한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

일반논문 : 국어교육과 한국어교육의 소통

원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151

In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.

한국어 교육에서 한국 현대시 교육 연구의 동향 분석 - 국어 교육 연구와의 비교를 중심으로 -

오지혜 ( Oh Jihye ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-

The purpose of this study is to draw implications for the future research on teaching modern poetry in Korean education as a foreign/second language by examining < research on teaching contemporary poetry education > conducted in the field of Korean language education as a foreign/second language and Korean language education as a mother tongue for the past 10 years. Accordingly, a total of 170 prior studies, that is, 129 papers in 16 academic journals and 41 papers for master’s and doctoral degrees published over 10 years from 2011 to 2020 in the field of Korean language education as a foreign/second language and as a mother tongue were analyzed. Above all, in relation to the texts of modern poetry, the frequency and tendency of poets and works were examined. Next, in terms of modern poetry education methodology, it was divided into approaches, educational contents, and teaching-learning. First. The approach was divided into educational purpose and epistemological point of view, and the latter was further categorized into theoretical foundation, perception and perspective on poetry education. Second, the contents of modern poetry education were divided into educational elements, attributes, and items. Third, modern poetry teaching-learning was examined by dividing it into principles, methods, activities, and materials. Based on the above framework, we compared and contrasted researches on Korean language education as a foreign/second language and as a mother tongue to examine what modern poetry education as a literary education has in common in both of them. In addition, unlike Korean language education, we looked at what is specifically reflected in Korean literature education as a foreign/second language. Based on the results of the analysis, it is expected that it will be possible to set the direction for the study of modern poetry education in the field of Korean language education as a foreign/second language in the future, and furthermore, for the field of education.

재외동포, 이주 및 다문화 배경 구성원 대상 한국어 교육 정책에 대한 소고 -외교부, 법무부, 여성가족부의 한국어 교육 사업을 중심으로-

서진숙,장미라,김지형,봉원덕 한민족문화학회 2022 한민족문화연구 Vol.80 No.-

The purpose of this study was to derive implications for the policies on the Korean language education by examining policies and major projects and considering problems of the Ministry of Foreign Affairs, the Ministry of Justice, the Ministry of Gender Equality and Family which are the government departments that oversee Korean language education policies for foreigners in Korea and abroad. With the examination of The Korean language education policies and project data of each ministry from the 2000’s to the first half of 2021, the changes and characteristics of major projects were described as four criteria: curriculum and textbook development, teacher training, education support and integration/liaison between curriculums. When the documents of the three ministries were categorized according to the analysis criteria, the documents in the curriculum and textbook development area were the most common as 73(47.1%), the area of education support was 40(25.8%), the area of teacher training was 37(23.9%) and the area of integration/liaison between curriculums was 5(3.2%). This showed that the three ministries focused most on the curriculum and textbook development area and the rest of the standards differed slightly by ministry. The result of examining the characteristics of work showed that all three ministries were conducting Korean language education business by targets. With the diversity of the purposes of learning Korean language and the complexity of beneficiaries of the Korean language education business, it was found that there were limitations in business categorized by targets. In the development of Korean language textbook, all three ministries were relatively well coordinated with the National Institute of Korean Language the primary concern department. It was also confirmed that the Ministry of Foreign Affairs and the Ministry of Justice focused on developing their own educational materials according to their departmental characteristics. In terms of teacher training, the Korean language teacher certificate under the supervision of the National Institute of Korean Language was recognized. However the Ministry of Foreign Affairs was promoting a system such as the Hangul school teacher certification system. And the Ministry of Justice was making efforts through multi-cultural society specialist program and the Ministry of Gender Equality and Family through re-education of visiting Korean language teachers. To consolidate policies, it was still necessary to operate a higher level department dedicated to the reorganization and the operation of the Korean language education policies. It was also confirmed that it was necessary to accumulate information in big data on beneficiaries and non-beneficiaries of Korean language education. 이 연구는 국내외 외국인 대상의 한국어 교육 정책을 주관하고 있는 정부 부처인 외교부, 법무부, 여성가족부의 한국어 교육 정책과 주요 사업을 살펴보고 문제점을 고찰하여 각 부처의 한국어 교육 정책에 대한 시사점을 도출하고자 하였다. 이에 2000년대부터 2021년 상반기까지 각 부처의 한국어 교육 정책과 사업 자료를 확인하고 주요 사업의 변화와 특징을 교육과정과 교재 개발, 교원 양성, 교육 지원, 교육과정 간 통합/연계의 4가지 기준으로 기술하였다. 세 부처의 문서를 분석 기준에 따라 통합하여 분류하면, 교육과정과 교재 개발 영역의 문서는 총 73개(47.1%)로 가장 많이 나타났으며, 교육 지원 영역은 40개(25.8%), 교원 양성 영역은 37개(23.9%), 교육과정 간 통합/연계 영역은 5개(3.2%)로 나타나, 세 부처 모두 한국어 교육과정과 교재 개발 사업에 가장 많은 비중을 두고 있는 것을 알 수 있었으며, 나머지 기준은 부처별로 약간의 차이가 나타났다. 세 부처별로 업무의 특성을 살펴본 결과, 세 부처 모두 대상별로 한국어 사업을 진행하고 있었다. 그러나 외국인의 한국어 학업 목적이 다양하고, 한국어 사업의 수혜 대상이 복잡해지고 있어 대상별 사업의 한계가 있음을 알 수 있었다. 한국어 교재 개발에서 외교부, 법무부, 여성가족부는 주무부서인 국립국어원과의 협력이 비교적 잘 이루어지고 있으나 외교부와 법무부는 부처별로 특성에 맞게 자체 교육 자료 개발에도 집중하고 있음을 확인하였다. 교원 양성 측면에서는 국립국어원이 주관하는 한국어교원 자격을 인정하고 있으나 외교부는 한글학교 교사 인증제와 같은 제도를 추진하고 있으며, 법무부는 다문화사회전문가, 여성가족부는 방문 한국어교원 재교육 등에도 노력을 기울이고 있었다. 이러한 점 등을 고려할 때 대상별로 각기 이루어지는 한국어 교육 정책에 대한 정비와 한국어 교육 정책을 전담할 수 있는 상위 부서의 운영이 여전히 필요함을 알 수 있었으며, 한국어 교육 수혜자 및 미수혜자 등에 대한 정보를 빅데이터로 축적할 필요가 있음을 확인하였다.

