대학생들의 국어능력과 영어능력과의 관계: 영어에 대한 태도를 중심으로

최진숙 ( Jin Sook Choi ) 대한언어학회 2008 언어학 Vol.16 No.2

There has been a claim that mother tongue skills can affect foreign language learning. However, it is a question whether Korean skills of university students are also related to their English language learning. This paper aims at identifying this question by investigating the relationship between Korean skills and English skills among university students. For this study, the scores of two subjects, `Thoughts and Expressions` and `General English`, from two hundred and forty eight university students were investigated, compared and analyzed. Furthermore, Language Attitudes Questionnaires were distributed to one hundred and sixty two students who took the courses of the above two subjects. The questionnaire survey was based on a belief that those who were in high grade in Korean skills might possibly have favorable attitudes towards English learning, as it is revealed that attitudes towards English are likely to have a close relation with English skills. The result of the study showed that the participants` English skills were closely related to their Korean skills; high achievers in Korean skills showed a high level of English skills, whereas lower achievers in Korean skills demonstrated a low level of English skills. In addition, the result of the language attitude questionnaires indicated that the participants who had a high level of Korean skills produced more favorable attitudes towards English than those who had a low level of Korean skills.

문학텍스트를 활용한 한국어교육방안 연구 - 외국인 유학생을 대상으로 한 패러디(Parody) 활동 중심으로 -

이가원 한국현대문예비평학회 2012 한국문예비평연구 Vol.- No.38

The importance of education for Korean culture and literary education has been stressed in Korean language education as a foreign language over a few decades, and prolonged research efforts have been channeled into that. In Korean language education, a literary text not only serves as a material of language learning but as a means to have a more extensive understanding of Korean culture. Foreign readers are able to improve their knowledge of the Korean language and language ability based on the context of literature, and they are able to foster both of their elementary and advanced language skills thanks to the attributes of literature such as a figure of speech or symbol. Learners cannot grasp the meaning of words just by looking them up in a dictionary when they are used in literature, and they should find their by exerting their imagination and in consideration of the backdrop of the literary work, the personality of the characters and the contexts. They are able to improve their Korean language skills and literary competence in that course. The purpose of this study was to examine how to make use of literary texts in Korean language education for foreign students who stayed in our country for academic purposes to foster their Korean language skills and literary appreciation skills. It's specifically meant to explore the educational applicability and effects of parody and to suggest how to provide Korean language education by utilizing parody, as parody has been highlighted as one of major new cultural phenomena. When the needs of the selected Korean language learners were analyzed, it's found that they had a lot of interest in Korean literature. As for the reason, they were initially interested in literature or wanted to foster their Korean language skills or understand Korean culture through literature. They were ever exposed to Korean literature such as poetry, novels or essays while they received education about the Korean language, and many felt the need for literary instruction. After they took lessons by utilizing simple parody activities, their understanding was checked, and a survey was conducted. As a result, the parity activities were found to have significant effects on Korean language skills, Korean literature understanding and appreciation skills. When Korean literature education is