성인 고급 한국어 학습자의 학습경험에 관한 생애사적 연구 : 일과 학업을 병행하는 베트남 유학생을 중심으로

정하라(Jeong Ha Ra) 한국언어문학회 2020 한국언어문학 Vol.115 No.-

The purpose of this study is to understand the learning experience of adult advanced Korean language learners. Long-term learning is required to achieve advanced Korean proficiency. Adult Korean learners build various learning experiences both inside and outside the classroom in order to have advanced Korean language skills. To understand learners learning experiences will be a starting point for them to explore ways to educate themselves. In this study, two Vietnamese students majoring in Korean language education were interviewed in depth in a graduate school master s course, taking a life history approach. As learners who work and study at the same time, they have accumulated various learning experiences while studying Korean for a long time from their home country and studying in Korea. The two participants learned Korean for more than six and seven years, respectively, and learned Korean to advanced levels in the regular course. I have worked in a Korean-speaking environment to raise the level of Korean language and experience life in Korea. However, they still recognize that their Korean level is intermediate level. They constantly improve their Korean language skills and engage in communication activities that cross their native language and Korean language. Recognizing that their Korean language skills are not high as advanced Korean learners, they are participating in vocational activities with future professional possibilities in mind and in their major classes as prospective Korean language teachers. Considering these adult advanced Korean learners participation in complex self-awareness and communication activities, Korean language classes are required to motivate them to continue to participate in Korean language learning without being isolated in the migration environment. In these classes, teachers should interact personally with learners, not as evaluators, and learners should be offered advanced Korean language learning opportunities to delicately language the context of complex life.

고급 한국어 학습자의 토론 담화에 나타난 조사 오류 양상 분석

한상미 이중언어학회 2014 이중언어학 Vol.57 No.-

The purpose of this study is to analyse the errors on the usage of particles in the discussion of advanced Korean Language Learners. Since there are few studies on analysis of particle errors focusing on spoken language of advanced learners, the current is one of the first studies that examine the aspects of particle errors of advanced Korean learners’ spoken products. The discussions of 70 advanced learners of Korean language from 11 countries, divided into seven groups, were transcribed and analysed. The results show that there are three characteristics in their use.: 1) the rate of particle error occurrence(9.2%) of the advanced learners’ discourse is lower than those of the results of previous researches on the advanced Korean learners’ written texts(12.0%~12.9%), and the intermediate learners’ spoken (10.2%) & written materials(10.4%). 2) the highest rate of error occurrence is the subjective particle ‘이/가’(17.2%), the adverbial particle ‘에’(12.6%), and the objective particle ‘을/를’(11.8%) in order. 3) among the six types of errors(errors of substitution, ommission, addition, form, paraphrasing, and pronunciation) substitution errors has the highest frequency of occurrence.

한국어 학습자 사전 표제어 선정을 위한 자료 구축 및 선정 방법에 관한 연구

강현화(Kang Hyoun-Hwa),신자영(Sin Jayoung),원미진(Won Mi-Jin) 한국사전학회 2010 한국사전학 Vol.- No.16

This paper examines the appropriate entry number and the method of entry selection for an advanced Korean language learners’ dictionary. An increasing number of advanced Korean language learners have expressed the need for a Korean language learners’ dictionary. To achieve their purpose of studying Korean,-not only for academic purposes, but also to live in Korea-learners need an extended entry number for a learners’ dictionary. Based on the research about learners’ dictionary for other languages, around 50 thousand words (including receptive and productive vocabulary) for the main entries seem sufficient for learners. Entry selection was preceded with deductive and inductive ways using various word lists for basic words, special purpose words, and dictionary words from other elementary dictionaries. We constructed the new corpus from Korean textbooks and TOPIK words as well. Selection procedures followed the objective method; however, it was inevitable that the researchers’ intuition were often used due to the matters of the characteristics of vocabulary and learners’ purposes. Therefore, 50 thousand words were selected for this Korean language learners’ dictionary with an eclectic method so that it would cover the needs of advanced vocabulary.

