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교수언어로서의 학습자 모어 사용 기능 연구 - 중국인 초급 학습자 대상 한국어 문법 수업을 중심으로 -
유자림 ( Liu Zilin ) 서울대학교 국어교육과 2024 선청어문 Vol.53 No.-
The purpose of this study is to clarify the function of learner's L1 use as a teaching language in Korean beginner grammar class and to discuss the use of learner's L1. A discourse analysis was conducted on beginner Korean grammar classes targeting co-lingual learners, and the use of the L1 of four teachers was analyzed to reveal the specific function of the use of the L1. Then, by synthesizing the content of the discourse analysis with the perception survey of teachers and learners, the use of the learner's L1 as a teaching language in the beginner grammar class was proposed, specifying the existing discussion on the use of the L1 as a teaching language. Existing studies have presented a comprehensive conclusion that the use of the target language is important, but that learners' L1, when used appropriately, is helpful in learning a foreign language. Currently, further discussions are needed on how to properly use the mother language under what conditions, which this study focuses on. Unlike Korean language classes in Korea that claim to be target language-centered, those in China are characterized by active use of their L1 as a teaching language. This is an educational environment that can provide meaningful educational implications for the use of L1. Therefore, this study set the research topic of using L1 as a teaching language in beginner Korean grammar classes in China. In the discourse analysis stage, through class discourse analysis and frequency analysis based on AS-unit, the function of learner's mother language use in beginner grammar class was classified into information provision function, activity organization and implementation function, emotional communication function, and 10 sub-detailed functions. The four teachers used the information provision function with functions such as presenting grammatical meaning through metalanguage, presenting the context of use of grammar and vocabulary, presenting linguistic and cultural knowledge, translating vocabulary and example sentences, and providing corrective feedback. In addition, activity organization and implementation functions were used as functions such as directing and progressing class activities, questioning, answering, and inducing learners' output. Emotional communication functions were used as functions of reducing learners' anxiety, promoting and motivating learning, and revitalizing the class atmosphere. Teachers actively used their L1 in various functions because of the limited Korean ability of beginner learners and the efficiency of using their L1 in teaching and learning situations targeting co-lingual learners. Then, through interviews conducted with teachers and learners, the recognition of teachers and learners participating in the class was confirmed as follows. Teachers and learners commonly recognized that the use of L1 is necessary in elementary grammar classes, and the reason is mainly for efficient teaching through the help of L1 when understanding grammar and vocabulary, and emotional support such as interest in learning. In addition, teachers and learners commonly recognized that the L1 functions for explaining grammar and vocabulary, running classes and conducting activities. However, unlike teachers, there was a difference in that learners recognized the emotional communication function as a major function of using L1. In addition, both teachers and learners answered that the use of the L1 should be restricted as the level of learning increases, and that it is necessary to use the target language repeatedly instead of the L1 for the contents already learned. Finally, by synthesizing the discourse analysis and interview results, the significance and limitations of using the L1 were clarified. Then, the situations in which the L1 would be appropriately used and the situation in which the L1 use would be limited were discussed. L1 is mainly used in the explanation of vocabulary and grammar of the target language and overall class operation. Since L1 is used at a high rate, it is necessary to use L1 in a planned manner according to the educational situation. This is why situations of whether to use L1 are discussed. In addition, it is also considered important in terms of use of L1 that more than teachers recognize, beginner learners valued the emotional communication function of their L1, which eases the burden of learning and promotes learning. In this way, this study identified the function of using L1 in beginner Korean grammar classes in China and discussed the use of learners' L1 in beginner grammar classes based on teacher and learner recognition. While previous studies have studied the function of L1 use by quantitatively comparing the amount of utterance, or by examining teachers and learners' perceptions of their L1 use through a questionnaire method, this study was conducted in a class of four different teachers and found out the function of using the L1 by comparing and analyzing the patterns of use of the L1 through discourse analysis of the class, and the teacher-learner's perception of the class was combined with the content of the discourse analysis to discuss the use of the L1. In particular, this study did not comprehensively deal with the use of the L1 in Korean language education, but discussed the function and use of the L1 under the specific conditions of a beginner Korean class targeting the co-lingual language learners, making an expanded discussion beyond the existing research. In addition, in various classes targeting learners of various levels, the learner's L1 is actively used, especially in overseas Korean classes. This study, which studied the function of using the L1 under the condition of a beginner grammar class in China where the need for the L1 is relatively high and the use of the L1 is prominent, provides meaningful educational implications for the overseas Korean language education field where the L1 is actively used. This study can provide meaningful information and grounds for exploring ways to teach Korean using learners’ L1.
