외국인 한국어 사용자를 위한 음운규칙 항목 선정 연구

장향실 한국언어문학회 2008 한국언어문학 Vol.65 No.-

This thesis aims to select contents which taught and learned phonological rules in teaching pronunciation of Korean for foreign learners. For these purposes, I divided the whole phonological rules of Korean into two groups. The one should be taught and learned, and the other do not need to be taught and learned. There are two types of phonological rules of Korean which taught and learned for foreign learners. First type are rules which can predict the surface form by phonological informations. Second type are the rules needed the morphological informations. But informations are already learned in grammar, and these are applicable to all cases in a specific circumstances. There are four kinds of phonological rules do not need to be taught and learned. First, it is the rule the result of the phonetic change is reflected to spelling and spellings coincide with the pronunciations. The second is the optional rule. The third is the rule needed the morphological information. And the last one is phenomenons could not explain by the synchronic phonological rules for the impossibility with predicting the occurring conditions of phonological rule.

외국인을 위한 한국어 발음 교육에서 음운의 제시 순서 연구

장향실 국제한국언어문화학회 2014 한국언어문화학 Vol.11 No.3

본고는 외국인을 위한 한국어 발음 교육에서 자음과 모음의 제시 순서에 대해 고찰하였다. 제시 순서란 발음 교 육에서 교수-학습의 대상이되는 내용 요소들의 배열 순서를 의미한다. 본고에서는 음절로 묶여발화되는 음운 의 특성을 고려하여, 자음과 모음을 초성, 중성, 종성으로 분리하여 살펴보았다. 또한 각 음운의 제시 순서를 설 정하기에 앞서 설정 기준을 수립하였는데, 하나는 학습의 용이성이고, 또 하나는음운의 체계성이다. 학습의 용이성은 두 가지 측면에서 살펴볼 수 있다. 하나는 교수자의설명이 쉬워 학습이 용이한 경우이고, 또 하나는 목표어의 음운 자체가 인식하고 산출하기 쉬워 학습이 용이한 경우이다. 전자를 위해서는설명이 명확 하고 간결해야 하고, 후자를 위해서는 목표 음운이 학습자에게 쉬운 음운이어야 한다. 이러한 기준들을 반영하여 음운의 제시 순서를 도출하였다. 그 결과단모음의 제시 순서는 <ㅏ→ ㅓ → ㅗ → ㅜ → ㅡ → ㅣ → ㅔ/ㅐ>이고,이중모음의 제시 순서는 <ㅑ → ㅕ → ㅛ → ㅠ → ㅖ/ㅒ → ㅘ → ㅝ → ㅟ → ㅞ/ㅙ/ ㅚ → ㅢ>이다. 초성 자음은 <비음 (ㅁ → ㄴ), 유음 (탄설음[.]) → 파열음 (ㅂ, ㅍ, ㅃ → ㄷ, ㅌ, ㄸ → ㄱ, ㅋ, ㄲ) → 파찰음 (ㅈ → ㅊ→ ㅉ) → 마찰음 (ㅅ, ㅆ, ㅎ)>순, 종성 자음은 <7종성의 불파음화 → 평폐쇄음화 → 자 음군 단순화>의 순이다. This thesis aims to research on the order of presentation with consonantsand vowels in the teaching Korean pronunciation for foreigners. Theorder of presentation means the arrangement of content elements whichare the subjects of education in teaching Korean pronunciation. On this thesis, the study separately carried out researching on consonantsand vowels as the onset, as the nucleus, as the coda of syllables. And also,it studied on the basis of the facility of learning and the phonologicalsystemicity. The facility of learning could be explained to two differentaspects. First, it should be easy to understand teacher’s explanation aboutthe pronunciation for learner. Second, it is easy to understand thephoneme of target language and produce it. Because of these sides, thelearner can easily learn the target language. For the former, theexplanation is simple and articulate. And the latter, the phoneme of targetlanguage is easy to understand for the learner. This thesis deduced the order of presentation with phoneme on the basisof above criterions. As a result, the order of presentation with monothongis as follows; <ㅏ→ ㅓ → ㅗ → ㅜ → ㅡ → ㅣ → ㅔ/ㅐ>, and that withdiphthong is as follows; <ㅑ → ㅕ → ㅛ → ㅠ → ㅖ/ㅒ → ㅘ → ㅝ → ㅟ→ ㅞ/ㅙ/ㅚ → ㅢ>. The order of consonants as the onset is as follows;<nasal(ㅁ → ㄴ), lateral(flap [.] in onset) → plosive(ㅂ, ㅍ, ㅃ → ㄷ , ㅌ, ㄸ → ㄱ, ㅋ, ㄲ) → affricate(ㅈ → ㅊ → ㅉ) → fricative(ㅅ, ㅆ, ㅎ)>, and that of consonants as the coda is as follows; <unreleased of seven soundsin syllable-final → unreleased phenomenon → syllable- final consonantcluster simplification>.

