우리 말글의 살아온 길과 나아갈 길(2) -제2부 우리 말글의 현재와 나아갈 길-

민현식 ( Hyun Sik Min ) 서울대학교 국어교육과 2010 先淸語文 Vol.37·38 No.-

Korean people commemorated the 60th anniversary of the National Foundation Day. Korea has made rapid progress. Also Korean language has become increasingly popular across the globe. Korean language has two significances as a racial language and an official language. Korean has many problems currently; there are arguments over a historical view, ideology, historical fact, and standard Korean language. We should clean up plagiarism and instigation in the language of academia and media. To join the ranks of advanced countries, we should solve many problems of language users; for examples, language used by public institution, politicians, teachers and students in the classroom, corporate advertisements, and home. Ultimately we aim for the freedom, truth, and love of Korean language. Korea should grow into an advanced country, cleaning up servile spirit and filling with entrepreneurial spirit. Korean language needs to support national security, constitutionalism, free economy, and noble culture. Thus Korean language education should have pride and infinite responsibility.

한국학, 한국어, 한국어교육

전상인 서울대학교 국어교육연구소 2007 국어교육연구 Vol.20 No.-

Korean Studies, Korean Language, and Korean Language Education Korean studies within Korea over the last a few decades has overexerted itself for ‘nation building’ and ‘modernity searching’. This is well demonstrated in the theories on ‘immanent capitalist development,’ ‘colonial modernization’ and the debates over ‘Confucian capitalism. Education of Korean literature and the Korean language has also something to do with such trend of Korean studies since there has been formed a strong tendency to normalize the Korean language ideologically. Moreover, in the process of establishing ‘a system of the Korean language’ there appeared the phenomena of power-orientedness and bureaucratization of the groups involved in research and education of the Korean language. From now on, however, the Korean language needs to be redefined as ‘common language of the Republic of Korea’ rather than ‘the mother tongue of the Korean ethnic group’ for the sake of the development of Korean studies. In addition, along with the growing national power of Korea and the increase in the number of Koreans residing abroad, we are obliged to explore the possibility for the Korean language to be born again from an ethnic language to a global language. 한국학, 한국어, 한국어교육 국내 한국학에는 ‘민족 만들기’와 ‘근대 찾기’를 위한 국학적 전통이 과도하게 작동하고 있다. 그것은 이른바 내재적 발전론, 식민지근대화론, 그리고 유교자본주의 논쟁에서 잘 확인된다. 한국어문학과 한국어 교육 역시 이와 같은 국내 한국학의 연구 경향과 결코 크게 다르지 않다. 무엇보다 국어의 이데올로기적 규범화 경향이 두드러져 있다. 또한 이른바 ‘국어체제’의 성립과정에서 한국어 연구 및 한국어 교육 관련 집단의 권력화 및 관료화 현상이 나타났다. 향후 한국어는 한국학의 발전을 위해 ‘한민족의 모국어’에서 ‘대한민국의 공용어’로 재정립되어야 한다. 또한 국력의 신장 및 해외 거주 한인의 증가와 더불어 한국어는 민족어에서 세계어로 거듭 태어날 가능성을 탐색해야 한다.