provided for foreigners, the utilization of parody is expected to provide an opportunity for them to learn a wide variety of vocabulary, to appreciate literary texts, to have a more profound understanding of Korean culture and to improve their appreciation skills. They will get interested in literature, casting away any possible prejudice that literature is boring or difficult to read. And that will enable them to take their Korean language skills and literary competence to another level, and serve to motivate them to compose a literary work by stirring up their will to compose. In this study, parody was utilized primarily to encourage learners to appreciate Korean literary works with interest and in a spontaneous manner. That will become one of major activities that could lead to self-reflective writing. 최근 수년간 외국어로서의 한국어교육에서 한국문화·문학교육의 중요성이 제기되었고, 이에 대한 꾸준한 연구가 진행되어 왔다. 선행연구를 통해서도 알 수 있듯이 문학텍스트는 단순히 언어 학습의 자료로서 뿐만 아니라 한국 문화에 대한 이해와 인식의 폭을 확장시켜주는 역할을 한다. 또한 문맥을 통해 한국어 지식과 언어수행 능력을 키워줄 뿐만 아니라 일상어와 달리 비유나 상징을 통한 의미의 확장을 보여주므로, 초보적 언어 능력 함양만이 아닌 고급스러운 언어 학습을 할 수 있는 통합적 기회를 제공한다. 본고에서는 학문목적 외국인 유학생을 대상으로 하는 한국어교육에서 문학텍스트를 활용한 교육 방안에 대해 제안하였다. 학문목적 유학생의 경우 한국어 능력 중급 이상의 의사소통 능력을 지니고 있으나 대학수학 시에 어려움을 겪는 학습자가 많은데, 이는 의사소통 위주의 교육에서 간과하기 쉬운 언어의 문화적인 인식 부족과 전문 학문 분야에 대한 기초 지식 습득 부족, 사회적·문화적 맥락에서의 적절한 언어 사용능력 부재에서 비롯된다. 따라서 언어적·문학적·문화적 측면을 모두 고려하여 학습 목적이 상향 조정된 외국어 학습자의 요구를 충족시켜 줄 수 있는 문학 교수 방안이 필요하다고 할 수 있다. 그러나 문학텍스트의 교육적 가치를 인정하면서도 ‘문학은 접근이 어렵고 난이도가 높은 자료’라는 인식과 정해진 교육과정과 시간 내에 심도 있는 교육이 어려운 점 등 때문에 실제적인 활용도는 낮은 실정이다. 이에 본고에서는 이러한 문제점을 극복하기 위한 방안으로서 한국어 학습자들의 문학읽기 자료의 이해를 돕고 흥미를 가지고 접근할 수 있는 방안으로, 패러디의 교육적 활용 가능성과 그 효과에 대해 살펴보고 이를 활용한 한국어교육 방안을 제시하는데 그 목적을 두었다. 교육방안 제시에 앞서 실시한 학습자 요구 분석을 통해 학습자들의 한국 문학에 대한 높은 관심도를 확인할 수 있었는데, 개인의 문학적 관심, 문학을 통한 한국어 능력 향상, 문학을 통한 한국 문화 이해 원함 등이 그 이유로 조사되었다. 학습자들은 한국어교육 과정에서 시, 소설, 수필 등의 한국문학을 접한 경험이 있으며, 이를 통해 문학수업의 필요성에 동감하는 비율이 높게 나타나는 것을 확인할 수 있었다. 또한, 패러디를 활용한 수업 후 학습자들의 이해도 평가 및 설문 조사를 통해 패러디 활동이 한국어능력 및 한국문학 이해, 감상능력에 유의미한 효과가 있음을 알 수 있었다. 이를 통하여 외국인을 대상으로 하는 한국문학교육에서 패러디를 활용한 문학교육을 통해 학습자가 다양한 어휘를 체험하고 문학 텍스트를 감상하여, 보다 다각적이고 깊이 있는 이해와 감상 능력을 기를 수 있으리라 예상할 수 있다. 또한 기존에 문학에 대한 ‘어렵다’거나 ‘지루하다’라는 선입견에서 벗어나 문학에 흥미를 가질 수 있어 보다 깊이 있는 한국어능력 및 문학 능력을 기를 수 있고, 나아가 창작 의욕과 창작 동기를 제공 받을 수 있을 것으로 기대된다. 한국문학작품감상의 흥미와 자발성을 갖게 하는 것이 본고에서 다루는 패러디의 역할이며 이는 진지한 자아 성찰적 글쓰기로 연계가 가능한 중요한 활동이 될 것이다.

외국인 유학생들의 영어능력과 한국어 능력과의 관계 분석

최진숙 ( Choi Jin-sook ) 대한언어학회 2016 언어학 Vol.24 No.4

This study focuses on investigating whether international students` English skills are related to their Korean skills. For this study, 82 international students` English skills and Korean skills were evaluated through the scores of two subjects: English Writing and Korean Vocabulary & Grammar. To raise the level of the validity and reliability of the study, Language Attitudes Questionnaires were distributed to another 102 students. The result of the analysis for English & Korean scores showed that the participants` English skills seem to be related to their Korean skills; the participants with high level of English skills showed a high level of Korean skills, whereas lower achievers in English skills acquired a low level of Korean skills. However, the result of the language attitude questionnaires indicated that the two skills were not related to each other because the participants who had a high level of their perceived English skills demonstrated less favorable attitudes towards Korean than those who had a low level of their perceived English skills. In other words, the participants who had lower subjective English skills showed more positive attitudes towards Korean. On the basis of the results, it is difficult to identify whether there is a relationship between the two skills. However, in accordance with previous studies, the reason for an unclear relationship between the two skills seems due to their low level of mother tongue skills. For a clearer relationship, further study for the participants with a high level of mother tongue skills is required.

