귀국 대학생의 다중언어 습득과 제2언어 자아 변화 경험에 대한 내러티브 탐구

김용걸 ( Kim Yonggeol ) 서울대학교 국어교육과 2022 先淸語文 Vol.50 No.-

The purpose of this study was to conduct a narrative inquiry into the multilingual acquisition and second language self-experiences of Korean returnee university students and to understand the significance of their stories and experience. The “inquiry of the multilingual acquisition and second language self-experiences of Korean returnee university students” and the “significance of multilingual acquisition and second language self-experiences of Korean returnee university students” were set as the research puzzles for this study. Korean returnee university students are more simultaneous multilingual learners than being multilingual by learning an additional language other than their primary language. The identity of the languages acquired by the returnee university students is divided into the majority languages, which become the key to enter the mainstream society and the minority languages that represent their originality. The differentiated languages are each learned and used, leading to the creation of the second language motivational self in respect to the imagined communities and the imagined identities the returnee students wish for. Afterward, the students experience changes in their second language selves, which are an attempt to adjust the discrepancy with the motivational self, created through their second language motivational self system. Narrative inquiry, the research methodology used in this study, is an approach used to study human lives in a way that respects and understands the study participants’ experiences. It was the most suitable method for this study as it can draw the true significance of the study participants’ experiences. More specifically, this study observed the following steps for this research; first by “being in the field,” transitioning “from field to text,” “and retelling of the intermediate research text into the research text.” Five university students who had spent 12 years or more years abroad attending elementary school, middle school, and high school and returning to Korea to enter Korean universities were selected for this study. The field text for this study was collected by conducting interviews with each participant and asking them to write their biographies on their language learning experiences. The participants reviewed the intermediate research text before the final research text was completed. The narrative inquiry on the second language self change experience showed that the participants had critical events that led to changes in their selves. For returnee university students, the critical event was the changes in time and space by moving to a foreign country and returning to Korea. Based on this finding, this study classified the multilingual acquisition and the second language self change experience of returnee university students into the temporal and spatial axis and the multilingual axis, and the conditions for generating such experiences were categorized into internal and external factors, previous experience, and predicted experiences to create the narrative. In Chapter 5, this study compiled a research text on the significance of conducting a narrative inquiry on the experiences of Korean returnee university students. First, this study examined returnee university students’ abstract and personal experiences in the light of previous studies and theories. This study also identified the second language learning experiences that served as critical events that changed the second language selves of the returnee university students by closely examining the participants’ experiences. Furthermore, this study confirmed the characteristics of the Korean self, which are found in the experiences of the returnee university students and differentiate their experiences from the experiences of learners from different cultural backgrounds. By approaching the returnee university students’ Korean language learning experiences from the perspective of the second language self, this study confirmed that the Korean language capacity of returnee university students is not a result of the loss of knowledge but was due to a lack of experience. Finally, the study participants identified the motivational self meaningful in their history of language learning by meta-recognition of their experience through the narrative inquiry, and this inquiry process became a second language learning experience for the participants, allowing them to do so to set a new motivational self. Lastly, this study confirmed the significance of narrative inquiry on the personal, practical, and social levels. First, on the personal level, the researcher also experienced a change of self from being a Korean speaker to becoming a Korean language education researcher by conducting this collaborative research for the dissertation. On the practical level, this study gave voice to the returnee university students and called for appropriate Korean education programs for them. On a social level, this study raised the necessity of understanding the unique experiences of the returnee university students, so that they could adjust to the Korean society and universities and maximize their potential as global leaders.

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.