한국어와 몽골어에 있어서의 언어예절에 대한 비교연구 - 호칭을 중심으로-

D. Otgontsetseg 고려대학교 한국언어문화학술확산연구소 2010 Journal of Korean Culture Vol.15 No.-

This study’s purpose is to explain the similarities and differences in the two countries’ use of honorific titles and raise awareness of manners in Korean language to Mongolians learning Korean and help them use Korean language correctly. Such attempt is meaningful in that it is important for Mongolian students to use honorific titles correctly in using Korean as an everyday language and to deepen their understandings in Korean language and its language manners. Therefore, there is purpose in helping Mongolians learning Korean have sounder and deeper understanding in Korean language and in a more systematic comprehension of cultural and social factors reflected in both languages through comparative analysis of title use in Korean and Mongolian. In the first chapter of the thesis, we emphasized the necessity of cultural education. This is because explaining with cultural comparison of learners’ mother tongue to the foreign language they learn would not only help improve their language proficiency but also will work as an important study material for introducing the language’s culture and literature and play a crucial role in understanding the culture and customs of the nation’s people as well. In the second chapter, we discussed the purpose and necessity of this study and made it clear that manners in language are important in teaching Korean to foreigners. In the third and fourth chapters, we examined honorific titles in both languages and looked over similarities and differences in actual characteristics in application. Moreover, through such comparative analysis we wanted to examine differences in honorific customs between the two languages and also shed a light on potential difficulties in learning languages or mutual cultural misunderstandings that could arise due to such differences. In the fifth chapter, we explained on forms and characteristics of honorific titles in Korean and Mongolian, and asserted that people learning Korean language must pay attention to the innate characteristics of Korean honorific titles. Therefore, we wanted to present Mongolian students principles to follow when using Korean titles which lack Mongolian counterparts. 본 연구는 양국의 호칭어 사용 특징의 공통성과 차이성을 밝히고 몽골인 학습자들의 올바른 언어 사용 및 한국의 언어 예절에 대한 인식을 높이는 데 목적을 두고 있다. 이러한 시도는 몽골인 학습자들이 한국어를 일상 언어로서 구사함에 있어 올바른 호칭어를 사용하고, 나아가 한국어에 대한 인식과 한국의 언어 예절에 대한 이해를 심화하기 위해 중요한 의미가 있다고 생각된다. 따라서 한국어와 몽골어에 있어서의 호칭어 사용을 비교 분석함으로써 몽골인 한국어 학습자들에게 한국어에 대한 더 깊고 확실한 이해를 돕고 언어에 투영된 서로의 사회와 문화적인 요소를 좀 더 체계적으로 이해하는 데 도움을 주려는 것에 그 목적이 있다. 논문의 1장에서는 외국어 교육에서 학습자의 모국어와 목표 언어를 문화적인 관점에서 비교하여 가르치는 것이 학습자들의 언어 능력의 향상에 도움이 될 뿐만 아니라, 목표 언어의 문화와 문학을 소개하는 유일한 수업 자료가 되고 그 나라 민족의 문화와 풍습을 이해하는 데 매우 중요한 역할을 지닌다는 것을 밝히면서 문화 교육의 필요성을 강조하였다. 논문의 2장에서는 연구의 목적과 필요성에 대하여 논의하고 외국인을 위한 한국어 교육에서 언어예절의 중요성을 정리하였다. 논문의 3과 4장에서는 양 언어의 호칭법을 검토하고 실제 응용적 특징의 공통점과 차이점을 살펴보았다. 아울러 이러한 대비적 분석을 통해 두 언어의 호칭 경어관례의 차이점을 규명해보고 그로 인해 유발될 수 있는 잠재적인 상호 문화적 오해나 학습의 어려움 또한 밝혀보고자 하였다. 논문의 5장에서는 한국어와 몽골어 호칭법의 형태 및 특징을 밝히면서 한국어를 배우는 학습자는 한국어 호칭어의 고유한 특징에 주목하여야 한다고 주장하였다. 그래서 몽골인 학습자가 한국어의 호칭과 지칭을 올바르게 사용하는 데 있어서 몽골어 호칭에 없는 한국어 호칭을 쓸 때 지켜야 할 원칙들을 제시하고자 하였다.

특집 : 인문학의 한류를 위한 세계적 시야의 한국어문확 연구와 교육; 인문학의 한류를 위한 "한국어 학": 무엇을, 어떻게? -언어 연구 및 언어 교육을 위한 문화교육을 중심으로-

김남길 ( Nam Kil Kim ) 겨레어문학회 2013 겨레어문학 Vol.51 No.-

The Korean cultural wave is currently attempting to spread throughout the world after transforming from popular culture to ‘the K-culture’. The aim of this paper is to show that the nucleus of Korean culture (K-culture) comes from the humanities and that study of the Korean language can do ‘what’ and ‘how’ for the study of the Korean cultural wave of the humanities. In order to demonstrate the fulfillment of this aim, the core content of this paper consists of three sections. The first section investigates what the Korean cultural wave means and how it has evolved and will transform in the future; and at the same time, this section reveals that the Korean cultural wave of the humanities forms the foundation for K-culture. The second section concentrates on the treatment of differences between general linguistics and applied linguistics involving the teaching of language, which constitute the two central figures for the study of the Korean language. This section also presents the recent trends and claims that the 21stcentury is the age in which neo-empiricism leads applied linguistics based on practicality and application and that powerful descriptive linguistics such as corpus linguistics become resources for the formulation of important linguistic theories and provide support for the development of applied linguistics. The third section attempts to find the way that the study of culture is effectively linked to the teaching and the learning of language for people who are interested in learning Korean. For the purpose of achieving this goal, the general analysis of culture is presented on the basis of Moran (2001), and culture and its study are integrated through the cycle of cultural experience, cultural knowledge, and experiential learning. This section also emphasizes that in order for language learners to enhance their cultural experience, they must put their utmost effort not only to collecting cultural information, encouraging cultural activities, and finding good cultural interpretation but also to participating in experiential learning cycles that promote self-consciousness. Language-culture in which language and culture are mingled reflects two sides of a coin where two sides are in relation where one cannot separate itself from the other. Finally, by utilizing my Korean textbook in preparation, it is shown how Korean teaching through cultural experience is conducted in classrooms. Although various ways to teach and learn both language and culture may exist, Moran`s (2001) cultural experiential learning model is used to demonstrate the effective teaching of Korean culture in the Korean language classroom because his model contains rich contents and appears to be easy to understand, as well as effective in teaching.