예비 국어 교사의 종합적 사고력 분석 및 사범대학 국어교육과 교육과정 재구조화 연구

김진희 ( Kim Jin-hee ) 배달말학회 2017 배달말 Vol.61 No.-

교사를 양성하는 사범대학에서는 최근 초·중등교육에서 주목하는 ‘역량 중심 교육’의 패러다임에 따라 예비 교사를 대상으로 교과 핵심역량을 길러 주어야 할 책무가 있다. 이에 본고에서는 국어 교과 역량 중 ‘비판적·창의적 사고 역량’에 주목하여, 경남권에 위치한 K대학교 사범대학 국어교육과 학생인 예비 국어 교사를 대상으로 핵심역량 중 종합적 사고력을 진단하고, 이에 대한 분석을 바탕으로 예비 국어 교사의 종합적 사고력 신장을 위한 사범대학 국어교육과 교육과정 재구조화 방향을 제안하였다. K대학의 예비 국어 교사는 종합적 사고력 분석 결과, 평가적 능력에서 가장 높은 수준을 보였다. 비수도권 대학생과 비교해 볼 때, 사고력 점수가 높지만, 수도권 대학생에 비해 낮은 점수를 보였다. 이에 따라 본고에서 제안하는 사범대학 국어교육과 교육과정 재구조화 방안은 다음과 같다. 첫째, 사범대학 국어교육과 교육과정이 국어 교과 역량 중심의 교육과정으로 재구조화되어야 한다. 둘째, 사범대학 국어교육과의 교육목표에 대한 성취도 진단과 평가가 주기적으로 실행되어야 한다. 셋째, 사범대학 국어교육과의 교육 목표인 사고력을 신장시킬 수 있는 교수·학습 방법이 개발될 필요가 있다. 넷째, 사범대학 국어교육과의 교양과목에서 ‘사고력’과 관련한 교양 강좌를 늘릴 필요가 있다. Recently, in accordance with the paradigm of 'competence-centered education' that elementary school, middle school, and high school education focuses on, there is an obligation to raise core competencies in curriculum for preliminary Korean teachers in teachers’college. Therefore, this paper focused on 'critical and creative thinking skills' among Korean curriculum competencies and targeting preliminary Korean language teachers who are studying Korean language education in teachers’ college of K University located in Kyungsangnamdo Province, diagnosed integrative thinking skills among core competences. Based on the analysis of the result, it explored implications to improve Korean language education curriculum which can contribute to the integrative thinking skills of preliminary Korean language teachers. Analysis of the preliminary Korean language teachers of K university, evaluative ability was the highest in integrative thinking skills. Compared with university students in non-metropolitan areas, they had higher scores of thinking skills but compared to university students in metropolitan areas, they had lower scores. Based on the research findings, the following implications of improving Korean language education curriculum were deduced. First, it is necessary to develop teaching and learning methods to enhance thinking skills in Korean language education curriculum. Second, it is necessary to prepare a system that can manage the level of thinking skills for oneself by regularly diagnosing the thinking power of Korean language teachers in Korean language education curriculum and analyzing the changing patterns and trends of thinking skills. Third, in the liberal arts courses of the Korean language education department of teachers’ college, there should be a quantitative and qualitative expansion of classes related to 'thinking skills'.

기능 심화형 한국어 교재 개발의 실제 - 「경희 한국어 읽기」 교재를 중심으로 -

이정희 국제한국어교육학회 2016 한국어 교육 Vol.27 No.2

Jung-Hee Lee. 2016. A Study on the Development of an Intensive Skills-based Korean Language Textbook -Based on the Kyung Hee Korean Reading Textbook. Journal of Korean Language Education 27-2: 193-228. The purpose of this study is to introduce the approaches and contents of a reading skills-based textbook developed by the Institute of International Education at Kyung Hee University. Moreover, the aim of the study is to compare the differences in language achievement between using an integrated reading textbook and an intensive skills-based textbook, and to further discuss the effects of developing an intensive skills-based textbook. In the context of Korean language education, reading and writing skills have not been sufficiently dealt with in classes and rather recognized as a secondary feature due to the emphasis of the communicative approach stressing speaking and listening skills. However, the advantages of an intensive skills-based reading textbook is that it focuses solely on reading skills, and therefore, aims to immerse the learners in real-world language contexts to acquire the specific language feature. Another advantage of the intensive skills-based textbook is that since it solely focuses on one function of language skills, a variety of topics and reading text genres can be accessible. In addition, as in the case of integrated textbooks, it dispels the concern that the detailed steps for improvement in each skill may possibly be overlooked. Moreover, it dismisses the concern that reading may be used as a secondary feature to learn vocabulary and grammar rather than the function itself. This study examined the reading abilities of 61 learners who studied with integrated textbooks from Basic 1 level to Advanced 1 level for five semesters and compared it with 57 learners who studied with intensive skills-based textbooks. Eight questions regarding ‘understanding factual information” and six questions on “making inferences” from the Korean Proficiency test (TOPIK) were provided and the results were compared. As a result, there was a meaningful difference of the score between the two groups which demonstrates that learners who were exposed to intensive skills-based textbooks showed better performance.

