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Bilingual Research

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수록범위 : 1권0호(1983)~74권0호(2019) |수록논문 수 : 1,084
이중언어학
74권0호(2019년 03월) 수록논문
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KCI등재

1특수 목적 중급 한국어 학습자를 위한 내용 기반 한국어 수업 구성 방안 연구

저자 : 김보경 ( Kim Bokyoung )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 1-29 (29 pages)

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Content-based instruction (CBI) is widely considered an effective approach to promote both content learning and second language (L2) learning through integration. Most research on CBI in the field of teaching Korean as a foreign language has dealt with advanced learners of Korean. This is because they tended to assume that learners needed a high level of Korean proficiency in order to understand content and language from the authentic material CBI emphasises. However, the present study believes that CBI also can be effective for intermediate learners of Korean, especially those studying for occupational purposes, and describes how CBI-based Korean instruction can be taught to intermediate learners who lack background knowledge and Korean language proficiency. Helping learners to improve their L2 proficiency requires a critical understanding of language acquisition and cognitive psychology in terms of the comprehension and production processes in language use and language learning. Based on Gass's (1993) “integrated model of SLA,” this research aims to help learners develop their proficiency within specific comprehension and production areas. Two main rationales underpin the lesson plan. First, learners can glean more content from input when they possess background knowledge (thematic content knowledge and linguistic knowledge) relevant to the input. Teachers can make input more comprehensible by expanding learners' background knowledge relevant to the input rather than modifying or simplifying input. Second, pedagogical tasks for production can play a crucial role for learners in transferring from the semantic to syntactic processing necessary for L2 development. Tasks can encourage learners to stretch their interlanguage capabilities. The instruction described in this study therefore emphasises both comprehensible input and comprehensible output. This example of CBI can be applicable to learners of Korean studying for occupational purposes, such as diplomats or military personnel, as well as for academic purposes. (Korea University Korean Language Center)

KCI등재

2韓語飮食慣用語及其文化與認知分析

저자 : 金秀娟

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 31-62 (32 pages)

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김수연. 2019. 3. 31. 한국 음식 관용어: 의미, 문화, 인지분석을 중심으로. 이중 언어학 74, 31-62. 이 연구는 한국어 음식 관용어를 대상으로 하며, 중국 한국어 학습자의 한국어 학습을 돕는 것을 목적으로 한다. 관용어는 각 민족의 사고방식 및 가치관, 역사, 문화, 생활 방식 등이 담겨있으며, 글자만 보고는 관용표현이 갖는 의미를 온전히 파악하기 어렵다. 특히 음식 관용어는 일상생활 속에서 사용 빈도가 높기 때문에 중국인 학습자들이 이를 학습할 시 많은 어려움을 겪게 된다. 본고는 한국어 음식 관용어를 의미, 문화, 인지분석 세 부분으로 나누어 이에 내포 되어 있는 고유의 문화, 표현방식 및 인지적 특징을 종합적으로 분석하고자 한다. (화중과기대학 인문학원)

KCI등재

3한국어 예비교원의 국외 '사전 실습' 프로그램 개발과 실제 -일본(도쿄, 오사카) 지역을 중심으로-

저자 : 김유미 ( Kim Yumi )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 63-93 (31 pages)

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In order for pre-service Korean teachers to acquire the qualification of Korean language teachers, it is necessary to complete the 'Korean practicum' course, which is the 5th part of Korean Language education curriculum. It is good to have many opportunities for early field experience and practicum in the educational field in order to become a competent teacher. Unfortunately, there are not as many practical activities given to them. Therefore, pre-service Korean teachers can experience Korean language education abroad through prior training program before taking the 'Korean Practicum' course. In addition, they can train talented Korean language teachers while cultivating global leadership and further expanding their understanding of other cultures through various learners. This study first reviews the course and contents of the NCATE to develop a prior training program for overseas, and then compares and analyzes with the 'Korean Practicum'. Based on this, we developed an overseas Korean language prior training program for pre-service Korean teachers and operate this program mainly in the Tokyo and Osaka area. Futhermore, I will look at the composition and role of the manpower(career teacher, coordinator for practice, head and teacher in charge of practice at agency)related to the prior training. (KyungHee University)

