1900~1920년대 북미 한인유학생사회와 도산 안창호

장규식 한국근현대사학회 2008 한국 근현대사 연구 Vol.46 No.-

Students and migrant workers were two major groups of the early Korean community in America. Especially the first generation students including Dosan Ahn Chang-ho were the pioneers of founding the Korean community of North America in 1900s. Dosan came to San Francisco in 1902 to study. There lived about 20 students and ginseng merchants at that time. Along with them, Dosan established the Korean Fellowship Society in September of 1903, which became the first Korean organization in North America. The Korean Fellowship Society was developed into the United Korean Association (共立協會) in April of 1905, which proclaimed the beginning of the Korean national movement in North America. Besides Dosan, Rhee Syng-man and Park Yong-mahn arrived in America as students in the mid-1900s. Syngman Rhee distanced himself from the Korean community and concentrated on his own studies. But Park Yong-mahn moved on to Denver of Colorado and Lincoln of Nebraska, where he established the Boys’ Military Academy during his study and initiated a foundation for the Korean independence movement in the Midwestern US. The majority of the Korean students stayed in both California and Nebraska during the 1910s, mainly because there were two major centers for them: the Korean Student Center in Claremont of Southern California, and the Boys’ Military Academy in Hastings of Nebraska. The Claremont Student Center was established by the Korean National Association(大韓人國民會) in order to produce future Korean leaders through education. The Student Center opened for the first time in September 1908, taking in 10 resident students. They lived together and cultivated patriotism and freedom of thought through the weekly debate. They also attended American schools to learn English and other academic skills. The Korean National Association built a new Student Center house in Claremont and held an opening ceremony on October 14, 1911. Around that time, Dosan returned from Korea as a political exile, and the Student Center became instrumental in carrying out Dosan’s vision for the national movement. Meanwhile in Nebraska, the student activities were centered on the Boys’ Military Academy(少年兵學校) which was established by Park Yong-mahn. Park trained the young students for the independence war against Imperial Japan. He opened the Military Academy within a farm in Kearny, Nebraska in June 1909 and moved it to Hastings College in the following year. The school continued its operation, training 30 students every year for two months in summer until 1914. It was notable that the Korean Students’ Alliance was formed on the basis of the school in December of 1912, which was the first Korean students’ association united in North America. Many of these students in 1910s went on to become middle-management leaders in the Korean National Association of North America and the Young Korean Academy(興士團). Furthermore, they also sponsored Korean independent movement. Korean students during the 1920s were different a lot. These students came with official permission from the Japanese colonized government, vis-à-vis the students in exile from the previous decade. These newly arrived ones were highly educated, and they entered colleges or college preparatory schools. There were only 70 college students in 1919, but by 1930, the number grew to 300. With the increase of college student population, in Chicago and New York areas in particular, the dynamics of the student activities in the US changed. In April 1921, the students sought to build a new coalition in support of the March 1st independence movement back in the homeland. The student group formed "The Korean Student Federation of North America" and held its first Convention in Chicago in 1923. Around the time when the student organizations became properly active, Dosan left for Shanghai to set up the Provisional Government for Republic of Korea in April 1919 and he wasn’t di... Students and migrant workers were two major groups of the early Korean community in America. Especially the first generation students including Dosan Ahn Chang-ho were the pioneers of founding the Korean community of North America in 1900s. Dosan came to San Francisco in 1902 to study. There lived about 20 students and ginseng merchants at that time. Along with them, Dosan established the Korean Fellowship Society in September of 1903, which became the first Korean organization in North America. The Korean Fellowship Society was developed into the United Korean Association (共立協會) in April of 1905, which proclaimed the beginning of the Korean national movement in North America. Besides Dosan, Rhee Syng-man and Park Yong-mahn arrived in America as students in the mid-1900s. Syngman Rhee distanced himself from the Korean community and concentrated on his own studies. But Park Yong-mahn moved on to Denver of Colorado and Lincoln of Nebraska, where he established the Boys’ Military Academy during his study and initiated a foundation for the Korean independence movement in the Midwestern US. The majority of the Korean students stayed in both California and Nebraska during the 1910s, mainly because there were two major centers for them: the Korean Student Center in Claremont of Southern California, and the Boys’ Military Academy in Hastings of Nebraska. The Claremont Student Center was established by the Korean National Association(大韓人國民會) in order to produce future Korean leaders through education. The Student Center opened for the first time in September 1908, taking in 10 resident students. They lived together and cultivated patriotism and freedom of thought through the weekly debate. They also attended American schools to learn English and other academic skills. The Korean National Association built a new Student Center house in Claremont and held an opening ceremony on October 14, 1911. Around that time, Dosan returned from Korea as a political exile, and the Student Center became instrumental in carrying out Dosan’s vision for the national movement. Meanwhile in Nebraska, the student activities were centered on the Boys’ Military Academy(少年兵學校) which was established by Park Yong-mahn. Park trained the young students for the independence war against Imperial Japan. He opened the Military Academy within a farm in Kearny, Nebraska in June 1909 and moved it to Hastings College in the following year. The school continued its operation, training 30 students every year for two months in summer until 1914. It was notable that the Korean Students’ Alliance was formed on the basis of the school in December of 1912, which was the first Korean students’ association united in North America. Many of these students in 1910s went on to become middle-management leaders in the Korean National Association of North America and the Young Korean Academy(興士團). Furthermore, they also sponsored Korean independent movement. Korean students during the 1920s were different a lot. These students came with official permission from the Japanese colonized government, vis-à-vis the students in exile from the previous decade. These newly arrived ones were highly educated, and they entered colleges or college preparatory schools. There were only 70 college students in 1919, but by 1930, the number grew to 300. With the increase of college student population, in Chicago and New York areas in particular, the dynamics of the student activities in the US changed. In April 1921, the students sought to build a new coalition in support of the March 1st independence movement back in the homeland. The student group formed "The Korean Student Federation of North America" and held its first Convention in Chicago in 1923. Around the time when the student organizations became properly active, Dosan left for Shanghai to set up the Provisional Government for Republic of Korea in April 1919 and he wasn’t directly in...

