한국어교원 양성과정생의 자국어 교육 프로그램 인식

한영목(Han Young-Mok) 한국언어문학회 2011 한국언어문학 Vol.79 No.-

This research surveys 175 students who are taking the Korean Language Teacher Education Course about their perception about native language education programs and analyzes the results. 91 students(53%) responded that the hours of native language classes should be expanded and the common textbooks of native language education are generally satisfying. 144 students(82.3%) agreed that there should be native language education for adult, although native language education programs for adult are actually insufficient. The students consider native language education for adult different from Korean language education as a foreign language. Only 57 students(32.5%) responded that they heard about native language education organizations for adult in Korea and 118 students responded that they never heard about the organizations. Also, 135 students(77.1%) responded that they could not get the native language education for adult are because they didn’t know the programs or the organizations or didn’t have time. 89 students(50.8%) responded that they would like to continue native language learning, but they don’t know the program contents and the locations. Judging from this, it needs to intensify the system of native language education programs for adult and actively advertise the programs. 71 students(40.5%) responded that they would prefer small group cooperative learning as the form of learning, if a new native language education program is established. Furthermore, the majority of students responded that once a week for 2~3 hours is adequate and they are more interested in a practical native language education program which teaches vocabulary, language standards, Hangul, and how to improve language skills such as speaking, listening and writing. Lastly, this research proposes that native language education for adult should be introduced as a part of lifelong education which meets social learning.

토박이말 교육 까닭 찾기

이창수(Lee Chang Soo) 동남어문학회 2018 동남어문논집 Vol.1 No.45

이 연구는 토박이말 교육을 해야 하는 까닭을 찾아 보임으로써 토박이말 교육 실천에 도움을 주는 데 목적이 있다. 토박이말에는 우리 겨레의 삶과 정신이 고스란히 깃들어 있다. 그렇기 때문에 토박이말은 국어교육이라는 측면뿐만 아니라 문화 전승이라는 측면에서도 반드시 교육을 해야 할 필요가 있는 좋은 교육 내용이다. 2015개정 교육과정에 따른 국어과 교육과정에는 토박이말 교육 관련 성취기준이 하나도 없는 실정이지만 학교 현장에서는 끊임없이 토박이말 교육을 실천하고 있다. 그래서 교사와 학생들이 공유할 수 있는 토박이말 교육의 필요성을 찾아봐 달라는 현장 교사들의 요구가 많았다. 이에 발맞추려고 토박이말 교육을 해야 하는 까닭을 크게 말 안에서 찾기와 말 밖에서 찾기로 나눠 살펴본 결과는 다음과 같다. 말 안에서 찾은 까닭은 모두 다섯 가지이다. 첫째, 말이 가진 힘을 제대로 안다면 토박이말 교육을 해야 한다. 둘째, 한국인다운 한국인을 기르려면 토박이말 교육을 해야 한다. 셋째, 토박이말이 자랑스러운 한글의 어머니와 같기 때문에 토박이말 교육을 해야 한다. 넷째, 뿌리를 잃은 우리말의 뿌리를 되찾는 지름길이기 때문에 토박이말 교육을 해야 한다. 다섯째, 토박이말을 잘 알고 쓰는 것이 바람직하기 때문에 토박이말 교육을 해야 한다. 말 밖에서 찾는 까닭은 모두 다섯 가지이다. 첫째, 인문학을 강조하는 만큼 토박이말 교육을 해야 한다. 둘째, 인성교육을 강조하는 만큼 토박이말 교육을 해야 한다. 셋째, 환경교육, 생태교육을 강조하는 만큼 토박이말 교육을 해야 한다. 넷째, 인류애를 강조하는 만큼 토박이말 교육을 해야 한다. 다섯째 몸에 좋은 먹거리를 강조하는 만큼 토박이말 교육을 해야 한다. 이와 같은 토박이말 교육을 해야 하는 까닭을 바탕으로 현장에서 토박이말 교육이 제대로 이루어질 수 있도록 정책을 마련하고 그에 맞는 교육과정을 만들어야 한다. 토박이말 교육에 도움을 주는 연수를 마련하고 교수ㆍ학습 자료를 개발하여 주는 등 짜임새 있는 체계적 도움이 뒤따라야 할 것이다. This study aims to promote the teaching of words of native Korean origin (or “native Korean language”) by identifying and outlining the necessity of such education. As words of native Korean origin are infused with the culture, spirit, and lives of the Korean people, they need to be taught, through native Korean language education, in order to preserve our traditional culture for posterity. Currently, although the Korean language curriculum under the national curriculum of 2015 does not contain performance criteria for native Korean language education, schools are still teaching it as a subject. Moreover, teachers have requested the exploration and introduction of native Korean language education that can satisfy the needs of both teachers and students. To accommodate this request, this paper examines two areas in order to identify the necessity of native Korean language education: the native Korean language itself and external factors. The necessity of native Korean language education can be found in native Korean language itself. It needs to be taught because it influences our thoughts and actions, helps our young students grow to become true Korean citizens, represents the origin of modern Korean language, and is the best means of restoring the lost roots of the Korean language. The necessity of native Korean language education can also be found in external factors. In particular, its necessity is clear considering our emphasis on the humanities, humanistic education, the environment, ecology, love of humans, and healthy food.

