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국제한국어교육학회> 한국어 교육> 영어권, 중국어권 학습자의 한국어 모음 지각 -모국어와 목표 언어 간의 음향 자질의 유사성과 한국어 경험의 효과 중심으로-

KCI등재

영어권, 중국어권 학습자의 한국어 모음 지각 -모국어와 목표 언어 간의 음향 자질의 유사성과 한국어 경험의 효과 중심으로-

Perception of Korean Vowels by English and Mandarin Learners of Korean: Effects of Acoustic Similarity Between L1 and L2 Sounds and L2 Experience

류나영 ( Na-young Ryu )
  • : 국제한국어교육학회
  • : 한국어 교육 29권1호
  • : 연속간행물
  • : 2018년 03월
  • : 1-23(23pages)
한국어 교육

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This paper investigates how adult Mandarinand English- speaking learners of Korean perceive Korean vowels, with focus on the effect of the first language (L1) and the second language (L2) acoustic relationship, as well as the influence of Korean language experience. For this study, native Mandarin and Canadian English speakers who have learned Korean as a foreign language, as well as a control group of native Korean speakers, participated in two experiments. Experiment 1 was designed to examine acoustic similarities between Korean and English vowels, as well as Korean and Mandarin vowels to predict which Korean vowels are relatively easy, or difficult for L2 learners to perceive. The linear discriminant analysis (Klecka, 1980) based on their L1 L2 acoustic similarity predicted that L2 Mandarin learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e/ >> /i, Λ, o, u/ (most difficult), whereas L2 English learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e, i, Λ/ >> /o, u/ (most difficult). The goal of Experiment 2 was to test how accurately L2 Mandarin and English learners perceive Korean vowels /i, Λ, o, u/ which are considered to be difficult for L2 learners. The results of a mixed-effects logistic model revealed that English listeners showed higher identification accuracy for Korean vowels than Mandarin listeners, indicating that having a larger L1 vowel inventory than the L2 facilitates L2 vowel perception. However, both groups have the same ranking of Korean vowel perceptual difficulty: i > Λ > u > o. This finding indicates that adult learners of Korean can perceive the new vowel /i/, which does not exist in their L1, more accurately than the vowel /o/, which is acoustically similar to vowels in their L1, suggesting that L2 learners are more likely to establish additional phonetic categories for new vowels. In terms of the influence of experience with L2, it was found that identification accuracy increases as Korean language experience rises. In other words, the more experienced English and Mandarin learners of Korean are, the more likely they are to have better identification accuracy in Korean vowels than less experienced learners of Korean. Moreover, there is no interaction between L1 background and L2 experience, showing that identification accuracy of Korean vowels is higher as Korean language experience increases regardless of their L1 background. Overall, these findings of the two experiments demonstrated that acoustic similarity between L1 and L2 sounds using the LDA model can partially predict perceptual difficulty in L2 acquisition, indicating that other factors such as perceptual similarity between L1 and L2, the merge of Korean /o/ and /u/ may also influence their Korean vowel perception. (University of Toronto)

UCI(KEPA)

I410-ECN-0102-2018-700-004037070

간행물정보

  • : 어문학분야  > 국어학
  • : KCI등재
  • :
  • : 계간
  • : 1225-6137
  • : 2713-847X
  • : 학술지
  • : 연속간행물
  • : 1989-2022
  • : 1193


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This study pointed out the reality that many novice Korean language teachers who lack rater training are scoring the learners' writing skill. The study performed and analyzed a case where pre-service teachers were educated in order to explore the possibility of promoting rater training in a Korean language teacher training course. The pre-service teachers majoring in Korean language education at the graduate school scored TOPIK compositions and were provided feedback by the FACETS program, which were further discussed at the rater meeting. In three scoring processes, the raters scored with conscious of own rating patterns and showed positive change or over correction due to excessive consciousness. Consequentially, ongoing training can improve rating ability, and considering the fact that professional rater training is hard to progress, the method composed of FACETS analysis and rater training revealed positive effects. On the other hand, the rater training including native Korean and non-native(Chinese) speakers together showed no significant difference by mother tongue but by individual difference. This can be interpreted as a positive implication to the rating reliability of non-native speakers possessing advanced Korean language abilities. However, this must be supplemented through extended research. (Korea University)