일본에서의 한국어교육의 현황과 과제

김현철 한국초등국어교육학회 2015 한국초등국어교육 Vol.59 No.-

일본에서 외국어로서 한국어교육은 2000년대 이후에는 확고한 기반을 갖고 매년 성장하고 있다. 양적으로 학습자가 늘어나면서 자연스럽게 다양한 문제점도발생하고 있다. 이 논문은 한국어 교육의 문제점에 대해서 진지하게 논의하고 개선해야할 시기에 도달했다는 문제인식에서 출발하였다. 구체적으로 동북대학의사례를 중심으로 현재의 문제점을 제시하고, 그 문제점을 해결하고자 어떠한 시도를 하고 있는지에 대하여 사례 중심으로 서술하였다. 「초수외국어로서 한국어의 특징」, 「조선어 명칭 문제」, 「동북대학 한국어 교육의 현황」, 「이문화이해에서 이문화체험으로」가 중심적인 내용이다. 「초수외국어로서 한국어의 특징」에서는 외국어 학습의 목표가 글로벌 인재 양성이지만, 현실적으로 주2회 수업으로 도저히 도달할 수 없는 구조적 한계를 서술하였다. 「조선어 명칭 문제」에서 학술적인 명칭인 조선어의 입지가 점점 약화되고 있고, 특히차별어라는 한계성을 가지고 있다는 문제점을 지적하였다. 「동북대학 한국어 교육의 현황」에서는 초급레벨의 주2회, 중급레벨의 주1회 수업이 가진 한계, 학습자의 의욕 저하문제, 한국어 학습환경에 대한 문제점과 해결방안에 대해서 서술하였다. 「이문화이해에서 이문화체험으로」에서는 동북대학의 SIJAK 서클, 한국인 네이티브 서포트(스터디그룹), SAP(한국체험프로그램)이 어떻게 연계되어 학습동기를 이끌어내고, 한국문화에 관심을 갖게 하는 지에 대한 구체적인 사례를 소개하였다. Since the year 2000, the Korean language has risen rapidly in Japan as a foreign language. Accordingly, there are now many more learners of varying levels and with varying needs and objectives, which has naturally led to the emergence of issues concerning Korean language education. In this paper, I will discuss head on the problems in Korean language education, and I set out on this discussion with the understanding that the time has come to remedy these problems. Specifically, focusing on the examples in Tohoku University, I highlight the present issues and introduce examples that show how these problems are being addressed. The central themes discussed are “the characteristics of the Korean language as a second language,” “the problematic nature of the term chōsen-go,” “the present situation of Korean language education at Tohoku University,” and “the shift from intercultural understanding to intercultural experience.” With regards to “the characteristics of the Korean language as a second language,” I discuss the fact that while the officially stated aim of foreign language education is to nurture globally-oriented human resources, with only two lessons a week, the aim is unattainable. In “the problematic nature of the term chōsen-go,” I argue that the term is increasingly losing its status as an academic term, and that its discriminatory nuance presents another limitation. In “the present situation of Korean language education at Tohoku University,” I discuss the limitations of having twice-weekly beginner level classes and one-weekly intermediate level classes, and I highlight the problem of poor motivation among learners and the issues concerning the learning environment for Korean language. I also discuss strategies to resolve these issues. In “the shift from intercultural understanding to intercultural experience,” I introduce specific examples to show how Tohoku University’s SIJAK (a Japan-Korea exchange circle), Korean Native Support (a study group), and SAP (a Korean experience program) are working together to inspire motivation among learners and raise interest in Korean culture.

외국어로서의 한국어: 학문적 정체성 탐구

김영규 ( Young Kyu Kim ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2013 언어사실과 관점 Vol.31 No.-

This study aims to investigate the identity of an academic discipline, Korean as a foreign language, and examine the sub-classification of the discipline with respect to its academic terminology. To this end, the study explored what similarities and differences had been identified between the terms ``foreign language`` and ``second language`` in the field of applied linguistics and second language acquisition as well as teaching the Korean language, respectively. The use of terms ``Korean as a second language (KSL)``, ``Korean as a foreign language (KFL)``, and ``Korean as a heritage language (KHL)`` in the literature was also analyzed. Based on this exploration, it was suggested that, instead of using such terms which are difficult to make clear distinctions among, the umbrella terms such as ``Korean language teaching`` or ``teaching Korean to speakers of other languages`` should be encouraged to use in the field. Furthermore, from a pedagogical perspective, the study examined the issues of ``who``, ``to whom`` and ``what`` in teaching, learning, and assessing Korean as a foreign language. In consideration of the characteristics of various learner groups in KSL and KFL contexts, it was suggested that differentiated approaches to each learner group are required and that multi-faceted aspects in the Korean language usage should be studied through the analysis of target language use situations.

