한국어교육에서의 ‘매개(mediation)’ 영역 설정의 필요성과 방향

김호정 ( Kim¸ Hojung ),강남욱 ( Kang¸ Namwook ),신필여 ( Shin¸ Pilyeo ),박민신 ( Park¸ Minsin ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3

This study aims to discuss the establishment rationale and utilization of “mediation,” which is the sub-domain of the curriculum, in < The Curriculum of Korean as a Foreign Language for Primary and Secondary Schools Overseas (2021) >. To this end, we first extended the concept of “mediation” from a limited concept of linguistic activity that helps third-party communication as direct communication is not possible in “relational mediation” that establishes and manages interpersonal relationships and a “cognitive mediation” that enables access to knowledge and concepts. By expanding the concept of mediation in this way, mediation was divided into mediation activities and mediation strategies to examine each subtype and concept. Based on these discussions, the rationale for introducing the domain of mediation in Korean language education was the need to promote communication between Korean users and learners' peer groups, attitudes and speech tone, and multimedia utilization in education. And lastly, for the utilization of “mediation” in Korean language education, the necessity of the validation of descriptors, development of teaching/learning materials, and development of evaluation tools such as self-assessment grids was suggested (Seoul National University, Gyeongin National University of Education, Seoul National University, Busan University of Foreign Studies)

‘신북방 대상 국가’의 외국어 교육과정 및 한국어 교육과정 분석

김호정(Kim, Hojung),김가람(Kim, Garam),정연희(Jung, Yonhee) 한국외국어교육학회 2021 Foreign languages education Vol.28 No.2

This study provides step-by-step suggestions for expanding the foundation of Korean language education and the systematic teaching and learning of the Korean language in New Northern Policy countries. To this end, a literature review was undertaken to explore the existing knowledge in the field, and surveys and online interviews were conducted with local experts. According to the surveys, the New Northern Policy countries were highly accepting of multilingualism and multiculturalism, currently using the Common European Framework of Reference for Languages (CEFR) to accommodate the global standard education model and seeking to strengthen English education in accordance with the de-Russian trend. Also based on CEFR, achievement standards are systematically presented. Korean language education is divided into curricular and extra-curricular, with the Korean language curriculum further subdivided according to the development of the Korean language curriculum. The extra-curricular stream is mainly conducted in after-school programs. The proposed development phase of the Korean pro-language curriculum should establish a reference syste including goals and grades that connects with the CEFR. Moreover, to develop the Korean language curriculum further, it is necessary to establish and analyze the Korean language profiles of Korean learners.

국제 바칼로레아(IB) 교사교육을 위한 교육과정 설계 탐구

김호정 ( Kim Hojung ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-

This study aims to explore the curriculum design for IB teacher education. To this end, it analyzed the curriculum design direction, content organization, and teaching approach, focusing on the IB certivicate in teaching and learning of the IBEC program aimed at (re)training IB teachers. As a result, IB teacher education pursues the expectations of a teacher as an open-minded, balanced and reflective communicator. Approaches to teaching were emphasized, which are ‘teaching based on inquiry', 'teaching focused on conceptual understanding', 'teaching developed in local and global contexts', 'teaching focused on effective teamwork and collaboration', ‘teaching differentiated to meet the needs of all learners’ and ‘teaching informed by assessment’. Implications can be discussed in terms of emphasizing that curriculum design aims to increase teaching competency and gives teachers autonomy to implement this fostering the attitude to reflectively look into teaching activities that lead to educational content design, teaching, and evaluation.

러시아 중등 한국어교육과정 분석과 과제 탐색

김호정 ( Kim Hojung ),골로바노브키릴 ( Golovanov Kirill ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.2