한국거주 외국인유학생들의 한국어능력별 영어에 대한 태도변화

최진숙(Choi Jin sook) 한국사회언어학회 2017 사회언어학 Vol.25 No.3

This study aims at identifying the international students attitudes towards English change as per their Korean skills after learning English over one semester. Sixty international students, who consisted of three groups as per their Korean skills, participated in the questionnaire survey at the beginning stage of the class. After one semester, the same questionnaire was given to the participants. Two questionnaire surveys showed similar results: the participants with a higher level of Korean skills demonstrated more favorable attitudes towards English and were less fearful in learning English, compared to those with a lower level of Korean skills. The attitude changes were also different as per the Korean skills: when compared to the attitudes at the beginning, while the participants with a higher level of Korean skills changed more favorably towards learning English, the participants with a lower level of Korean skills showed no attitude changes or picked up less favorable attitudes, and their fear about learning English rather increased. This study implies that English learning may improve English skills for the international students with a higher level of Korean skills but does not affect those with a lower level of Korean skills.

일본의 한국어 교재의 실태와 개발 방향

김수정 국제한국어교육학회 2005 한국어 교육 Vol.16 No.2

This paper focuses on considering about developing Korean textbook with analyzing korean textbooks which has used a lot as foreign language at universities in Japan. In Japan, Korean textbook has published with much concerned about linguistic knowledges not language education. There are some considerations which might have to consider the developing of Korean textbook. (1) It is necessary to develop various listening textbooks and conversation textbooks not concentrating on pronunciation drills, phonological variations, spellings etc. Korean textbooks have to meets needs of learners who are studying Korean now in Japan, (2) Korean grammar is similar to Japanese grammar in some aspects. So, it is possibility to present grammar items in different ways to generalized(not considering specific countries or languages) Korean textbook. Because of some grammatical convergences, for example, some kinds of Chinese Characters, Josas, Omis and vocabularies etc, It is possibility to explain teaching points as 1:1 corresponding to each other, but some textbooks have overgeneralized this kind of linguistical convergences and ignored Korean learning steps. It is necessary to reconsider about applying contrastive linguistics on Korean textbook. (3) It is needed to develop the balance of grammar-translation oriented textbook and communicative approach oriented textbook. On the basis of Korean-Japanese contrastive analysis research, it is necessary to extract educational elements of Korean teaching.

Unique Contribution of Korean Literal, Inferential, and Evaluative Comprehension Skills to English Reading Comprehension

허윤지 한국영어학회 2014 영어학 Vol.14 No.4

The present study was designed to examine the relationship between Korean literal, inferential, and evaluative comprehension skills and English reading comprehension, compared to English linguistic knowledge, in Korean EFL context. Furthermore, unique predicting power of each Korean comprehension skill in explaining English reading comprehension was measured. For this study, fifty four Korean middle school students were recruited as participants, and their Korean comprehension skills (literal, inferential, and evaluative skills), English linguistic knowledge (vocabulary and grammar), and English reading comprehension performance were assessed and analyzed. The findings of this study demonstrated that all variables were significantly correlated to English reading comprehension, but English linguistic knowledge was more predictable in accounting for English reading comprehension than Korean comprehension skills. In addition, among Korean comprehension skills, only Korean literal comprehension skill explained uniquely and significantly English reading comprehension. Some speculations regarding the findings were discussed in the latter part of the article.