부산 지역 중학교 한국어 학급 담당 국어 교사의교육 경험에 대한 질적 연구
김중수 ( Kim Jungsu ) 국어교육학회 2021 국어교육학연구 Vol.56 No.2
There are four Korean language classes in a middle school in the Busan area. The teacher in charge of that class is a Korean language arts teacher. Teachers struggle with teaching Korean language course instead of Korean language arts. Teachers feel difficulties when managing Korean language class. They feel that they are not understood, and feel dissatisfied with Korean language lesson but feel satisfied with their relationships with students. And because they have to go back to being a Korean language teacher, they do not want to be deeply involved in Korean language course and are afraid that their expertise in Korean language education will be weakened. Korean language classes in middle schools are gradually increasing in the future. At the school level, the task manager level, the teacher support level, and the Korean language class level, the operation plan should be improved to fit the local and school situation and to fit the level of the youth. Instead of a Korean language teacher, a teacher with expertise should be selected and assigned to the Korean language class, and if that is not the case, it is suggested that the task be separated so that only the Korean language class is conducted by a professional instructor, even if the Korean language teacher manages the class.
‘한국어교육 실습’ 교과 운영 개선 방안 연구 -한국어 예비 교원의 인식을 중심으로-
민진영,이수미,손다정,장문정 우리어문학회 2023 우리어문연구 Vol.77 No.-
The purpose of this study is to conduct a survey of prospective teachers of the Korean language to confirm the overall perception of prospective teachers on the subject of 'Korean Language Education Practicum' and to make suggestions for the efficient operation of the subject of 'Korean Language Education Practicum' based on this. The survey was conducted in June 2023, and a total of 142 people, 67 Koreans and 75 foreigners, responded to the survey. As a result of the survey, the prospective teachers who participated in the survey recognized that the 'Korean Language Education Practicum' subject was important to become Korean language teachers, and they wanted to learn content related to practical experiences such as teaching practice, class observation, mock class, teaching plan. In addition, it is expected to observe lectures on the overall contents of Korean language education such as vocabulary, grammar, pronunciation, listening, speaking, reading, writing, culture, and TOPIK, but in actual subjects, they mainly have practical experience with 'grammar'. It was confirmed that prospective teachers wanted to have more diverse experiences through practical subjects and expected systematic learning of not only the contents of Korean classes conducted through practice, but also the teacher’s teaching language related to class operation. In fact, it was found that it was difficult to use the teacher’s language suitable for the learner's level even through mock classes. Through this study, it was confirmed that the Korean Language Education Practicum subject for prospective Korean language teachers provides practical experiences such as class observation, teaching plan, and mock classes. However, in order for the Korean language education practicum subject to contribute to more effectively enhancing the competence of prospective teachers as Korean language teachers, the expansion of the Korean language education practice subject, diversification of class observation, systematic feedback in teaching plan and mock classes, class operation and The significance of this study can be found in that it was confirmed based on the perceptions of prospective teachers that the need for intensive education of related elements is needed.