KCI등재

5한국어 경력교사 대상 요구조사를 통한 성찰적 교사교육 방안 모색 -수업 전문성 영역을 중심으로-

저자 : 이선영 ( Sunyoung Lee )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 29권 1호 발행 연도 : 2018 페이지 : pp. 109-137 (29 pages)

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The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education. (Korea University)

KCI등재

6한국어 교사의 자질 향상을 위한 인식 비교 연구 -태국어권을 중심으로-

저자 : 이승연 ( Lee Seungyeon )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 29권 1호 발행 연도 : 2018 페이지 : pp. 139-161 (23 pages)

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This study aims to investigate factors that are important for Korean language faculty and learners in Thai universities with focus on factors that constitute characteristics of desirable Korean language teachers. This study also analyzes the difference in perception between the faculty and learners to enhance the qualities of Korean language teachers in Thailand.
The demand for Korean language learners is explosive in Thailand as Korean language has been adopted as a college entrance examination subject since the 2018 school year. As a result, the Thai government has increased the number of Korean language education institutions to reflect the rapidly increasing demand of Korean language learners, but Korean language education in Thailand has only achieved quantitative growth and has made little in the way of qualitative growth. In this respect, it is meaningful to compare the qualities of the Korean language teachers in the Korean language faculty of Thai universities with the qualities that learners perceive Korean language teachers should have, which ultimately can enhance the quality of Thai Korean language teachers and help the learners to learn more effectively. (Kyung Hee University)

KCI등재

7WIDA 평가 고찰을 통한 한국어(KSL) 교육과정 진단평가 개선 방안 탐색

저자 : 이인혜 ( Inhye Lee )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 29권 1호 발행 연도 : 2018 페이지 : pp. 163-197 (35 pages)

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The present study suggests ways to improve the Korean proficiency screening test through an analysis of WIDA tests. A review of WIDA Screener, WIDA MODEL, and W-APT reveals that each of these three tests consists of four or five tests, corresponding to grade-level clusters. In addition, the WIDA screening tests assess both English for social communication and academic English, according to WIDA's five English Language Development (ELD) standards. Thematic folders of the ELD standards have different ranges of item difficulty, and the WIDA screening tests are adaptive tests. Lastly, the writing tests consist of performance-based tasks, and the rubric is holistic. As suggestions for improvement for Korean screening tests of the KSL curriculum, this study proposes (a) to devise items to assess academic Korean, so as to evaluate students' overall proficiency more accurately, (b) to utilize an adaptive method to screen students' proficiency more efficiently, and (c) to revise the writing tasks and rubric of the current KSL screening tests. (University of Minnesota)

KCI등재

8한국어 말하기 능력 향상을 위한 과정극(process drama) 활용에 대한 고찰 -'세종한국어 회화 중급' 교재의 과제 단원 개발을 중심으로-

저자 : 이정희 ( Junghee Lee ) , 박혜옥 ( Hae-ok Park )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 29권 1호 발행 연도 : 2018 페이지 : pp. 199-222 (24 pages)

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This study attempts to apply process drama in teaching Korean speaking. For that goal, the first part of the study introduces the main features of process drama exploring the possible use of teaching Korean speaking, and the second part presents a concrete example of developing a unit of the Sejong intermediate Korean conversation coursebook which was designed using a process drama method. Process drama is a process-oriented drama activity which progresses only with the teacher and students' spontaneous participation. With its unique meaning-oriented interaction paradigm, it has been suggested as an effective way of teaching and learning a foreign language. Since it emphasizes students' spontaneity, cooperation, and authentic communication, it commonly provides plenty of opportunities for students to interact in a meaningful context. Despite its effectiveness in teaching speaking, it has rarely been used in KFL contexts. Considering the limited opportunities to practice speaking in KFL classrooms, using a communication-rich activity such as process drama would be an optimal solution. This study, therefore, examines possible application of process drama in teaching Korean speaking, and introduces sample speaking materials designed for KFL intermediate learners. (Kyung Hee Universityㆍ International Graduate School of English)

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