한국문화 선행학습을 통한 의사소통능력향상 수업 사례 : 여성 결혼이민자를 대상으로

김태린(Kim Tae Lin) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.19

본 연구는 여성 결혼이민자를 대상으로 한국문화를 선행하여 학습한 후 학습자 모국 문화를 학습함으로써, 의사소통능력이 향상되었음을 실제 수업 사례를 들어 결과를 도출해 내고자 하는 데 목적이 있다. 언어교육에 있어 문화교육은 상호 보완적일 뿐만 아니라, 언어교육의 효과를 더 높일 수 있다는 다수의 선행연구를 살펴보았다. 본 연구를 진행하기 위해 먼저 선행연구를 살펴보았고 연구방법 및 연구 절차를 크게 3단계의 과정으로 나누었다. 1단계에서는 한국문화 주제에 대한 사전 조사를 하고 사전 조사에서 선정한 한국문화 교재 2권에 수록되어 있는 한국문화 주제 목록을 정리하였다. 정리한 한국문화 주제 목록을 학습자들에게 배부하여 배우고 싶은 문화 주제를 선택하게 하였다. 다음으로 학습자들이 선택한 문화 주제를 선호도가 높은 문화 주제부터 순서대로 배열하였다. 2단계에서는 한국문화 주제에 따른 자료 및 영상 자료를 수집하고 한국문화 수업에 필요한 보조 자료를 제작한 후 수업을 진행하였다. 3단계에서는 설문 조사를 실시하여 학습자들의 만족도를 조사하였다. 조사 결과 학습자 98% 이상이 본 연구에서 이루어진 한국문화 선행학습 후 학습자들의 모국 문화를 통한 한국어 수업에서 의사소통능력이 향상되었다고 응답했다. 학습자들이 한국어를 배울 때 한국문화를 이해하면 언어 학습에 좋은 결과를 가져온다는 것을 본 연구의 수업 사례를 통해 입증한 것이다. 특히 본 연구의 다른 선행연구와의 차별성은 학습자들이 모국 문화를 준비하고 발표하는 과정에서 자존감과 자신감이 높아지고 학습 환경을 더 좋게 만들 수 있음을 알 게 되었다. 한국어를 배우면서 한국문화를 배우고 이해하는 과정과 다른 학습자의 문화를 알게 되는 수업 방식에 대해 학습자들은 긍정적인 반응이었고, 학습에 대한 흥미도도 높아져 의사소통능력이 향상되었음을 알 수 있었다. Learner-centered education, even though being recognized as the most adequate educational environment, has been rather vaguely and diversely understood and interpreted among the practitioners in the educational fields. We looked at a number of prior studies that said that cultural education is not only complementary, but also that it can further enhance the effectiveness of language education. This High School first looked at the preceding study to proceed with this study, and in the study method the research procedure was largely divided into three stages. In the first phase, we conducted a preliminary survey of Korean culture topics and compiled a list of Korean culture topics from the second volume of Korean culture textbooks selected in the previous survey. A list of Korean culture topics was distributed to the learners, and the students were asked to choose the cultural topics they wanted to learn in order. Next, the cultural themes chosen by the learners were listed in order from the cultural topics chosen a lot. In the second phase, data and video materials based on Korean culture subjects were collected and auxiliary materials were produced for Korean culture classes. Step 3 conducted a survey to examine the learners satisfaction. According to the survey, more than 98 percent of the learners said they had improved their communication skills in Korean language classes using Korean culture and their own culture in the study. This was demonstrated through the case of intentional classes, which saw that understanding Korean culture brings good results to language learning when learners learn Korean. In particular, the distinction from other prior studies in this study has led to the realization that learners can develop self-esteem and make the learning environment better in preparing and announcing their own culture. In learning and understanding Korean culture while learning Korean, learners could see positive responses and increased interest in learning.

중국유학생들의 한국어능력과 시간제근로와의 관계 분석

최진숙 ( Jin Sook Choi ) 대한언어학회 2015 언어학 Vol.23 No.2

This study investigates the relationship between Chinese students` Korean skills and their part-time work. It was a question whether the international students` part-time work would be helpful for improving their Korean skills or not, because of a belief that putting hours in working can shorten the length of time for studying Korean language. In order to find the answer to the question,the questionnaire survey and in-depth (face-to-face) interviews were carried out with 102 Chinese students. As a result, apart-time work appeared as an important factor in determining their Korean skills: part-time working students had higher Korean skills and showed better improvement than the non part-time students. In addition, attitudes towards Korean language and Korean people were closely related to the part-time work: the part-time working group showed more positive attitudes, compared to the group which had no part-time job. These results imply that, what ever the quality of their work, the Chinese students` working experience in Korea can play a role in improving their Korean skills and forming a positive attitude to Korean language and people.