현지화 한국어 교재 개발을 위한 기초 조사 항목 연구 - 미얀마 학생을 위한 한국어 교재를 중심으로 -

권용혜 ( Kwon¸ Yong-hye ) 반교어문학회 2021 泮橋語文硏究 Vol.- No.58

이 논문의 목적은 교육부의 신남방지역 한국어 시범교육 교재 개발 사업의 일환으로 진행된 『미얀마 중고등학생을 위한 한국어』의 개발 과정에서 얻은 경험을 바탕으로 현지화 한국어 교재 개발을 위한 기초 조사 항목을 구체화하는 것이다. 최근 세계 여러 문화권에서 한국어 교육에 대한 수요가 증가하면서 현지화 맞춤 교재 개발에 대한 요구도 증가하고 있다. 현지화 교재를 개발하기 위해서는 해당 언어권이나 국가의 학습자와 교수자, 교육 기반 등의 사회문화적 요소에 대한 사전 조사가 필요하다. 그러나 현재까지 기초 조사 사항에 대한 구체적인 항목이 체계적으로 정리된 연구가 부족한 실정이다. 따라서 이 연구에서는 한국어 교재 개발에 대한 사적 흐름을 살펴보고 기존에 개발된 현지화 맞춤 교재의 개발 과정에서 진행한 사전 조사 내용을 살펴보았다. 이를 바탕으로 현지화 맞춤 교재 개발에 앞서 진행해야 하는 기초 조사 항목을 정리하고 조사한 내용이 교재에 어떻게 반영될 수 있는지 구체적 사례를 제시하였다. 이를 통해 학습자의 수요에 맞춰 개별 국가의 현지 상황을 반영한 교재 개발의 편의성을 도모하고, 우수한 현지화 맞춤 교재를 개발하는 과정에 도움이 되고자 한다. This study aims to materialize the items of basic survey in order to develop the localized Korean language textbook, based on the experience of developing 『Korean Language Textbook for Secondary School Students in Myanmar』 as a part of project on textbook development of Korean pilot education in New Southern Region by Ministry of Education. It has recently increased the request of the development on localized and customized language textbook rising the demand of Korean Education in many cultures all over the world. To develop the localized textbook, the preparatory research is necessary on socio-cultural elements such as learner, instructor, and education infrastructure of corresponding linguistic sphere or nation. However, there is a shortage situation of organized research systematically with specific items on basic survey up to now. Therefore, this study was looked into the historical trend on the development of Korean textbook and was checked the preparatory research throughout the progress of development on localized and customized language textbook. On the base of this, the basic survey was organized before progressing of the development on localized and customized language textbook, thereafter, the specific items was proposed how the survey contents reflect to the textbooks. According to this, it would be consulted the convenience of developing textbook reflecting the local situation in individual countries to meet the demand and would be assisted in progress of developing excellent localized and customized language textbook.

한국어 교재 개정 원리 연구 -<세종한국어 회화> 교재를 중심으로-

이수미,유민애,김혜진 한국국어교육학회 2022 새국어교육 Vol.- No.132

목적: 본 연구의 목적은 학습자의 요구와 상황을 충족하는 교재 개정이 필요하다는 전제하에 기존의 한국어 교재에 범용적으로 적용할 수 있는 유의미한 교재 개정 원리를 도출하는 데 있다. 방법: 양적 연구 방법과 질적 연구 방법을 병행한 혼합 연구로 진행하였다. 양적 연구는 한국어 교원 125명과 한국어 학습자 105명을 대상으로 교재 사용의 만족도와 문제점을 묻는 설문조사를 실시하고, SPSS 25.0 프로그램을 이용하여 통계분석을 하였다. 질적 연구는 한국어 교원 6명을 대상으로 심층 면담을 하여 한국어 교재 개정이 어떠한 부분에 초점을 두어야 하는지를 확인하였다. 결과: 설문조사에서는 한국어 교원 및 학습자는 교재에 대한 만족도가 높은 편이었으나 고정관념, 문화권별 학습 내용의 부적합성, 교재의 오탈자나 오류, 삽화․사진의 성별 불균형 등의 문제가 있음을 확인하였다. 또한 심층 면담을 통해 교재 개정 시 학습자 문화의 특수성, 시의성의 문제, 학습자 개인의 상황에 맞지 않는 발화, 불명확한 지시문 등을 고려해야 함을 알 수 있었다. 결론: 한국어 교재 개정 원리는 ‘현지화’, ‘현대화’, ‘개인화’, ‘명료화’의 원리를 도출하였다. 이는 학습자의 요구와 상황을 충족하는 맞춤형 한국어교육을 위한 구체적인 실현태로 작용할 수 있을 것이다.

외국어로서의 한국어 교재 개발에서의 번역 양상 문제

김재욱 한국외국어대학교 통번역연구소 2012 통번역학연구 Vol.16 No.1

This study investigates aspects of the translation of beginning-level Korean language textbooks and analyzes the translations in terms of glocalization. The textbooks have been developed for use at King Sejong Institutes all around the world and are translated into English, Japanese, Chinese, Mongolian, Thai, Russian, and Spanish. For this, I asked seven Korean language teachers who have professional language abilities in each language or majored in the language to translate the textbook from Korean as literally as possible. I also asked them to analyze its tone and nuances in each language. As I analyzed these materials, I also asked professionals in each language (professors who majored in each language) and native speakers to verify or confirm my questions. Through this, I classified sections of the translations in terms of literal and liberal translation, as well as analyse what different aspects the translations have according to each language. As I examine the general pattern of the translation, Anglicisms are found in many other language versions. This is, in part, due to the fact that the English version was developed first, and other language versions were developed later based on the English. Additionally, each translation has its own style. Among these, the Japanese textbook is translated liberally to help Japanese-speaking students understand easily. Similar strong points are found in the Chinese translation, but not in the terminology. Terms that are nonexistent in Japanese or Chinese are translated ambiguously. This would imply point to a need to develop proper educational terms. In the Mongolian version, the translation is liberal and, for the most part, was not translated from the English version into Mongolian. Instead, the proper Mongolian lexicon was used to help students understand well. Hopefully the result of the analysis in this study will be helpful for translation of glocal Korean Language textbooks used at the King Sejong Institute.

