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19세기 서양인 선교사와 한국어 교수법 – 韓國學彙報 Korean Repository의 구앵(Gouin) 직접교수법을 중심으로 –
석주연 한국어문교육연구회 2019 어문연구(語文硏究) Vol.47 No.4
In this paper, I investigate how Gouin Direct Method was introduced as Korean Teaching Method by Swallen, one of the western missionaries in the 19th century in Korea and why he adopted it as a alternative teaching method for Korean language teaching at the time. Audio Lingual Method has been implicitly accepted as a secondly employed teaching method following Grammar Translation method which was firstly employed for Korean language teaching in Korea. But I found Gouin Direct Method was applied before Audio Lingual Method in the Korean language teaching method history through examining Swallen’s papers published in the 韓國學彙報 Korean Repository (1892~1898). Swallen thought Gouin Direct Method enable to supplement old Grammar Translation method for Korean language teaching in that new method reflect the natural procedure by which thought was transformed into language and the naturalness of language acquisition process need to be taken into account in the Korean language classroom. Gouin Direct Method was noted not only for its verb-oriented skill but also its focus on pronunciation, accent, etc. It was Gouin Direct Method that enable Korean language teaching firstly to consider Korean pronunciation in its application to Korean teaching. Due to Swallen’s contribution to 韓國學彙報 Korean Repository (1892~1898), which was issued at the end of 19th century in Korea, we can figure out what kind of teaching method was employed in the Korean language teaching at the time and how significant it was in the history of Korean teaching. 석주연, 2019, 19세기 서양인 선교사와 한국어 교수법, 183 : 433~455 19세기 말 한반도에서 활동했던 미국인 선교사 스왈른(Swallen)은 <한국학휘보 Korean Repository>(1892~1898)이라는 구한말 서구 외국인 선교사들을 중심으로 기고와 발행이 이루어졌던 영문 잡지에 한국어 교수법과 관련한 기고문들을 남겼다. 이 기고문들은 한국어를 학습할 때 효과적인 언어 교수법인 구앵 직접교수법(Gouin Direct Teaching Method)을 제안하고 그 적용의 절차와 유용성을 기술하고 있다. 그의 한국어 교수법에 대한 제안은 동사 연쇄 중심의 교수법을 소개했다는 점, 한국어 발음 및 억양 등에 대한 관심을 환기했다는 점, 기존의 문법번역식 교수법을 보완하는 면을 가지고 있었다는 점, 목표어인 한국어로 사고하는 방법을 강조하였다는 점, 한국어교육사에 있어 청각구두식 교수법 적용 이전의 한국어 교수법의 적용 상황을 보여주고 있다는 점 등의 의의를 가진다. 그가 이러한 교수법을 제안한 동기와 배경에는 무엇보다도 19세기 말 서구의 언어 교수법 추세의 변화와, 당시 전제되었던 한국어 교수법에 대한 대안 제시라는 측면이 있었다. 구한말 외국인 선교사가 한국어 학습을 위해 당시 서구에서 유행하던 최신의 특정 교수법을 제안하고 적용 사례를 제시한 보기 드문 경우라 할 수 있다.
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19세기 서양인 선교사와 한국어 교수법 - 『한국학휘보(韓國學彙報) Korean Repository』의 구앵(Gouin) 직접교수법을 중심으로 -
석주연(石朱娟) ( Suk Ju-yeon ) 한국어문교육연구회 2019 어문연구 Vol.47 No.3
In this paper, I investigate how Gouin Direct Method was introduced as Korean Teaching Method by Swallen, one of the western missionaries in the 19th century in Korea and why he adopted it as a alternative teaching method for Korean language teaching at the time. Audio Lingual Method has been implicitly accepted as a secondly employed teaching method following Grammar Translation method which was firstly employed for Korean language teaching in Korea. But I found Gouin Direct Method was applied before Audio Lingual Method in the Korean language teaching method history through examining Swallen’s papers published in the 『韓國學彙報 Korean Repository』(1892~1898). Swallen thought Gouin Direct Method enable to supplement old Grammar Translation method for Korean language teaching in that new method reflect the natural procedure by which thought was transformed into language and the naturalness of language acquisition process need to be taken into account in the Korean language classroom. Gouin Direct Method was noted not only for its verb-oriented skill but also its focus on pronunciation, accent, etc. It was Gouin Direct Method that enable Korean language teaching firstly to consider Korean pronunciation in its application to Korean teaching. Due to Swallen’s contribution to 『韓國學彙報 Korean Repository』(1892~1898), which was issued at the end of 19th century in Korea, we can figure out what kind of teaching method was employed in the Korean language teaching at the time and how significant it was in the history of Korean teaching.
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다문화 교육 현장에서의 비언어적 신체 한국어의 습득 양상 연구 - 결혼 이민자 여성의 경우를 중심으로
석주연 국제한국언어문화학회 2012 한국언어문화학 Vol.9 No.1
우리 사회에서 결혼 이민자 여성을 구성원으로 한 다문화 가정이 늘면서 그들의 한국어 또는 한국 문화 습득의 현황에 대한 관심이 높아져 가고 있다. 언어교육에 있어서 비언어적 요소가 학습자의 자아존중감과 정서적 안정성을 도모하는 데 절대적인 점을 고려할 때 결혼 이민자 여성의 비언어적 신체 한국어의 습득 현황을 파악하는 일은 이들의 상호 의사소통 능력을 강조하는 다문화교육의 목표 달성을 위해 중요한 의의를 가진다. 본 연구에서는 결혼 이민자 여성의 출신 언어권별 신체 한국어의 습득 현황을 조사하는 한편, 출신 언어권 변인이 이들의 신체 한국어 오답률에 영향을 미치는지 등을 분산분석을 실시해 분석해 보았다. There has been a great increase in the number of immigrant women in Korea. Their communicational competence including verbal and nonverbal behavior skill has attracted the interests of many researchers. Considering the purpose of multicultural education which people should help the immigrant being free from suffering and discrimination caused by lack of proper communication skill, the acquisition of Korean nonverbal behavior skill should play an important role in their adjustment to Korean society. The ability of communicating through Korean nonverbal behavior help them to acquire self-esteem and emotional stability. We select a few Korean nonverbal behaviors they have difficulty in interpreting and measure how much their defective skills of nonverbal Korean are influenced by their native nonverbal behavior skills. We analyse results by one way ANOVA technique.
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석주연 국제한국어교육학회 2005 한국어 교육 Vol.16 No.1
I investigate various types of foreign learners’ error sentences, and conclude that both basic sentence patterns and expressive sentence patterns should be taken seriously when teaching Korean to foreigners. I also argue that when teaching basic sentence patterns, sentence components should be emphasized, and that arrangement, constraints, communicative meanings, functional context, substitution and related sentence patterns should be emphasized in the teaching of expressive sentence patterns. It is consistent with current standard prescriptive grammar to teach basic sentence patterns through sentence components. Teaching basic sentence patterns through sentence components can complement the present teaching practice heavily relying on colloquial sentence patterns, and help learners develop their reading and writing skill. On the other hand, even with the knowledge of basic sentence patterns based on sentence components, and of morphological forms, a learner would be lack in her ability of constructing proper sentences unless she also knew expressive sentence patterns. It is why expressive sentence patterns should be taught as well in Korean education for foreigners.
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