국어 교사에 대한 인식과 만족도가 고1학생의 수업 태도 및 학업성취도에 미치는 영향
박찬흥 청람어문교육학회 2023 청람어문교육 Vol.- No.96
본 연구에서는 고등학교 1학년 학생의 국어 교사에 대한 인식과 국어 수업 만족도가 국어 수업 태도와 국어 학업 성취에 어떠한 영향을 미치는지 탐구하였다. 이를 통해 국어 교사의 특성이 학생들의 학습에 일정한 영향을 미친다는 점을 확인하였다. 또한 학생들의 국어 수업 태도와 학업 성취에 미치는 변인들 사이의 관련성을 탐색하였다. 연구 대상은 서울교육종단연구(SELS 2010)의 7차년도 일반계 고등학교 1학년 학생 2,880명이며, 연구 방법은 학생의 국어 교사에 대한 인식, 국어 수업 만족도, 국어 수업 태도, 국어 학업 성취 점수 사이의 관계를 구조 방정식 모형을 통하여 변인간의 직․간접 효과를 확인하였다. 연구 결과 첫째, 학생들의 국어 교사에 대한 인식과 국어 수업에 대한 만족도는 모두 통계적으로 유의하게 국어 수업 태도에 직접적으로 긍정적인 영향을 미쳤다. 학생들의 국어 교사에 대한 인식과 수업 만족도는 모두 통계적으로 유의하게 국어 수업 태도를 경유하여 학업 성취에 영향을 미쳤다. 논의점으로는 국어 교사와 학생의 관계, 교과 학업 성취와의 관련성에 한층 더 주목할 필요가 있다는 점, 국어 수업 태도 요인에 대한 교육적인 강조가 보다 강화되어야 한다는 점, 학교급 전환 시기에 나타나는 학습자 특성에 대한 더 많은 연구가 필요하다는 점 등을 제시하였다. The purpose of this study is to explore how first-year high school students' perception of Korean language teachers and satisfaction with Korean language classes affect their attitudes towards Korean language classes and Korean language academic achievement. The subjects of the study were 2,880 first-year general high school students in the 7th year of the SELS(2010), and the research method was the relationship between students' perception of Korean language teachers, satisfaction with Korean language classes, attitudes toward Korean language classes, and Korean language academic achievement scores. Direct and indirect effects between variables were confirmed through structural equation modeling. Research results: First, students' perception of their Korean language teacher and satisfaction with Korean language classes both had a statistically significant direct positive effect on their attitude toward Korean language classes. Students' perception of Korean language teachers and class satisfaction both had a statistically significant effect on academic achievement through their attitude toward Korean language classes. Points of discussion include the need to pay more attention to the relationship between Korean language teachers and students and the relationship with academic achievement in the subject, the need for stronger educational emphasis on attitude factors in Korean language classes, and the need for greater emphasis on learner characteristics that appear during the transition period to school level. It was suggested that more research is needed.
외국인 유학생을 위한 한 교회 한국어교실의 언어-문화학습 양상과 그 교육적 의미
하유 한국교육인류학회 2021 교육인류학연구 Vol.24 No.4
This study is a qualitative study dealing with the aspects of language-cultural learning modality in a church-operated Korean language class for foreign students. The purpose of this study is to examine the reasons why foreign students choose the church-operated Korean language class among many language education institutions and the characteristics of language-cultural education in the church-operated Korean language class. As a research method, the three most commonly used methods in qualitative research were selected. The three methods are participant observation, in-depth interview and field material analysis. The study results are as follows. First, the Korean language class of Shinshin Church has the characteristics of ‘freedom of choice’ that ensures the autonomy of learning depending on the student’s interest. In this course, participation in a class is not compulsory. The class does not check if a learner attends it or not. Second, the Korean language class at Shinshin Church is characterized by an equal relationship between teachers and students. In other words, the teacher is not a ruler, but a companion of the students. In addition, the Korean language class of Shinshin Church respects religious equality and welcomes students of other religious beliefs and atheists. So it has the characteristic of ‘personal equality’. Third, the Korean language class of Shinshin Church has the characteristic of being a ‘community individual’ because it pays attention to the presence of each student and respects the diversity of the students. Fourth, the Korean language classroom at Shinshin Church encourages students to actively participate in learning and has the characteristic of emphasizing ‘experience’ rather than learning only through theory when experiencing cultural experiences. 이 연구는 외국인 유학생을 위한 한 언어-문화학습의 장으로서 교회 한국어교실의 언어-문화학습 양상을 다룬 질적 연구이다. 이 연구의 목적은 외국인 유학생이 다양한 언어교육기관 중 특히 교회 한국어교실을 학습의 장으로 선택하는 이유와 교회 한국어교실에서의 언어-문화교육의 특징에 대해 살펴보는 것이다. 연구방법으로는 질적 연구에서 가장 일반적으로 활용되는 세 가지 방법, 즉 참여관찰과 심층면담 그리고 현지 자료조사를 선택하였다. 연구 결과는 다음과 같다. 첫째, 신신교회 한국어교실은 학습자 모두 출석을 점검하지 않고 참여가 비강제적이며 학생의 관심에 따른 학습의 자율성을 보장하는 ‘선택의 자유’라는 특징을 가진다. 둘째, 신신교회 한국어교실은 교사-학생 간에 평등한 관계를 특징으로 하고 있다. 즉, 교사는 지배자가 아니라 학생과 같이 살아가는 동반자이다. 또한 신신교회 한국어교실은 종교적 평등을 존중하며 기타 종교 신앙을 갖는 학생과 무신론자도 환영하므로 ‘인격적 평등’이라는 특징을 가진다. 셋째, 신신교회 한국어교실은 학생 개개인의 존재감을 주목하고 학생의 다양성도 존중하므로 ‘공동체적 개인’이라는 특징을 가진다. 넷째, 신신교회 한국어교실은 학생이 능동적으로 학습에 참여하도록 하며 문화체험을 할 때 이론으로만 학습하는 것이 아니라 ‘체험’을 중시한다는 특징을 가진다.