KCI등재

4내용 중심 교수법에 기반한 다문화 배경 학생 대상 학습 한국어 교육 프로그램 개발 연구

저자 : 김윤주 ( Kim Yoonjoo )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 95-121 (27 pages)

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This study deals with the academic Korean language education for students who have multi-cultural backgrounds. The theoretical foundation of this study can be traced in content-based instruction and, specifically speaking, this study is about application of the theme-based instruction for the establishment of class contents. For this end, the study delves into several issues; definition of academic Korean language education for students who have multi-cultural backgrounds, contents of the education model, appropriateness of the academic Korean language education definition from the perspective of teaching students who have multi-cultural backgrounds, and the current level of related studies in this area. Also, this study deals with overview of contents-based instruction, specific models of contents-based instruction, and the possibilities of application of the models for KSL education. Lastly, this study provides operational alternatives for middle school social studies class by designing syllabus and forming texts, tasks, and activities for the KSL class. (Hansung University)

KCI등재

5한국어 학습자의 메타언어 서면 피드백에 대한 오류 수정 실패 요인 분석

저자 : 박현진 ( Hyun-jin Park )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 123-147 (25 pages)

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This paper aims to investigate the percentage of learner's errors correction based on metalanguage written feedback provided by their instructor in Korean language writing, and also the cognitive process that they follow when integrating the feedback. Drawing upon this, the present research also aims to investigate the reasons behind the failure of feedback incorporation. A speak out aloud protocol has been followed to explore learners' cognitive processes when they receive metalanguage written error feedback. The procedure of this study started by giving metalanguage feedback to 7 learners of Korean after a writing class. The learners were then required to review their drafts incorporating the feedback, but by verbalizing out aloud their thoughts while doing this. The result of the analysis of the written compositions and the recording of the verbalizations revealed that 1) learners corrected about 85% of their errors after receiving feedback, and that 2) reasons for not correcting errors even after receiving feedback can be grouped into the four categories of “lack of attention”, “lack of vocabulary knowledge”, “pronunciation error”, and “insufficient teacher's explanations”. Among these, three indicates issues on the side of the learner, such as lack of attention, and that also language proficiency and an accurate pronunciation are important. Nevertheless, a further reason indicates that the teacher must provide enough content when giving metalanguage written feedback.
This study approached the issue of individuating the reasons of failure of written feedback from a qualitative perspective, and we believe that it can help students in understanding feedback thus improving language proficiency. (Jeonju University)

KCI등재

6청소년 한국어(KSL) 학습자를 위한 '학습 도구 한국어' 교육 내용 연구

저자 : 심혜령 ( Shim Hyeryeong ) , 이선중 ( Lee Sunjoong )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 137-159 (23 pages)

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This study discusses how the Learning Tool Korean education in Korean as a Second Language Curriculum should be addressed in learning materials and actual classes. Learning Tool Korean is set to enhance literacy by utilizing widely-used general knowledge vocabulary, classroom vocabulary, and thinking tool vocabulary. But it is not yet clear how and what these vocabulary materials should aim to embody. Thus, this study presents the direction of embodying Learning Tool Korean in Korean language textbooks for adolescent KSL Learners, and focuses on learning activity, thinking and learning skills regarding the specific contents. This paper explains how the setting of learning activities, the selection of study skills, and the linkage between learning activities and study skills are performed through various examples. (Paichai University Kyung Hee University)

KCI등재

7한국어 학습자의 모어 간섭에 의한 오류에 대하여 -우즈베키스탄 학습자의 말하기에 나타난 조사 사용을 중심으로-

저자 : 배연화 ( Pae Youn-hwa )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 149-178 (30 pages)

