영화 82년생 김지영을 활용한 한국어 쓰기 교육방안연구 : 중국인 고급 학습자를 대상으로

다국어 초록 (Multilingual Abstract)

The purpose of this study is to present an effective Korean writing education plan to improve the writing ability of Chinese Korean learners using movies.
Modern Korean language education is divided into reading, writing, listening, and speaking education, while speaking and writing are Korean expression education and reading and listening are Korean understanding education. The purpose of Korean language learners learning Korean is very diverse, and the goals of Korean language education are also diverse. Foreigners who learn Korean may have various purposes of learning Korean, but the final goal is smooth communication skills. However, for smooth communication, reading, writing, listening, and speaking skills must all be developed. Writing education is said to be the most difficult education in Korean language education. In the Introduction to Korean Educational Studies as a Foreign Language, he pointed out that writing is not simply expressed by letters, but that writing is related to unique rhetorical rules and has different characteristics from speaking through the permanence of writing and distance from readers. In addition, writing is a process that requires thought, design, and special skills, and it is said that these skills are not naturally born skills but are developed with acquired efforts. Therefore, teachers emphasized that students should be well aware of what skills and abilities are required to write well and guide them to develop these skills.
Analyzing the Korean Language Proficiency Test (TOPIK) data released on the official website of a representative Korean language academy in China, it can be confirmed that Chinese Korean learners generally lack the ability to write Korean compared to reading and listening to Korean. Kang Joo-young (2021) said that for practical communication, it is necessary to educate not only linguistic knowledge such as grammar and vocabulary, but also cultural knowledge for understanding the context and circumstances of the society. Physically expressed forces such as military power and economic power are called hard power, and voluntary popular culture, including human rational and emotional abilities such as academics and arts, is called soft power. It is said that Korean learners can feel the charm of Korean and develop positive interests due to the soft power culture. Therefore, it is easy to confirm that visual materials such as Korean dramas, Korean movies, and Korean plays can be effective educational tools in Korean language education. In addition, in Yoon Eun-i, Woo In-hye, and Song Dae-heon (2020), visual works such as dramas are positive because proverbial culture and Korean expressions are easy to understand the meaning of Korean language education and can learn the nuances of speech through this.
Movies play an important role that cannot be ignored in Korean language education. It not only stimulates the learner's curiosity through attractive stories and various characters, but also increases the learning motivation to make the learning process a more interesting and enjoyable experience. Movies that are more effective than general textbooks increase learners' concentration by providing a combination of rich audio dialogue and visual scenes. This helps students to immerse themselves more easily and learn the language naturally through a vivid screen and realistic context.
Drama and film are Korean cultural treasures in common, and the two art forms have equal value in terms of visuals. In particular, movies, like dramas, provide educational values and various functions in Korean language education. In addition, movies play a big role in stimulating learners' curiosity through interesting stories and various characters. It can increase learning motivation and increase interest and enjoyment in the learning process.
Since movies are delivered to viewers by combining voice lines and visual scenes, using them as texts for Korean language education has a more active effect on learners' concentration than general textbook texts.
Movies have superior advantages over dramas in language and culture learning, mainly because they can deliver a complete story in a relatively short time with a reasonable length and a complete plot, allowing learners to get the full appearance at once. A film that condenses abundant cultural backgrounds, customs, and social phenomena is an ideal medium for a quick understanding of the target culture. The language in the film is close to everyday life, and the conversation takes place in specific situations, making it easier to understand and remember. Through visual effects, scene setting, background music, and sound effects, movies can help learners understand the context better and stimulate emotional empathy to make language learning deeper. Film resources are easier to access and manage and can be repeatedly learned by watching language and cultural elements multiple times. Films range from comedy to tragedy, and cover a wide range of cultural aspects and social topics, from historical films to science fiction films, so that learners can understand the target culture from various angles. Due to these characteristics, films can help improve learners' understanding and expression skills by providing efficient, comprehensive, and interesting methods in language and culture learning.
Therefore, in this study, movies among cultural works will be used to suggest educational plans for writing Korean for advanced Chinese Korean learners. As mentioned earlier, visual materials such as movies can be very suitable textbooks for improving communication skills. Movies are more lively and can be more easily understood by Chinese learners than difficult modern novels. In addition, in cultural works such as movies, learners can understand Korea beyond the scope of textbooks, including modern Korean work culture, school culture, and life culture. Classes using movies also have the advantage of further stimulating interest and interest in Korean to Chinese learners.
The reasons for selecting the movie "Kim Ji-young, Born in 1982" in this study are as follows.
First, as mentioned earlier, Korean working life, school life, and daily life are inherent in the movie. In this way, Chinese learners can develop not only writing skills but also communication skills. Second, the film reached 138,970 on the day of its release in 2019, receiving the Best New Director and Best Supporting Actress awards at the 25th Chunsa Film Festival in 2020, and the Best Young Actor Award and the Best Supporting Actress Award at the 40th Korean Film Critics' Meeting in the same year. The following year, it received the Popular Star Award at the 41st Blue Dragon Film Awards in 2021. With so many awards, <!-- Not Allowed Tag Filtered --><Kim Ji-young, born in 1982> This film can be seen as popular. This work deals with social problems such as women's work life and unequal treatment at work, which can naturally induce learners to think or appreciate themselves. This will help foster social consciousness and debate skills as well as writing skills.
Finally, choosing a movie as the main material for the class provides a more impressive experience by introducing more lively characters to learners. Through this, learners recall various scenes and plots of the movie and recall vivid sensations when writing. This will help organize and express thoughts when writing, especially in improving Korean writing skills. It is believed that these teaching methods will have a positive effect on learners' reinforcement of creative and sensual writing skills.
Therefore, this study intends to examine the effect of using the movie Kim Ji-young, born in 1982, to develop a Korean writing education plan for Chinese advanced Korean learners and present a teaching model using movies in the classroom

