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수록정보
수록범위 : 1권1호(2004)~16권4호(2020) |수록논문 수 : 564
언어와 문화
16권4호(2020년 11월) 수록논문
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KCI등재

1간문화성 배양: 한국어 학습자들을 위한 간문화적 성찰과제 모듈 개발

저자 : Lee-smith

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 1-47 (47 pages)

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언어 학습자들의 간문화성 배양을 돕기 위해 문화적 성찰 과정을 위한 논의와 학습주제, 활동과제, 능력평가 등을 개발하는 것은 언어학습에 못지않게 중요하다. 그 이유는 간문화성은 학습자들의 목표언어능력과 목표문화사회에서의 단기간 경험을 통해 자동적으로 형성되는 것이 아니기 때문이다. 그러므로 본 연구에서는 한국어 교과과정에 간문화성을 체계적으로 도입하고 간문화적 성찰과제 모듈 개발을 통해 한국어 유학생들의 간문화능력을 배양시키는 방안을 살펴 제안하였다. 모듈 개발을 위해 세 가지의 의사소통 전달 매체 -상호작용, 발표, 해석-, 표준외국어학습 목표 -문화표준-, 간문화적 표준학습목표 (Can-Do Statements)를 교수법적 기본틀로 삼아 간문화적 성찰을 위한 대주제 항목을 선정하고, 이를 바탕으로 소주제 항목과 성찰과제를 설계하였다. 대상 학습자들은 유학 과정 동안 간문화적 성찰과제들을 수행하고, 유학 후에 간문화적 능력 측정항목을 토대로 자가평가하였다. 또한 학습자들의 간문화적 성찰내용을 통해 간문화 능력의 향상과정과 교
육적 함의를 함께 논하였다.(예일 대학교)

KCI등재

2베트남 학습자 대상 비즈니스 한국어 교육과정 개발을 위한 요구분석

저자 : 강승혜 ( Kang Seunghae ) , 한상미 ( Han Sangmee )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 49-72 (24 pages)

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This study aims to provide necessary data for developing a business Korean language curriculum through needs analysis for Korean language educators and Vietnamese Korean language learners. Business Korean is a crucial area of curriculum development for Vietnamese Korean learners, whose numbers have increased greatly since 2016, as a Korean language for occupational purposes in the area of KSP. A Google survey has been conducted on 83 Korean language educators(or teachers) in Korea and Vietnam and 193 Vietnamese Korean language learners studying Korean at institutions in Korea and Vietnam. Through the analysis, the following results were found.: First, Vietnamese Korean learners were hoping to get a job at Korean companies based in Korea and Vietnam. Their preferred jobs were in the order of translation, service, finance, and manufacturing industries. In particular, Korean learners in Vietnam responded that their favorite jobs were in the construction industry. Among the demands related to the curriculum framework, the preference for 12 weeks of study, three times a week, and 120 minutes per session were outstanding. Second, more than half of the Korean language educators said it is appropriate to start the Korean business curriculum at the intermediate level. There were high demands for 12 weeks of study, three times a week, and 90 minutes per session among them. Also, the analysis of responses to open questions showed that the Korean business curriculum should develop business vocabularies and expressions related to authenticity and practicality.(Yonsei University)

KCI등재

3『그들이 본 우리』를 통해 바라본 한국문화 인식 - 개화기 서양인 선교사를 중심으로

저자 : 공경 ( Gong Gyeong )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 73-95 (23 pages)

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This study aims to analyze the memoirs of Western missionaries in the 19th and 20th centuries, when the culture has changed dramatically, and supplement the records of Korean culture in the past. In this study analyzed the common cultural perception of 『Korean Heritage Books』 Western missionaries.
This study focuses on Western missionaries, but interpreted the cultural perspective that was universalized compared to other non-missionary occupations. In particular, religion and religious views are analyzed intensively in the culture to focus on Western missionaries. As a result of the analysis, it was concluded that Western missionaries negatively recognized Korean culture, unlike existing researchers. This study is significant because we were able to know about the Korean culture during the period of enlightenment, which was not seen from the standpoint of Koreans.(Busan University of Foreign Studies)

KCI등재

4중급 한국어 학습자의 보조용언 사용 연구

저자 : 김보경 ( Kim Bokyoung )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 95-124 (30 pages)