북한의 한국어교육 회화교재 분석 연구 −조선어회화, 조선어회화2를 중심으로−

이관식 국제한국어교육학회 2005 한국어 교육 Vol.16 No.1

Teaching material is very important for Forigen language education. It is like that development of teaching material and research more are important even from the Korean language education for the foreigner. Good teaching material have to equip standardization of proper style and abundant contents.The teaching material which it made with local language and the teaching material which it suitable in studying objective are necessary. Recently the Korean language education teaching material development aspect of domestic still is feeble but developmental. Though the Korean language education present condition, data and education policy of North Korea which the Korean language education is a different subject does not know well. It is because the political actuality and collection of data are insufficient. This treatise in order to understand the Korean language education of North Korea it analyzed the “North Korean language conversation” and the “North Korean language conversation(II)” it is the Korean language education teaching material of recent times of North Korea. For that reason the objective of the treatise which it sees magnifies the scope of the Korean language education teaching material research is one thing. In addition the result of the dissertation which it sees help becomes hopes in the Korean language research.

한국어 문화교육의 내용과 방법

윤여탁 한국언어문화교육학회 2011 언어와 문화 Vol.7 No.3

This study is focusing on the cultural education in Korean language education as a foreign language. Recently, not only instrumental value of language but the importance of cultural education of target language has been brought up in a field of language education. In account of this, the concept of teaching-learning has been developed to permit and/or adjust disparity of language and intercultural competence. According to this point of view, the encountered literature and culture in a foreign language education functions as authentic texts a language learner should study to learn target language. As well as the notion that language, literature, and culture should be integrated has been recognised in the field of foreign language education and second language education. Culture, the major issue of the current study, has been defined in diverse contexts and concepts; such diversity leads to a bias toward the belief that the culture is inscrutable and abstract so that it is unteachable. As facing internal and external challenges of the culture and skeptical criticism, the researchers of cultural education have tried establishing the status of the academic field of Korean Language Education as a foreign language. As a result, the culture in Korean language education is considered as a concrete figure, not merely a teaching-learning instrument. Cultural competence in Korean language competence is regarded as important educational content in the same manner. In this context, this study has examined the current state of the contents of Korean cultural education and the reality of cultural education was reviewed by using Korean literature works. In this regards, it was conducted to suggest the aim of Korean cultural education which has characteristics of integrated teaching-learning.