재외 동포에게 한국어가 갖는 의미 - 재외 동포 한국어 교육의 방향 정립을 위하여 -

조태린 국제한국어교육학회 2010 한국어 교육 Vol.21 No.2

The purpose of this article is to examine the meaning of Korean language for overseas Koreans, finally in order to decide the prospects of Korean language education for them. Firstly, this article reviews some existing studies on this subject. Secondly, the meaning of Korean language for overseas Koreans is investigated by virtue of comparison between the concepts of mother tongue, second language and heritage language. And then, this article tries to propose philosophy or objective as well as future direction of Korean language education for overseas Koreans. Finally, this article is concluded by laying stress not only on appropriateness of approach to Korean language as a heritage language but also on importance of Korean language education which pays due regard to concrete motivation or reason for learning Korean language of overseas Koreans.

중국에서의 한국어(조선어) 교육에 관한 고찰

김영옥 청람어문교육학회 2003 청람어문교육 Vol.26 No.-

이 글에서는 중국에서의 한국어(조선어) 교육의 역사와 현황을 고찰하고 그 성과와 문제점들을 짚어보았다. 중국에서의 한국어(조선어) 교육은 두 가지 의미를 가지고 있다. 즉 조선족들을 위한 민족어 교육으로서의 학교 교육과 중국인을 위한 제2언어로서의 한국어(조선어) 교육이다. 중국에는 약 200만 명의 조선족들이 살고 있다. 그들은 중국의 소수민족(少數民族) 교육 정책에 따라 어릴 적부터 정규적인 민족어 교육을 받을 수 있다. 민족 집거(潗居) 지역을 중심으로 유치원부터 고등학교까지 한국어(조선어) 교육이 보편화되어 있으며, 「조선어문(朝鮮語文) 」,과 「한어문(漢語文)」을 동시에 배운다. 제2언어로서의 한국어(조선어) 교육은 주로 중국인을 대상으로 하고 중국과 남복한의 여러 분야의 교류에 필요한 인재와 전문 인력을 양성하기 위한 교육이다. 현재까지 중국에서의 한국어(조선어) 교육은 비록 굴곡적인 과정도 거치기는 했지만 매우 큰 성과를 이룩하였다. 그러나 한국어(조선어) 교육에 여러 가지 한계와 문제점들이 존재하고 있는 것도 엄연한 사실이다. 중국에서의 한국어(중국어) 교육의 이러한 한계와 문제점들은 중국 교육 제도와 교육 과정 자체와 연관되기도 한다. 그러나 교재 ·문법체계·고유문화 등 여러 가지 면에서 남북한의 전폭적인 지원과 밀접한 교류와 협력이 절대적으로 필요한 문제 이기도 하다. 중국에서의 한국어(조선어) 교육을 더욱 활성화하고 발전시키려면 한국어(조선어) 교육에 관심이 있는 모든 사람들의 지속적인 노력이 필요할 것이다. The purpose of this study is to investigate the history and the actual conditions of the Korean Language Education in China and get the results and problems of it. There are two meanings in the Korean Language Education of China. One is the racial language education for China-Koreans in schools and the other is as the second language for Chinese. China has about two millions of China-Koreans. They can be educated regularly in racial language from their childhood according to the Educational Policy for a minority in China. The Korean Language is educated generally from kindergarten to high school around China-Koreans town. China-Koreans learn both Korean Language and Chinese Language. The Korean Language Education as the second language is generally for Chinese and for raising a man of ability and professional work forces needed in various parts of exchange between China and South and North Korea Up to now, the Korean Language Education in China obtains excellent results in spite of the difficult process. However, there are also many limits and problems in the Korean Language Education, This problem in China is related to Chinese Educational System and the Curriculum itself. And the problem needs strong support, exchange and cooperation between South and North Korea in many areas such as teaching materials, grammatical system and traditional culture. It needs continuous concerns and efforts of the people to activate and develop the Korean Language Education in China.