본 연구는 러시아 중등학교 한국어교육과정 설계의 제도적이고 정치적인 상황·맥락을 살피고 교육과정의 구성 및 내용 체계를 분석한 결과를 토대로 후속 과제를 논의하는 것을 목적으로 한다. 이를 위해 러시아 헌법, 교육법, 언어법, 연방국가교육기준, 외국어교육과정 문서와 관련 연구 보고서, 논저 등의 문헌을 검토하고 제2외국어로서의 한국어교육과정 문서, 교육과정 관련 전문가 4인을 대상으로 조사와 분석을 실시하였다. 러시아에서는 ‘다원주의’를 외국어교육의 대원칙으로 삼고 있으나 국가 차원의 외국어교육과정, 교과서 개발이 미진하고 교사 공급에 어려움이 있는 등 ‘다원주의’ 가치 실현을 어렵게 하는 상황적 요인이 존재한다. 러시아 외국어교육의 근간이 되는 교육과정에서는 타 문화에 대한 관용적 태도, 학습자의 자아실현 및 의사소통 도구로서의 외국어 의사소통 능력 향상 등을 목표로 설정하며 유럽공통참조기준(CEFR)의 A1+∼B1 수준에 도달하는 것을 목표로 삼고 있다. 2010년 중학교 연방국가교육기준이 개정되면서 중학교 정규과목에 제2외국어가 추가되었고, 고등학교 정규과정에서는 제2외국어가 선택과목으로 편성되고 있다. 제2외국어로서의 한국어는 의사소통능력 즉, 담화능력, 언어능력, 사회문화적 능력, 보상전략 능력의 발전을 교육 목표로 제시하고 있으며 연간 약 340∼350시수의 교육과정을 구성하도록 한다. 이를 위해 A1+ 수준 도달을 목표로 5∼9학년 과정에서 다루어야 할 주제, 의사소통 활동 과제, 언어 지식 등의 교육 내용 체계와 요소를 구체적으로 마련하여 제시하고 있다. 본 연구는 한국어교육과정이 러시아 내 중등교육의 내실화에 기여하며 고등교육에서의 한국어교육 발전을 지속적으로 견인해 나아가기 위해서는, 중학교-고등학교 간 연계를 위한 후속 교육과정 개발이 필요하며, 교육과정-교재-교수·학습-평가를 통한 환류 및 교육과정 개선이 필요하다고 보고 그 방향성을 논의하였다. This study aimed to examine the institutional and political situation and context of the Korean language curriculum design for secondary schools in Russia, and to discuss the follow-up tasks based on the results of analyzing the curriculum. To this end, documents such as the Russian Constitution, Education Act, Language Act, Federal National Education Standards, foreign language curriculum documents, related research reports, and theses are reviewed, and then Korean language curriculum documents are analyzed while surveying four curriculum-related experts in Russia. In Russia, 'pluralism' is a great principle of foreign language education, but there are situational factors that make it difficult to realize the value of 'pluralism', such as insufficient development of foreign language curriculum and textbooks at the national level, and difficulties in supplying teachers. The curriculum, which is the basis of foreign language education in Russia, aims to reach CEFR level A1+~B1 with the goal of developing a tolerant attitude toward other cultures, self-actualization of learners, and improvement of foreign language communication skills as a communication tool. As the federal national education standards for middle schools were revised in 2010, a second foreign language was added to the regular middle school subjects. Korean as a second language suggests the development of communicative competence, that is, discourse competence, language competence, socio-cultural competence, and compensation strategic competence as the educational goal, and the curriculum consists of about 350 hours per year. To this end, with the goal of reaching the A1+ level, the educational content system and elements such as topics, tasks, and language knowledge to be covered in grades 5-9 are presented in detail. For the development of Korean language education in higher education of Russia, it is necessary to develop a follow-up curriculum to link middle schools and high schools and to discuss the direction of feedback through curriculum-textbooks-teaching·learning-evaluation.

한국어 문법 교육에서 학습자 연구의 현황과 전망

김호정 ( Kim Hojung ) 한국문법교육학회 2017 문법 교육 Vol.29 No.-

This study was conducted to analyze the ongoing research trends and to suggest future research tasks. First of all, it was required to use the literature search DB to obtain a study of the extent of the learner`s research scope, and to draw a list of the literature which contents of 149 articles. Further, it viewed the trend of research from a macro perspective and examined the detailed aspects of several categories in a qualitative meta-synthesis. As a result, it has been noted that research on learner`s performance or output/effectiveness of learning grammar conducted by analyzing learner`s linguistic data have resulted in a number of studies. Also studies on the cognitive aspects of the learners have been performed by evaluating the learner`s grammatical knowledge. At the same time a survey of learners has been conducted in order to explore the learner`s attitude towards grammar education and the strategies of learning grammar. On the basis of the result, this study could suggest the direction of future research tasks in four dimensions: grammatical errors, development of grammar acquisition, cognitive and emotional factors in learning grammar and learning strategies of grammar.