재외동포 현지 교과로서의 ‘조선어’ 교과의 복합적 위상 분석 연구를 위한 시론

오현아(Oh, Hyeon-ah),오지혜(Oh, Ji-hye),진가연(Jin, Ka-yeon),신명선(Sin, Myeong-seon) 국어국문학회 2016 국어국문학 Vol.- No.177

In this study, the complex status of ‘the Joseon language’ curriculum, which is a local curriculum of overseas Koreans, is divided into ‘the native language subject,’ ‘the mediator language subject in the divisional situation’ and ’the local language subject for overseas Koreans’ and this study attempted to comprehensively examine the actual status to raise the need for research of comparison and analysis. First, ‘the Joseon language’ has a status as a ‘native language subject.’ It is necessary to check the status of ‘Chinese’ as the official language in China and ‘the Joseon language’ as the mother tongue. For this purpose, it is necessary to conduct a survey on Korean‐Chinese’s perception of “the Chinese language” as the official language and “the Joseon language” as the mother tongue to students, parents, teachers and educational administrators. And it is necessary to analyze what kind of changes ‘the Joseon language education’ has undergone through the chronological study of Joseon language curriculum and textbooks. It is possible that the historical descriptions of the local native language education are likely to expand to those of the local native language education in North America, Japan and Russia. Second, the Korean language subject has a status as ‘a mediator language subject in the situation of division.’ The Korean language education in China before China’s reform, opening and signing a treaty of amity with Korea was actually influenced by the North Korean language. However, it can be said that after China’s reform, opening and signing a treaty of amity with Korea, the Korean language education in China has been influenced by the South Korean language gradually. It is necessary to conduct a survey on Joseon people’s perception of ‘the Joseon language’ in between ‘North Korean’ and ‘South Korean’ for students, parents, teachers, and education administrators. It is necessary to analyze the influencing relationships between South Korean language education and North Korean language education through a comparative study with the curriculum and textbooks of North and South Korea. Through this, it is possible to historically describe the local native language education for overseas Koreans at a certain time, and it is expected that it can clearly grasp the mediator geopolitical status of ‘the Joseon language’ between ‘South Korean’ and ‘North Korean.’ Third, the Joseon language curriculum has a status as a ‘local curriculum for overseas Koreans.’ Currently, the National Institute for International Education and the Overseas Koreans Foundation are distributing teaching materials for Korean language education for overseas Koreans and provide online learning contents. However, it is not well utilized locally due to the supplier‐oriented textbook production that does not consider local circumstances. Therefore, it is necessary to investigate Korean language education specialists’ recognition of ‘the Korean language’ who have participated in the development of Korean textbooks for overseas Koreans or who have been involved in the Korean language education. It is expected that it will be able to derive suggestions and cautions for the development of Korean textbooks for overseas Koreans in the future.

지구 언어 생태계의 변화와 (한)국어교육의 미래

윤여탁 ( Yoon Yeotak ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163

This paper focuses on changes in the global ecology, particularly regarding the tendency toward globalization and advances in technology that are known as the Fourth Industrial Revolution. For example, the pursuit of universality predicts the disappearance of several languages, and the development of cognitive science and technology encroaches on the functional use of languages, such as for interpretation and translation. In view of the changing language ecology of modern society, this paper seeks to predict the future of Korean language education. This paper is based on the premise that the diversity and specificity of languages and culture should be respected in modern society. While considering changes in the global language ecology, this paper discusses the future of the Korean language and Korean language education in the context of national identity and cultural representation. In addition, this paper examines the challenges of Korean language education in the context of the “multiliteracies” that focus on the diversity of language and culture, and the influence of media technology. In this paper, this paper traces the development of Korean language education as a native language and Korean language education as a foreign language in the perspective of nationalism regarding changes in the global language ecology. Specifically, this paper proposes directions and ways to expand the ecology of Korean education, in terms of language and cultural education, and discuss the future of education. In conclusion, this paper emphasizes the importance of Korean language education as a native language in the contemporary global language ecology, where language and cultural diversity and media influence are increasing.

