<한국어 표준 교육과정>에 기반한 인도 중·고등학교 한국어 교육과정 개발 연구

김지혜,이인혜 국제한국어교육학회 2021 한국어 교육 Vol.32 No.2

The 2020 Standard Curriculum for Korean Language has been developed as the curriculum of the highest level of generality applicable to the broadest range of classrooms and learners. The Curriculum is configured in such a way as to serve as a foundation for subsequent individual curricula designed for a specific educational environment. This study analyzes the foreign language education policy and Korean language education in India and the 2020 Standard Curriculum for Korean Language to develop the curriculum and develops the Korean Language Curriculum for India’s Upper Primary and Secondary Stages (Classes VI to XII) based on the 2020 Standard Curriculum for Korean Language.

사회적 맥락과 학습자 특성을 반영한 한국어교육학 전공 교육 과정 개발 기초 연구 -광주․전남 지역 소재 내 한국어교육 전공 학부 과정을 중심으로-

김수은 국제한국어교육학회 2021 한국어 교육 Vol.32 No.2

This study aims to understand the operation of Korean language education majors in the Gwangju and Jeonnam provinces before developing the curriculum as part of regional research. In the Gwangju and Jeonnam region, a total of 7 universities offers undergraduate courses in Korean language education. However, this region has a characteristic of first-year Korean students being less than three, and the rest being international students. Besides, there are courses for acquiring Korean language teacher certification and improving Korean communication skills. This study interviewed the four current deans of the department of Korean Language Education among the seven universities to understand curriculum management and listen to their views. First, both Korean and international students significantly influenced academic achievement by setting goals and motivation. Moreover, they mentioned that curriculum management requires a new principle that considers learners in the entire process of selecting and arranging subjects, setting educational goals, developing educational contents and materials, and teaching methods for obtaining a Korean language teaching certificate. Courses related to Korean communication should also be designed based on the students’ goals and the department’s values. Also, they suggested that the use of non-subject activities, development of various subject types, and attempts of teaching methods were necessary.

시(詩)를 활용한 한국어교육의 실제 -발화의 내적 조건과 관련하여-

김지연 국제한국어교육학회 2001 한국어 교육 Vol.12 No.2

이 논문은 한국어 문법지식 및 발화방법이 충분히 학습된 학습자에게 보다 효율적으로 학습동기를 부여하고 종합적인 학습성과를 거둘 수 있게 하는 하나의 교육 모델을 제시하는 것을 목적으로 한다. 이를 위해 본고에서는 학습자의 발화에 관여한느 요소들을 살펴보고 발화조건에서 보다 심도 있게 다루어져야 할 필요가 있는 발화의 내적 조건을 중심으로 학습자의 발화를 효율적으로 유도할 수 있는 교수걸꼐의 부분에 주목하려고 한다. 여기서 고급 한국어 학습자를 위한 방법적 교수설계의 시도로 한국인의 정서와 문화, 역사적 배경 및 사회민속사가 투영된 문화작품을 활용하여 한국어 학습자로 하여금 한국인의 정신세계에 주체적으로 접근하게 하는 방법을 찾으려 한다. 이는 온전히 이해된 한국어의 <내용>을 충분히 학습된 한국어 <표현>과 결합시켜 능숙하게 전달할 수 있는 언어 이사으이 실현에 접근하려는 방법론적 고찰이라고 하겠다. 본고에서는 시(詩)를 활용한 수업모델을 다룰 것인데 이 시고를 통한 작업이 체계화된다면 이는 기존의 학습 보조자료 및 학습방법을 다양화할 수 있고, 한국어 표현의 내용을 심도 있게 혹장할 수 있게 하며 한국어의 특정 표현들이 지닌 한국인의 정서를 이해함으로써 한국어의 표현문맥을 정확하게 파악할 수 있게 하는데 기여할 것으로 본다. 이는 활용방법에 따라 듣기/쓰기/말하기/읽기교육에서 다각적으로 응용될 수 있을 것이다.

국내 대학의 학문 목적 한국어 교육 현황 분석 -입학 후 과정을 중심으로-

박석준 국제한국어교육학회 2008 한국어 교육 Vol.19 No.3

This thesis is trying to discuss about the key elements of the direction and administration for establishment of Curriculum Development in Korean for academic purpose, by examining how Curriculum Development in Korean, which can especially enhance the foreign students' academically aimed Korean ability, is managed in universities. This thesis dealt with three arguments. First, this thesis talked on the concept of teaching Korean for academic purpose again and reorganized the idea of Korean for academic purpose as Korean for specific purpose and its pattern and range. Also, this thesis classified Korean for academic purpose at universities into three patterns ; common Korean, Korean for cultural studies, Korean for major field of studies. Second, this thesis examined and analysed how Curriculum Development in Korean is operated at 14 domestic universities after entrance. At most of the universities, Korean language is educated based on common Korean and Korean for cultural studies, but Korean for major field of studies classes were rare. Third, this thesis examined what elements Curriculum Development in Korean for academic purpose need to have as the course after entering domestic universities. (PaiChai University)

중국 대학 한국어학과 초·중급 듣기 교육과정의 개발과 개선 방향 -북경대학교 조선(한국)언어문화학부 학습자-교사 집단의 인식 및 요구 조사를 중심으로-

