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연세대학교 언어연구교육원 한국어학당> 외국어로서의 한국어교육

외국어로서의 한국어교육 update

Teaching Korean as a Foreign Language

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수록정보
수록범위 : 1권0호(1974)~64권0호(2022) |수록논문 수 : 607
외국어로서의 한국어교육
64권0호(2022년 02월) 수록논문
최근 권호 논문
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KCI등재

1온라인 한국어 교육 콘텐츠 개발의 구성 원리 - Y대학교 초급 온라인 한국어 교육 콘텐츠 개발 사례를 중심으로 -

저자 : 김성조 ( Kim Sungjo ) , 곽지영 ( Kwak Jiyoung ) , 손성희 ( Shon Sunghee ) , 한상미 ( Han Sang-mee )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 64권 0호 발행 연도 : 2022 페이지 : pp. 1-40 (40 pages)

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This study aims to show the principles for the development of online Korean education contents. The principles set by Y University to create online Korean language education contents can be broadly divided into technology, interaction, self-directed learning, and user convenience. First, through VR(Virtual Reality) technology, 360-degree rotation animation, and AI(Artificial Intelligence) voice recognition technology, we aimed for contents with the latest technology. In addition, in order to lead to successful learning, we have designed active interaction between learners and contents, and between learners and instructors. Besides, the importance of self-directed learning was recognized and learners were able to control learning speed, participation in various activities, selection their own language, self-check, and selection of auxiliary materials. And to secure user convenience, it is accepted translation and subtitles in the learner's native language, reinforcement of visual delivery, and learning progress confirmation functions were included.
(Yonsei University)

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This thesis aims at study of education strategy for the students who learn Korean as their major at universities in China. It also suggests some effective strategies for solving the problems. In partucular, It deals with the study of teaching strategy of fallacies of writing in Korean and Akward expressions based on case study. Writing ability is not only process to communicate with people around the world but also is regarded as one of the essential virtues to be a competent person in our future society. Due to these reasons, the importance of writing capability has been considered as a crucial key for language learners. The current problems students of universities in China have been going through must be addressed seriously for improvement Korean language education. According to my experiences while I have been teaching Korean in China, I classified certain of mistakes students mainly make into categories, which is Words, Sentences and Expressions. As a result, I found that there are some similarities: 7 mistakes in the Akward expressions and 12 mistakes in the Words and Sentences.
(Jilin International Studies University)

KCI등재

3한국 문학 작품과 일본어 번역본의 비교를 통한 결과지속상 '-어 있-'의 대응 양상 연구

저자 : 김효신 ( Kim Hyosin ) , 박지현 ( Park Ji Hyun )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 64권 0호 발행 연도 : 2022 페이지 : pp. 67-93 (27 pages)

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This study provides to look at the corresponding Japanese Expressions of '-eo iss-' as a basic study that looked at the translation patterns before preparing the content of education for learners majoring in Korean translation. '-eo iss-' is usually combined with a intransitive verb with a final point that 'change' occurs in the subject. A intransitive verb that 'change in position and posture' occurs in the subject or passive verb combined with '-eo iss-', it is translated into Japanese '-teiru'. The verb in front is translated one-on-one with the intransitive verb of Korean or the verbs related to it with a focus on the action after the completion of the action. In Japanese, '-teiru' is used when two actions occur at the same time. However, when each action occurs one after another in time, the preceding action is translated into '-ta' which is past tense. However, when the back translation is performed in Korean, both expressions are possible, so if you want to express the meaning of non-progressive (resultative), you can translate it using '-eo iss-'. In addition, many examples translated into 'aru/iru' instead of '-teiru' were found. When there is a focus on spatial arrangement or existence, 'aru/iru' is used. In Japanese, the combination of 'transitive verb+-tearu' is preferred when the subject of the action is not explicitly revealed. This is because there is a focus on the action. However, in the case of Korean, '-eo iss-' is used for involuntary intransitive verbs or verbs that focus on the changed state. The 'no' translation of '-eo iss-' is used to indicate the economic feasibility of expression and the place or time when an event occurs. This is because the meaning can be specified on behalf of the aspect marker. When the back translation is performed in Korean, you will have to proceed with this information known in advance.
(Hankuk University of Foreign Studies·Pukyong National University)

KCI등재

4비원어민 예비 한국어 교사의 교사 정체성 연구

저자 : 이인혜 ( Lee Inhye )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 64권 0호 발행 연도 : 2022 페이지 : pp. 95-125 (31 pages)