외국인 교환학생 대상교양한국어 교과목 개발을 위한 기초 연구― 세종대학교를 중심으로 ―

장현묵 중앙어문학회 2024 語文論集 Vol.98 No.-

본 연구는 세종대학교를 중심으로 외국인 교환학생 대상 교양한국어 교과목 개발을 위한 기초 자료를 마련하는 데 목적이 있다. 이를 위해 교환학생의 현황 파악과 대학의 교양한국어 개설 양상을 분석하고 교환학생 대상 교양한국어에 대한 요구를 분석하였다. 연구 결과, 최근 교환학생이 코로나19 이전의 수준으로 회복되었으며 다양한 국적으로 구성되어 있음을 확인하였다. 그리고 대부분의 대학에서 교환학생을 고려한 교양한국어 교과목을 개설하지 않았으며, 일반 유학생의 목적에 맞춘 교양한국어 교과목 중 기초 또는 초급의 수업에 대해 교환학생의 수강을 유도하고 있음을 확인하였다. 또한 교환학생의 차별화된 요구를 파악하기 위해 교환학생과 일반 유학생의 교양한국어 요구와 만족도를 비교·분석하였다. 그 결과, 교환학생 대다수가 기초 또는 초급 수준으로 한 단계 정도의 숙달도 향상을 목표로 하고 있으며 실용적인 한국어 능력 함양에 중점을 두고 있었다. 그리고 현재의 교양한국어 교과목에 대해 수업 시수가 충분하지 않고, 수업이 기대하는 바와 달라 수업이 내용이 어렵고 흥미롭지 않다고 느끼고 있었다. 또한 교환 기간 동안 한국 생활과 문화를 깊이 있게 이해하고 체험하기를 원하고 있었으며, 특히 한국 학생과의 교류를 통해 실제적인 대학 생활을 경험하고 한국어 의사소통 기회를 얻고자 하였다. 이와 같은 결과를 바탕으로 교환학생 대상 교양한국어 교과목 개발에 다음과 같은 시사점을 제시하였다. 첫째, 일상생활과 대학 생활의 실제적 측면을 중심으로 한 집중적인 한국어 함양을 목표로 내용이 구성되어야 하며 시수를 확대하여 단기간의 집중적인 학습을 도모해야 한다. 둘째, 일상생활 전반의 문화적 지식을 고려한 수업 내용을 구성하고 주요한 한국의 전통 문화를 체험하는 활동을 포함할 필요가 있다. 셋째, 교과목과 연계된 언어 교환 프로그램과 동아리 활동, 공동 프로젝트 등을 구성하여 교환학생들이 실제로 한국어를 사용하고 한국 학생들과의 네트워크를 형성할 수 있도록 적극적으로 지원할 필요가 있다. 본 연구의 결과는 추후 교환학생 대상 교양한국어 교과목 개발의 방향성을 제시하는 데 기초 자료로 활용될 수 있을 것이며, 일반 유학생과 차별화된 교환학생의 특성을 이해하는 데 기여할 수 있을 것이다. This study aimed to provide foundational data for the development of elective Korean language courses for foreign exchange students at Sejong University. To this edd, the current status of exchange students was examined, patterns of Korean language general education courses offered at universities were analyzed, and the demands for Korean language general education courses among exchange students were elicited. This study found that the number of exchange students has recovered to pre-COVID-19 levels and that the students come from a variety of countries. It was also found that most universities do not offer Korean language general education courses specifically for exchange students, but instead encourage exchange students to enroll in basic or beginner courses designed for general international students. Additionally, to understand the distinct needs of exchange students, their demands for and satisfaction with Korean language general education courses were compared with those of general international students. The results showed that most exchange students at the basic or beginner level aimed to improve by one level with a focus on practical Korean language skills. They felt that the current Korean language general education courses did not offer sufficient class hours and found the content difficult and uninteresting. Furthermore, the exchange students expressed a strong desire to deeply understand and experience Korean life and culture during their stay, particularly by interacting with Korean students to experience real university life and gain opportunities for Korean communication. Based on these findings, the study suggests the following for the development of Korean language general education courses for exchange students: First, the content should focus on practical aspects of daily and university life, expanding class hours for intensive short-term learning. Second, the curriculum should include activities that allow practical learning and experiencing Korean culture and incorporating traditional cultural experiences. Third, it is necessary to actively support programs that facilitate language exchange, club activities, and joint projects with Korean students to provide exchange students with opportunities to use Korean and build networks with Korean students. The results of this study can serve as foundational data for the future development of Korean language general education courses for exchange students and contribute to understanding the unique characteristics of exchange students compared to general international students.

