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연세대학교 언어연구교육원 한국어학당> 외국어로서의 한국어교육

외국어로서의 한국어교육 update

Teaching Korean as a Foreign Language

  • : 연세대학교 언어연구교육원 한국어학당
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수록정보
수록범위 : 1권0호(1974)~59권0호(2020) |수록논문 수 : 567
외국어로서의 한국어교육
59권0호(2020년 11월) 수록논문
최근 권호 논문
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KCI등재

1한국어 교사의 외국어 학습 경험이 교사 실행에 미치는 영향에 대한 질적 연구

저자 : 김규리 ( Gyuri Kim ) , 김영주 ( Youngjoo Kim )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 1-28 (28 pages)

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The purpose of this study is to compare two teachers who have different learning experience and analyze how they are different in the Korean education filed. The study analyzed the diaries of teachers and students, the videotaped classroom lessons, and the Korean language teacher interview. Especially through videotaped lessons, corrective feedback given by Korean teachers was extracted and analyzed to find differences between the two teachers' teaching methods. This study's significance is that they can use foreign language learning experiences as one of the necessary qualities for Korean teachers.
(KYUNG HEE UNIVERSITY)

KCI등재

2한국어 수업에서의 교사 칭찬 발화 양상 연구

저자 : 김서형 ( Kim Seohyung )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 29-63 (35 pages)

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This paper examined the aspect of offering praise that appears in the actual Korean language class. This study reviewed the discussions of prior research to re-organize the concept of praise and examine the patterns of offering praise that appears in the actual Korean language class. Praise was defined as an act of positive feedback of teaching in the sight of a comprehensive perspective. The analysis items derived through prior research were frequency of praise provision, object of praise, target and method of praise, and language expression of praise in consideration of the characteristics of Korean language education and research materials. A total of 750 minutes of actual midand high-level Korean classes were recorded and analyzed according to the survey items. As a result, teacher praises were given 308 times in 15 Korean classes. This shows that Korean language teachers give at least 14 to 20 times of praise in one class. The frequency of praise by teacher, by class area, and by learner language level all showed meaningful differences. The frequency of appearance of praise in the order of 'grammar>verbal>speaking classes' and in the order of 'individual>class>group'. The frequency of appearance related to the praise was provided in the order of 'learning result>learning process> personality/characteristic>(potential) abilities, other>looks, and (life) attitudes'. The language of praise were offered in the order of 그렇다> 맞다>잘하다>구체적 내용> 좋다>오케이>괜찮다.' The positive factor in the analysis results was that teacher offered praise to learners individually. But there was no linguistic diversity. Teacher praise offered as an same linguistic form to all learners. These results bring that it is necessary to give differential praise according to the educational context and to investigate effective praise skill.
(Kyonggi University)

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This study aims to clarify the characteristic of the connective ending “-아/어서야” when used as a rhetorical question and suggest description methods for Korean education. To achieve this, the definition of “-아/어서야” is analyzed, and the usage of “-아/어 서야” in rhetorical questions are classified into “-아서야 되겠-” and the premise “-아서야” to reveal syntactic and semantic characteristics. The study shows that the variation of the “-아서야 되겠-” sentence structure and the combination of pre-final endings related to tenses are not possible, and semantically, the preceding clauses are inappropriate and it should not be executed. Secondly, regarding the premise “-아서야”, combining with pre-final endings related to the tenses is not possible, and only the verb can be used as a predicate in the following clauses. Semantically, this implies that when a preceding clause is executed, the following clause cannot be used. Based on the analysis, this study, using a simple and clear meta language when describing the meaning and suggesting similar grammar examples to help learners understand, asserts that the description of “-아/어서야” in Korean education should be divided into “-아서야 되겠-” and the premise “-아 서야”. Also, suggestions to schematize sentence structures and to present various examples are made.
(Kyung Hee University)

KCI등재

4역번역을 활용한 한국 시조 이해 교육 연구 - 영어권 한국어 고급 학습자를 대상으로 -

저자 : 김영 ( Jin Y Ing ) , 고정희 ( Ko Jeong-hee )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 85-109 (25 pages)