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The present study investigates the teacher identity of non-native Korean student teachers. Data were collected from international students majoring in Korean language education through a survey and interviews. The results showed: 1) the results of the survey indicate that their perception of competence as a Korean language teacher showed the lowest average while efforts to improve teacher professionalism showed the highest of the four variables of teacher identities; 2) the doctorate students showed the strongest teacher identities while the undergraduate students showed the lowest; 3) the students' teacher role identities were mainly formed by their personal experiences; 4) the perception and terms of employment of Korean language teacher at home country had a great influence on deciding whether to become a Korean teacher or not; 5) the students' identities as non-native teachers cause anxiety in teaching despite recognition of their strengths as bilingual and Korean learners; and 6) the student teachers had both Korean learner and teacher identities, and the two identities varied in degree over the program of Korean language education.
(Chonnam National University)

KCI등재

5중국 산둥성 칭다오시 소재 국립대학교의 한국문학 교육 현황 연구

저자 : 장휘 ( Zhang Hui )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 64권 0호 발행 연도 : 2022 페이지 : pp. 127-148 (22 pages)

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Recent years has witnessed that the cognition on the necessity of Korean literature education has been continuously improved, aiming to enhance the communication ability of Korean. However, Korean literature education in Chinese universities reamins in a primary period with more problems to be solved. In order to explore strategies of Korean literature education in China, this paper, focusing on the national universities in Qingdao, Shandong Province, attempts to investigate and analyze the current situation of Korean literature education, to summarize the problems in literature education, and to propose relevant solutions. There are some problems in Korean literature education in China, such as limited credits, insufficiency of students' abilities, deficiency of relevant teaching materials, decrease of students' awareness and so on. In order to improve relevant problems, online teaching, literature lectures and other forms can be conducted to initiate a new stage in Korean literature education. Subsequently, Chinese translated versions of Korean literature can be flexibly used to provide students with a greater insight into Korean literature. Moreover, it seems necessary to develop Korean literary history or Korean literary works appreciation textbooks that meet students' level. Furthermore, students' interest in Korean literature can be inspired by watching movies adapted from literary works and participating in speech competitions.
(Shandong University of Science and Technology)

KCI등재

6유학생의 한국어 듣기 평가를 위한 한국어능력시험의 내용 타당도 분석 연구

저자 : 조성해 ( Cho Sunghai )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 64권 0호 발행 연도 : 2022 페이지 : pp. 149-177 (29 pages)

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The purpose of this study is to investigate the content validity of TOPIK, which is employed as an evaluation tool for international students in order to develop Korean listening evaluation for academic purposes. The validity of TOPIK was examined by comparing it with TOEFL iBT, which is stably used to measure the language ability of learners with academic purposes. 350 questions and 206 questions were collected from 7 papers of each test. The collected data were coded in terms of input and output, and analyzed with the use of IBM SPSS Statistics 26.0. The results indicate that all the passages in TOEFL consisted of lectures, counseling, and administrative discourses, whereas in TOPIK, 78% of the scenes were less relevant to the target language use domain of international students, and the counseling situation was not considered at all. In the case of output patterns, unlike TOEFL, which showed relatively even distribution, TOPIK was focused on specific question types, and in lecture listening, logical reasoning questions were not presented, and pragmatic reasoning questions were not given in administrative discourse. The difference between the two tests was statistically significant, and the validity of the TOPIK test was not high compared to TOEFL, nor was it in itself. In consideration of practicality, educational application which can increase the validity while maintaining the frame of the current test, was suggested.
(Ewha Womans University)

KCI등재

7다의어 학술기본어휘의 전문의미 탐색과 교육적 고찰

저자 : 한윤정 ( Han Yunjung ) , 이은희 ( Lee Eunhee ) , 한재민 ( Han Jaemin )

발행기관 : 연세대학교 언어연구교육원 한국어학당 간행물 : 외국어로서의 한국어교육 64권 0호 발행 연도 : 2022 페이지 : pp. 179-215 (37 pages)

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The purpose of this study is to identify the polysemous characteristics of academic vocabulary, examine its meaning, and derive relevant educational implications. To this end, 232 academic vocabularies were selected based on Hwang Sung-eun(2017), and the vocabulary list including the basic meanings and specialized meanings for each vocabulary was prepared. As a result, it was confirmed that the academic vocabulary with one or more specialized meanings in addition to the basic meanings accounted for a majority: 88%. Since then, an expert investigation was conducted on 163 specialized meanings in seven academic fields with high frequency, and the meaning of 134 final academic vocabularies was analyzed. The analysis confirmed that having a specialized meaning in addition to the basic meaning can be managed with in Korean language education for academic purposes before entering the major. Specifically, the results suggested that if the distance between the basic meaning and the specialized meaning is close, they can be taught and learned simultaneously as per the academic field, if not, caution must be exercised when inferring the specialized meaning from the basic meaning. This study is meaningful in that it has expanded the existing discussion related to academic vocabulary to incorporate a broader perspective.
(Kyung Hee University)

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