초등교사의 탈북학생 교육 경험에 관한 내러티브 탐구

윤현희 ( Yoon Hyun-hee ),김영순 ( Kim Young-soon ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.1

본 연구의 목적은 탈북학생을 지도한 초등교사의 교육경험에서 나타난 내러티브를 통해 탈북학생 교육에 관한 심층적인 이해를 돕고 방향성을 제시하는데 있다. 이를 위해 탈북학생 지도 경험이 2년 이상이고, 탈북학생 교육관련 특별한 공적이 확인 가능한 초등교사 2인을 연구참여자로 선정하여 그들의 탈북학생 교육 활동 사례에 관한 내러티브 탐구를 수행하였다. 연구참여자들의 내러티브에 나타난 탈북학생 교육 경험의 의미는 다음과 같다. 첫째, 탈북학생과의 만남 이전 경험의 의미는 ‘소수자와 이방인의 경험, 탈북학생을 이해하는 마음의 준비를 하다’로 나타났다. 연구참여자들 모두 탈북학생 교육 이전에 소수자나 이방인으로서의 경험이 있었다. 그리고 그러한 경험은 탈북학생에 대한 인식과 실천의 바탕이 되어 적극적 실천으로 연결되었다. 둘째, 탈북학생과의 만남 경험의 의미는 ‘헌신과 돌봄의 교육 활동을 펼치다’이다. 연구참여자들은 교사이면서 엄마였고, 가족이자 이웃이며 학부모의 멘토 역할까지 담당하는 ‘키다리 아저씨’로 존재했다. 셋째, 탈북학생과의 만남 이후 경험의 의미는‘탈북학생 교육 경험, 모두를 위한 교육으로 확대되다’로 도출되었다. 이는 탈북학생 교육의 일반화 가능성을 보여주는 의미있는 시사점이라 할 수 있다. 본 연구의 결과가 탈북학생 교육에 관한 총체적인 이해로 확장되어 교사 개인의 역량과 책임에 집중되어 있는 현재의 탈북학생 교육의 한계를 넘어설 수 있는 새로운 방향성 논의의 출발점이 될 수 있기를 기대한다. The Purpose of this study was to provide an in-depth understanding of the education of North Korean defector students using the narrative of the elementary school teachers' educational experience. For this purpose, two elementary school teachers who had experience teaching North Korean defector students were selected as research participants with the purpose to explore their narratives. The meaning of the elementary school teachers' educational experience for North Korean defector students is as follows. First, the meaning based on before the meeting with the North Korean defector students was experience as a minority and a stranger, to prepare for the North Korean defector students education. Both participants had experience as a minority before teaching the North Korean defector students. Such experience has been linked to active practice as a basis for recognition and practice of North Korean defector students. Second, the meaning based on meeting with the North Korean defector students was to carry out education activities of dedication and care. Both participants took the role of teacher, mother, family member, neighbor, and mentor. Third, the meaning based on after the meeting with the North Korean defector students was experience of North Korean defector students, extended to education for all. This is a meaningful implication of the generalization possibility of North Korean defector students education. I hope that the results of this study extends to a comprehensive understanding of North Korean defector students education. In addition, it will help to set the direction of North Korean defector students education.

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.