‘좋은 수업’에 대한 국외 한국어 교사들의 인식 조사 연구
김서형,장미라 경희대학교 인문학연구원 2020 인문학연구 Vol.0 No.42
The study was aimed at exploring the perception of “good Korean language classes” by Korean language teachers abroad and drawing up the concept of “good classes” in Korean language education. A total of 53 teachers working at Hangul and Sejong Institutes were asked to describe the concepts of good classes through open surveys, and these answers were analyzed using the content analysis method and the language network method using the Textom program to ensure the validity of the research results. According to the content analysis, Korean language teachers overseas recognized the importance of ‘clear expectations of achievement’ based on the good teaching standards of Meyer (2004),’ in the order of ‘diversity of methods,’ and the preference for this category was not different among institutions. Language network analysis results showed that Korean language teachers outside the country value “learners, Korean language, learning, providing, teachers, use, content, goals, understanding, education” communication, Korea, real life, culture, increase, professors, satisfaction, needs, abilities and fun when defining “good classes.” Then, after drawing up the definition of “good Korean language classes” as a content analysis method, Korean language teachers abroad saw “classes with clear expectations of achievement, diversity of methods, a stimulating atmosphere and content clarity” as good classes. Through the language network method, ‘classes that can communicate in Korean, classes that have clear goals, classes that are expected to have the most effect, classes that help to cultivate Korean language skills, classes that provide satisfaction, classes that teach students to use in real life, classes that are taught to use in real life, classes that reflect the needs of learners, classes that are taught to interact with learners, classes that have an interactive role. 이 연구는 국외 한국어 교사들의 ‘좋은 수업’에 대한 인식을 살펴 한국어 교육에서의 ‘좋은 수업’에 대한 개념을 도출하는 데 목적을 두었다. 한글학교와 세종학당에서 근무하는 총 53명의 교사를 대상으로 개방형 설문조사를 통해 좋은 수업에 대한 개념을 서술하도록 요구하였고, 연구 결과의 타당성 확보를 위해 이들 답변을 내용 분석 방법과 텍스톰 프로그램을 활용한 언어 네트워크 방법으로 분석하였다. 내용 분석 결과 국외 한국어 교사들은 Meyer(2004)의 좋은 수업 기준을 바탕으로 ‘분명한 성취 기대>방법의 다양성>학습 촉진적인 분위기’ 순으로 중요하게 인식하였으며 이러한 범주에 대한 선호는 기관별 차이가 없었다. 언어 네트워크 방법을 통해서는 ‘학습자에게 향하는 교사의 역할을 중시하는 수업, 학습자의 요구가 반영되는 수업, 목표 내용이 분명한 수업, 한국어와 한국문화를 학습하는 수업, 학습 목표에 도달하는 수업, 학습 효과가 기대되는 수업, 최대 효과를 낳는 수업, 학습 내용을 사용할 수 있도록 하는 수업, 실생활에서 사용할 수 있도록 교육하는 수업, 한국어 의사소통이 가능한 수업, 학습자가 능력을 배양할 수 있도록 돕는 수업, 학습자와의 상호작용이 있는 수업, 학습자에게 (학습 내용을) 쉽게 이해시키는 수업, 재미있게 전달하는 수업, 만족감을 제공하는 수업, 학습자 수가 증가하는 수업’을 좋은 수업으로 정의하였다.
