고급 한국어 학습자의 문법 지식 체계화 양상 연구

박민신(Minsin Park) 한국중원언어학회 2018 언어학연구 Vol.0 No.49

The purpose of this study is to explore aspects of grammatical knowledge systematization of advanced Korean learners by focusing on ‘-eoseo’, ‘-eunikka’, and ‘-ki ttaemunae’, which explain reasons. A case study was conducted to examine individual learner’s grammatical knowledge systematization: Five advanced Korean learners were participated and in-depth interviews were conducted. Results show patterns of grammatical knowledge systemization as follows. First, normative application of explicitly learned grammar knowledge was observed. It was divided into the regular application of decontextualized grammar knowledge and the excessive application of secondary grammar knowledge. Second, based on the Korean usage experienced by learners, reconstruction of explicitly learned grammar knowledge was displayed. It was divided into the flexible expansion of enunciative grammar knowledge and the elaboration of fragmented grammar knowledge. Finally, despite lack of explicit education from the curriculum, grammar knowledge implicitly achieved by exposing to Korean contexts was activated. It was divided into the inference of grammar knowledge and the usability based on conclusive examples.

한국어 교재 대화문에 구현된 청자반응표현의 사용 양상 연구

박민신 ( Minsin Park ) 한국화법학회 2016 화법연구 Vol.0 No.31

The goal of this research is to study aspects pertaining to the use of backchannels by analyzing dialogues from Korean textbooks and Sejong spoken corpus and by drawing educational implications based on the analysis. Compared to previous researches in which backchannel expressions were extracted and listed, this study focused on functional facets of backchannels. As a result, the following aspects of use were found. First, frequency of use of backchannels in actual conversations of Koreans was found to be more than three times greater than the frequency found in dialogues from Korean textbooks. Second, regarding actual Korean conversations, more than half of the backchannels were expressions resulting from attentive listening; such expressions are the most passive. However, of dialogues from Korean textbooks, more than half of the related backchannels were requests for additional explanations, which represent the most active type. Third, one backchannel was used per turn in the former, whereas in the latter, more than two backchannels were used per turn.

한국어 문법 교육을 위한 용례 작성의 원리 연구

박민신 ( Minsin Park ) 한국언어문화교육학회 2017 언어와 문화 Vol.13 No.3

This study aimed to invent a principle of creating example sentences based on considerations given to the functions of examples in the processes of grammar learning and teaching. To that end, the functions of grammar examples were considered through the literature review in terms of understanding, use, and content. This stage was followed by the establishment of standards for analyzing the appropriateness of the examples. The appropriateness of the examples in the Korean language class materials was analyzed against the standards, and the principle of creating example sentences was achieved inductively. The inductive results delivered in specific statements are as follows. From the perspective of grammar and understanding, example sentences should: ①be appropriate against the target-grammar meaning and usage; ②present various syntactic patterns of the target grammar; ③clearly present the context in which the target-grammar items were used; ④ensure the grammar and vocabulary used in the examples have been fine-tuned to the levels of learners’ grammar and vocabulary abilities; and ⑤be based on examples that are hierarchically arranged. From the viewpoint of usage, the identified principle-statements were: ⑥Example-sentences should allow instant applications to real-life communication, along with ❸; From the viewpoint of content, ⑦the sentences should contain accurate information in terms of content; and ⑧the sentences should be devoid of any biases or stereotypes regarding particular countries, gender, occupation, etc. (Seoul National University)