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 선행연구 5
• 3. 연구 대상과 연구 방법 17
• II. 영화를 활용한 한국어 쓰기 교육을 위한 이론적 배경 21
• 1. 한국어 쓰기 교육 원리 21
• 가) 한국어 쓰기의 개념 및 특징 25
• 나) 한국어 쓰기 교육의 중요성 및 목표 29
• 2. 영화를 활용한 한국어 쓰기 교육의 효용성 34
• 가) 한국어 쓰기 교육에서 영화 활용의 문화적인 가치 38
• 나) 한국어 쓰기 교육에서 영화 활용의 언어적인 가치 40
• 3. 교수학습 모형으로서의 ADDIE 모형의 개관 42
• III. 영화 82년생 김지영을 활용한 한국어 쓰기 교육 내용 선정 47
• 1. 영화 선정 기준 47
• 2. 영화 82년생 김지영의 한국어 쓰기에 대한 효용성 55
• 3. ADDIE 활용한 한국어 쓰기 과정 60
• 4. 학습자 요구 조사 및 결과 분석 64
• IV. 영화 82년생 김지영을 활용한 한국어 쓰기 교수ㆍ학습 지도안 84
• 1. 영화 82년생 김지영과 한국어 쓰기 수업 84
• 2. 학습 목표 및 내용 87
• 3. 영화 82년생 김지영을 활용한 실제적인 교수ㆍ학습 지도안 89
• 가) 영화 82년생 김지영을 활용한 1차시 교수ㆍ학습 91
• 나) 영화 82년생 김지영을 활용한 2차시 교수ㆍ학습 94
• 다) 영화 82년생 김지영을 활용한 3차시 교수ㆍ학습 98
• VI. 결론 108
• 참고문헌 111
• 부록 1 한국어 쓰기 수업에 대한 설문지 115
• 부록 2 1차시, 2차시, 3차시 수업의 활동지 118