한국어 교재 현지화의 개념과 방향 -“Headway”의 Global Edition과 Special Edition과의 비교를 바탕으로-

김선정 ( Kim Seonjung ) 한국언어문화교육학회 2024 언어와 문화 Vol.20 No.1

This paper examines the concept of textbook localisation, factors that influence it, and considerations that need to be made when localising a textbook. It then analyses the changes made to “Headway”, a general-purpose English textbook, in order to create a customised edition for Saudi Arabia by contrasting its Global Edition and the localised Special Edition. The analysis focuses on how the textbook was adapted to the socio-cultural context of Saudi Arabia. Based on this analysis, the paper explores directions for localisation of Korean language textbooks. The paper points out the local foreign language curriculum, the local teaching and learning situation, and the local socio-cultural environment as the factors that influence the localisation of textbooks. When localising Korean textbooks, it is important to adapt the overall content and presentation of a textbook to the local context, including the foreword and afterword, the choice of characters that appear in the book, the scope and presentation of the Korean language and Korean cultural content, and so on. Textbooks localised as customised editions can remove cultural barriers that may hinder learners in a particular region, and may also cleverly address the differences between Korean and the local language, thereby improving the efficiency of education. (Keimyung University)

인도 중고등학교 한국어 교재 개발 연구

심혜령 ( Hyeryeong Shim ) 한국문법교육학회 2024 문법 교육 Vol.50 No.-

This study aimed to propose a direction for Korean language education in foreign public education systems by showing the principles and practices involved in the development of Korean language textbooks for middle and high schools (grades 6 to 12) in India. To achieve this, an appropriate educational and textbook model was developed based on the analysis of the educational environment in India. The public education scene in India is highly diverse across different regions, and especially in middle and high schools, the authority to select subjects and textbooks lies at the discretion of the principals, leading to varied educational patterns even among schools in the same region. Considering the social, cultural, and educational policy characteristics of the Indian region, this study analyzed and presented the principles and practices for developing textbooks that can be flexibly and adaptively applied across the spectrum of educational contexts in various Indian schools. This study proposed principles and practices for incorporating advanced ICT-based educational techniques into textbooks, aiming to optimize Korean language courses within the broad autonomy and diversity of Indian public education, ensuring they are well-adapted to the field.

베트남 지역 한국어 현지화 교재 개발을 위한 기초 연구

이미혜 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2

This Paper is a basic research for Vietnamese university's Korean textbook development, which has its focus on finding the direction of how to develop a localized textbook through understanding the local characteristics and researching the needs of textbook users. A typical Korean education lesson in Vietnamese university focuses on language skills such as speaking, listening, reading and writing. The length of class hours varies between 8 to 25 hours per week. To reflect on this local characteristics, even if the textbook is multi-skilled, the units should be organized so it could easily concentrate on one skill. Also, it is desirable to let the class flexibly control the amount of study by using the workbook with the main textbook. According to the teacher, learner needs analysis, it is crucial to develop a workbook, audio CD and/or cassette tape together with the text. It also shows that pronunciation, speaking, listening, grammar, vocabulary, reading, writing, etc should be included in the textbook. In addition, local situations should be dealt as well as the Korean situation. As for the language practice form, the learners has shown preference on detailed grammar explanations, translation exercises, and pair or group activities. Other than the above, it is recommended to use contrastive linguistics information for grammar, vocabulary, pronunciation, etc, and rather than enforcing the Korean culture, it is recommended to introduce Korean culture by letting students to compare and contrast their Vietnamese culture to Korean.

일본 한글학교 교사를 위한 한글학교용 범용교재 활용 방안

이진경,장향실,신윤경 우리어문학회 2023 우리어문연구 Vol.77 No.-

The purpose of this study is to suggest ways for Korean language school teachers in Japan to utilize universal textbooks for Korean language schools in a localized manner. Currently, universal textbooks are produced and distributed by national organizations, but it is difficult to say that they reflect the characteristics of each region in detail. Japan is a country where the number of Hangeul schools is increasing despite the global trend of decline. It is also a country that is facing a new phase of identity education for the next generation as the generational change in the Korean community is expanding. Therefore, the educational content of Hangeul schools should be adapted to the current situation in Japan, and the textbooks should reflect this. On the other hand, it is also necessary to utilize the advantages of universal textbooks produced, modified, and distributed for free by the Korean government. Therefore, rather than creating new textbooks, this study proposes a plan to use universal textbooks while modifying and supplementing them to suit the characteristics of Japanese regions. First, we conducted surveys and in-depth interviews with teachers of Hangeul schools in Japan to establish a baseline for utilization. Then, we proposed the need for curriculum design for each Hangeul school, and suggested specific ways to utilize the textbooks, which were divided into 'supplementing exercises and task activities' and 'expanding and adding cultural items'. The process and results of the ongoing exploration and application of these measures will ultimately serve as the basis for the production of Japanese localized textbooks.