진주지역 이주노동자의 한국어교육 실태분석 및 지도방안 = A Research on Teaching methods and actual conditions of Korean Language Education for Migrant Workers in Jinju

국문 초록 (Abstract)

이 논문은 진주지역 이주노동자를 대상으로 한국어교육 실태를 분석하고 지
도방안을 연구한 것이다.
Ⅰ장에서는 연구의 목적으로 진주지역 이주노동자들에게 좀 더 효과적이며
효율적인 한국어교육의 방안을 찾고자 하였다. 또한 선행된 연구를 검토해 봄
으로 수도권(61.9%) 다음으로 이주노동자 분포가 많은 영남지역(19.7%), 특히
진주시의 이주노동자 한국어교육 실태에 관한 연구를 통하여 이 논문의 의의를
찾고자 하였다.
Ⅱ장에서는 외국인이 한국에 들어와 급여를 받고 일하는 인력 모두를 ‘이주
노동자’라고 정하였다. 이주노동자 정책은 산업연수제도에서 고용허가제 또 방문취업제로 변화를 겪어왔음을 밝혔다. 또한 일본과 독일의 이주노동자 정책을
살펴보고 각 나라의 자국어 교육방법에 대해 살펴보았다.
Ⅲ장에서는 진주지역 이주노동자와 교사, 교육기관 센터장을 연구의 대상으
로 하여 인터뷰와 설문지법으로 요구조사를 하였다.
Ⅳ장에서는 자료의 분석을 모두 여섯 가지로 하였다. 첫째, 사회 인구학적 특
성으로 이주노동자들은 주로 남자이며, E7이나 E9의 합법체류자들이 많았고,
고등학교 이상의 고학력자가 많았다. 둘째, 목적과 목표의 적합성으로 센터장,
교사, 이주노동자가 한국에서 보다 나은 삶을 위해 한국어교육을 하고 있음을
알 수 있었다. 셋째, 교사의 전문성으로 교사 전원이 한국어교육이나 국어국문
학을 전공하였다. 넷째, 한국어교육의 효율성으로 이주노동자들이 입국 전 한국
어교육이 입국 후 한국에서 생활하는데 상당히 도움이 되며, 한국어교육 중 쓰
기와 문법부분이 취약한 것으로 나왔다. 다섯째, 학습 내용의 적합성으로 학습
시간이나 요일은 이주노동자의 상황에 가장 적합한 것으로 나왔다. 그러나 교
재의 부분은 모국어 설명이라든지 작업장 어휘가 부족하다는 요구가 나왔다.
여섯째, 일반적 상황으로 교사들의 힘들거나 보람을 느낄 때를 알아보았다. 또
한 이주노동자 상황으로 교사에게 바라는 점이라든가, 한국어교육을 통한 개인
적인 목표를 알아보았다.
Ⅴ장에서는 분석된 자료를 가지고 다음과 같이 한국어교육 지도방안을 제시
하였다.
첫째, 한국어 학습 방안이다. 교재의 발음기호 표시와 발음지도가 필요하며,
쓰기지도가 필요하다. 이주노동자들이 입국 전․후 상황에 따른 한국어 교재가
필요하다. 한국어교육 초급자들에게 매개 언어를 사용해야 한다. 기관에서는 학
습 의욕을 높일 수 있는 다양한 프로그램을 제공해야 한다. 진주지역의 특성을
고려한 지역어를 함께 지도해야 한다.
둘째, 한국어교육 환경 방안이다. 쾌적한 학습 환경을 제공해야 한다. 원거리
학습자들에게 다양한 매체를 이용하여 학습하도록 도와야 한다. 지속적인 교사 교육이 있어야 한다. 두 센터의 연대의식이 필요하다.
Ⅵ장에서는 지금까지의 연구 분석 요약과 함께 연구의 한계점을 말하였다.
이 논문이 진주지역 이주노동자들에게 한국어교육을 좀 더 효과적이며 효율
적인 방법으로 교육하는데 사용되어지길 바란다. 또한 다양한 지역의 이주노동
자를 대상으로 한 또 다른 연구의 초석이 될 수 있기를 기대한다.

목차 (Table of Contents)

• 차 례
• 국문초록 ················································································································· i
• Ⅰ. 서론··················································································································1
• 1. 연구 목적 ··················································································································1
• 2. 선행 연구 검토 ······························································································· 4
• Ⅱ. 한국어교육의 이론적 고찰...............................................................................9
• 1. 이주노동자의 개념 및 현황.......................................................................................9
• 2. 한국어교육 현황과 실태...........................................................................................21
• Ⅲ. 연구 방법 ······································································································ 30
• 1. 연구 대상 ················································································································ 30
• 2. 연구 기간 및 절차 ································································································ 32
• 3. 연구 구성 ················································································································ 33
• 4. 자료 분석 방법 ····························································································· 35
• Ⅳ. 진주지역 이주노동자 한국어교육 실태 및 결과분석 ·························· 39
• 1. 사회 인구학적 특성 ······················································································ 39
• 2. 목적과 목표의 적합성 ·················································································· 46
• 3. 교사의 전문성 ······························································································· 50
• 4. 한국어교육의 효율성 ···················································································· 55
• 5. 학습 내용의 적합성 ······················································································ 65
• 6. 일반적 상황 ··································································································· 73
• Ⅴ. 한국어교육 지도방안 ··················································································78
• 1. 한국어 학습 방안 ································································································· 78
• 2. 한국어교육 환경 방안·························································································· 83
• Ⅵ. 결론 및 제언································································································85
• 참고문헌 ···············································································································90
• Abstract ···············································································································93
• <부록 1> 이주노동자 설문지 ···················································································95
• <부록 2> 교사 설문지 ·······························································································100