일본에서의 한국어교육의 특징 -KFL의 정체성 재고를 위해-

오대환 ( Dae Whan Oh ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2013 언어사실과 관점 Vol.31 No.-

This thesis is designed to make possible an expanded discussion on how to upgrade the identity of KFL in Korea by elucidating the characteristics of Korean language education abroad, especially in Japan. Korean language education in Japan was from the first beginning the education of Korean as a foreign language, as it is not in Korea, and under the two countries` sociopolitical circumstances, there have existed various goals in Korean language education including ``government and rule``, ``specialized academic discipline``, and ``general purpose``. The current study shows that the purpose of KFL has varied with the time periods and according to public education policy, through a historical examination of Korean language education in Japan. I have also pointed out that having undergone this development, however, Korean language education is not an independent entity on the educational curriculum but has remained under the influence of the education of the other foreign languages including English, and that, unlike learners of other foreign languages, learners of Korean show characteristic aspects in their motivation. In view of such characteristics of Korean language education in Japan, a discussion of KFL in Korea could be conducted in a wider scope.

재일 동포의 한국어에 대한 태도와 학습 동기 강도가 한국어 능력에 미치는 영향

김희상,김효은 국제한국어교육학회 2017 한국어 교육 Vol.28 No.1

This study aims to analyze the effect of attitudes of Korean residents in Japan towards learning the Korean language and their motivational intensity on their Korean proficiency. Data for this study came from a survey on language use of Korean residents in Japan which was conducted in 2016, and questionnaire items referred to language attitude, language use and the degree of understanding language; language use; language learning and Korean ethnic identity. The main results are as follows. First, there were significant differences in Korean language proficiency depending on age, education levels and generation. Second, the control for socio-demographic characteristics, the influence of attitudes towards Korean language on Korean proficiency was statistically significant. However, Korean proficiency was not significantly influenced by motivational intensity. Lastly, moderated effects of immigrant generation in the relation between Korean language attitudes and Korean proficiency were significant. Therefore, the effect of Korean language attitudes on Korean proficiency was more influential on second and third generation Korean-Japanese learners than first generation Korean-Japanese learners. Based on these results, this study suggests that in order to promote Korean language education for Korean residents in Japan, it is required to build positive attitudes toward Korean language, and to consider immigrant generation as a major factor.

韓国人ニューカマーの韓国語継承の問題 ― ニューカマー1世へのインタビュー調査を踏まえて ―

김미연 한국일본학회 2017 日本學報 Vol.113 No.-

The purpose of this paper is to examine the current situation pertaining to language inheritance of Korean newcomers in Japan. Since the late 1980s, as Korean and Japanese economic and cultural exchanges have become more active, Koreans have increasingly taken up residence in Japan. These Koreans are known as newcomers. However, as there are few surveys on the linguistic life of Korean newcomers, the actual situation is not grasped very well. This study attempted to clarify the actual state of Korean language inheritance of Korean newcomers based on interviews with 12 mothers. According to the survey, the children of parents who are Korean speakers are likely to be able to speak the Korean language, but in situations in some places such as rural areas, native language education relies on self-help efforts at home; thus, the inheritance of the Korean language finds itself in a very difficult situation. There are also Korean schools in major cities such as Tokyo and Osaka, but those who attend these schools are at a major disadvantages when entering universities in Japan, which is why they are not preferred by long-term residents. Although Korean newcomers who are parents hope to preserve their children’s ethnic identity in Japan, it is revealed that such ideas are not necessarily linked to maintaining or using the native language. Furthermore, compared with older immigrants, it is pointed out that there is a strong tendency for newcomers to think differently about retaining their ethnic identity and the inheritance of their native language, which generally has a great influence on the establishment of an identity.

일본에서의 한류와 한국어 교육

남상영 이중언어학회 2009 이중언어학 Vol.39 No.-

A Study on the ‘Hallyu’and Education of Korean Language in Japan. Bilingual Research 39, 79-112. One of the major reasons for Hallyu (the increase in popularity of Korean entertainment and pop culture) in Japan was due to NHK’s broadcasting of ‘Gyeoulyeonga (Winter Sonata)’- Fuyunosonata in Japanese - four times since April 2003. Because of an economic down turn in the 90’s Japan lost much of its self-confidence as well as some of its economic power and took more notice of Korean politics, economy, society, culture and education etc. Hallyu contribute not only to the removal of prejudice and indifference but also to change of the Korean image from negative to positive. And it increased the number of Korean language learner in Japan. This paper analyzes the factor of Hallyu and the relation between Hallyu and the number of Korean language learner in Japan. The results clearly show that there was a movement imitate Korean culture before Hallyu has started. The broadcasting of ‘Gyeoulyeonga (Winter Sonata)’in 2003 was the start of Hallyu, and there was a large increase in the number of Korean language learner in Japan there after.