중국인 학습자의 한국어 음운규칙 습득 연구

장향실 이중언어학회 2011 이중언어학 Vol.46 No.-

This thesis aims to research on Chinese learners’ acquisition process for Korean phonological rules, and on which rules are easy to acquire and which are not. And also, I am going to make clear factors that affect acquisition process for Korean phonological rules with quickness and easiness. For this study, this thesis researched a group of students studying Korean at Korean Language and Culture Center in K University. The process of research is as follows;Step 1. Selecting Korean phonological rules for research. Step 2. Making sentences including selected phonological rules. Step 3. Recording and transcribing speeches of each student. Step 4. Analyzing each speech. Selecting Korean phonological rules, I considered two facts. First, these rules are shown and explained in Korean language textbooks for level 1, 2, 3students. Second, even though not shown in textbooks they were needed to learn for Chinese learners. Results of research are as follow. First, The acquisition of Korean phonological rules closely related with the presenting order of phonological rules. But the frequency of experiencing and contacting rules, such as changing to plain plosive, are acquired regardless the presenting order of phonological rules. Second, in cases of being interference of mother tongue, the acquisition of phonological rules are not acquired for a long time. Finally, the simple rules are acquired with easiness, but difficult rules in finding patterns like the simplification of consonant cluster are delayed.

외국인을 위한 한국어 발음 교육에서 음운의 제시 순서 연구

장향실 한민족어문학회 2014 한민족어문학회 학술대회 자료집 Vol.2014 No.1

외국인 학습자를 위한 한국어 음운 규칙의 제시 순서 연구

장향실 국제한국어교육학회 2008 한국어 교육 Vol.19 No.3

At this thesis, I researched the presenting order for phonological rules of Korean in teaching pronunciation of Korean for foreign learners, especially concerning contents which taught and learned phonological rules. Criteria of presenting order are the frequency of using, the degree of difficulty and the possibility of generalization. For accurate understanding about these criteria, I set up specific methods. I researched head words based on the Korean dictionary for foreign learners for grasping the frequency of phonological rules. And the degree of difficulty depends on the ease of learning. Specially, it is different from rules which can predict the surface form by phonological informations or which needed the morphological informations. Finally, the possibility of generalization is measured by the grade of ranks in phonological rules. As these results, I decided on the order of application as follows; the degree of difficulty → frequency of using → possibility of generalization. Because results could be different according to the order of criterion. After all, the teaching order of phonological rules are as above texts.(Korea University)