언어를 배우는 <근거>는 어디에 있는가 ―한국어 교육의 시점―

노마히데키 한글학회 2008 한글 Vol.- No.282

This paper examines the significance of non-native speakers of Korean learning the Korean language, and attemptsto answer the question: if there are reasons why a person learns a language that is not their original native language, what are those reasons? This paper looks at the issue from the following two perspectives: (1) Problems relating to the system of letters called “Hangul,” and the book called “Hunmin Jeongeum.” (2) Problems relating to native languages and non-native languages, and the formation of native languages. (1) The creation of Hangulin 15th century Korea, was not simply the birth of a new alphabet; it prompted a revolution in Korea’s modes of knowledge. This can be called the “Jeongeum Écriture Revolution.” Syllabically composed Hangul phonograms were a tetrachotomy, wherein syllables are indicated by 4 elements: initial + medial + final, and pitch accent. The Korean language is a language with extreme sound changes from the morphophonological viewpoint, and Hangulis an orthographic system for precisely portraying these changes. The “initialization of finals” is an important device for effecting such morphophonological changes. Even though this initialization of finals is a transformation at the level of syllabic structure, it is also crosses over with the level of phonological alternation in modern phonology. Almost the only device for countering this initialization of finals is /n/ epenthesis. The morphology and Gestalt of Hangulprompted a revolutionary shift toward aesthetics and aesthetic awareness of the dynasty, exemplified by the aesthetics of calligraphy. On this point, the creation of Hangul can be regarded as the “Jeongeum Gestalt Revolution.” Problems relating to Hangul and the “Hunmin Jeongeum” can be an important answer to the question “Why the Korean Language?” (2) In general, a native language is an invaluable thing for all individuals. A native language cannot be replaced, but it can be switched for a child. It is possible for a native language to be lost. Language does not just connect people together, it also breaks them apart. The interaction of a person with other people through language is truly a repetition of the act of learning= teaching a language. A native language is the language which lives inside an individual through the ceaseless repetition of this act. All the languages which a person hears when they are young are languages which could have been their native language. The languages of other people are languages which might have been their native language, i.e. they are another native language. This is the real reason for learning a language. Language education must be regarded as the primordial act of simultaneously looking at oneself and others as a species being, not just an activity driven by language’s use as a tool.

러시아 야말로네네츠 자치구 교육기관에서 사용되는 소수민족어의 현황과 보존

서승현 ( Seo Seung Hyun ) 배재대학교 한국-시베리아센터 2021 한국시베리아연구 Vol.25 No.1

This study examined the linguistic status of Nenets, Khanty and Selkup languages, which are guaranteed by the Russian Federal Law, in Yamalo-Nenets Autonomous Okrug and how they are used in the education of children in the region. It also highlighted the importance of native language education for children. The current language situation in Yamalo-Nenets Autonomous Okrug is decreasing at an alarming rate in the number of young Nenets, Khanty and Selkup speakers, although the native languages are officially recognized in the region. This decrease can be explained by the fact that there is an absolute lack of native language classes in schools in the autonomous region and that children are actively motivated to learn Russian from the beginning of school. Moreover, except for kindergarten and elementary boarding school classes, most schools in Yamalo-Nenets Autonomous Okrug have little opportunity for students to take their own native language classes. In fact, it is important for any ethnic group to continue using the native language, and in case of Yamalo-Nenets Autonomous Okrug the use of the native language tends to decrease in most cases, especially in the education system, Since it was inevitable that the language of the leading ethnic group would become an official language in any multi-ethnic country, the minority language had to compete with Russian as a teaching language in the school education, and only Russian was used in the higher education process. As such, the minority languages of the autonomous region, which are declining not only in the community but also in school education, are in a very precarious crisis. Then why should we protect the languages of these minorities? It is because the survival of minorities is directly linked to their languages. That is, language is one of the most important elements of individual identity. In other words, the minority languages of the autonomous region, Nenets, Khanty and Selfup, are in danger of disappearing completely as the peoples in the region are deprived of their underlying ethnic cultures, and the expectation that the indigenous communities of the region would no longer be able to survive is credible. As UNESCO has stipulated, there is no controversy about the fact that the concept of language should be expanded further. This is because language is understood as a cultural asset of the community beyond just means of communication. Languages used in language communities are embedded with the identity and history of community members, which allows us to identify strong community identities between the languages and cultures used by certain community members. Many cultural assets are represented in language, and thus, if the language is lost in the language community, members of the community lose their identity and gradually fade into history as the ethnic group itself disappears or is merged into other large ethnic groups. Therefore, language education in schools for language preservation and the subsequent pursuit of cultural diversity are important values for human abundance and survival.