민족교육으로서의 한국어교육에 대한 재일동포 성인의 인식 조사 -규슈·오키나와 지역 민단을 중심으로

이동준 ( Lee Dong-joon ),장미라 ( Jang Mi-ra ) 연세대학교 언어연구교육원 한국어학당 2019 외국어로서의 한국어교육 Vol.52 No.-

The purpose of this study is to find out how do adults of Korean residents in Japan perceive ethnic education, and to see what do they think about Korean language education as the content of ethnic education. Specifically, this study was analyzed by the results of the survey that consist of experience and necessity of ethnic education, the role of ethnic education, Korean language as a content of ethnic education and the experience of Korean learning by adults of Korean residents in Japan. I studied the age-specific trends rather than the generation-specific trends to find out the awareness of Korean residents in Japan for a horizontal view by taking the realities that what kind of background they have grown up and what values do they have, rather than what generation they are, are becoming more important criteria for understanding them into consideration. So far, we have conducted ethnic education with their returning to Korea in mind. It is the time thatan ethnic education which help them to live together in Japanese society and to keep their ethnic identity is desperately needed since most of current Korean residents in Japan are based on the premise of settlement. I stressed that the paradigm of the ethnic education should be changed to foster Korean residents in Japan as global talent that can serve as bridge between Korea and Japan by letting each of them realize the thing that they are not in an eutral position but an important person who can coordinate the positions of the two countries. (Daejeon Business Agency Tokyo Branch· Kyung Hee Cyber University)

일본의 한국어 교육 현황과 과제

Hasegawa Yukiko 국제한국어교육문화재단 2015 국제한국어교육 Vol.1 No.1

Korean language education in Japan has rapidly expanded since the beginning of the 2000s, it has undergone a great change qualitatively. I presented at the Korean Society about the actual situation of the Korean language education in Japan 10 years ago. It has also changed greatly since then. This paper shows the actual situation of the institutions of Korean language education in Japan, such as Korean ethnic schools, universities, high schools, civic courses, and so on. Moreover, recent developments in learning needs, teaching materials and qualities of educators will be shown, and research activities for the qualitative improvement of education in Japan will be introduced. An interesting fact related to learning motivation is that according to a questionnaire survey conducted at more than one hundred universities in Japan, Korean language learners started to learn Korean due to preference rather than its importance or usefulness, when compared with other language learners.

일본의 한국어교육 연구 동향 분석 - 최근 10년의 연구 성과를 중심으로 -

오기노신사쿠 우리말교육현장학회 2019 우리말교육현장연구 Vol.13 No.2

이 연구는 일본의 한국어교육 관련 연구 최근 10년의 동향을 분석하여 해당 분야의 연구 동향을 밝히고, 한국의 일본인 학습자 대상 한국어교육 관련 후속 연구 수행에 유익한 참고 목록을 마련하는 데에 목적이 있다. 분석 대상 논문은 2008년부터 2017년까지 발표된 총 137편이며, 연도, 출신 국가, 출판 유형, 주제별의 4가지 지표로 연구 동향을 분석하였다. 분석 결과는 다음과 같다. 첫째, 연도별로 살펴본 결과, 논문 발표 수가 2007년까지 한 자릿수였다가 2008년부터 두 자릿수가 되고 이후 대체로 증가세에 있음을 확인할 수 있었다. 둘째, 출신 국가별로 살펴본 결과, 일본의 한국어교육 연구임에도 불구하고 한국인 연구자의 비중이 비교적 컸음을 밝힐 수 있었다. 셋째, 출판 유형별로 살펴본 결과, 한국어교육 학회지는 물론 여러 외국어교육 관련 학회지에서도 한국어교육 관련 논문이 다수 발표되었고, 한국어교육의 디지털화 관련 논문의 경우, 외국어교육과도 거리가 먼 학회지에 발표되는 경향을 확인할 수 있었다. 넷째, 주제별로 살펴본 결과, 특히 교육과정 전반 관련 연구가 교육 내용 및 방법과 교재를 중심으로 활발하게 이루어지고, 그 뒤를 이어 발음, 어휘, 문법을 중심으로 진행된 모습을 확인할 수 있었다. Japan has the second largest number of studies on Korean language education for native Japanese learners. However, so far, very few studies have analyzed the kinds of studies being conducted on this topic. This paper aimed to analyze the recent research trend in Korean Language Education for Native Japanese Learners in Japan, focusing on the past decade, and to discover what kinds of characteristics they have. One hundred and thirty-seven papers published from 2008 to 2017 were obtained from the website of an official research information sharing service in Japan. These studies were analyzed by years of publication nationality of researchers, publication types, and research themes. The details are as follows: First, the number of papers shows a mostly increasing trend from 2008. Second, Korean researchers publish more papers than Japanese researchers do in Japan. Third, many academic societies that focus on foreign language education publish papers about Korean language education. Fourth, papers about educational content or methods and teaching materials are mostly published in Japan.