글로벌 한국학 과정 설계 - D대학교 유학생 교육과정을 중심으로 -

박소연 ( Park Soyeon ),최은경 ( Choi Eun-kyung ),최윤곤 ( Choi Yun-gon ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.2

이 연구는 국내 대학에 입학한 외국인 유학생들의 효과적인 수업 관리와 유학 만족도를 높이기 위한 방안으로 한국학 과정을 설계하는 것을 목적으로 한다. 현재 국내 대학에 외국인 유학생 비율이 점점 높아지고 있으며, 앞으로도 국내의 학령인구 감소 및 대학 평가에서의 국제화 지수 반영 등으로 인해 외국인 유학생 유치는 대학이 계속 당면하게 될 과제이다. 일반적으로 한국 대학은 외국인 유학생 선발에 있어서는 매우 적극적인 데 반해 이 학생들의 입학 후 수학 능력이나 졸업 후 진로 고민에 대한 정책 마련은 매우 미흡한 상황이다. 이를 해결하기 위한 방안으로서 D대학의 사례와 국내 주요 대학에 개설된 한국학 과정을 분석하여 글로벌 한국학 과정을 설계하고자 하였다. D대학의 경우 한 해 1,000명이 넘는 외국인 유학생들이 학부 과정을 수강하고 있으나, 이 학생들에게 제공되는 한국어 교과목 및 한국 관련 교과목은 약 20학점에 불과하다. 실제 이러한 수업만으로는 전공과목을 수강하는 것에 무리가 있으며 이로 인해 생겨나는 문제점들은 대학 구성원(교수, 한국학생, 외국인 유학생)들에게 많은 부담을 주고 있다. 실제 국내에 한국학 과정이 개설된 학부는 단 8곳에 불과하다. 이 학교들을 여러 기준으로 나누어 볼 경우 첫째, 한국어교육과 한국학을 기반으로 하는 학과와 한국학만을 기반으로 하는 학과로 나눌 수 있다. 둘째, 입학 대상으로 나누면 한국인과 외국인을 같이 선발하는 학교와 외국인 유학생만을 선발하는 학교로 나눌 수 있는데 외국인 전용으로 개설된 학교는 단 4곳뿐이었다. 셋째, 졸업 요건의 학점을 기준으로 전공 지위를 살펴보았다. 단일학과로서의 지위와 복수 전공으로서의 지위를 가진 학과로 나누어 볼 수 있었는데 외국인 전용 전공은 복수 전공으로서의 지위를 가진 경우가 많았다. 이 연구에서는 국내 대학에서 유학하는 외국인 유학생만을 대상으로 하는 새로운 ‘글로벌 한국학 과정’을 제안하였다. 1단계는 ‘교양 한국어 및 한국문화 과정’으로 여러 전공 학생들의 한국에 대한 이해와 전공 전 한국어 실력 향상을 목적으로 한국어와 한국문화 강의를 설계하였다. 2단계는 ‘전공 공통 과정’으로 글로벌 한국학의 기본 교과목을 수강할 수 있도록 하였다. 3단계는 ‘전공 기초 과정과 전문 과정’으로 설정하여 ‘한국어교육, 한국어통번역, 한국문화’ 중 1개 이상의 전공을 이수하도록 설계하였다. 이러한 글로벌 한국학 과정은 외국인 유학생들의 한국어 실력 향상, 전공 강의 수강 전 학부 강의 적응, 한국에 대한 전반적인 이해를 갖춘 각 분야별 전문가 양성이라는 효과가 있을 것이다. The purpose of this study is to design Korean studies course so as to improve effective class management and learning satisfaction of international students studying at Korean universities. Currently, the percentage of foreign students at Korean universities is increasing, and the universities have to keep trying to attract the students due to the decline in the schooling population in Korea and the globalization index reflected in the university evaluation. While they are usually very active in recruiting international students, their policies on the students' post-admission scholastic ability and post-graduation plans are very insufficient. As a way to solve this problem, we tried to design a global Korean Studies course by analyzing the cases of D University and the Korean studies programs that are opened at major universities in Korea. D University has more than 1,000 foreign students attending undergraduate courses each year, but only about 20 credits for Korean language courses and classes related to Korea are available. Indeed, these classes alone are not enough for them to be prepared for major courses, and the problems caused by this are weighing heavily on university members (professors, Korean students, and foreign students). There are only eight undergraduate schools with Korean studies courses in Korea. These schools can be classified by three criteria. First, they can be divided into schools offering Korean studies course with Korean language education programs and Korean studies course only. Secondly, they can be divided into schools for Korean and international students together, and foreigners only. Only four schools are open exclusively for international students. Third, the status of Korean studies major at each universities can be examined on the grades of graduation requirement. According to the criteria, they can be divided into departments which have the status of a single major and that of a double major only. In many cases, a department dedicated to foreigners has a status as a double major. In this study, we proposed a new 'Global Korean Studies Course' for international students studying at Korean universities. In the first stage, 'The Korean Language & Culture Program for the Liberal Arts', Korean and Korean culture classes are designed to enhance international students' understanding of Korea. and their Korean language skills. Stage 2, 'The Common Major Program' enables the students of various majors to take basic curriculum in global Korean studies. In Stage 3 set as ‘Basic Major Course and Professional Program’, students are required to complete one or more major classes in Korean language education, Korean translation & interpretation, and Korean culture. This global Korean Studies course will have the effect of improving the Korean language skills of foreign students and adaptation of undergraduate courses before major courses, and training experts in each field with an overall understanding of Korea.