한국어 고급 학습자의 쓰기에 나타나는 한자어 오류 분석

방동수 택민국학연구원 2014 국학연구론총 Vol.0 No.14

It is obvious that many Korean words are originated from Sino-Korean words or rooted from them. Many non-heritage Korean language learners feel that it is hard for them to learn Sino-Korean words. This is not exception for advanced Chinese inherited Korean language learners. Chinese inherited learners definitely have some advantages over other non-Chinese heritage learners learning Korean language, especially at advanced level, because of similarity in the shape of characters and pronunciations between some Sino-Korean letters and Chinese characters. However, it is very common to see that even those Chinese learners get confused with Sino-Korean letters because Korean words are not written in Chinese characters. For Korean language learners, there are more Sino-Korean words to learn as their Korean language level advance. Thus, it is necessary for advanced Korean language learners to have proper writing skills by using the right Sino-Korean vocabularies to further their Korean skills. In this research, common Sino-Korean mistakes and errors found in Chinese inherited learners were analyzed. Also, teaching methods for those learners are suggested based on the research. Hopefully this paper can direct or give some ideas to many Korean language educators how they should guide their advanced Chinese Korean language learners. 한국어 어휘 중 상당량의 어휘는 한자어임은 부정할 수 없는 사실이다. 따라서 많은 외국인 학습자들이 한자어 학습의 어려움을 호소하고 있다. 이는 한자를 사용하는 중국인 학습자들에게도 예외일 수 없다. 물론 중국인 학습자의 경우 다른 외국인 학습자들보다 한자어 학습에 있어서 유리한 측면이 많다. 이는 자형과 발음의 유사성에 기인한다고 볼 수 있다. 하지만 모국어의 간섭과 같은 부정적인 전이로 인해 중국인 학습자의 경우도 한자어 사용에 있어서 빈번한 오류가 나타나고 있다. 또한 한국어를 학습할 때 고급 단계로 갈수록 한자어의 출현 빈도나 사용빈도가 높아진다. 그렇기 때문에 고급 단계의 한국어 학습자들에게 가장 필요한 것이 바로 ‘올바른 어휘 사용을 통한 쓰기 능력의 배양’이라고 할 수 있을 것이다. 따라서 본 연구에서는 중국인 고급 학습자들의 쓰기에 나타나는 한자어 오류를 분석하고 그것을 바탕으로 교수-학습 방안을 제시하여 고급 학습자들의 한자어 교육에 대한 올바른 방향을 설정해 보고자 한다.