정남훈 부산외국어대학교 다문화연구소 2020 다문화사회와 교육연구 Vol.5 No.-
The purpose of this study was to examine the Korean language education problems of North Korean defectors at school sites and analyze the factors behind their participation in Korean language classes and difficulties in class to discuss solutions. Accordingly, we analyzed the learners characteristics of the two North Korean defectors and specifically observed their participation in Korean language classes to study the Korean language education plan for North Korean defectors. As an incumbent teacher, I first met North Korean elementary school students four years ago. I became interested in North Korean defectors when I met elementary school students. While preparing for this paper, I became interested in how North Korean elementary school students can learn Korean well and adapt to the future as members of the Republic of Korea. Elementary schools are the backbone of public education. Based on his experiences in teaching North Korean students in elementary schools, which are the backbone of public education, he decided to study the factors of difficulty in Korean language classes for North Korean elementary school students, and to help improve his learning and vocabulary. Teaching Korean to North Korean defectors is not easy. Furthermore, it is not easy to teach Korean when one's father is a Chinese, and he entered Korea halfway through school in China. I think all subjects can be understood smoothly, progress quickly, class can be concentrated, and class can follow. Based on their experiences in homeroom and Korean mentoring, the researcher tried to study why North Korean defectors are not good at following Korean language classes. Though we have looked at ways to educate North Korean students for North Korean language, we need more discussions, more administrative support for education, and continued follow-up research along with various case studies.
사회적 변인에 따른 한국어 변이 연구 - 국립국어원 <국어 사용 실태 조사>를 중심으로 -
조태린 국어학회 2025 국어학 Vol.- No.113
본고는 지난 3년간 진행된 국립국어원의 <국어 사용 실태 조사> 결과를 중심으로 사회적 변인에 따른 한국어 변이 양상을 살펴보고, 한국어의 사회적 변이 조사및 연구의 성과와 과제를 논의하는 것을 목적으로 한다. 이를 위해 먼저 언어 변이에 대한 기존의 관점을 비판적으로 검토하고 사회언어학적 접근의 목적과 내용을소개한다. 다음으로 한국어의 사회적 변이 양상을 연령/세대, 성별, 학력, 계층 등의 변인으로 나누어 살펴보고, 그 종합적 양상에서 나타나는 사회언어학적, 언어정책론적 시사점을 도출한다. 마지막으로 그간의 조사에서 나타난 사회적 변인설정, 조사 항목 선정, 조사 질문의 구체화 및 명료화 등의 문제와 개선 방향을 논의한다 Research on Korean Language Variations According to Social Variables - Focusing on Survey on the Actual Usage of Korean Language by the National Institute of Korean Language -This paper aims to examine the aspects of Korean language variation based on social variables, focusing on the results of “Survey on the Actual Usage of Korean Language” by the National Institute of the Korean Language that is conducted over the past three years, and to discuss the achievements and tasks of research on social variation in the Korean language. To this end, we first critically review existing perspectives on language variation and introduce the objectives and content of sociolinguistic approaches. Next, we explore the social variations of the Korean language by dividing them into variables such as age/generation, gender, education level, and class, and then deriving sociolinguistic and language policy implications from the overall patterns. Finally, we discuss issues such as setting of social variables, selection of survey items, and specification and clarification of survey questions that have emerged from previous surveys, along with suggestions for improvement.
하이는 어떻게 한글을 배웠나 -재외동포 아동의 한글교실 경험에 관한 이해-
이은주 국제한국어교육학회 2020 한국어 교육 Vol.31 No.2
The purpose of this study is to analyze the experience of overseas Korean preschoolers in a Korean language class and to understand their experiences through qualitative research methods. The researcher analyzed the specific process and experiences of Hai by participating in this Korean language class in other countries. Based on this, the researcher was able to examine the difficulties of the Korean language learning class and suggests solutions on how to overcome them. This study also provides basic materials of curriculum design for Korean language classrooms. To carry out this study, the researcher collected relevant basic data from March, and observed and recorded the Korean classroom classes from May to November 2019. The results of analyzing the experience of an overseas Korean child Hai are as follows: First, Hai showed a tendency to distinguish between “being” and “missing” in the process of Korean learning while using a method of learning in his native language scheme, and showed conflict with aspects such as “accepting” or “revealing” the Korean language located between the second language and the heritage language. Although he had a strange view and attitude with the “unfamiliar” way of learning Korean as a foreign language, he gradually showed a tendency to overcome it from “inherent intimacy”. Based on these findings, a vivid understanding and ongoing exploration of the Korean learning experience of overseas Korean children should be made in the future, and practical implications should be obtained in the design of the related curriculum.