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This research aims to analyze patterns of auxiliary predicate element usage by intermediate-level Korean-language learners. The findings revealed that the auxiliary predicate elements frequently used by the learners were limited to some of the items taught in basic-level classes; auxiliary predicates that had been newly taught in intermediate-level classes were not actively used. Errors were analyzed and categorized by their causes. The findings revealed that for accurate production of auxiliary predicate elements, Korean-language learners must be able to (1) understand the meanings and functions of auxiliary predicate elements; (2) identify types and extents of predicates that can be combined with auxiliary predicate elements (3) comprehend change in form according to person; (4) abide by restrictions on clauses that follow auxiliary predicate elements; and (5) discern similar auxiliary predicate elements. This paper concludes with a discussion on classroom interventions to assist Korean-language learners in effectively acquiring the five capabilities and apply them outside of the classroom.(Korea University)

KCI등재

5음절 간 어중 자음연쇄의 음운변동 유형과 한국어교육

저자 : 김선정 ( Kim Seonjung )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 127-149 (23 pages)

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For English speakers who are learning Korean language, words like maknε, jinri, ipnyək are pronounced as they are, i.e. [maknε], [jinri], [ipnyək], respectively. That is, no phonological process takes place. On the contrary, in the case of Korean native speakers, they pronounce 'nickname' in English as [nɪŋneɪm], 'good morning' as [gunmɔ:rnɪŋ], and 'upload' as [umnoひd]. Also, native speakers of Japanese pronounce 'namja' in Korean as [nanja] and 'hakpəl' as [hakkupəl] or [happəl]. This is because, when consonants are adjacent to each other, the method of pronunciation of each language is different, because the difference in pronunciation causes interference in foreign language learning. In this article, we do not consider consonant sequences in syllable initial position such as 'tree, play' or in syllable final position such as 'tent, camp' in English. Rather, we consider the case of consonant sequences that are constructed with the final consonant of the previous syllable and the initial consonant of the following syllable such as ankε 'mist', kamgi 'cold'. In other words, we deal with consonant sequences that cross syllable boundaries, and the pronunciation of a consonant sequences is largely divided into four types. The first type is a language in which no phonological change occurs between adjacent consonants such as Vietnamese and Chinese, and the second type is a language in which assimilation occurs such as English, Japanese, and Korean. The third type is a language in which deletion or contraction takes place such as Indonesian and Korean, and the forth type is a language in which fortition takes place such as Korean. In order to educate the pronunciation of Korean, it is important to let learners know the environment in which phonological process such as assimilation, contraction, or fortition takes place.
It is also important to teach that, among other things, place assimilation does not occur between adjacent consonants, but manner assimilation does. To do this, practice Korean pronunciation by presenting words that contain consonant sequences with each phonological change.(Keimyung University)

KCI등재

6국내 체류 외국인을 위한 응급 상황 대비 한국어교육 어휘·표현 목록 선정

저자 : 김은혜 ( Kim Eunhye ) , 원미진 ( Won Mijin )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 151-170 (20 pages)

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The purpose of this study is to help foreigners living more safely while staying in Korea by providing Korean vocabulary and expression lists necessary to inform and resolve the situation on their own in emergency situations. The six most widely used university textbooks were analyzed, and a questionnaire survey was conducted on foreigners residing in Korea to find out the current situation. In addition, this paper classified emergency situations 'fire, rescue and first aid' by analyzing the guidelines of the 119 emergency center in Korea, and presented a list of Korean expressions that must be known in each emergency situation and dialogues that can be applied to actual situations based on the list. This can be said to have various values as it can be used not only in Korean language education textbooks, but also as essential educational materials for foreigners staying in Korea.(Yonsei University)

KCI등재

7베트남인 학부생의 자기결정성 동기 분석 - 전공 진입 후 학습자를 중심으로

저자 : 박현진 ( Park Hyunjin )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 171-196 (26 pages)