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.

세계화 시대의 국어 정책 방향

권재일(Kwon Jae-il) 국어국문학회 2010 국어국문학 Vol.- No.155

The purpose of this paper is to introduce Korean language policy performed by the National Institute of the Korean Language(NIKL). NIKL is the national research institute for developing the Korean language and encouraging the Korean people to use their language correctly and appropriately. The Korean language policy is based on the research of Korean language and literature. Korean language and Korean alphabet ‘Hangeul’ are spreading throughout the world. For these reasons this paper is significant in connection with the conference topic ‘Globalization of Korean language and literature’. This paper deals with the mission, function, and organization of NIKL at first. What will follow are main projects of NIKL from three points of view - research, promotion, and education. The research projects relate to Korean language regulations, compilation of Korean dictionary, and management of Korean language information. The promotion projects mean the supportive activities for appropriate language use of public organizations, broadcast media, education field including textbooks, and so on. And finally we introduce overseas education of the Korean, namely ‘Korean language education as a foreign language’ in detail.

Overview of Korean Language Education in Russia

Anastasia A. Guryeva 국제한국어교육문화재단 2015 국제한국어교육 Vol.1 No.2

This paper aims at presenting current situation with Korean language education (KLE) in Russia. It was prepared by considering a wide scope of materials, and bases at the classification level, analysis of the related studies, Internet materials, objects (manuals, educational programs, advertisements) and situations the author faced, as well as the information received from Korean language educators and students. After introducing the historical background, the paper considers various spheres where the Korean language is taught (elementary, middle and high schools, University programs (B.A., M.A., Ph.D.), foreign language schools as well as KLE in non-educational institutions). The cases vary from the “Korean language as a second language” to Korean studies with over 30 related subjects taught. For each field, problematic spheres are traced, and in the conclusion, an attempt is made to determine the main problems general for the KLE in Russia and to suggest some methods to solve them. In the situation of the development of Russia-Korean relations and growing interest to the Korean Language and Korean culture, Korean language specialists should put their efforts to not just develop KL education but to develop it successfully and in a right way. The paper shows, that the current changes in the field demonstrate a definitely positive character, and the related problems have been steadily solved.