재일한인의 민족정체성에 관한 연구

지충남(Ji, Choong-Nam) 부산대학교 한국민족문화연구소 2018 로컬리티 인문학 Vol.0 No.19

이 연구는 설문조사 분석을 통해 재일한인의 민족정체성을 고찰한다. 설문의 문항은 모국어 활용, 한민족 역사와 문화, 한반도 관심, 재일한인 사회 문제 등 10개로 구성했다. 그 결과, 최고 빈도율은 재일한인 사회의 문제로 인식되는 ‘혐한시위에 대한 반대(73%),’ 최저 빈도율은 한민족의 문화와 관련된 ‘한민족의 전통명절을 가정에서 지내고 있다(30.8%)’로 나타났다. 최고 빈도율은 재일한인들과 직접적 이해관계가 있다는 점에서 긍정적 답변이 많았다. 반면 전통명절에 대한 낮은 빈도는 시대적 가치관의 변화 및 재일한인들이 처한 특수적 상황 때문이었다. 따라서 재일한인의 민족정체성은 자신들과 직·간접적 이해관계의 여부에 따라 높게 또는 낮게 나타났다. 재일한인의 민족정체성은 소멸되지 않았으며, 단지 다양화 또는 약화되고 있었다. 약화를 촉진하는 보편적 요인은 고령세대의 감소, 젊은 세대의 증가와 정주지향성 경향이었다. 개인이 자신의 민족정체성을 선택하는 것은 자기 결정권이자 권리이다. 재일한인의 민족정체성 약화는 국가적·민족적으로 바람직한 현상은 아니다. 재일한인의 민족정체성을 함양시키는 방법은 다양하다. 한국어(조선어) 교육과 모국방문 및 체험을 통한 민족정체성의 강화가 필요하다. This study examines ethnic identity of Korean residents in Japan through survey analysis. The questionnaire consisted of 10 items, including the use of mother language, history and culture of Koreans, interest in the Korean peninsula, social problems of Korean residents in Japan and etc. As a result, the highest frequency rate was ‘Against Anti-Korean Hate-speech demonstration’(73%), which was perceived as a social problem of Korean residents in Japan, and the lowest frequency rate was related to the Korean culture ’Korean traditional holidays are celebrated at home’(30.8%). As the highest frequency rate, there were many positive responses on the point of the direct comprehensive relations with Korean residents in Japan. On the other hand, the low frequency related to the traditional holidays was due to the generational value change and the special circumstances of Korean residents in Japan. Moreover, the ethnic identity of Korean residents in Japan appeared high and low, depending on whether they had direct or indirect interests in themselves. Ethnic identity of Korean residents in Japan had not been extinguished, but was diversified or weakened. The general factors promoting weakness were the decline of elder generations, the increase of younger generations, and the tendency of settlement directivity. It is self-determination and right for individuals to choose their own ethnic identity. The weakening of ethnic identity of Korean residents in Japan is not nationally and ethnically desirable phenomenon. There are many ways to cultivate the ethnic identity of Korean residents in Japan. It is necessary to strengthen ethnic identity through the Korean language education (Joseon language) as well as visiting and experiencing home country.