한국어교원의 역량강화를 위한 재교육 방안 연구 - 한국어(KSL) 교육 과정을 중심으로 -

이진경 ( Lee Jin Kyoung ) 한국사상문화학회 2017 韓國思想과 文化 Vol.86 No.-

다문화 배경 학습자의 학습 능력을 향상시키기 위해서는 학습 도구로서 한국어 능력을 향상시킬 수 있는 한국어교육이 우선 되어야 한다. 이를 위해서 이중 언어 강사를 활용하기보다는 전문성을 갖춘 한국어교원을 통해서 교육이 되어야 한다. 그리고 학습자에 대한 이해와 의사소통은 다문화 상담사나 다문화 언어 강사와 같은 전문가를 채용 및 활용하여 한국어교육과는 분리시켜야 할 것이다. 이중언어강사, 다문화언어강사와 차이를 두기 위해서는 한국어교원의 전문성이 더욱 확보되어야 한국어교원의 역할이 확대될 것이다. 이를 위해 본고는 한국어교원의 전문성을 높이고자 교육기관에서 요구하는 한국어교원의 역할과 업무를 점검해 보고, 이에 따른 한국어교원의 준비도를 파악하고 이를 바탕으로 한국어교원의 재교육 내용을 정리해 보았다. 이를 분석한 결과, 한국어교원들이 다문화 배경 학습자의 특성에 대한 이해가 부족한 점을 찾을 수 있었다. 또한 재교육 내용으로 제일 선호하고 있는 것은 다문화 배경 학습자를 위한 초·중·고등학교 한국어(KSL) 교육과정과 교육내용과 학습한국어에 대한 이해와 방법에 관한 것이었다. 이를 바탕으로 한국어(KSL) 교육 담당을 위한 재교육 내용은 `초중고등학교 학습자에 대한 이해`, `한국어(KSL)교육에 대한 이해`, `한국어(KSL) 교육에서의 교수 능력`, `학교 직무 능력`으로 크게 나누어 세부 내용을 제시하였다. In order to improve the learning ability of multicultural learners, Korean language education that could improve their Korean language ability as a learning tool should come first. Instead of using bilingual instructors, they should be educated by Korean language teachers equipped with expertise. The communication and understanding of learners should be separated from Korean language education, by recruiting specialists like multicultural counselor or multicultural language instructor. To be differentiated from bilingual instructors and multicultural language instructors, Korean language teachers` expertise should be more secured to expand their roles. Therefore, this paper reviewed Korean language teachers` roles and work required by educational institutes to increase their expertise, understood their preparation, and then summarized the retraining contents for them based on it. In the results of the analysis, Korean language teachers were lacking in understanding of the characteristics of multicultural learners. Also, the retraining contents most preferred included the curriculum and educational contents of KSL of elementary/middle/high school for multicultural learners, and the understanding and methods of learning Korean language. Based on it, as retraining contents of KSL, the detailed contents were suggested like `understanding of learners in elementary/middle/high school`, `understanding of KSL education`, `teaching ability in KSL education`, and `school job ability`.