21세기 한국에서의 국어교육

이남호 ( Nam Ho Lee ) 고려대학교 한국어문교육연구소 2011 한국어문교육 Vol.10 No.-

오늘날 한국에서 국어교육이 처한 환경은 급격하게 변하고 있는 갓처럼 보인다. 사회 환경도 급변하고 있지만, 국어교육과정이나 국어교과서도 비교육적이리만치 자주 바뀌고 있다. 이런 상황에서는 특히 국어교육의 이념에 대한 반성적 검토가 요구된다. 국어교육이 무엇인지, 또 국어교육을 왜 해야 하는 것인지를 살펴보기 위해서, 본고는 지금까지의 국어교육이 무엇이었는지 그리고 국어교육을 왜 해 왔는지를 먼저 살펴보았다. 20세기 전반기까지의 국어교육은 근대 민족국가의 형성과 관련하여 중요 하게 인식되었다. 즉 국어가 국민들을 계몽시키는 가장 기본적인 수단, 서구의 근대문물을 받아들이는 기본적인 도구로서 중요한 위상을 차지하였고, 국어교육은 민족의식을 고취하고 애국심을 기르기 위한 만족운동의 주요한 일부로 안식되었다. 1945년 광복 이후 지금까지 교육과정은 9차례에 걸쳐 개정되었다. 국어교육이 민족의 삶과 번영에서 기시적인 의미와 가치를 지닌다고 본다는 점에서 3차까지의 교육과정은 20세기 전반의 국어교육 의 이념을 크게 벗어나지 않는다. 하지만 4차교육과정부터는 국아과의 특성이 보다 구체화되고 영 역 구분이 강화되며, 국어교육의 민족 (문화)적 가치가 원경으로 밀려나는 특성을 보이게 된다. 특히 5차교육과정은 국아과를 기능중심 의 교과로 변화시키고 국어 교육에 서 영 역 의 세분화와 공고화를 강화시키는 분수령이 되었다. 이는 국어교육이 더 이상 정신형성의 교과가 되지 못하고 단순히 언아사용기능을 훈련시키는 교과가 되어 간다는 갓을 의미한다는 점에서 문제적이다. 왜냐하면 언어기능교육에 치중한 국어교육 은 국어 문화 창조 등의 국어교육의 보다 근원적인 의의를 외면하기 때문이다. 국어교육이 시작된 지 100여 년이 지냔 오늘날, 국어교육은 전혀 다른 환경 속에서 새로운 도전에 직면하고 있다. 특히 다음의 세 가지 측면에 주목할 수 있다. 첫째, 한국은 세계에서 가장 교육열이 높고 문맹률이 낮은 나라에 속한다. 이러한 환경은 중학교와 고둥학교에서의 국어교육이 학생 들에게 무엇을 가르치는 교육이 되어야 할 것인가 하는 문제를 제기한다. 둘째, 오늘날 우리는 전자문화가 지배하는 세상에 살고 있으며, 국어생활도 전자문화의 영향력 속에서 이루어 진다. 전자문화가 지배적인 환경에서 국어교육이 전자매체와 전자문화를 어떤 식으로 수용하고 또 어떤 면에서 대항할 것인가에 대해서 생각해 보아야 한다. 셋째, 오늘날 세계는 빠른 속도로 지구촌이 되어가고, 영어는 세계공용어로서의 지위를 확보하고 있다. 영어가 실질적으로 세계공용어가 되고 보편어의 지위를 갖게 되는 상황을 국어교육이 어떻게 받아들여야 하는지 생각해야 한다. 본고는 국어교육이 ``인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목``으로서 정립되어야 한다고 보며 이를 위해 다음의 몇 가지를 제안하였다. 먼저 인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목으로써 국어교육의 목표와 성격을 강조할 필요가 있다. 그리고 국어가 인문적 교양과 지적 사고력을 지닌 인간을 형상하는 종합적 의의를 지닌 과목이 되려면, 국어교육의 영역 구분은 편의적인 것이 되고 실제 교육은 통합적으로 이루어져야 한대 마지막으로 전자문화의 번성 속에서 전자시대일수록 국어교육이 강한 문자문화적 성격을 강조하며 전자문화의 대척점에서 정체성을 구하는 것이 바람직하다고 본다. 다시 말해 전자시대에 국어교육이 홀로 문자문화적 성격을 강조하여 전자문화의 약점을 보강한다면 국어교육의 의의가 더 커질 수 있는 것이다. Why We Teach Korean Language? Different perspectives and approaches to mother tongue education are needed in a different period. Now in 2l century, Korean society should ask ourselves a question, "What is Korean language eduction and how we teach Korean language?" to seek for more effective ways of teaching our mother tongue. Korean language education in the past in the 19th century, Korea tried to defend itself against invasions from other countries and develop into a modem state, at that time. Korean language was educated as a tool to enlighten Korean citizen and to accept new cultures and knowledge from other developed countries. Korean language was considered the essence of Korean culture and patriotism. After Korea was liberated from Japan`s colonial rule in 1945, Korean government has endeavored to educate Koran language in more systemic ways. Establishing a national curriculum was the most important and fast way to change and reform Korean language education. The first national curriculum was established in 1955 and it has been revised 7 times to meet diverse needs that change with time. From the first to the third national curriculum, the objective of Korean language education was mainly to teach basic literacy skills, to improve students` thinking ability, and to heighten the pride of Korean culture. In the fourth national curriculum created in 1981, Korean language curriculum was divided into three categories: language skills, grammar, and literature, Korean language instruction Current state of Korean language education after the fifth national curriculum, Korean language education has been focused more on improving students literacy skills rather than learning grammar and declarative knowledge related to literature criticism. Emphasizing language skills is sometimes criticized by some Korean language educators in that it does not foster students` thinking ability and make mother tongue instruction similar to foreign language instruction. New environment of Korean language education in the 21st century there are three new environments of Korean language education v should consider, First, we should think low illiteracy rate of Korean students and their parents` high zeal for children`s education The second trends is dramatic development of technology, we should reconceptualize the notion of mother tongue education in the different environment of digital age. Finally, we should accommodate globalization into our Korean language education by fostering bilingual curriculum and developing effective instruction for teaching English.