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The goal of this study is to analyze the correlation among six types of self-determination motivation, overall self-determination motivation and academic achievement in 21 Vietnamese undergraduate learners. Firstly, results show that the highest average for the sub-components of self-determination motivation was identified regulation (m=4.750), followed by integrated regulation (m=4.512), internal regulation(m=4.131), and external regulation (m=3.458). Secondly, analysis of the correlation among the sub-components of self-determination motivation revealed a positive correlation for all of them, with the exception of a negative correlation between a motivation and identified regulation. Thirdly, the analysis of the correlation between overall self-determination motivation and achievement, and between the sub-components of self-determination motivation and achievement did not show any statistically meaningful result. However, there was a negative meaningful correlation between a motivation and achievement(-0.618) and a positive correlation between identified regulation and achievement(0.574). Considering that the highest type of motivation correlating with achievement was a motivation, results of this study show the importance of fostering at least external motivation in Vietnamese learners. The contribution of this study lies in being the first attempt to investigate self-determination motivation in Vietnamese learners.(Jeonju University)

KCI등재

8선어말어미 '-는-'의 문법 의미 고찰

저자 : 우창현 ( Woo Changhyun )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 197-213 (17 pages)

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This paper aims at revealing what grammatical meaning '-nɨn-' has in modern Korean. The main discussion is as below. Firstly, this paper discussed the grammatical meaning of the word '-nɨn-' in Korean. Through the discussion process, this paper found that '-nɨn-' is grammaticalized changing from the progressive form to the grammatical form that represents the present tense. The form of '-nɨn-' originally had grammatical meaning of process aspect in the medieval period, but the meaning of '-nɨn-' has been changed from it to present tense because '-ko' snatched the process aspect from one of '-nɨn-'. However, it was also confirmed that the usage was so limited that it could only appear with the ending forms of '-da, -ga, -ga, -gun'. This paper suggested that the use of '-nɨn-' which was actively used in the Middle Ages was also related to the grammaticalization of '-ko iť-.' In most cases, '-ko i' may appear in most situations, including situations in which '-nɨn-' can be used publicly, contrasting with the constraints '-nɨn-' has. The second, I suggest that the lexical meaning of adverbs co-occurred to - nɨn- in the same context, should be considered in order to confirm the meanings of it. In other words, The meaning of the grammatical meaning of '-nɨn-' is fixed when it appears concurrently with 'thɨllim əs'i, panɨsi', etc., indicates the meaning of certainty and 'speakers will' in the situation of first-person subject. It was also confirmed that the meaning of 'habit, repetition' can be interpreted when appearing with 'daily, yearly, or self-reliance'. The third, this paper sugeest that '-nɨn-' could be interpreted as 'progress of action' if it appears with 'come and go' verb. In addition that, I suggest that the grammatical meaning of '-nɨn-' would be fixed before considerring the discoursal context as well as sentences containing '-nɨn-'.(Daegu University)

KCI등재

9외국인 유학생의 문화 간 감수성이 한국문화 학업성취도에 미치는 영향

저자 : 장준영 ( Jang Joonyoung )

발행기관 : 한국언어문화교육학회 간행물 : 언어와 문화 16권 4호 발행 연도 : 2020 페이지 : pp. 215-242 (28 pages)

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The purpose of this study is to study the relationship between the cultural sensibility of foreign students and the achievement of Korean culture. Intercultural sensitivity refers to the ability to understand and respect my culture and other cultures and to act appropriately according to the situation. In this study, measuring tools developed by Chen and Starosta were used to measure these intercultural sensibilities. In addition, significant differences in average scores were analyzed through T-test from the perspective of interaction participation, respect for cultural differences, interaction self, interaction enjoyment, and interaction caution, which are five sub-regions of intercultural sensitivity. The study was conducted on foreign students and exchange students from four-year colleges based in Seoul in the first semester of 2019. Undergraduate students took the Understanding Korean Culture from 3 p.m. to 5 p.m. on Friday for 16 weeks in the first semester with two credits. The test was conducted by mixing multiple choice and subjective questions for mid-term and final exams. The questionnaire was conducted in Korean, followed by the final exam. The sub-regions of intercultural sensitivity were analyzed by dividing them into higher and lower groups, male and female groups, and lower and senior groups. As a result of the analysis, the respect for cultural differences was generally the highest. This shows that respect for cultural differences among the factors of cultural sensitivity is deeply related to the academic performance of Korean culture. Based on these results, a measure should be taken to increase the level of respect for cultural differences in Korean culture classes for foreign students so that the academic achievement of Korean culture can be improved.(Soongsil Cyber University)

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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