한국어 사동과 피동 표현에 대한 고급학습자 번역 양상과 인식 연구 -한국어 역번역문 자료를 중심으로-

박은정 국제어문학회 2019 국제어문 Vol.0 No.82

The purpose of this study was to observe, through back translations, the translation aspects and awareness of causative and passive expressions of advanced Korean language learners majoring in translation. Characteristics of causative and passive expressions that appear in the back-translationed sentences of learners and which can be seen as differences that cause no problems, even if they are different from the original texts, are as follows. First, even advanced learners had a lack of awareness with respect to causative and passive expressions; hence, there were many cases in which translations were made using active expressions. Second, more cases were translated using lexical causative and passive expressions, which are comparatively easier than syntactic causative and passive expressions. There were also many cases of passive expressions being translated as active expressions, or confusion about the selection of postpositional particles in the process of passive expressions being translated into active expressions. There appears to be only a weak awareness that postpositional particles must change according to changes in sentence structure. It is also apparent that in-depth education for advanced learners has been lacking at sites of Korean language education; hence, this was an opportunity to verify issues in Kores language education that must be addressed for learners majoring in translation. Learners majoring in translation must recongnize what like insignificant differences between original texts and the various back-translated sentences of learners. Further, this study implies that learners must go through a thought process to find the paper form whereby the most appropriate sentences for the context can be delivered to accurately convey the intentions of the original writers and provide a more excellent translation. This study has significance in that it was able to observe the learners’ awareness, as it was conducted using methods of back translation, not free writing. It can be differentiated from existing studies in that it is a study of causative and passive expressions seen to have insignificant differences in the homogeneous back translation material of advanced learners. 본 연구의 목적은 역번역문을 통해 번역 전공 고급한국어 학습자들의 사동과 피동 표현의 번역 양상과 인식을 살펴보는 데에 있다. 원문과 동일하지 않아도 문제없는 차이로 볼 수 있는 학습자들의 역번역 문장에 나타난 사동 피동 표현 의 특징은 다음과 같다. 첫째, 고급학습자임에도 불구하고 사동과 피동에 대한 인식이 부족하여 능동으로 번역을 한 사례가 많았다. 둘째, 통사적 사동 피동 표현보다 비교적 쉬운 어휘적 사동 피동 표현으로 번역한 경우가 많았다. 또한 사동 표현을 능동으로 바꾸어 번역하거나 피동을 능동으로 번역하는 과정에서 조사의 선택에서 혼동을 느끼는 경우가 많았다. 문장의 구조가 바뀜에 따라 조사도 바뀌어야 한다는 인식이 약하다는 것을 알 수 있다. 이를 통해 한국어교육 현장에서 그동안 고급학습자들을 위한 심도 있는 교육이 부족했음을 알 수 있고번역 전공 학습자들을 위해 한국어 교육에서 다루어져야 할 항목들을 확인하는 계기가 되었다. 번역 전공 학습자들은 문제없는 차이로 볼 수 있는 학습자들의 다양한 역번역 문장이 원문과 어떠한 점에서 차이를 보이는지를 알아야 할 것이 다. 또한 학습자들이 좀 더 훌륭한 번역을 하기 위해 맥락에 가장 적절하면서 원문 저자의 의도를 제대로 전달할 수 있는 문장은 어떤 형태인지를 고민하는 과정이 필요함을 시사한다. 본 연구는 자유 작문이 아닌 역번역이라는 방법이었 기에 학습자들의 인식까지 살펴보는 것이 가능했다는 점에서 의의를 찾을 수 있으며 균질한 고급학습자들의 역번역문 자료를 대상으로 문제없는 차이로 볼 수있는 사동과 피동 표현에 대한 연구라는 점이 기존의 연구와 차별된다고 할 수 있다. 또한 사동과 피동 표현의 특징을 분석함으로써 고급학습자들을 위한 좀 더 깊이 있는 한국어교육의 필요성, 특히 고급학습자들에게 필요한 문법 항목들 에 대한 교육의 초점을 어디에 맞추어야 하는지를 제시하고 있다는 점에서 연구 의 의의를 찾을 수 있을 것이다.