일제하 미국유학생의 서구 근대체험과 미국문명 인식

張圭植(Chang Kyu-Sik) 한국사연구회 2006 한국사연구 Vol.133 No.-

It was after the March 1st Independent Movement that the number of Korean students in the United States increased. The ultimate purpose of their studies in the United States was to modernize Korea with their new learning from American universities. Korean students in general did not directly enter American universities. First, they started to study in a small town, adapting themselves to the new American environment, and then they moved to bigger cities to study at universities. What truly attracted and surprised them was the American teaching method which not only strongly encouraged students to read in advance suggested references about each class topic. but also laid special emphasis on their active participation in the class. Korean students thought the teaching method. unlike that of the Japanese. came from American individualism. Besides. Korean students who were accustomed to Confucian culture were very surprised that both male and female students studied together in the same classroom. naturally making friends with each other. Meanwhile, during semesters as well as vacations, Korean students had to work hard to earn money for school fees and living expenses, which enforced some of them to give up their studies. However, most of them thought that such hard work provided a good opportunity to learn lessons of the spirit of diligence and self-help. Especially, working hard for money gave them a chance to take a good look at many inner and negative sides of American society. For instance, it was chiefly when they worked for money that they suffered from racial discrimination, which helped them realize their Korean ethnic and national identity. After the March 1st Independent Movement, they formed many Korean student associations. In 1921, the Korean Student Federation of North America(KSF) was founded as a representative organization of the associations. The KSF worked mainly in Chicago and New York. But the activities of such associations in California where the largest part of Korean students and immigrants in the United States lived were not so active. The KSF endeavored to increase friendship among Korean students and to improve their welfare. The students discussed various subjects including social science, natural science, major daily problems, and the issue of Korean independence. In addition, the Korean Division of the Committee on Friendly Relations among Foreign Students (YMCA) and Korean churches in New York and Chicago were other important bases for the activities of Korean students. The Korean Division of the YMCA Committee published The Korean Student Bulletin as its newsletter and The Korean Student Directory. Moreover, since 1933, the secretary of the Korean Division also worked as the general secretary of the KSF. The religious activities were the most effective way of increasing intercourses with foreign students and promoting friendship among Korean students as well. Through those experiences, Korean students in the United States came to understand American civilization. First of all, they were amazed at the huge scale of American material civilization represented by mass production and consumption. It was an irony that though they criticized mammonism and vulgar hedonism embedded in American civilization. they were simultaneously overwhelmed by it. As a whole. they considered American civilization to be a success. They found the ideal type of a modern man in the Christian independent middle class of the United States, and mapped out their plan to build a new modern Korean nation-state based on American Puritanism and the Frontier Spirit.