대만의 결혼이민자 자녀를 위한 모어전승교육 연구

황미혜(Mihye Hwang) 한국아시아학회 2018 아시아연구 Vol.21 No.4

본 연구의 목적은 대만의 결혼이민자 자녀를 위한 언어정책으로 부모 출신국 언어를 공교육 현장에서 습득하게 하여 결혼이민자 자녀의 정체성 및 학습 신장에 도움을 주는 정책인 ‘모어전승교육’을 살펴보는 것이다. 또한 결혼이민자 자녀가 부모 출신국 언어를 구사함으로써 개인의 역량 강화와 대만사회의 다문화 편견 및 인식개선 효과성에 긍정적인 영향을 미칠 수 있다는 것이다. 아울러 ‘모어전승교육’은 대만의 결혼이민자 자녀가 향후 대만사회에서 미래인적자원으로서 국가의 경쟁력을 높게 해줄 것이라는 기대감도 갖게 되었다. 제3차 ‘모어전승교육’은 공교육 현장에서 결혼이민자 자녀가 부모 출신국의 언어를 제2외국어로 선택할 수 있는 제도로 2019년부터 시행된다는 것이다. 한편 한국의 결혼이민자 자녀를 위한 부모출신국 이중언어교육 과정을 살펴보면, 여성가족부의 사업으로 결혼이민자와 자녀에 대한 이중언어 환경조성사업이 현재 자율적으로 진행되고 있을 뿐이다. 이에 따라 대만의 제3차 모어전승교육과정 분석은 한국사회의 결혼이민자 자녀를 위한 부모 출신국 이중언어교육 활성화에 관한 중장기적인 발전 측면에서 시사점을 제시하고자 한다. Native Languages Education is a language policy for helping multicultural students in Taiwan improve their identity and learning by allowing them to learn their parents’ native language through public education. Allowing multicultural students to speak their parents’ native language can be effective in reinforcing their personal competence and in removing multicultural prejudice and improving awareness in the Taiwanese society. In addition, Native Languages Education is expected to make the Taiwanese society more competitive as they will serve as human resources there in the future (Taiwanese Ministry of Education, 2009). Furthermore, the third Native Languages Education by which multicultural students can choose their parents’ native language as the second language in public education will start in 2019. Now South Korea just provides bilingual education so that multicultural students can learn their parents’ native language autonomously as part of extracurricular activity. In this context, analyzing the third Native Languages Education in Taiwan can have suggestions for mid- and long-term development in activating bilingual education so that multicultural students in the South Korean society can learn their parents’ native language.