日本語学習者の蓮続フィラーの特徴 -日本語母語話者との比較-

小島堅嗣(KOJIMA KENJI) 한국일본어학회 2021 日本語學硏究 Vol.- No.70

일본어 학습자(이하, 학습자)와 일본어 모어 화자(이하, 모어 화자)의 발화에서는 복수의 필러가 연속해서 나타나는 현상(연속 필러)이 많이 보인다. 그런데 양자의 연속 필러의 특징은 공통된 부분과 다른 부분이 있다. 본 연구에서는 양자의 발화에 나타난 12종류의 연속 필러의 특징에 대해서 구두 능력 시험인 OPI(Oral Proficiency Interview)데이터를 수록한 일본어 학습자 회화 데이터베이스에서 학습자(중급, 상급, 최상급) 각 20명의 데이터와 필자 자신이 OPI를 실시한 모어 화자 10명의 데이터에 나타난 연속 필러의 특징을 비교했다. 그 결과 다음과 같은 특징이 밝혀졌다. 1) 학습자의 레벨이 올라갈수록 연속 필러의 총수와 1인당 평균 수가 증가하고 있었다. 2) 학습자의 수준이 올라갈수록 연속 필러의 종류도 증가하고 있었다. 3) 모어 화자와 최상급 학습자에게 공통되는 연속 필러 표현은 "ナンカアノー"가 있었지만 중급·상급 학습자와의 공통된 표현은 없었다. 4) 2연속 및 3연속 필러의 특징은 모어 화자와 학습자가 달랐다.이상의 결과를 통해 학습자의 연속 필러는 레벨이 올라갈수록 모어 화자의 특징에 접근하는 점과 다른 특징을 나타내는 점 양쪽이 있음이 밝혀졌다. In the speech of Japanese learners (hereinafter referred to as learners) and native Japanese speakers (hereinafter referred to as native speakers), multiple fillers appear consecutively (consecutive fillers). However, characteristics of these two cohorts in the use of the consecutive fillers show both similarities and differences with each other. The current study first looked into the database of OPI (Oral Proficiency Interview) and drew the use of 12 types of consecutive fillers used by learners (20 learners at each intermediate, advanced and upper advanced level). Next, it undertook OPI for 10 native speakers, and then compared their use of the consecutive fillers with that of the learners. As a result, the following characteristics were identified. (1) The higher the learner"s level, the higher the total number of consecutive fillers and the average number per person. (2) The higher the learner"s level, the more various types of consecutive fillers used. (3) A consecutive filler expression “nanka-anoo" is found commonly in the data of native speakers and upper advanced learners, but there is no common expression between Intermediate and Advanced learners. (4) The use of consecutive fillers with two or three successive fillers were different between native speakers and learners. The above results reveal that as learners’ proficiency level becomes higher, their use of consecutive fillers shows both aspects that it is similar to that of native speakers in some features and is different in some others.

한국어 고급 학습자의 정형 표현 오류 연구

손상미(Shon Sangmi) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.15

본 고는 한국어 고급 과정 학습자들의 작문에서 보이는 정형 표현의 오류 양상을 파악하고자 하는데 그 목적이 있다. 연구 대상은 대학 내 한국어 교육 기관에 재학 중인 5급, 6급 학습자들이 학기 중에 작성한 작문 과제와 쓰기 시험의 작문 답안이다. 학습자들의 작문 자료는 6개월 간 수집되었고 이를 한국어 교육 현장 전문가가 분석·검토하여 정형 표현 오류를 선발하였다. 본 연구를 통해 고급 학습자들의 오류가 단순히 어휘 오류에서만 그치는 것이 아니라 일상적으로 쓰는 정형 표현을 잘못 사용하여 발생한다는 것을 알 수 있었다. 특히 주제에 따라 적절하게 사용되는 정형 표현을 정확하게 사용하지 못하여 오류를 일으키는 것으로 나타났다. 이러한 정형 표현들은 한국인이라면 직관적으로 알 수 있는 것들이지만 고급 과정의 학습자라고 하여도 외국인에게는 그러한 직관이 없기 때문에 주제에 따라 정형 표현을 분류하고 이에 대한 교육을 적극적으로 시행해야 한다. 또한 고급 학습자들의 작문을 검토할 때에는 오류로 보이는 하나의 단어만을 수정하지 않고 정형 표현이라면 하나의 말덩어리로 학습자에게 수정·제시해 주어야 한다. Advanced Korean learners engage in high-level writing activities. However, they sometimes use awkward expressions compared to learners abilities. In this study, I thought that this awkward sentence came from using the formal expression incorrectly. In this paper, the purpose of this study is to grasp the errors of the formal expressions seen in the writing of learners in advanced Korean courses. The subjects of the study are the writing tasks of the 5th and 6th grade students who are enrolled in Korean language education institutions in the university. Through this study, it was found that the errors of advanced learners are not limited to just vocabulary errors, but are caused by incorrect use of regular expressions. In particular, it was found that errors could occur due to the inability to use the formalic expressions properly used according to the subject. These formal expressions are intuitively understood by Koreans, but even if they are advanced learners, there is no such intuition, so Korean advanced learners should classify the formal expressions according to the subject and actively conduct education. Also, you should not correct errors only in word units in the writing of advanced learners.It is necessary to correct errors by judging whether advanced learners understand the connection of formal expression.