1910년대 전반 재일유학생의 민족운동-在東京朝鮮留學生親睦會를 중심으로

小野容照 숭실사학회 2011 숭실사학 Vol.0 No.27

1910년대 전반 재일유학생의 민족운동 -在東京朝鮮留學生親睦會를 중심으로- 小野容照 이 글의 목적은 재일유학생 단체인 在東京朝鮮留學生親睦會의 조직과 활동을 분석함으로써 식민지기에 들어서 재일유학생 민족운동이 어떻게 시작되었는지 살펴보는 데에 있다. 식민지기 재일유학생 단체로는 1912년 10월에 설립된 在東京朝鮮留學生學友會가 잘 알려져 있지만 재동경조선유학생친목회는 학우회에 앞서서 1911년 5월에 설립되었다. 뿐만 아니라 이 단체는 학우회의 모체가 되기도 했다. 그러므로 친목회의 설립과 해산 과정은 1910년대 재일유학생 민족운동의 시발점으로서 상당히 중요하다. 재동경조선유학생친목회의 조직을 주도한 것은 1909년에 설립된 大韓興學會에서 간부로 활동한 유학생들이었다. ‘한일병합’으로 인해 대한흥학회의 해산을 겪은 그들은 조금씩 유학생 친목 모임 규모를 확장하면서 1911년 5월에 유학생전체 친목기관으로서 재동경조선유학생친목회를 조직했다. 그러나 재동경조선유학생친목회는 설립된 지 불과 9개월 만에 해산되었다. 재동경조선유학생친목회가 기관지 『學界報』를 발행하려고 한 것을 경계한 일제가 조선유학생감독부를 통해서 해산을 명령했기 때문이었다. 재동경조선유학생친목회는 조선유학생감독부를 활동거점으로 하고 있었기 때문에 해산 명령을 따르지 않을 수 없었다. 그러므로 『學界報』가 창간호를 발행한 1912년 4월에는 이미 재동경조선유학생친목회는 해산된 상태였다. 이후 재동경조선유학생친목회의 간부들을 중심으로 다시 학우회가 설립되었다. 이 때 그들은 재동경조선유학생친목회의 해산을 교훈으로 삼아 조선유학생감독부와 거리를 두면서 학우회를 운영하기로 했다. 또한 조선유학생감독부를 대신할 활동거점을 확보하기 위해 학우회는 在東京朝鮮基督靑年會와 협력관계를 맺게 되었다. 그 결과 학우회는 1931년까지 존속될 수 있었으며, 이를 기반으로 재일유학생들은 기관지 『학지광』을 비롯해 다양한 출판물을 발행하는 등의 적극적인 활동을 전개하였다. 그 결과 재일유학생은 언론의 자유가 거의 없었던 1910년대 조선 내의 지식인들의 취약점을 보완하는 존재로서 민족운동을 전개할 수 있었다. The National Movement of the Korean oversea Students in Japan in the early 1910’s - in the case of The Amity Society of Korean oversea Students in Tokyo.- Ono Yasuteru This paper aimed to explain how the national movement of Koreans oversea students was started through analyzing the organizations and activities of The Amity Society of Korean oversea Students in Tokyo, the community of Korean oversea students. A Korean oversea Students’ Association in Tokyo, established in October 1912, is well known, but the Amity Society of Korean oversea Students in Tokyo was the parent of A Korean oversea Students’ Association in Tokyo as well as founding earlier in May 1911 than that. Thus, the progresses of establishment and dissolution of the Amity Society are very important as the starting point of the national movement of Koreans oversea students in 1910’s. It was the executive students in Daehanheunghakwhoi, which founded in 1909, that took lead the organization of the Amity Society of Korean oversea Students in Tokyo. They, dispersed by Korea-Japan Annexation Treaty, organized the Amity Society of Korean oversea Students in Tokyo as get-together of the whole oversea students in May 1911, expanding gradually the scale of friendship communities. However, in only 9 month the Amity Society of Korean oversea Students in Tokyo broke up since the society was established. Because the Amity Society of Korean oversea Students in Tokyo sought to publish the organ of 『Hakgyebo』, Japanese Imperialism kept strict watch their activities and ordered to break up the society through the Superintendent of Korean oversea Students in Japan. The Amity Society of Korean oversea Students in Tokyo had nothing to do but obey a order since it based of the Superintendent of Korean oversea Students in Japan. Therefor, the Amity Society of Korean oversea Students in Tokyo already broke up when they published their first issue in April 1912. After that time, a students’ association was established again by the executives of the Amity Society of Korean oversea Students in Tokyo. At this time they learned the lesson from the dissolution of the Amity Society of Korean oversea Students in Tokyo and operated the Students’ Association giving the Superintendent of Korean oversea Students in Japan a wide berth. They also joined hands with the Christian Association of the Korean Students in Tokyo in order to secure another center of their activities as a substitute for the Superintendent of Korean oversea Students in Japan. As a result, a students’ association could continue to exist until 1931, and the Korean oversea students in Japan worked on positive lines including publishing the organ of 『Hakjigwang』 and the variety of issues. The Korean oversea students in Japan eventually could inaugurate national movements as a society which strengthened the weak point of Korean intellectuals, when Japan Imperialism restricted freedom of speech.