중국 대학의 한국어 전공 학습자를 위한 쓰기 교육 연구

장향실 이중언어학회 2006 이중언어학 Vol.32 No.-

세종학당재단 한국어교육 정책 현황과 제안

장향실,구민지,이진경,정다운 국제한국언어문화학회 2022 한국언어문화학 Vol.19 No.2

This study analyzed the entire Korean language education policy project that has been promoted by the King Sejong Institute Foundation and examined the current status of the Korean language education policy of this foundation. Through this, a project direction has been proposed to improve the quality of the King Sejong Institute Foundation’s Korean language education policy project. In the future, the King Sejong Institute Foundation needs to first seek to expand its business to various areas. Currently, most of the institute’s projects are biased toward education, so there is a need to expand the proportion of cultural projects; such cultural projects should be expanded beyond education to include mutual cultural exchange activities. Next, it is necessary to avoid the problem of redundancy through exchange and cooperation with various ministries of the government and to emphasize the features that make the King Sejong Institute Foundation unique. It is also necessary to expand projects related to teacher training and strengthening teachers’ competencies. Since the King Sejong Institute Foundation operates many King Sejong Institutes abroad, it is necessary to focus more on localized education for teachers so that they can provide customized Korean language education specialized in their region. Finally, it is necessary to attend to the project to distribute and utilize materials through the localization of educational materials.

외국인 대학생을 위한 교양 한국어 쓰기 수업 모형 개발 연구

장향실,김서형 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2

The purpose this article are to develop a writing educational model based on portfolio assessment and to examine the educational effect by analyzing improvement of student's writing ability after appling this model. For this, the experimental sample is consisted of 47 students. They were divided into two groups, 22 students in the advanced high level and 25 students in the advanced middle level. The latter who participated in this writing educational model have made portfolio files as regards outline, draft with feedback and revised writing. Further more, it can get the opinion of students about the effects of this writing class style. The findings after experiment are as follows. It was found that this writing model helped improve student's writing ability. 25 AML students showed the higher rates of improvement in writing ability than 22 students in the AHL. 25 AML students replied through self-assessment that their writing ability, after this model, had improved and been satisfied of this writing class and teacher's feedback style. As the results, this new model has several meaningful factors as follows. Under the application of this writing class model, instructors can process teaching and assessment at once. Students can check up what they learned and what would be needed. Instructors can observe whole curriculum and examine the student's writing ability. Student's writing offer contents which need to be built up in the basic writing class. This writing educational model can be directly applied.

해외 한글학교 교사를 위한 한국어 발음 교육의 내용과 방법 - 재미한국학교 교사 사례를 중심으로 -

장향실 한성어문학회 2024 한성어문학 Vol.53 No.-

본 연구에서는 해외 한글학교 교사 교육을 위한 발음 교육의 내용과 방법을 제안하였다. 이를 위해 재미한국학교 교사를 대상으로 설문 조사를 하였다. 4개의 서술형 문항을 제시하여 발음 교육의 현황, 교사가 발음 교육 시 겪는 어려움 등을 파악하였다. 설문 결과를 바탕으로 본 연구에서는 한글학교 교사 대상 발음 교육의 내용과 방법을 다음과 같이 제안하였다. 첫째, 한글학교 교사를 위한 발음 교육에서는 한국어 음운론 지식이 포함되어야 한다. 단, 음운론 지식은 학습자들이 자주 겪는 발음 오류와 교사들이 설문에서 어렵다고 한 발음 항목을 중심으로 구성되어야 한다. 그리고 음운 지식은 교사가 수업에서 바로 활용할 수 있는 내용으로 제시되어야 한다. 둘째, 연령을 고려한 발음 교육 방법이 제시되어야 한다. 아이들은 성인 학습자와 달리 한국어를 듣고 따라 하는 것만으로도 발음을 습득할 수 있으므로, 10대 초반 이하의 학습자에게는 발음을 분석적으로 가르칠 필요가 없다. 반면 성인 학습자들에게는 인지와 발화를 위한 설명이 이루어져야 한다. 셋째, 학습자의 예측 가능한 오류 유형과 원인에 대한 내용이 포함되어야 한다. 이때 오류 유형은 언어권, 지역에 따라 다르게 제시되어야 한다. 넷째, 반복적, 순환적 발음 교육 방법이 제시되어야 한다. 한글학교는 수업 시수가 매우 적은데, 이러한 상황에서 반복적 수업이 이루어질 수 있는 구체적 방안을 제시해야 한다. 다섯째, 이미 개발된 자료를 안내해 줄 필요가 있다. 특히 발음 교육을 위한 온라인 교수-학습 영상이 많이 개발되어 있는데, 이를 안내하고 활용 방안에 대해서도 제시해야 한다. In this study, I propose the contents and methods of pronunciation education for training teachers at overseas Korean language schools. To this end, a survey was conducted with teachers from Korean schools in the United States, with four descriptive questions aimed at understanding the current state of pronunciation education and the difficulties teachers face when teaching pronunciation. Based on the survey results, this study suggests the following contents and methods for pronunciation education for Korean language school teachers: First, pronunciation education for Korean language school teachers should include knowledge of Korean phonology. The phonological knowledge presented should be highly applicable in practice and focused on pronunciation issues that students commonly struggle with or that teachers find challenging to teach. Second, pronunciation education methods should be tailored to the age of the learners. Since younger learners, unlike adults, can acquire pronunciation simply by listening and repeating, there is no need to teach pronunciation analytically to learners under the age of early teens. On the other hand, adult learners require explanations for both understanding and articulation. Third, explanations of predictable types of errors and their causes should be provided. The types of errors should be presented differently depending on the language group and region. Fourth, repetitive and cyclical methods for teaching pronunciation should be suggested. However, given the limited class hours in many Korean language schools, it is important to assign homework that allows learners to be exposed to and practice Korean pronunciation outside the classroom. Fifth, it is necessary to guide teachers on the available resources that have already been developed. In particular, many online instructional videos for pronunciation education are available, and teachers should be informed about these resources and how to use them effectively.