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The purpose of this study is to investigate the patterns of postposition errors in the speech of Uzbekistani Korean learners at the intermediate level and examine their causes. The analysis results of errors in frequency and type show that postposition errors due to the interference of mother tongue were the most. The causes of postposition errors among Korean learners whose mother tongue was the Uzbek language were examined according to errors due to the interference of mother tongue and use of target language. Errors due to the interference of mother tongue were further divided into preclusive interference errors and intrusive interference errors and contrasted with the Uzbek language to sort out the characteristics of errors. The findings raise a need to explain differences between Korean and Uzbek languages in the education of Korean postpositions to reduce postposition errors due to the interference of mother tongue among Uzbekistani Korean learners. (Sunchon University)

KCI등재

8한국어 교재에 대한 텍스트기호학적 연구 시론

저자 : 백승주 ( Baek Seung-joo )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 179-211 (33 pages)

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The purpose of this study is to examine Korean language textbooks from the viewpoint of text-semiotics and to explore the applicability of text-semiotics as a methodology of Korean language textbooks research. For this, the definitions of texts were reviewed. And it was investigated how Begaugrande and Dressler's seven standards of textuality are revealed at the point of 'communication participants', 'acceptance patterns of Korean language textbooks', and 'structure of Korean language textbooks'. (Chonnam National University)

KCI등재

9화상교육을 활용한 한국어 튜터링 사례 연구

저자 : 서진숙 ( Jinsuk Seo ) , 방성원 ( Seongwon Bang )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 213-237 (25 pages)

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The purpose of this study is to develop a one-to-one tutoring program and apply it to the field so that students studying Korean online can continue their studies without interruption of Korean language use after the end of the semester. The purpose of this study was to examine the difference between perceptions of tutees and tutors participating in the tutoring program. Through this study, we confirmed that the real - time Korean language tutoring program for Korean learners, outside of the regular curriculum, effectively increased the satisfaction of learners, maintained Korean learning motivation, and increased interest in learning strategies. The tutoring of the preliminary Korean teachers provided the sense of stability of 'teacher and friend' to the beginner learners, and it provided the tutor with real Korean education experience and showed high mutual satisfaction. Also, in regards to the learner's Korean language grade, it was confirmed that the satisfaction level of the upper group was higher than that of the lower group. In the future, it will be necessary to consider different ways to design a tutoring program in consideration of the tutees' Korean language grades and positive drive on their learning attitude. In addition, it is necessary to supplement the procedures for preparation and use of tutoring materials for the tutor, a prospective Korean teacher. (Kyunghee Cyber University)

KCI등재

10중국 내 한국어 전공 학습자를 위한 접속부사의 오류 양상 연구 -중·고급 학습자를 대상으로-

저자 : 서평 ( Xu Ping )

발행기관 : 이중언어학회 간행물 : 이중언어학 74권 0호 발행 연도 : 2019 페이지 : pp. 239-266 (28 pages)

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The study polled 17 access agencies on 62 intermediate-level, 100 high-level, and 162 university-level Korean learners in China to identify the error patterns of connecting Korean. The survey found that the errors of 'causal, confrontational-positive, and transition' relationship were relatively more error-prone than high-level, but that errors on 'add, select, and condition' relationships were more error-prone than in intermediate-level. 'Daman, therefore, or, so' showed high error rates in both middle and high levels, regardless of their mastery. The error rate based on proficiency indicates that there are more errors in intermediate levels than in advanced levels. However, 'and' with a wide range of meaning functions has caused more errors than intermediate learners due to overapplication of semantic functions. The patterns of errors between semantic conjunctives found that error patterns between causality, antagonism and selective-relationships were error between add-on and selective-relations, error between condition-relations and causative-related adverbs, and error between transition-related and causative-related conjunctives were frequently found and found to be the cause of his error. (Dongguk University)

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