중국조선족 소학생과 대학생의 조선문 활용실태 비교연구: 연변조선족자치주를 중심으로

이장섭 ( Jang Sub Lee ),김정희 ( Jeong Hee Kim ),지충남 ( Choong Nam Ji ) 한국세계지역학회 2008 世界地域硏究論叢 Vol.26 No.3

이 연구에서는 설문 조사를 통하여 연변조선족 자치주에서 소학생과 대학생 등 조선족 청소년들이 조선문을 어떻게 활용하고 있는지를 분석하는 것을 목표로 하고 있다. 즉 조선족 청소년들이 조선문 정보자원을 어떻게 보유하고 있으며 한국에 관한 정보수집은 어떻게 획득하고 있는가, 또한 조선어 사용빈도는 어떠하며 조선문 활용능력정도는 어떠한지를 연변조선족 소학교 학생과 대학 및 전문학교 학생과의 비교를 통하여 차세대 조선족들의 민족정체성의 유지정도를 알고자 하는 것이다. 설문분석결과를 통해 연변조선족 소학교 학생과 대학 및 전문학교 학생들이 공통적으로 학교에서 정기구독하거나 조상으로부터 물려받은 조선문 신문 또는 도서가 있다는 설문에 낮은 결과를 보여주었고, 조선문을 주로 일기나 레포트를 쓰는데 사용하고 있으며 조선문에 대한 자긍심과 긍지를 가지고 조선문을 계속 사용하겠다는 응답을 하였다. 반면에 정보획득경로에 대해서는 소학생들은 주로 잡지를 통해 대학생들을 인터넷을 통해 한다고 응답하였고, 소학생들보다 대학생들이 조선문 독서량이 더 낮았으며, 한국에 대한 정보접촉시간은 대학생들이 소학생들보다 더 긴 것으로 조사되었다. 이것은 소학생들과 대학생들의 정보획득환경의 차이에 따른 것이기도 하지만 소학생들이 대학생에 비해서 조선문 활용에 대한 자부심이 현저히 떨어지고 있음을 보여주는 것으로써 이런 현상을 어쩔수 없는 시대의 흐름이라고 치부하기 보다는 소학생들의 교육에 대해서 한국정부와 조선족 학자들이 좀 더 정책적으로 접근해 나가야 될 부분이라는 것이 연구결과 밝혀졌다. 위의 조사과정을 통해 본 논문은 연변조선족 소학교 학생과 대학 및 전문학교 학생과의 비교를 함으로써 차세대 조선족들의 민족정체성의 유지정도를 살펴보고, 그 조사결과를 토대로 향후 조선족들의 민족정체성 향상을 위한 우리들의 노력의 향방을 제시하고, 재외동포들의 한민족 공동체형성을 위한 정책수립을 위한 기초자료를 제시하였다는데 그 의의를 가질 수 있겠다. Through the analysis of Korean ethnic primary school and college students in Yanbian Korean Autonomous Region, the commons we get are: first, the reading level of Korean newspapers, books, Korean language-related books and magazines is low; second, Korean ethnic primary school and college students used to write diaries and reports in Korean; third, they wish to keep Korean language and Korean good culture by studying hard in Korean language and reading Korean books. The differences are: first, primary school students read new Korean information from magazines, but college students from internet; second, primary school students read do more Korean readings than college students, and college students read more Korean news and listen more Korean musics; third, college students use internet to get Korean information more and take longer time on it than primary school students do; forth, college students` using Korean ability is much higher than primary school students, which makes me think whether it is because of the assimilation, and college students think Korean language as an advantage more than primary school students do; fifth, normally, primary school students use reading and writing to improve their Korean, but college students prefer to use audio-visual textbooks. According to all the research, in current status of using Korean language in Yanbian Korean Autonomous Region, college students get more confidence in using Korean and attach more importance to it than primary school students. To improve this status, Chinese government and scholars need to provide more strategic and systematic steps to make primary school students closer to Korean studying.