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This study aimed to present the availability and implications of back-translation learning methods in Korean sijo education as a foreign language. Results were based on the understanding of Korean sijo by advanced English-speaking Korean learners using back translation. In this study, the significance of back translation as a method of learning sijo is summarized as follows: First, learner-centered activities that encourage learners to participate exist; second, reading native texts can help obtain “advanced knowledge;” third, results are an exploratory process involving learners' independent thinking; and fourth, awareness of diversity in interpretation encourages freedom to express views on texts. This study selected Hwang Jin-i's sijo “A Long Night of Winter Solstice” as an experimental text and categorized the understanding of English-speaking advanced learners of the Korean language using back translation into “accepting the meaning of text through reading translations,” “interpretation of the meaning of text through back translations,” and “deeper understanding of the text by comparing back translations with source texts.” Advanced English-speaking Korean learners showed attitudes related to actively organizing the meaning of sijo while performing back translation; they continued to interpret the text by mobilizing their own experience and knowledge through the back translation process. The different order of words in the mother tongue and Korean also led to difficulty in switching to the target language. The following implications were derived based on the understanding of advanced English-speaking Korean learners using back translation. First, the teacher should effectively adjust the primary response the learner sees after reading the translation text. Second, proper educational measures from teachers are needed when learners spend a considerable amount of time on a single poem. Third, the cultural context of learners should be extended after comparing the back translated and source texts.
(Seoul National University)

KCI등재

5한·중 정치류 신문 사설의 '개입' 대조 연구

저자 : 맹강 ( Meng Gang )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 111-143 (33 pages)

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This study aims to suggest the educational implication of Korean Engagement though contrasting the engagement reflected in Chinese and Korean editorials. In order to do this, 100 editorials (Korean editorials 50, Chinese editorials 50) were selected from The Chosun Ilbo, The JoongAng Ilbo, The Dong-A Daily News and People's Daily, Guang Ming Daily which are the representative and authoritative newspapers in Korea and as well as in China. We extracted the engagement and did a t-text. As a result, the total of monogloss and heterogloss didn't have a statistically significant differences in both Korean and Chinese editorials had used more heterogloss than monogloss. In the case of dialogic expansion, the use of entertain, attribution, acknowledge, distance and the total of dialogic expansion showed a statistically significant difference. Descriptive statistics showed that Korean newspaper editorials used more entertain, attribution, acknowledge, distance than Chinese newspaper editorials. In the case of dialogic contraction it was found that the use of disclaim, deny, counter, proclaim, pronounce and the total of dialogic contraction had a statistically significant difference but except the concur and endorsement. Descriptive statistics showed that the Korean editorials used more disclaim, deny, counter than Chinese editorials, however Chinese editorials used more proclaim, pronounce than Korean editorials. This is related to the genre characteristics of Chinese and Korean argumentative writings and that of the newspapers. Based on the above discussion, educational implications were presented in terms of subjects, textbooks, and educational content.
(Dalian University of Foreign Languages)

KCI등재

6예비한국어교원의 교안 분석을 통한 교안 작성 지도 방안 연구

저자 : 박수연 ( Sooyeon Park ) , 이은경 ( Eun-kyung Lee )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 145-179 (35 pages)

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The purpose of this study is to analyze the lesson plans of prospective Korean language teachers and to identify the problems and suggest educational measures to improve the teaching ability of the prospective teachers required for the organization and operation of Korean language classes. “Korean language education practicum” belongs to five section of the major subjects to obtain a Korean language teaching certificate, and if the subjects from 1 section to 4 section are related to the knowledge of the major, “Korean language education practicum” is a very important subject that can actually experience the Korean language education site in advance.
Students of the “Korean language education practicum” course will draw up a teaching plan for the mock class, which is the final course of the class. The importance of the teaching plan cannot be overlooked in that it is the beginning and end of the “Korean language education practicum”, and even after becoming a Korean language teacher the preparation of the lesson plan is carried out frequently. Therefore, the study plans to analyze 117 lesson plans of prospective teachers written in the “Korean language education practicum” to identify problems in each stage of the class and propose guidance measures to resolve them.
(Sejong Cyber University)

KCI등재

7온라인 한국어 쓰기 수업에서의 동료 피드백에 대한 만족도 연구 - Zoom을 활용한 과정 중심 쓰기 수업을 중심으로 -

저자 : 박진철 ( Park Jinchul ) , 장지영 ( Jang Jiyeong )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 181-200 (20 pages)