언어,교육 : 다문화 가정 대상 한국어 교육의 현황과 성과

김선정 ( Seon Jung Kim ) 경희대학교 비교문화연구소 2012 비교문화연구 Vol.29 No.-

The aim of this paper is to briefly consider the present state regarding Korean language education for multicultural family members, and to consider the outcomes produced so far. Married woman immigrants and their children must be one of the most significant groups for Korean language education in terms of their huge number and their roles and meanings in Korean society. In order to uplift the Korean communicative ability for multicultural family members, an effective operating system for Korean language education is needed, and also live and efficient Korean language instruction must be given by capable Korean language teachers with adequate teaching materials. A customized Korean language education must also be offered based on researches about the characteristics of multicultural family members as "Korean language learners". Korean language education for married woman immigrants has almost been set up in some extent, in terms of teaching materials and the teacher training system. Therefore, an efficient operating system must be constructed so that the developed teaching materials can be actively utilized in the site of Korean language education. A periodical retraining of Korean language teachers for multicultural family members is also necessary for the improvement of Korean language teaching efficiency. However, Korean language education for multicultural children is still in its infancy due to its late start-up. By the support of the Korean government, the curriculum of Korean language education has recently been fixed, KSL text books are being developed, and a diagnostic tool for evaluating their Korean language ability is now in progress. Many continuing concerns and support must still be provided for the improvement of their Korean language ability and fostering them as competitive and capable of speaking Korean.

한국(韓國)의 문화(文化) : 남북 규범어의 통합 방안

한용운 ( Yong Un Han ) 한국사상문화학회 2007 韓國思想과 文化 Vol.40 No.-

체제가 다른 상황에서 반세기가 넘는 시간을 교류 없이 지내면서 남북의 우리 겨레는 일상적으로 사용하는 어휘에 적지 않은 차이가 생기게 되었다. 이러한 어휘적인 차이는 남북의 이념과 체제의 차이에서 비롯된 것이 대부분이므로 단기간에 해소하려 하기보다는 점진적으로 그 차이를 줄여나가는 방안을 모색할 필요가 있다. 이러한 관점에서 이 글에서는 차이나는 남북 규범어의 통일을 위한 방안을 검토하였다. 우선 남북 규범어 차이를 ``규범어 설정 지역``, ``언어관 및 언어 정책``, ``표기 규범``으로 나누어 검토하였다. 그 후 이러한 규범어 차이를 해소하기 위해 ``규범어 비교``, ``규범어 통합``, ``규범어 통일``이라는 세 단계의 과정이 필요하다고 보았다. ``규범어 비교`` 단계에서는 남북 규범어에 대한 비교·연구를 통해 서로의 규범에 대한 이해의 폭을 넓히고, 아울러 그 차이점을 밝히게 된다. 다음으로 ``규범어 통합`` 단계에서는 ``규범어 비교`` 단계에서 밝혀진 차이점을 줄이기 위해 남북 규범어를 통합하는 작업을 하게 된다. 마지막으로 ``규범어 통일`` 단계에서는 통합된 규범어를 하나의 규범으로 완성하는 단계인데, 규범어의 완전한 통일은 체제가 통일된 뒤에야 가능한 것이다. 이러한 단계를 상정한 뒤에 현재는 ``규범어의 통합``을 위한 방안을 마련할 시기라고 보면서, 그 방안으로 남북의 학자들이 공동으로 대사전을 편찬할 것을 제안하였다. 그리고 사전편찬과 더불어 전제되어야 할 것으로 ``남북 겨레의 활발한 교류``와 ``어문규범과 문법 등을 체계적으로 논의할 수 있는 국가 기구``가 필요하다는 제안을 하였고, 또한 체제가 통일되기 이전에 남북 규범을 더 이상 개정하지 않아야 한다는 제안을 하였다. We have been in strong aspirations for the unification of South and North Korean, but it would not to be done in a day. South and North Korea betray differences in the rules of Korean orthography, the rules of standard Korean, the spelling system of foreign words, the Romanization, etc. How to unify these systems will cause a lot of controversy. In order to reach a mutual agreement on these differences, both Koreas are urged to move beyond concepts of the South`s ``standard language`` and the North`s ``cultural language`` and make endeavors to introduce a new concept of ``a unified language`` integrating our national language. In this paper, I proposed step-by-step phase for South and North Korean language unification. The first-phase is ``making a comparison between South and North Korean``, and the second-phase is ``integrating between South and North Korean``, and the third phase is ``unification between South and North Korean``. And then, I also proposed the practicable measures for South and North Korean language unification, those are as follows. <The way for South and North standard language unification> a. The compilation of a dictionary for South and North Korean language unification b. The promotion of exchanges between the South and North Korea c. Set up a national institutions to discuss unification of the standard language and prescriptive grammar of South and North Korean d. The current orthography system must not revised before a unitary state as possible. I believe that the union dictionary is a requisite for South and North Korean language unification. And what is more important Union dictionary will serve as bridge between South and North Korean language unification.