Korean grammar education. The significance of Korean history education is established by justification as a national language, language awareness and the creation of culture, and higher thinking skills and the pleasures of language exploration. I analyzed the texts and 2007 Curriculum of Korean education. I found out that it did not include the awareness of the sounds in an old language and it is necessary to seek the combination of educational contents and methods for inquiry instructions considering a language acquisition as a natural process. The criteria of the effective ways of teaching Korean history education were the consideration of natural language learning steps, facilitating the process of learners' knowledge construction, and stepby-step approach of sound, meaning, and grammar. An effective education model of Korean history was designed by these criteria.