교수언어로서의 학습자 모어 사용 기능 연구 - 중국인 초급 학습자 대상 한국어 문법 수업을 중심으로 -

유자림 ( Liu Zilin ) 서울대학교 국어교육과 2024 先淸語文 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.

‘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.

부산 지역 중학교 한국어 학급 담당 국어 교사의교육 경험에 대한 질적 연구

김중수 ( Kim Jungsu ) 국어교육학회 2021 國語敎育學硏究 Vol.56 No.2

중학교에서 다문화 학생의 학교 적응을 위해 한국어 학급을 개설하고 운영한지 4년차에 접어들었다. 1개에서 4개로 늘어난 만큼 한국어 학급은 앞으로 더 많이 필요할 것이다. 현재 한국어 학급을 맡고 있는 국어 교사들은 어떤 경험을 하고 있는지 조사하여 앞으로의 발전 방향과 개선점을 모색해 보았다. 국어 교사들은 한국어 학급을 운영할 때 어려움을 느끼고, 이해받지 못함을 느끼고, 국어 수업에서는 불만족을 느끼나 학생들과의 관계에서는 만족감을 느낀다. 그리고 다시 국어 교사로 돌아가야 하기 때문에 한국어 교육에 깊이 관여하기 싫어하고 국어 교육 관련 전문성이 약화될까봐 두려워 한다. 중학교의 한국어 학급은 앞으로 점차 늘어날 추세이다. 학교 차원, 업무 담당자 차원, 교사 지원 차원, 한국어 수업 차원에서 지역 및 학교 실정에 맞고, 청소년 수준에 맞도록 운영 방안이 개선되어야 한다. 국어 교사가 아닌 한국어 학급에 전문성을 가진 교사를 선정하여 업무를 맡겨야 하며, 그게 안 될 경우, 국어 교사가 학급 관리를 하더라도 한국어 수업만은 전문 강사가 하도록 업무를 분리할 것을 제안한다. 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.

외국인 유학생을 위한 한 교회 한국어교실의 언어-문화학습 양상과 그 교육적 의미

하유 ( Xia Wei ) 한국교육인류학회 2021 교육인류학연구 Vol.24 No.4

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. 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.

‘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.

탈북 초등학생의 국어 교육 방안 연구

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.

한국어 언어문화 교육을 위한 수업 모형 연구

주현정 한국어문화교육학회 2020 한국어문화교육 Vol.14 No.1

본 연구의 목적은 한국어 언어문화 교육을 위해 영상매 체를 활용한 수업 모형을 제시하는 데에 있다. 한국어를 학습하기 위해서 한국어 학습자는 한국어에 내재되어 있는 언어문화에 대 해 이해해야 한다. 그러나 한국 문화와 한국어 학습자의 문화는 상이하므로 그 문화적 배경 차이로 인해 학습자는 한국어 언어문 화를 이해하기 어렵게 된다. 따라서 본고에서는 한국어 언어문화 를 교수하기 위해 언어문화에 어떤 것들이 있는지 살펴보고 그것을 교수하기 위한 영상매체 활용 방안을 제시하였다. 영상매체는 실제적인 담화 상황을 수반하여 학습자가 한국인의 발화를 직접 적으로 보게 하는 적절한 매체라고 할 수 있다. 그 중에서도 시트 콤은 영상의 길이가 비교적 짧고 드라마나 영화보다 실제 담화 상황과 거의 흡사하므로 언어문화를 교육하는 데에 효과 있다고 볼 수 있다. 따라서 이 연구는 시트콤을 활용한 언어문화 수업모형을 제시하여 한국어 학습자가 언어문화에 대한 배경지식을 쌓고 실제 담화로 이어질 수 있도록 돕는 데 그 의의가 있다. 그러나 영상매체는 작품 선정 시 고려해야 할 사항과 기준이 까다롭다는 한계점이 있다. 차후 연구에는 한국어 언어문화를 교육하기 위한 다양한 매체 활용법과 수업 모형이 제시되어야 할 것이다. The purpose of this study is to present a class model using video media for Korean language culture education. To learn Korean, Korean language learners need to understand the language culture inherent in the Korean language. However, cultural background of Korea becomes an element that makes it harder to understand Korean language because Korean culture and culture of Korean language learners are different. Therefore, this study investigated what Korean language culture has to offer and suggested the use of video media to teach that. Video media is accompanied by actual discourse situations and can be considered as an appropriate media that allows learners to directly see the spoken words of Korean. Among them, sitcoms are effective in educating language culture because the length of the video is relatively short and contains conversations that are almost the same as the actual conversation than drama or movie. Therefore, this study is meaningful in helping Korean language learners to build background knowledge on Korean language culture and to lead to actual discourse by suggesting a language culture class model using sitcoms. However, there is a limitation that there are strict consideration and standards when selecting visual media. Various media usage methods and class models for teaching Korean language culture will have to be presented in future research.