ZHANG LEI 국제한국어교육학회 2020 한국어 교육 Vol.31 No.4

Students studying Korean at Chinese universities have extremely limited opportunities and time to learn Korean outside of their classes. In particular, considering learners' Korean language levels, teachers often help learners understand in elementary courses by using the Chinese language. To provide learners with more listening input and to improve their listening skills in their classes, it is necessary to ensure that an effective listening curriculum is available. As the listening curriculum is a part of the overall curriculum of a Korean language department, improving the listening curriculum can bring about positive changes in related curricula and will also help to form a systematic Korean language curriculum. Accordingly, this study aims to investigate the current status of elementary and intermediate listening curricula and to uncover the perceptions and needs of learners and teachers in listening courses, thereby facilitating the design and improvement of their listening curriculum they use. For this purpose, this article initially defines the characteristics of the listening curricula used in Korean language departments and introduces the research method. Next, the results of a seven-part survey containing questions about subject organization, teaching and learning goals, teaching and learning contents, textbooks, teachers, evaluations, and difficulties in teaching and learning are analyzed. Based on this, several suggestions are presented on how to design and improve the elementary and intermediate listening curricula used by Korean language departments at Chinese universities.

한국어교육의 학문적 정체성 정립을 위한 한국어교육 연구 동향분석

강승혜 국제한국어교육학회 2003 한국어 교육 Vol.14 No.1

A comprehensive review of research in Korean language education with the aim of establishing an academic field has thus far not been executed, though Korean as a second language has been taught in an organized fashion for over 40 years. A thorough review of the previous research on Korean language education will assist in harmonizing theory with practice. This study will analyse previous research on Korean language education in order to establish an academic field. About 720 studies on Korean language education published in the journals related to Korean language education as well as academic dissertations made up this study. The research was analysed based on three variables: chronology, type, and topic. There was a total of 10 academic categories for topics.

한국어 듣기 교육의 원리와 수업 구성

이해영(Hai Young Lee) 국제한국어교육학회 1999 한국어 교육 Vol.10 No.1

크로아티아의 한국어교육 현황 및 발전 방안– 자그레브 대학교와 자그레브 세종학당을 중심으로 –

류재원 국제한국어교육학회 2021 한국어 교육 Vol.32 No.1

As this study is the basic research to investigate the present condition of Korean language and the search for development direction, it concretely examines the present condition of Korean language education in Croatia and aims to discuss the development direction by understanding the task. For the research, based on the subject of students of Korean language at College of Liberal Arts, Zagreb University and students at King Sejong Institute, a survey was conducted and an interview with faculties at King Sejong Institute was progressed. By arranging the surveyed contents, the present condition and characteristic of Korean language, in particular, in Zagreb, Croatia were suggested. Through the result of the investigation, 5 tasks were required to be solved; 1) there is a limitation that the region is limited to Zagreb, and it is difficult to create the educational environment from local high educational institute by itself; 2) there are only basic level learners in Zagreb, 3) lack of various contents to approach to Korea culture and Korean language; 4) lack of mutual interaction between professor and lecturer and 5) the need of the development of sustainable education course. This study is meaningful as it investigates the Korean language education in Croatia and suggests the concrete contents. However, there is a limitation in that the problem and the development direction are too broad, and the specific location is confined.

한・중 한국어교육 연구 동향에 대한 비교 분석

장진,손정,김중섭 국제한국어교육학회 2017 한국어 교육 Vol.28 No.2

Zhang Zhen, Sun Jing, Jung Sup Kim. 2017. A Study on the Analysis of Research Trends in Korean Education. Journal of Korean Language Education 28-2: 113-153. This thesis is an analysis of research topics among doctorate research papers in Korean education from 1990 to 2016. The purpose of this paper is to keep up with current trends of Korean Language Education research in South Korea and China. The study aims to provide relevant information to researchers majoring in Korean language education and to determine future directions of Korean language education. In this study, among a total of 1709 Korean and Chinese studies of Korean language education, a final selection of 444 doctoral thesis (which consist of a total of 389 papers in Korea and a total of55 papers in China) were chosen from 1990 to 2016. The final selection of 444 papers was classified by year, topics and methodologies with a detailed analysis of the content. In addition, a detailed analysis of future directions and challenges for Korean education within South Korea and China is provided. (Kyung Hee University)

외국어로서의 한국어 통번역과정 개발 연구

이민우 국제한국어교육학회 2012 한국어 교육 Vol.23 No.4

This study suggests the contents and organization of the translation and interpretation course targeting advanced or higher level Korean learners and examines the considerations and emphases to develop the translation and interpretation course targeting foreigners. The translation and interpretation education is the course to satisfy foreign learners’ various demands and can enhance the learners’ satisfaction. Also, since it is focused on Korean learning, it can also increase the Korean proficiency of advanced or higher level learners. The emphases to develop the Korean translation and interpretation course can be summed up as below: first, translation and interpretation lies in the same context with developing communication skills in that it is the behavior of communication. Therefore, after the regular course, it is needed to be opened as the course to improve communication skills. Regarding the instructors for the translation and interpretation course, the teachers of Korean majoring in various areas should be appointed preferentially. If they do not have experience in Korean education, it is mostly hard to figure out the level of education targeting foreign learners properly, so the difficulty of learning may be increased too much. Also, the lecture should be approached as the basic level so that the learners will not feel difficulty. And the subjects of the translation and interpretation course should be organized organically so that each of the areas of Koreanology, Korean Linguistics, and Translation and Interpretation can be integrated. For this, it is necessary to adjust it properly so that the topics of the subjects can be associated with one another. Lastly, to enhance learners’ satisfaction, it is needed to provide sufficient practice opportunities by utilizing translation and interpretation tutors.