지구 언어 생태계의 변화와 (한)국어교육의 미래

윤여탁 ( Yoon Yeotak ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163

This paper focuses on changes in the global ecology, particularly regarding the tendency toward globalization and advances in technology that are known as the Fourth Industrial Revolution. For example, the pursuit of universality predicts the disappearance of several languages, and the development of cognitive science and technology encroaches on the functional use of languages, such as for interpretation and translation. In view of the changing language ecology of modern society, this paper seeks to predict the future of Korean language education. This paper is based on the premise that the diversity and specificity of languages and culture should be respected in modern society. While considering changes in the global language ecology, this paper discusses the future of the Korean language and Korean language education in the context of national identity and cultural representation. In addition, this paper examines the challenges of Korean language education in the context of the “multiliteracies” that focus on the diversity of language and culture, and the influence of media technology. In this paper, this paper traces the development of Korean language education as a native language and Korean language education as a foreign language in the perspective of nationalism regarding changes in the global language ecology. Specifically, this paper proposes directions and ways to expand the ecology of Korean education, in terms of language and cultural education, and discuss the future of education. In conclusion, this paper emphasizes the importance of Korean language education as a native language in the contemporary global language ecology, where language and cultural diversity and media influence are increasing.

문화유산을 활용한 한국어 문화교육 방안 연구 - 고급 학습자를 중심으로

이가원 한국현대문예비평학회 2019 한국문예비평연구 Vol.- No.64

The importance of cultural education in Korean language education has long been emphasized, because the language of a country is closely bound up with learning about the culture of the nation. Indeed, cultural education is of great importance for learning a foreign language, and the necessity of education that focuses on fostering an ability to interpret the customs of the discourse community rather than offering fragmental knowledge of culture should be stressed. In fact, however, current cultural education for teaching Korean has just been conducted as what's additionally needed for language education, though the importance of cultural education is recognized. Cultural education is included in the curriculums of educational institutions that teach the Korean language, but this education is provided just fragmentarily as part of the language curriculum. Cultural education cannot be successful if it is offered fragmentarily without considering actual contexts. Therefore it should be avoided to present cultural information only as supplementary materials or without being properly connected to what's taught in class. Instead, it's advisable to teach learners to infer naturally about the given contexts by presenting practical materials. To make it happen, the kind of educational method that provides a variety of contents for learners to experience, apply and analyze in person is required. In recent years, the number of learners who learn Korean is on the rise, and their motivation, learning goal and needs are diversified. Besides, they have a strong cultural achievement motivation in accordance with their learning goal and needs. The example is learners who major in the Korean language, Korean studies, Korean culture, Korean history and Korean economy. Accordingly, cultural education for teaching Korean should be conducted in a systematic and diverse way in consideration of the goal and level of learners. In this study, problems with cultural education for teaching Korean are pointed out. Cultural education mostly centers around daily linguistic culture, and this education is not diverse enough to satisfy the needs of advanced learners. Korean culture is presented just briefly or as supplementary materials that aren't properly linked to what's taught in class. Therefore how to provide cultural education for teaching Korean by taking advantage of cultural heritage was explored in this study. Cultural heritage is one of educational items to improve the Korean cultural competency of advanced learners. That represents national culture, history and identity and is an educational material which shows the unique features of the nation and can gain empathy as universal value of mankind at the same time. Specifically, the cultural contents industry is lately very dynamic along with growing concern for cultural heritage, and cultural education that utilizes cultural heritage seems to be of great use. The purpose of this study was to examine textbooks, cases of cultural experience and contents used in cultural education for teaching Korean in an effort to determine the state of the utilization of cultural heritage in Korean language education. And it's also meant to shed light on the educational value of cultural heritage and to seek ways of taking advantage of it in cultural education for teaching Korean. Cultural education for teaching Korean that uses cultural heritage is expected to make a contribution to the improvement of the Korean proficiency of advanced learners by increasing their understanding of Korean society and culture, and that also is expected to exercise a positive influence on the diversification of cultural education for teaching Korean in terms of level and content and on the improvement of practical teaching. 본 연구의 목적은 외국어로서의 한국어 교육에서 문화유산의 교육적 가치를 밝히고, 이를 활용한 한국어 문화교육 방안을 제시하는 데에 있다. 최근 한국어 학습자의 증가로 한국어를 배우는 동기와 목적, 학습자의 요구 등이 다양화되었고, 이에 따라 문화적 성취동기도 높아지게 되었다. 언어에는 다양한 문화적 내용이 담기게 되므로 언어 능력의 증진을 위해서는 문화적 이해가 필수적으로 전제된다고 볼 수 있다. 특히 한국어와 한국학 관련 전공자들은 한국어와 한국문화에 대한 깊은 이해가 선행되어야만 전공 학습과 학문적 성취가 가능하기 때문에 문화교육의 중요성이 더 강조된다고 볼 수 있다. 한국어 문화교육은 학습자의 목적과 수준에 따라 다양하고 체계적으로 이루어져야 하며, 문화에 대한 단편적인 지식보다는 목표어 문화 구성원들의 관습을 해석할 수 있는 문화능력 증진에 중점을 두고 이루어져야 한다. 본 연구에서는 한국어 문화능력을 높일 수 있는 교육 항목으로 문화유산에 주목하고 이를 활용한 문화교육 방안에 대해 살펴보았다. 민족문화와 역사, 민족의 정체성을 담고 있는 문화유산은 민족마다의 고유성을 지니면서도 인류 보편적 가치에 대한 공감을 이끌어낼 수 있는 교육소재이다. 특히 최근 문화유산에 대한 관심의 증가로 문화 콘텐츠 산업이 활발하게 이루어지고 있으므로, 이를 활용한 문화교육은 매우 유용하리라 판단된다. 본 연구는 한국어 문화교육에서 문화유산의 교육적 가치를 밝히고 문화유산 콘텐츠를 활용하여 실제적인 교수방안을 제시했다는 점에서 의의가 있다. 앞으로도 수준별・내용별 문화교육 프로그램의 다양화를 위한 다각적 방향에서의 연구가 이어지기를 바란다.