고급 한국어 학습자를 위한 명사형 전성어미 ‘-음’과 ‘-기’ 수업 개발 연구

이려평(LIPING LI),박민신(MinSin Park) 한국교양교육학회 2022 교양교육연구 Vol.16 No.5

본 연구는 고급 학습자를 위한 한국어 명사형 전성어미 ‘-음’과 ‘-기’의 수업 개발을 목적으로 한다. ‘-음’과 ‘-기’는 통사적 제약으로 쉽게 구분되지 않아 이를 적절하게 사용할 줄 아는 능력은 단순한 규칙의 암기나 반복 연습만으로 길러지기 어려우며, 교수자의 설명이 추상적일 수밖에 없다. 따라서 학습자가 탐구 과정을 거쳐 스스로 규칙을 발견해 내고 내재화함으로써 문법 현상에 대한 심도 있는 이해를 도울 수 있는 방법이 필요하다. 이러한 문제 인식을 바탕으로 본 연구는 O-H-E 모형을 활용하여 ‘-음’과 ‘-기’의 수업을 개발하였다. 이때, 실험 단계에서 학습자가 세운 가설을 검증하여 이론화하기까지 가설-검증-가설 수정-재검증 단계의 무한한 반복이 아니라 학습자들이 가설을 정확하게 도출했는지 확인할 수 있는 명시적인 설명의 과정이 요구되기 때문에 기존 모형의 실험 단계를 가설 검증, 이론 정립, 사용으로 세분화하고 이를 토대로 실제 단계별 과제를 개발하여 제시하였다. 개발된 수업의 단계와 교육적 과제의 효과성을 실제 수업에서 검증하지 못하고 제안하는 수준에서 그쳤다는 아쉬움이 있지만, 구체적인 수업 단계를 설계하고, 실제 과제와 자료 개발의 과정을 보였다는 점에서 의의가 있다. The purpose of this study is to develop instruction of the ‘-eum’ and ‘-gi’ endings for Korean advanced learners. The ability to properly use ‘-eum’ and ‘-gi’ is difficult to cultivate in students through the memorization of simple rules or repeated practice. Also, the instructor’s explanation for such methods inevitably proves abstract. Therefore, there is a need for a method that enables learners to obtain a more in-depth understanding of grammatical phenomena by discovering and internalizing rules by themselves through the process of inquiry. Based on this recognition of the problem, this study developed a class of ‘-eum’ and ‘-gi’ using the O-H-E model. At this time, in the last stage (the experimental stage) an explicit explanation process is required to check whether learners have correctly derived the hypothesis, rather than having them merely engage in the infinite repetition of the hypothesis-experiment-hypothesis-correction-revalidation stage until the theorization of the hypothesis established by the learner is verified. Therefore, the experimental steps of the existing model were subdivided into hypothesis testing, theory establishment, and use. Based on this process, an actual step-by-step task was developed and presented. However, it is regrettable that the level of the developed class and the effectiveness of the educational task were not verified in the actual classes, but only suggested. Nevertheless, this study is meaningful in that it designed a specific class step and showed the process of actual assignment and material development.

한국어교육에서의 ‘매개(mediation)’ 영역 설정의 필요성과 방향

김호정 ( Kim¸ Hojung ),강남욱 ( Kang¸ Namwook ),신필여 ( Shin¸ Pilyeo ),박민신 ( Park¸ Minsin ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3

This study aims to discuss the establishment rationale and utilization of “mediation,” which is the sub-domain of the curriculum, in < The Curriculum of Korean as a Foreign Language for Primary and Secondary Schools Overseas (2021) >. To this end, we first extended the concept of “mediation” from a limited concept of linguistic activity that helps third-party communication as direct communication is not possible in “relational mediation” that establishes and manages interpersonal relationships and a “cognitive mediation” that enables access to knowledge and concepts. By expanding the concept of mediation in this way, mediation was divided into mediation activities and mediation strategies to examine each subtype and concept. Based on these discussions, the rationale for introducing the domain of mediation in Korean language education was the need to promote communication between Korean users and learners' peer groups, attitudes and speech tone, and multimedia utilization in education. And lastly, for the utilization of “mediation” in Korean language education, the necessity of the validation of descriptors, development of teaching/learning materials, and development of evaluation tools such as self-assessment grids was suggested (Seoul National University, Gyeongin National University of Education, Seoul National University, Busan University of Foreign Studies)