중국인 유학생의 한국 대학 선택 요인에 관한 연구

김형재 ( Hyung Jae Kim ),최욱 ( Wook Choi ) 아시아.유럽미래학회 2012 유라시아연구 Vol.9 No.3

On the strength of a trend of globalization and efforts by the South Korean government and universities, the number of foreign students enrolled in degree programs in South Korea underwent an explosive rise from 3,963 in 2000 to roughly 60,000 in 2010. Meanwhile, students from China have emerged as the largest foreign consumers of South Korean higher education, accounting for fully 70% of all foreign students in the country. For this study, a questionnaire was given to students in China to determine the factors influencing their selection of a university in South Korea and to analyze the relationship between these factors and their satisfaction with overseas study opportunities in South Korea and actual intention to select a South Korean university. The findings were as follows. First, five areas were identified as potential factors in the selection of South Korea as a destination for foreign studies, namely national recognition, the effects of the Korean Wave, study costs, geographical proximity, and study procedures. Examination of these areas showed economic factors to have the largest influence on the choice of South Korea as an exchange study destination, followed by national recognition and exchange study procedures. Geographical proximity and the Korean Wave were found to have no significant effect. Second, nine areas were isolated for measurement in terms of their influence on Chinese students` selection of a particular South Korean university, namely its student administration system, residence conditions, employment support systems, financial aid systems, exchange placement organizations, exchange study costs, language institute services, university recognition, and university education level. The results showed significant effects for educational level, costs, administration system, placement organizations, recognition, employment support systems, and financial aid systems. Residence conditions and language institute services were found to have no significant effect. Third, satisfaction with South Korean universities was found to have a positive effect on students` intention to select a South Korean university. Higher levels of satisfaction with South Korean universities were found to be associated with high levels of intention to select a South Korean university. The significance and limitations of this paper are as follows: First this paper`s result doesn``t show all foreign students`` peculiarities who study in korea because this research only focuses on chinese students. So the focus of research should be expanded from only chinese students to all foreign students. Second, this research`s questionnaire doesn`t fully have reliability and validity. The questionnaire used in this research is not the standardized questionnaire for analyzing factors influencing the selection of universities in South korea, but maed by the researcher with other former researchers`` questionnaire. Third, the people in this study were students, who didn`t select korean university and may sellect korean university in the future. So they could make different choice when they actually go to korean university. So it is hard to say the result of this study is a general tendency. The results suggest that continued success in measures to attract foreign exchange students will require ongoing attention to the reasons that influence exchange students`` destination selection and the factors behind their selection of South Korea and its universities, using this as a basis for improvements to exchange student recruitment policies and strategies aimed at stepping up the internationalization and competitiveness of South Korea and its universities in order to continue attracting the rapidly increasingly numbers of Chinese students.

외국인 학습자와 한국인 화자의 질의응답 양상 분석 연구

서진숙(Seo, Jin-suk) 국어국문학회 2015 국어국문학 Vol.- No.171

본고에서는 외국인 학습자와 한국인 화자의 질의응답 양상의 공통점과 차이점을 분석하고자 하였다. 특히 한국어 초급과 중급에서 전형적인 질의응답 구성으로 제시되는 이름과 가족 구성원 질문, 국적과 방문 목적 질문, 안부 확인 질문을 중심으로 외국인 학습자의 응답이 한국인과 어떤 차이점과 공통점을 보이는지, 그 이유는 무엇인지를 밝히고자 하였다. 이를 통해 한국어 교재에 제시된 질의응답 구성의 적절성을 검토하고, 한국인과 외국인 그룹의 담화 구성 차이를 찾아 향후 한국어 교육 자료개발에 적절하게 활용할 수 있는 방안을 고찰하는 데 도움을 주고자 하였다. The purpose of this study is to analyze the content of answers given by foreign students learning the Korean language and also native Koreans with regards to typical question-answer structures extracted from Korean language textbooks. While reviewing korean levels and the adequacy of using questionanswer structures suggested in textbooks, it was found that there are clear differences in constructing conversations between native Koreans and foreigners speaking Korean. Furthermore, also an appropriate method used in the development of teaching materials for the Korean language is considered. Five question-answer structures were selected for the analysis: "questions about the name and family members", "questions about the means of transportation and the purpose of visiting", "questions about the purpose of visiting (in a special context)", "greetings in questions" and "attracting attention in questions". In situations regarding "questions about the name and family members" foreign students appropriately used the relevant question-answer structure while asking about "the name". However, while asking about "family members", which is not the question native Koreans would ask at the first meeting, foreign students often tend not to use the question natural for native Koreans even though they are aware of the difference. In situations regarding "means of transportation" and "the purpose of visiting" the difference in using relevant structures depends upon the level of Korean language proficiency. Beginner students prefer to ask the question using "means of transportation" while intermediate students prefer to ask the question using "the purpose of visiting". Native Koreans ask the question providing information about "the purpose of visiting" or "the reason". In situations with "the purpose of visiting" in a special context the preferences of asking the question "eotteohke osyeosseoyo? (어떻게 오셨어요?)" differ between native Koreans and foreign students. Koreans chose the question which starts with "eotteohke(어떻게)" while foreign students chose the question with more specific terms like "museun il(무슨 일)" and "dowajuta(도와주다)". Based upon this result it can be said that there is a need for foreign students to strengthen their skills to help them develop the simple presentation of the question-answer structure more like the native Koreans do in their conversations. In situations concerning ‘greetings in questions" foreign students provided appropriate questions to the proficiency level of the Korean language. Beginner students and intermediate students asked the questions in the similar natural way as do native Koreans. Finally, in situations where "attracting attention in questions", it was found that intermediate students prefer to ask the question in the opposite order than native Koreans. These students prefer to ask the question "1: sosik deureosseoyo?(소식 들었어요?)" rather than "2: geukeo arayo?(그거 알아요?)".