한국어 학습자의 피동 표현 오류 분석 체계 및 방법 고찰

김호정 ( Kim Hojung ),이원기 ( Lee Wonki ) 국어교육학회 2018 國語敎育學硏究 Vol.53 No.3

본 연구는 한국어 학습자의 피동 표현 오류에 대한 기왕의 논의를 체계적 문헌 고찰을 통해서 분석하고, 한국어 학습자의 피동 표현 오류 분석의 합리적 준거 및 틀을 마련하는 데 목적이 있다. 이를 위해, 한국어 학습자의 피동 표현 오류를 분석한 선행 연구물들을 종합적으로 살피고, 해당 논고에서의 오류 연구 체계 및 방법을 비교·분석하여 향후 피동 표현 오류 연구 시에 적용할 수 있는 합리적인 분석 체계화 방안을 모색하였다. 피동 표현 오류 분석에 대한 체계적 문헌 고찰의 첫 번째 단계로 웹 기반 데이터베이스에서 한국어교육 피동 표현 오류를 연구한 논문 중, 학습자의 실제 오류를 수집하고 분석한 논문을 선정하고, 해당 논고의 학습자 오류분석 체계 및 오류 분석 방법을 살펴보았다. 이어, 한국어 피동 표현에 대한 오류 연구의 성과와 함께 보다 논리적이고 체계적인 오류 분석 연구의 개선방안을 탐색하였다. 그 결과, 오류 분석 기준의 체계, 오류 원인 분석, 오류데이터 분석 방법 측면에서 기존 연구가 안고 있는 문제점을 포착하고 문제해결을 위한 대안을 논의할 수 있었다. 오류 데이터 분석 방법에 대해서는 연구 대상자 선정, 데이터 수집과 분석 방법에 이르는 일련의 과정을 고려하여 타당화 방안을 제언하였다. The objective of this systematic review is to examine the existing literature and highlight the current criteria for judging and analyzing errors in L2 Korean passive voice. This systematic review is a result of the analysis of 14 primary studies obtained after utilizing a search strategy for selecting papers found on a web database. we found that there is a lack of effective and robust grammatical error analysis criteria for the classification of errors. We present several prominent and useful methodologies that facilitate a precise description of errors. Errors could be better understood and classified if considering 1) the “language area and word class” affected, and 2) categories of error: omission, addition, and wrong substitution. When demonstrating errors related to learners’ intention, several factors need to be considered according to the given context. In collecting and examining data, it is necessary for researchers to obtain sufficient knowledge about the correct use of research methodologies in order to gain desirable results.

한국어 문어 산출 평가와 유럽공통참조기준(CEFR)의 연계를 위한 능력기술문 조정

김호정 ( Kim Hojung ) 서울대학교 국어교육과 2022 先淸語文 Vol.51 No.-

This study aims to calibrate the CEFR descriptors to link the assessment of Korean written production with CEFR, recognizing that the L2 Korean language curriculum needs to be developed by applying the principles of global standardness in addition to flexibility, cohesion, and availability. To this end, a group of experts in Korean language education evaluated the difficulty level of the CEFR descriptors in the context of Korean language education and the result was analyzed via the multi-faceted Rash model, comparing each difficulty level with the CEFR As a result, it was found that some descriptors were adjusted upwards or downwards from the CEFR level and this was due to the difference in terms of the judgment of the evaluator on the concept and difficulty of performance of detailed tasks or strategies for producing written language. The process and results of this calibration process and results of the CEFR descriptors of written production seem to be significant in that the CEFR system and descriptors were reviewed in the context of Korean teaching, learning, and assessment. However, in the future, it is necessary to develop descriptors optimized for Korean language and Korean language learners by conducting a larger-scale quantitative study and a more in-depth qualitative study.

