KSL 교재 속 대화 분석 연구 : 표준 한국어 초·중등 교재를 중심으로 = A Study on Dialogue Analysis in KSL Textbooks: Focusing on the Standard Korean Series for Elementary and Secondary School Students

다국어 초록 (Multilingual Abstract)

This study aims to analyze dialogues presented in KSL (Korean as a Second Language) textbooks for elementary and secondary school students, examining patterns of interaction and the realization of discourse functions to explore the extent to which these dialogues reflect learners’ actual communicative experiences. The data consist of 220 dialogue texts selected from Standard Korean for Elementary Students (Upper Grades, Levels 3–4) and Standard Korean for Middle and High School Students (Levels 1–4), developed by the National Institute of the Korean Language.
The analysis was conducted based on five criteria—dialogue participants, domains of life, topics, discourse functions, and formal and informal speech styles—using Hymes’ SPEAKING model as an analytical framework.
The findings revealed that symmetrical relationships centered on peer interactions accounted for the highest proportion (71.4%), whereas asymmetrical relationships, such as those between teachers and students, were relatively limited and primarily involved familiar interlocutors. Regarding domains of life and topics, dialogues were primarily set in school-related environments, including classrooms (43.2%). However, as grade levels increased, topics exhibited a hierarchical progression from survival and adaptation to academic learning and career exploration.
The analysis of discourse functions indicated that task-oriented functions, such as making suggestions (14.7%) and asking and answering questions (13.7%), appeared with high frequency, while affective interactional functions were relatively underrepresented. In terms of speech styles, informal forms were predominant (98.2%). Nevertheless, at higher secondary levels, instances were observed in which formal and informal styles were strategically mixed depending on the discourse context. This stylistic variation reflects authentic communicative situations and suggests that the dialogues facilitate the development of learners’ sociolinguistic competence.
In conclusion, this study confirms that KSL textbooks reflect learners’ developmental stages in a relatively systematic manner, while highlighting the need to diversify social relationships and strengthen affective discourse functions in future materials. This research offers a systematic analysis of textbook dialogues from the perspective of the interaction among discourse functions, relationships, and speech styles, providing meaningful insights for the design of KSL curricula that reflect authentic communicative contexts.

목차 (Table of Contents)

• (Abstract)
• Ⅰ. 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 선행 연구 5
• 1.3. 연구 내용 9
• Ⅱ. 이론적 배경 11
• 2.1. KSL 학습자를 위한 한국어 교육 11
• 2.1.1. KSL 학습자 현황 11
• 2.1.2. KSL 정책 및 역사 16
• 2.1.3. KSL 교재 개발 동향 24
• 2.2. KSL 학습자의 언어 사용적 특성 31
• Ⅲ. 초·중등 KSL 교재 대화문 분석 대상 및 기준 36
• 3.1. 분석 대상 36
• 3.1.1. 분석 교재 36
• 3.1.2. 교재 구성 39
• 3.1.3. 대화문 선정 44
• 3.2. 분석 기준 46
• Ⅳ. 초·중등 KSL 교재 대화 양상 분석 69
• 4.1. 대화 참여자 70
• 4.2. 생활 영역 74
• 4.3. 주제 79
• 4.4. 담화 기능 93
• 4.5. 격식 및 비격식 표현 99
• Ⅴ. 결론 116
• 참고 문헌 120