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The purpose of this study was to examine the type, frequency, and characteristic aspects of feedback after conducting peer feedback activities in online Korean writing classes using Zoom for foreign university students and to find out the educational utility and learners' satisfaction of peer feedback. Peer feedback activities were conducted for sixty students in academic Korean writing classes for one semester in four domestic universities (or graduate schools). Using Zoom, students' writings were shared during the class and feedback was provided by peers. The results of quantitative analysis of the contents and the style of peer feedback were as follows. First, the contents of feedback were provided in the order of content, vocabulary and expression, grammar, and spelling. Second, the way of feedback was used frequently in the order of pointing out errors, suggesting alternatives, paying compliments and asking questions. In addition, a follow-up in-depth interview was conducted to analyze learners' perception of peer feedback on aspects of educational utility and satisfaction of feedback. 78% of the students surveyed responded positively to motivating learners to study Korean, giving confidence and having interest, which means that peer feedback activities in writing class had an significant effect on the satisfaction of writing classes with educational utility.
(NamSeoul University·Ewha Womans University)

KCI등재

8타이완 한국어 교육의 회고와 전망 - 중국과의 비교를 겸하여 -

저자 : 손정일 ( Sohn Jeong-il )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 201-222 (22 pages)

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This study briefly outlines the 64 years of Korean language education in Taiwan and examines the current situation of Korean language education. In addition to the characteristics of the three universities with Korean language departments installed, I also look for suggestions that can raise the level of Korean language education in Taiwan in the current situation in 2020. In addition, by comparing Korean language education in China, which is a Chinese-speaking speaker, it also looks for a point where Korea and Taiwan share the geopolitical peculiarity of the two- Korea and Taiwan-China bilateral relationship. The purpose of this study is to contribute to the continuous development of Taiwanese Korean language education, a beautiful island of Formosa, which belongs to Northeast Asia politically and economically and Southeast Asia culturally and geographically. To this end, it is proposed to open the Korean language department of the National Taiwan (Normal) University. In addition, through the establishment of the Taiwan Korean Language Education Association, I hope that there will be more active exchanges and cooperation with the established Korean Language Education Research Association in China.
(Yonsei University)

KCI등재

9중국인 학습자의 한국어 자기발화수정 연구 - 수정 특징 및 그 원인 분석을 중심으로 -

저자 : 양수림 ( Xiulin Yang )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 59권 0호 발행 연도 : 2020 페이지 : pp. 223-249 (27 pages)

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This study aims to analyze the characteristics and its causes of self-repair in Chinese learners' Korean speech. For this purpose, 15 Chinese advanced learners and 15 Korean native speakers were took as the research subjects. Through the comparative analysis of their conversation materials, the characteristics of self-repair in learners' speech were summarized into five points as follows. First, by tape, it mainly focused on the covert repair. Second, by strategy, long pauses and meaningless editing terms frequently appeared. Third, by structure, most repair includes the editing phase. Fourth, by location, the proportion of repairs occurring within word segments is significant. Fifth, by result, although native speakers can detect and repair most of the targets to be repaired successfully, learners can only repair a limited number of targets and often fail. These characteristics may have a negative impact on the fluency of speech, causing the speech to sound intermittent or long and cumbersome. Next, based on the results of interview with Chinese learners, the causes of learners' self-repair characteristics were classified into learners' insufficient language ability, translational speaking habits, a lack of awareness of self-repair and psychological factors such as negative attitude toward repair and excessive tension when using a foreign language.
(Seoul National University)

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The purpose of this study is to examine the speaking lexical diversity and vocabulary learning strategies of Korean learners, and to present vocabulary learning strategies of learners with high lexical diversity to Korean learners. Sixty-one participants in the mid-level(TOPIK) were asked to measure the speaking lexical diversity and vocabulary learning strategies. Presentation and recall speaking were conducted to measure speaking lexical diversity, and 83 vocabulary learning strategies were divided into determination strategies, social strategies, memory strategies, cognitive strategies and meta-cognitive strategies, followed by surveys. The results were as follows: (1) The type of speaking lexical diversity measurement task affects the results of speaking lexical diversity. (2) In the presentation task, learners whit higher lexical diversity used a lot of the determination strategy, and in the recall speaking task, learners in groups with higher speaking lexical diversity are shown to use the upper cognitive strategy a lot.
(Sehan University)

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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