해외 초·중등학교 한국어교육을 위한 교육과정 설계 원리

김호정 ( Kim Hojung ),신필여 ( Shin Pilyeo ),강남욱 ( Kang Namwook ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.4

본 연구는 해외 초·중등학교 한국어 교육과정이 현지의 상황·맥락적 특수성에 부합하며 국가별 외국어 교육 정책과 현재 교육 제도 내에서 능동적이고 유연하게 대응되기 위해서 어떠한 원리를 기반으로 설계되어야 하는지를 모색해 보는 것에 목적이 있다. 이를 위해 최근 해외 외국어 교육 과정의 동향과 학술적인 경향은 어떠하였는지를 분석하고자 하였다. 그 결과 해외 여러 국가에서 외국어 교육 과정 설계 시 거시적 통용 방향에 대한 합의가 이루어지고 있음을 확인할 수 있었다. 다음으로 해외 초·중등학교의 한국어교육 현황과 교육과정을 살펴본 결과 한국어를 정규 교과목으로 채택하고 있는 국가는 꾸준히 증가 추세에 있었으나 교육과정의 다양성과 표준화의 문제, 추상적이고 개념적인 포괄 준거와 구체적이고 개별적인 국지 준거 사이의 간극 문제, 상호 비교의 척도로서의 호환성 확보 문제에 대한 선결해야 할 부분들도 확인되었다. 이러한 주요 쟁점과 연구 문제를 기반으로 해외 초·중등학교 한국어교육 과정을 설계하는 것에 요구되는 속성들과 그 개념들을 논리적인 정합성을 기하여 구성하고자 하였다. 이를 위해 상위의 4대 원리(principle)인 ‘유연성(flexibility), 응집성(coherence), 용이성(availability), 국제통용성(standardness)’과 하위의 원리 속성을 대표하는 ‘개방성(openness), 다원성(plurality), 체계성(systemicity), 연계성(connectivity), 투명성(transparency), 실제성(authenticity), 비교가능성(comparability), 호환성(compatibility)’의 원칙(rule) 8가지를 제안하였다. The purpose of this study was to determine the principles that should serve as the basis for designing the Korean language curriculum for overseas K-12 schools to ensure that it complies with the local situation, has context specificity, and responds actively and flexibly within the purview of the foreign language education policy of the concerned country and the current education system. To this end, we first tried to analyze the recent trends in foreign language curriculum. As a result, we confirmed that there was consensus on the direction of macroscopic usage, especially through the Common European Framework of Reference for Languages, when designing foreign language curriculum in overseas countries. Next, as a result of examining the current status of Korean language education and curriculum at overseas elementary and secondary schools, we found that the number of countries adopting Korean as a regular subject was steadily increasing. As a measure of mutual comparison, we identified not only the diversity of curriculum, or the gap between ambiguous, abstract, and broad criteria and specific and individual local standards, but also the issues for ensuring compatibility. Based on these issues and our understanding, we tried to construct key concepts and principles required for designing the Korean language curriculum for overseas K-12 schools with logical consistency. Consequently, we proposed a bi-hierarchic framework for curriculum design comprising the four principles of Flexibility, Coherence, Availability, and Standardness, which encompass eight rules, namely Openness, Plurality, Systematicity, Connectivity, Transparency, Authenticity, Comparability, and Compatibility.

강박사고 및 행동을 보이는 초등학생 남아의 인지행동놀이치료 사례

김호정(Kim, Hojung) 한국아동심리치료학회 2020 한국아동심리치료학회지 Vol.15 No.4

This case study is an examination of the process of cognitive-behavioral play therapy on 8-year old boy with obsessive symptoms in behavior and thinking. To conduct the study, psychological tests are conducted before and after the intervention to determine the maintaining cause of problem behaviors and to explore the changes. The treatment consisted of 42 sessions of cognitive-behavioral therapy, including techniques such as exposure, contingency management, affective expression and modulation, cognitive restructuring, psychoeducation. The child’s obsessive thinking and behaviors were found to have decreased to a low level, as seen by the results of the child’s behaviors in therapy, self-reports, and parents/teacher reports. This article contributes to present how cognitive-behavioral play therapy techniques can be applied to obsessive symptoms.

유아용 사회인지 평가 모바일 앱의 개발 및 타당화

김호정(Hojung Kim),이인영(Eunsil Choi),최은실(EnnYoung Lee) 한국자폐학회 2023 자폐성 장애연구 Vol.23 No.2