영어권 한국어 고급학습자의 칭찬 응답 화행 연구

이하나 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

This study compares the ELK(English-speaking Learners of Korean)'s compliment-response speech act strategy actualizing aspect with the KNS(Korean Native Speakers)' and ENS(English Native Speakers)' compliment-response speech act strategy, and then analyzes the ELK's response to the other two groups' strategies to determine whether they are the same or different in their aspects. This study's premise is that Korean language compliments-response speech act would be expressed differently from that of the English language, and so set forth on the hypothesis that the ELK's compliment-response strategy would be closer to ENS than to KNS. This means that the learners' linguistic fluency of the target language is more advanced than their knowledge of the target language's usage norms. So if the hypothesis is true, it means that the need for cultural education in compliment-response education for ELK is high. Chapter 1 suggests the need for this study, purpose and significance and lays out the study's hypothesis, It briefly cites of preceding studies on the compliment-response speech act and on the speech act of giving compliments because the compliment-response depends on the compliment. Chapter 2 researches the adjacency pair theory, which includes the concepts of preference organization and non-preference organization, and cross-cultural theory. Chapter 3 describes the method and process of this study for proving this hypothesis. This study verified its objectivity through administering SAQ, for which was made by 12 compliment situations, to the ENS and KNS. Based on the results of the SAQ, the researcher created the DCT, which consisted of 11 hypothetical situations. To ensure high validity and objectivity, a pretest was implemented twice before this experiment. The analyzing frame of Herbert(1990) was used as a basis for this study, but to adapt it to this study a few revisions were made. Chapter 4 analyzes the results of these experiments. First, 3 groups' compliment-response strategy aspects were compared and analyzed as per 11 situations. Then their responses were analyzed separately by social variable, the degree of intimacy and social position, which were determined by this researcher, and then the responses were analyzed as a whole. ELK preferred the 'comment history' strategy when the complimenter was in a high social position and with low intimacy, but they showed a very low preference for the 'appreciation' strategy, which perceives a compliment positively, compared to KNS and ENS. The latter steins from the ELK's preconception that Koreans generally do not accept compliments, and that view seems to be extremely generalized. The researcher gathered learners' compliment-response through DCT and then asked the KNS through SAQ about their degree of acceptance, through this results, a list of Korean language compliment-response speech acts can be made. Chapter 5 summarizes the result of the study synthetically. KNS preferred the 'appreciation' strategy, which accepts compliments more positively when there is a low degree of intimacy and the complimenter is in a high social position, It seems the ELK worry that if they deny or refuse the compliment, they have to explain why, and then the speech would be longer, Preference for the 'appreciation' strategy, which can be of short speech, appeared prominent for the low intimacy and high social position situations. ENS used 'appreciation'. strategy in most situations much more frequently, and also preferred the 'comment history'. EKL implemented the low 'appreciation' strategy in most situations and preferred the 'negative acceptance' and 'non-agreement' strategy than ENS and KNS. This result seems to come from the learner's preconception that Koreans do not accept compliments. When synthesizing the above discussion, this study has the following importance: First, this study inspected the compliment-response speech act in the aspect of preference organization. The preceding studies tended to analyze the compliment-response speech act only, but this study consulted the preferable compliment-response of the Korean language and English language according to the situations, and contemplated aspects of the learner's response. Second, the subjects are English-speaking learners of high advanced Korean. Until now, most studies in this area were focused on the subjects of the Japanese and Chinese world, and the tendency was more pronounced when it involved advanced learners. But this study involves advanced Korean language learners in the English world an area in which few studies have been conducted. For this reason, the research is significant. Third, the compliment-response of the learners has been listed. These compliment-responses can provide the compliment-response speech act that suits Korean language norms for all learners of the Korean language as well as the English-speaking learners of Korean. In this respect, this study has value for teachers of Korean as a foreign language.