연극 프로젝트 기반 한국어 수업 사례 연구 - 영상 캐릭터와 앙상블 캐스트를 활용하여 -
나은주,나은영 한국교육연극학회 2023 교육연극학 Vol.15 No.1
This study examines effective learning strategies for Korean language learners to enhance their communicative competence, which is highly valued in current foreign language education. Audiovisual materials, such as Korean movies and dramas, are fun and natural media for Korean language learners to acquire language skills for real-life situations. However, in foreign language classes, students need to move beyond merely comprehending the target language while watching videos and instead develop their language autonomy to employ the language appropriately in diverse contexts. A project-based Korean language course was designed for Korean language classes at American universities. The course combined video watching and drama activities to create a teaching method that could effectively fulfill learners' demands and enable them to take a more active role in their learning. The project's primary activities comprised producing concise written reports on Korean film or TV drama, engaging in collaborative scriptwriting of a short play, and delivering a play presentation during class. Throughout the semester, students watched a Korean movie or drama weekly, analyzed the characters, and submitted brief reports. Toward the end of the semester, the students, in a small group, selected characters they had collected and worked together to create drama scripts about the possible interactions between their characters. An ensemble cast was used to maintain an equal balance of students' roles and lines in a play. As a result of the project, it was discovered that incorporating characters from Korean films or dramas into the play project helped enrich the basic storyline and plot of student-created scripts. Using an ensemble cast was beneficial for the learners to improve their language proficiency. The findings of this study indicate that using a drama project adapting characters from Korean media is a practical pedagogical approach to teaching Korean as a foreign language. 이 연구는 외국어 학습에서 강조하는 의사소통 능력의 향상과 한국어 학습자들에게 효과적인 학습법을탐구하고자 하는 시도이다. 한국 영화나 드라마와 같은 영상 자료는 한국어 학습자들이 실제 생활에서사용되는 한국어를 재미있고 자연스럽게 익히기 좋은 매체이다. 그러나 외국어 수업에서는 영상을 보며목표 언어를 단순히 이해하는 것을 뛰어넘어 학생들이 학습한 언어를 상황에 맞게 구사하는 언어 주도성이 필요하다. 이를 위해 미국 대학에서 한국어 수업을 듣는 한국어 학습자를 대상으로 영상 보기와 연극 만들기 활동을 연계하는 프로젝트 수업을 운영하여 학습자의 요구도 충족하고 학습자가 주도적인 학습을 할 수 있는 한국어 교수 방법을 만들어 보고자 하였다. 프로젝트의 큰 갈래는 영상 시청 후 한국어로 간단한 보고서 작성하기, 연극 창작, 공연하기였다. 학습자들은 한 학기 동안 매주 한국 영화나 드라마를 보고 캐릭터를 분석하여 간단한 보고서를 제출하였다. 학기 말 프로젝트로는 한 학기 동안 모은 캐릭터를 각 조에서 고른 후 그 캐릭터들이 만났을 때 일어날 만한 상황을 연극 대본으로 공동 창작하게하였다. 이때, 학생들의 역할 비중이나 대사량을 비슷하게 만들 장치로 앙상블 캐스트(ensemble cast)를이용하였다. 프로젝트 결과, 한국 영화나 드라마에서 캐릭터를 차용한 방법은 학생들이 만든 연극의 기본 줄거리를 더 풍성하게 만들었고, 앙상블 캐스트의 활용은 모든 참여자들이 연극에서 한국어를 고르게 구사할 수 있게 하였다. 이러한 연구의 결과는 외국어로서 한국어 교육 현장에서 영상의 입체적 캐릭터를 활용한 연극 프로젝트 기반 한국어 수업이 효과적인 교수 방법이라는 것을 시사한다.