외국인 근로자 대상 한국어 교육과정 개발을 위한 기초 연구

박진욱,이준호,임형옥 국제한국어교육학회 2023 한국어 교육 Vol.34 No.4

This study is a basic study to develop a curriculum for foreign workers. It examines the operation status of Korean language education institutions targeting foreign workers staying in Korea, and conducts FGI for managers and Korean language teachers at foreign worker support centers. The purpose is to derive implications for reference in curriculum development. Korean society is currently experiencing many difficulties in maintaining national competitiveness and social infrastructure due to a decline in absolute and productive population. Therefore, in order to respond to this crisis of population cliff, the government is actively seeking to bring in foreign production personnel into the country. Currently, the research results on Korean language education for foreign workers are relatively insufficient and the proportion is not large. Accordingly, this study believes that the development of a curriculum for foreign workers is urgent and seeks to conduct basic research for this purpose. To achieve this, we need to find out where and how foreign workers are currently learning Korean, as well as what kind of textbooks they are using to learn Korean. In addition, it will be necessary to set the direction of development of the future Korean language curriculum by collecting opinions from expert groups at institutions providing Korean language education to these students.Therefore, in this study, we will first analyze and report on the concept, status, and types of foreign workers, and then examine the operation status of Korean language education institutions for foreign workers and existing textbooks for them. Through this, we would like to identify problems in Korean language education for foreign workers. In particular, this study intends to conduct in-depth interviews with managers and Korean language teachers at the Foreign Worker Support Center who directly educate foreign workers in Korean, and through this, set the direction for the future development of the Korean language curriculum.

국어와 한국어 구어교육 비교 연구

임칠성 ( Chilseong Im ) 한국화법학회 2015 화법연구 Vol.0 No.30

Some differences exist in oral communication education between Korean as a foreign language (KFL) and Korean as a native language (KNL). The former aims to raise Korean students’ ability to utilize their native language while the latter aims to teach foreign students to effectively use Korean. The gap is not confined to education, but also its contents and methods, and is significant due to different conceptual processes. Therefore, different educational approaches are required. Considering students’ different perceptions, educators must seek solutions in learners’ inner process, rather than institutional areas. Educational contents and methods are compared in terms of aims, learners’ inner thinking process, and the language usage context. First, regarding leaners’ aims, Korean native learners aim to raise thinking ability, maintain good relationships, identify fundamental solutions to problems, and establish their language as a cultural asset, while foreign or second language learners seek to improve linguistic abilities to understand and speak Korean and grasp its cultural foundation. Second, regarding their thinking process, native language learners comprehend and express without another language while most foreign language learners are affected by their mother tongue. Thus, Korean oral communication education should focus on developing learners’ thinking ability, including accuracy, while Korean as a foreign language and Korean as a native language education should encourage them to comprehend various contexts and to communicate with each other and share experiences using Korean.