슬로베니아에서의 한국문학 교육 방안 연구

강병융 고려대학교 한국언어문화학술확산연구소 2016 Journal of Korean Culture Vol.33 No.-

This study explores the new educational utility of Korean literature for Slovenian (and European) students. A normally prevalent teaching methodology in Korean studies is 'First-Korean language, Second-Korean literature'. It means that after mastering the language, can literature be studied. But in Slovenia it is hard to find anyone who masters Korean language among students who are interested in Korean literature. So, in this essay, I introduce a new methodology ‘First-Korean literature, Second-Korean Language’. Thanks to LTI Korean and ArKo many works of Korean literature have recently been translated from Korean to English and various European languages. Korean writers have gained international reputations like HAN Kang and SHIN Kyung-sook. So, students in Slovenia also study Korean literature by reading modern Korean fictions in English or in many other European languages. So they can read the Korean literature and write and discuss about it. By following this approach, the students who read Korean works could become interested in the Korean studies. And it becomes easier to understand Korean culture, 'Koreaness' and Korean language. As part of the effort to revitalize Korean studies education, encouraging the reading and discussing of literary works is absolutely viable. 슬로베니아뿐만 아니라, 한국학을 연구하고 교육하는 거의 모든 나라에서 한국어 교육이 한국문학 교육보다 우선시 되어 왔다. 언어가 한 나라를 이해하는 가장 중요하고도 필요한 도구라는 견지에서 볼 때, 이러한 사실은 타당하다고 볼 수 있다. 뿐만 아니라, 한국문학 번역물, 한국 대표 문인의 부재가 해외에서의 한국문학 연구와 교육의 장애물이었다. 하지만, 최근 한국문학번역원, 한국문화예술위원회 등의 노력과 더불어 번역가들의 자발적인 관심까지 더해져 한국문학이 영어 및 다양한 유럽어로 번역되고 있다. 이에 따라 해외에서 한국문학을 교육하는 방식도 재고될 필요가 있다. 모국어 (혹은 영어로) 한국문학을 읽고 연구하고, 토론하고 심지어 한국 작가를 직접 만날 수도 있게 되었기 때문이다. 이에 슬로베니아에서의 한국문학 학습은 어학(한국어)과는 상관없이 진행되고 있다. 실제로 한국문학 작품을 읽고, 토론하고, 해당 작품에 대해 한국어가 아닌 모국어 (혹은 영어)로 과제를 제출하는 이른바, “한국어 없는 한국문학” 수업을 실시하고 있다. 아직은 시범 시행 단계에 가깝지만, 이러한 시도가 한국학의 지평을 넓히는 데는 물론이고, 더 나아가 슬로베니아 인문학 교육에도 긍정적 효과를 줄 것으로 확신한다.

한국어교육에서 한국문학의 위계별 교수사례안

신주철 국제한국어교육학회 2006 한국어 교육 Vol.17 No.2

Until now, it has been discussed considerably to teach about the Korean Literature as a part of the Education of the Korean Language, and some consensus about the course of instruction seems to emerge from the discussions. Literature class as a part of language instruction was suggested in the form of a linguistic model, a cultural model or a human growth model of the instruction. Also, discussants or teachers of the Korean Language who have a practical view on the language instruction tend to appreciate the significance and value of the literary instruction as a way of the Korean Language education. The Korean literary works provide a number of good Korean sentences as well as some contexts or situations in which the Korean Language is exchanged. Despite these discussions and the subsequent consensus, actual plans of the Korean Literature instructions are yet to be prepared. The previous discussants have disregarded the practical issues which might arise from the implementation of the literature instructions. Therefore, a model of literature class developed by those who are mainly interested in practical application of the Korean Literature is urgently needed. The present study proposes a tentative plan for the beginning, intermediate and advanced classes of the Korean Literature while focusing on some famous Korean poems in the past time. The proposal tries to show the usefulness of the Korean literary works for the Korean Language education in that they provide a special training in learning the language. The Korean literary works are not only linguistic materials but also teaching aids instilling the culture of aesthetic sentiments.

중·동유럽 지역에서의 한국문학 교육 연구

강병융(Kang, Byoung Yoong) 중동유럽한국학회 2013 중동유럽한국학회지 Vol.14 No.-

This essay explores the educational utility of Korean literature for European foreign students. A formerly prevalent teaching methodology in Korean studies is 'First-Korean language, Second-Korean literature'. It means that only after mastering the Korean language, can Korean literature be studied. But in this article, we introduce a new methodology ‘First-Korean literature, Second-Korean Language’. Many works of Korean literature have recently been translated from Korean to European languages and some Korean writers have gained international reputations. Students can now study Korean literature by reading modern Korean short stories in English and in many other European languages. By following this approach, students who read Korean works could become interested in the Korean language. And it becomes very easy to understand Korean culture. As part of the effort to revitalize humanities education, encouraging the reading of literary works is absolutely viable. (The University of Ljubljana)