비원어민 예비 한국어교원을 대상으로 한 한국어 문법 교육 연구 - 문법 대조를 중심으로 -

서효원 제주대학교 인문과학연구소 2024 인문학연구 Vol.- No.37

이 연구는 비원어민 예비 한국어교원을 대상으로 하는 한국어 문법 교육에서 언어 대조를 통한 한국어 문법 교육의 사례를 소개하고 대조 언어를 통한 한국어 문법 교육의 교육적 시사점을 탐색하는 것이다. 이를 위하여 문법 대조를 활용한 한국어 문법 교육 방안 및 과제 활동을 개발하고, 이를 서울 소재 4년제 대학에 재학 중인 비원어민 예비 한국어교원을 대상으로 수업에 적용하여 교육적 효과를 알아보았다. 교육적 효과를 밝히기 위하여 동질성을 확보한 비원어민 예비 한국어교원을 두 집단으로 나누었다. 그리고 한국어 문법 대조를 변인으로 하여 한국어 문법 교육을 실시하였다. 이후 해당 교육의 결과를 비교하여 교수법의 차이에 따라 미치는 영향과 교육적 효과가 어떠한지를 양적, 질적 분석 방법으로 분석하였다. 그 결과 문법 대조를 통한 한국어 문법 교육을 실시한 집단이 해당 교육을 실시하지 않은 집단에 비해 한국어 문법 이해에서 두 배 이상의 수치 변화를 보였다. 이를 통해 비원어민 예비 한국어교원을 대상으로 하는 한국어교육에서는 전통적인 방식의 한국어 문법 교수보다는 문법 대조 방법론을 적용한 한국어 문법 교수가 학습자의 문법 이해 능력향상에 효과적임을 알 수 있었다. 또한, 변인을 가한 집단의 중위 집단에서 높은 성장률을 보였다. 이를 근거로 해당 교수법의 적용은 중급 이상의 한국어 능력을 확보한 학습자에게 좀 더 효과적임을 알 수 있었다. 마지막으로 설문조사와 학습자 응답을 통해 한국어 문법에 대한 이해도, 한국어 문법 성취도, 한국어 문법 교육의 흥미 향상을 확인하였다. This study aims to introduce a case of teaching Korean grammar through language contrast for non-native prospective Korean language teachers and explore the educational implications of Korean grammar education through contrastive language analysis. To this end, Korean grammar education methods and task activities utilizing grammatical contrast were developed and applied to non-native prospective Korean language teachers enrolled in a four-year university in Seoul to examine the educational effects. To determine these effects, two groups of non-native prospective Korean language teachers with ensured homogeneity were formed. Korean grammar education was conducted with the variable of Korean grammar contrast. Subsequently, the results of this education were compared to analyze the impact and educational effects of the different teaching methods using both quantitative and qualitativeanalysis methods. The results showed that the group taught Korean grammar through grammatical contrast exhibited more than double the improvement in understanding Korean grammar compared to the group that did not receive such education. This indicates that teaching Korean grammar using the contrastive method is more effective in enhancing grammar comprehension for non-native prospective Korean language teachers compared to traditional methods of Korean grammar instruction. Furthermore, the group with the variable showed a higher growth rate in the intermediate level. Based on this, it can be inferred that the application of this teaching method is more effective for learners who have secured intermediate or higher levels of Korean proficiency. Lastly, improvements in understanding Korean grammar, Korean grammar achievement, and interest in Korean grammar education were confirmed through surveys and learner response

일본 자국어 교육의 변화와 동향 분석

최미숙 ( Choi Meesook ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163

The purpose of this study is to analyze changes and trends in Japanese native language education. For this discussion, we analyzed the new curriculum guidelines that were introduced in 2017. In the 2000s, Japan began to emphasize the importance of solid academic ability in students after receiving criticism for the perceived “lower education” in Japan. PISA-type education were especially emphasized and were set as an important direction in Japanese native language education. In addition, IB education was introduced to change public education. The new curriculum guidelines emphasize “subjective and interactive deepening learning” as well as “active learning” based on “knowledge and skills,” “thinking, judgment, and expressive power.” The direction of Japanese native language education provides a meaningful example of native language education in the era of globalization. However, the fact that the direction of native language education is closely linked with PISA-type education and IB education is a concern because it can lead to international competition.

비원어민 교원의 한국어 문법 교육 방법에 관한 인식 연구

이효정 한국문법교육학회 2024 문법 교육 Vol.51 No.-

This study aims to examine the current trends in Korean grammatical education, explore the viewpoints of non-native Korean teachers regarding grammar education, and subsequently evaluate the direction of new teacher education. Since the 1990s, Korean language education has been characterized by communicative language teaching, learner-centered education, five-stage teaching methods, and Korean-only classes. These strategies are also used for the training and education of non-native Korean teachers. However, the findings derived from surveys and focused interviews with them revealed that despite their recognition of the significance of grammar education, disparities existed in their conceptual understanding of grammar. As a result, they developed a tendency to separate grammatical skills from communication abilities in their thought process. Additionally, although non-native Korean teachers theoretically understood the advantages of communication approach and five-stage teaching methods, many of them felt uncertain or confused regarding specific practical approaches. Some vehemently argued that bilingual lessons, which incorporate learners’ native languages, are indispensable for ensuring effective learning outcomes among students overseas. In addition to demonstrating a lack of experience in communication-based education and teaching in Korean-exclusive classes, these non-native Korean teachers’ conduct also exhibits a propensity to preserve the status quo. Hence, this research presents six recommendations for non-native Korean teachers’ education: “Investigate the educational backgrounds and perspectives of grammar education to inform teacher training,” “Share and internalize the goals of Korean grammar education,” “Utilize non-native Korean teachers' prior knowledge,” “Focus on teacher language during education,” “Establish and implement realistic goals for stage-based teaching,” and “Adopt a long-term approach to non-native Korean teacher education.”