외국인 대학생의 문단쓰기 실태 및 문단쓰기 능력 신장 방안

장향실 우리어문학회 2010 우리어문연구 Vol.38 No.-

본고는 외국인 대학생의 문단쓰기 실태를 점검하고, 이를 바탕으로 문단쓰기 능력을 신장시킬 수 있는 수업 방안을 제시한 것이다. 이를 위해 K대학교 글쓰기 수업인 <사고와 표현>을 수강하는 외국인 대학생들을 대상으로 실험을 실시하였다. 이들의 글을 대상으로 문단쓰기의 실태를 점검하여 문제점을 발견하고, 이를 개선할 수 있는 수업 모형을 마련하였다. 그리고 수업 모형에 근거하여 수업을 진행한 후, 그 효용성을 검증하였다. 문단 쓰기에 나타나는 문제점을 파악하기 위해 강의 첫 시간에 4가지 주제를 주고, 이들 중 하나를 선택해 글을 쓰게 하였다. 쓰기 결과물을 점검한 결과, ‘문단 나누기’와 ‘담화 표지의 사용’은 문제가 없었으나 문장들 간의 논리적 연결면에서 문제가 있는 것으로 나타났다. 이러한 문제점을 개선하기 위해 문장 간의 연결에 주의한 문단 쓰기 수업 모형을 마련하였다. 이 모형은 귀납적이고, 학습자 중심으로 구성되었으며, 특히 학습자의 글을 활용함으로써 동기 부여에 주의를 기울였다. 수업의 결과 학습자들은 문단쓰기에 많은 진전을 보였다. This thesis aims to research problems in writing a paragraph written by foreign students in colleges and present the methods of promoting writing skills for foreign students. For these purpose, I conduct a survey of writing skills of a paragraph written by foreign students studying in K university. And then I presented the model of writing class for correcting problems. Consequently, I evaluated effects of the class and verified results of it. For researching problems of writing a paragraph, I gave four themes of writing to foreign students. After writing, I evaluated every compositions of foreign students. There were severe problems in logical connections between sentences. But there were not particular problems in conversational markers and in dividing paragraphs. After that, I presented the idealistic class of writing for correcting these problems, especially correcting logical connections between sentences. The class consist of this orders, introduction, presentation observation, explanation, exercise, evaluation and conclusion. At this process, I used students' compositions as examples for motivating. After this class, a number of students made progress in writing paragraphs. I recommend this class will be helpful for correcting writing problems of foreign students studying in college.