한국어 고급 학습자의 문법 교육에 대한 교사 인식 연구 - 국내 대학 기관 교사의 심층 면접을 바탕으로 -

오경숙 ( Kyoungsook Oh ) 한국문법교육학회 2024 문법 교육 Vol.50 No.-

This study aims to explore the status of grammar education for advanced learners of Korean by interviewing teachers in the field. It examines educators' cognition of the grammatical capabilities of advanced learners and their approaches to grammar instruction. Initially, the research defines 'advanced' and 'advanced learners,' setting the stage for a deeper investigation into the current state of grammar education for this group, the required grammatical competencies, and educational direction. The findings underscore the diversity in defining 'advanced learners' across different contexts, the personalized nature of advanced grammar education, and a widespread consensus among teachers on the necessity for learners to integrate and apply grammatical knowledge in communication. The study advocates for a reevaluation of the concept of 'grammar' within Korean language education and emphasizes the need for further research to enhance grammar education practices for advanced learners.

한국어 고급 학습자의 쓰기에 나타나는 한자어 오류 분석

( Dong Su Bang ) 택민국학연구원 2014 국학연구론총 Vol.0 No.14

한국어 어휘 중 상당량의 어휘는 한자어임은 부정할 수 없는 사실이다. 따라서 많은 외국인 학습자들이 한자어 학습의 어려움을 호소하고 있다. 이는 한자를 사용하는 중국인 학습자들에게도 예외일 수 없다. 물론 중국인 학습자의 경우 다른 외국인 학습자들보다 한자어 학습에 있어서 유리한 측면이 많다. 이는 자형과 발음의 유사성에 기인한다고 볼 수 있다. 하지만 모국어의 간섭과 같은 부정적인 전이로 인해 중국인 학습자의 경우도 한자어 사용에 있어서 빈번한 오류가 나타나고 있다. 또한 한국어를 학습할 때 고급 단계로 갈수록 한자어의 출현 빈도나 사용빈도가 높아진다. 그렇기 때문에 고급 단계의 한국어 학습자들에게 가장 필요한 것이 바로 ‘올바른 어휘 사용을 통한 쓰기 능력의 배양’이라고 할 수 있을 것이다. 따라서 본 연구에서는 중국인 고급 학습자들의 쓰기에 나타나는 한자어 오류를 분석하고 그것을 바탕으로 교수-학습 방안을 제시하여 고급 학습자들의 한자어 교육에 대한 올바른 방향을 설정해 보고자 한다. It is obvious that many Korean words are originated from Sino-Korean words or rooted from them. Many non-heritage Korean language learners feel that it is hard for them to learn Sino-Korean words. This is not exception for advanced Chinese inherited Korean language learners. Chinese inherited learners definitely have some advantages over other non-Chinese heritage learners learning Korean language, especially at advanced level, because of similarity in the shape of characters and pronunciations between some Sino-Korean letters and Chinese characters. However, it is very common to see that even those Chinese learners get confused with Sino-Korean letters because Korean words are not written in Chinese characters. For Korean language learners, there are more Sino-Korean words to learn as their Korean language level advance. Thus, it is necessary for advanced Korean language learners to have proper writing skills by using the right Sino-Korean vocabularies to further their Korean skills. In this research, common Sino-Korean mistakes and errors found in Chinese inherited learners were analyzed. Also, teaching methods for those learners are suggested based on the research. Hopefully this paper can direct or give some ideas to many Korean language educators how they should guide their advanced Chinese Korean language learners.