일본 대학에서의 한국어교육의 현황 : 교육과정, 교사, 학습자를 중심으로

김창구 한국어문화교육학회 2012 한국어문화교육 Vol.6 No.2

이글에서는 일본 대학의 한국어교육의 현황을 교육과정과 교사, 학습자를 중심으로 기술하고, 이를 토대로 향후 일본 대학에서의 한국어교육의 미래를 전망한다. 주지하듯, 이른바 ‘한류붐’과 2002년 한일월드컵을 기점으로 일본에서의 한국어교육은 괄목할만한 성장을 거듭해왔다. 일본 내 한국어 교육의 현황은 10여년전인 2005년 国際文化フォーラム을 통해 대대적으로 실시된 바가 있으나, 최근에는 거의 이루어진 적이 없다. 이번 조사의 결과, <전공한국어> 과정은 현재 약 23개 대학에 설치되어 있으며, <교양한국어> 과정을 설치하고 있는 대학도 전체 대학의 50% 이상을 상회하고 있는 것으로 나타났다. 한국어 담당교원은 모어별로는 한국어를 모어로 하는 교원이 일본어 모어화자 교원보다 더 높은 비율을 차지하고 있었으며, 전공별로는 일본어 및 일본문학 관련 전공자가, 임용 형태별로는 전임강사의 수가 늘어가고 있는 경향을 보였다. 한편, 학습자의 한국어 학습 동기는 십년 전의 그것과 다를 바 없이 매우 낮은 것으로 나타났다. 학습의 목적도 ‘여행’이나 ‘단위 취득’을 위해서인 것으로 나타났다. 이렇듯, 일본 대학에서의 한국어교육은 교육과정도 체계적으로 정립되어 있지 못하고, 한국어교육을 전공한 교원의 수도 부족하며, 학습자의 학습 동기도 높지 않다. 따라서 일본 대학에서의 한국어교육의 발전과 활성화를 위해서 연구자들은 이론에 기반한 실천 연구를 통해 그 성과들을 축적하고, 그것을 한국어교육 현장에 지속적으로 제공하여 교육의 실제와 접목되도록 노력해야 할 것이다. This paper is aimed to look into the current status of Korean language education in Japan’s universities, focusing on curriculum, teachers and students, and to prospect to it’s future, based on the analysis. Thanks for 2002 FIFA Worldcup Korea/Japan’s success, Korean language in Japan brought to remarkable growth. Since the large-scale survey on the conditions of Korean language education in Japan had carried out in 2005 by THE JAPAN FORUM, no survey has conducted. According to this time’s survey, ‘Korean as major course’ has been set up in 23 universities, ‘Korean as general course’ in over the 50% of universities. As for ‘Korean teachers’, more than half was occupied by the native teachers. As for ‘Major’ concerned, the teachers who majored in Japanese language or Japan studies occupied more than the ones majored Korean studies(including Korean language education). As for students’ motivation, they had extremely low motivation to learning Korean, along with the results of 10 years before. Here, I concluded that the curriculum is not established systematically yet, is insufficient in teachers who majored KFL, and the students’ motivation to language learning is too low. SO I suggested here that more Korean researchers have to do a classroom-based research extensively, thoroughly, based on theory, and have to accumulate the results, and then to apply them to the field.

사회적 관계 형성을 지향하는 한국어 교육에 대한 고찰

남윤진(Yunjin Nam) 국제한국어교육문화재단 2016 국제한국어교육 Vol.2 No.1

This paper aims to explore new direction of Korean languge education in Japan. Firstly, a project on foreign language education in Japan (Meyasu) is reviewed, which takes foreign language education as ‘pedagogy’, not as training. In the project [Meyasu], the goal of foreign language education is not only to acquire the skill of ‘how to communicate’, but also to make/find out ‘what to communicate’ , to build a relationship ‘with the person to communicate with’. As a methodology for this global society oriented Korean language education project, [Meyasu] introduces project based learning (PBL) and backward curriculum design(BCD). Secondly, a case of a PBL class which is designed for sophomore class of Korean languguage department of a university in Japan. There are 6 groups in the class, the goal of the project is making a short video clip which gives a brief instruction about Gaigosai, the camapus festival of the university. There are many positive comments from students. Every group of the project made a team, showed consideration. And the video clips are well finished and many students mentioned the improvement of pronunciation, vocabulary, and expression skills through the project period. There are some work to be done, the problem of how to reconcile the linguistic contents of traditional language learning with the new social networking approach in class. Points are as follows : 1) Listing up the linguistic items linked to the social networking approach in Korean language education. 2) Developing different meaningful and learner oriented activities.