대학 기관의 한국어 교육과정 현황 및 개발 방안 연구

이명진(Lee, Myungjin) 동덕여자대학교 인문과학연구소 2013 人文科學硏究 Vol.21 No.-

동덕여대 한국어교육원은 2013년 3월에 개원하여 가을학기 현재 20명의 학생이 한국어를 배우고 있다. 국내 한국어교육에서 전문성을 살린 교육기관으로 발돋움 하기 위해서는 효과적인 교육과정과 실제적 한국 문화 프로그램 구성이 필요하다. 이를 위해 본고는 먼저 국내 주요 대학 기관의 정규과정과 단기과정 현황을 살핀 후 동덕여대의 교육과정 개발 방안을 제시하였다. 대부분 기관에서 정규과정은 4학기 10주 과정으로 총 200시간의 한국어 수업으로 진행된다. 그리고 오후 특별수업으로 주 1~3회 태권도, 한자, 한국문화, K-POP 댄스 등의 문화 수업과 발음반, 한자반, 문법반 등의 영역별 수업을 진행한다. 동덕여대는 현재 정규과정 오후 특별반으로 TOPIK반이 있으나, 영역별 강화 수업과 다양한 문화수업도 개설해야 한다. 이를 위해 각 수업의 체계적인 교육 방안과 교재 연구 개발이 필요하다. 또한 한국어 도우미 프로그램도 활성화해야 한다. 단기과정은 대부분 18세이상 재외동포 및 외국인을 대상으로 1~5주 과정을 진행하고 있으며 주 4~5일 하루 4시간 한국어를 학습한다. 그리고 문화 프로그램으로 이천 도자기 마을, 에버랜드, 서울 시티 투어 등의 여행 및 답사와 한국 요리 배우기, 사물놀이, 민속놀이, 태권도 등 문화 체험을 한다. 단기과정에서는 단기간의 교육에서 성취할 수 있는 목표를 설정하여 한국어에 자신감과 동기를 심어줄 수 있는 교육과정을 설계해야 한다. 그러기 위해서 단기 과정 성격에 알맞은 교재 개발이 필요하며 학습자의 요구를 반영한 적절한 문화 프로그램을 구성해야 한다. Dongduk Women's University's Korean Language Institute was founded in March 2013, and currently 20 students are learning Korean during the fall semester. To develop into a specialized Korean language educational institution in Korea, effective curriculum and practical Korean culture-oriented programs need to be established. To explore such aspects, this study has examined regular courses and short-term courses of major university-affiliated institutions in Korea. After that, the curriculum development schemes of Dongduk KLI were presented. In most institutions, regular Korean language courses run 10 weeks over 4 semesters, totaling 200 hours. In addition, the following classes are offered as special afternoon classes: cultural classes 1-3 days a week such as Taekwondo, Chinese characters, Korean cultures, and K-POP dance; language area-specific classes, including pronunciation class, Chinese character class, and grammar class. Although Dongduk KLI has TOPIK class as a special afternoon class of its regular curriculum, language area-specific classes and various cultural classes should be established. It requires developing systematic education schemes and textbooks for each class. Also, 'Korean language helper program' should be stimulated. Most short-term courses run 1-5 weeks targeting overseas Koreans and foreigners who are 18 or above; the courses are taught 4 hours a day 4-5 days a week. As a cultural program, field trips and travel to places such as Icheon Ceramics Village and Everland and Seoul City Tour, along with cultural experiences such as learning to cook Korean dishes, samulnori, (Korean traditional percussion quartet), and taekwondo are offered. Such short-term courses should have a curriculum that inspires confidence and motivation to learn Korean under a realistic goal that can be achieved through short-term education. To accomplish the task, appropriate textbooks for short-term courses and proper cultural programs reflecting the demands of learners should be developed.

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.