내용 중심 교육과 장르 중심 교육을 통합한 한국어 쓰기 수업 구성 방안 연구 - 학문 목적 학습자를 대상으로 -

정다운 국제한국언어문화학회 2011 한국언어문화학 Vol.8 No.1

Da-Woon Chung. 2011. A study of integrated writing instruction of content-based instruction and genre-based approach - focusing on korean learners in academic context. Journal of the International Network for korean Language and Culture. Vol. 8-1. 131-158. This article aims to study effective instructional method for writing using integrated content-based instruction and genre-based approach to enhance learner's writing ability. Most of advanced korean learners nowadays study KAP. For this reason, writing ability is an important ability that they have to acquire. Most learners and teachers, however, find it difficult because they have to know writing knowledge and how to use of that. Especially, learners who study KAP need to learn academic content knowledge and Genre specific knowledge, Therefore, this study proposes to teach korean writing using integrated content-based instruction and genre-based approach. And it showed that how to make syllabus for the integrated instruction and how to progress writing instruction in the class for graduate students. The significance of this study is that it proposed integrated writing method which combine content-based instruction and genre-based approach. There is, however, a limitation in that the effect of this method have not proved yet. Further studies on integration method need to be conducted as well as how to use this method in the korean writing instruction according to the learner's need. (The Academy of Korean Studies)

한국어 수업을 위한 내용 중심 교수 방안-고급수준 재미 교포 학습자를 대상으로-

진제희 국제한국어교육학회 2005 한국어 교육 Vol.16 No.3

This study examines the definition, research foundation of Content-Based Instruction (CBI), and three content-based teaching models (theme-based language instruction, sheltered content instruction, and adjunct language instruction).CBI is considered ideal for enhancing motivation, accessing cultural background, extending students’ awareness for critical thinking, and educating the whole person (Brinton et al. 1994, Snow & Brinton 1987, Eskey 1997, Stoller & Grabe 1997, Kasper 2000). CBI presents a completely different paradigm regarding second language acquisition. While language is a medium for learning content, simultaneously language itself is the aim of learning content. In CBI, language usage (competence) and language use (performance) should be considered a unitary concept by teachers in the L2 class. The aforementioned benefits of CBI demonstrate that CBI is especially effective in teaching Korean to young Korean-Americans. In addition to their being more comfortable with CALP (Cognitive Academic Language Proficiency) than BICS (Basic Interpersonal Communication Skills) due to their Korean language learning environment, Korean-Americans are also eager to gain more Korean cultural or social knowledge rather than simply focusing on the grammatical points of the Korean language. In this respect, this study utilizes the content-based instructional method of “into (approach to a text), through (interact with it), beyond (analytical response to it)” model proposed by Brinton et al. (1994). Finally, this study uses Korean literature to provide examples of the content-based method at each stage of the model of “into, through, and beyond.”

중국 대학 한국어 전공 학습자를 위한 내용 중심 기반 한국사 교육 방안 연구

장레이 ( Zhang Lei ) 이중언어학회 2020 이중언어학 Vol.80 No.-

In the curricula of Korean language departments at Chinese universities, major courses can be divided into those focusing on the learning of Korean and content courses such as Korean history, Korean politics and economy, and Korean culture, among others. Because learners who study Korean in China do not have a matching linguistic environment, opportunities to learn Korean outside of class are very rare. In order to provide learners with more time to be exposed to the Korean language, it is necessary to create opportunities for learning Korean not only in language classes but also in content courses. Moreover, findings ways to learn Korean in content courses, such as Korean history, will help to change the ongoing system, which establishes a dichotomy between language courses and content courses, thus expanding the scope of Korean language education at Chinese universities and establishing a systematic curriculum that combines language and content. In addition, Content-Based Korean history course can develop learners’ language skills while also playing an important role in improving their academic proficiency. Therefore, this study aims to find efficient ways to teach Korean history via Content-Based Instruction for Chinese learners who majoring in the Korean language at Chinese universities. For this purpose, this paper introduces the characteristics of Korean history research and education in China and then examines the current status of Korean history education as taught by Korean departments of Chinese universities. The study then defines and provides a brief overview of the different types of Content-Based Instruction. Next, the educational objectives of Korean history course are presented, dividing them into content-based objectives and language educational objectives, and five principles for selecting educational content are proposed. Finally, based on the Into, Through and Beyond models, the steps of classroom teaching are presented, with the “March 1st Movement” presented as an example of providing specific educational practice. Analyzing the content courses of Korean language departments at Chinese universities, which have not much received attention thus far, can be seen as an attempt to expand and extend Korean language education. In particular, it is meaningful to focus on Korean history course and to seek specific education plans that combine language and content learning. (Seoul National University)

Investigating How Content-based ESL Instruction Compares with Regular Content-area Literacy Instruction

박서정 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.2

The purpose of this study is to explore how content-based ESL instruction compares with regular content-area literacy instruction. This qualitative study was conducted at two different elementary schools in the Midwest of the United States. Four teachers participated in this study: two ESL teachers and two regular classroom teachers. All four teachers were quite different from, and at the same time similar to, one another in terms of their perspectives in content-based instruction (CBI), teaching approaches and teaching materials. For the similarities between the two types of instruction, all teachers had done various kinds of groupwork and they tried to connect their lessons to the students’ daily lives. All four teachers also emphasized the importance and difficulties of teaching vocabulary in CBI. On the other hand, ESL teachers and regular classroom teachers had different perspectives on content-based instruction. ESL teachers thought CBI was one of ESL programs and effective, but regular classroom teachers thought it was normal to teach in their classes. Besides, there were differences in the degree of difficulty of the content areas. The ESL class dealt with easier content than the regular same-grade classes. The teaching materials were different according to the two classroom settings. I maintain that although there were similarities between teaching ESL students and English-speaking students through the content areas, there were specific aspects that could be more effective for ESL students, and these need to be studied further.

비 전공 내용중심교수법에 대한 대학생들의 태도에 관한 연구

서지영(Seo Ji young),이자원(Lee Ja won) 영상영어교육학회 2013 영상영어교육 (STEM journal) Vol.14 No.1

This paper investigates student responses to CBLI(Content-Based Language Instruction), considered to be a prerequisite for CBI(Content-based instruction) in EFL situations. Even though a growing number of Korean universities have implemented CBI, English-medium instructions are criticized and lead to a number of issues. Straight(1997) divided CBI into CBLI focusing on language teaching and CBCI(Content-Based Content Instruction) focusing on subject matter. Seo(2010) suggested a modified version of CBI and contended CBLI should precede CBCI in order for students to be prepared for CBI. To lower students' affective filter, instruction was delivered in Korean in CBLI, but students received language input from authentic materials. Based on Seo's(2010) suggestions, an experimental class was conducted with 3 university students using the script of Desperate Housewives(2006) as study material. The teacher encouraged students to the content and avoided linguistic explanation as much as possible. The results and implications were as follows: first, CBI ought to be modified in EFL contexts because students seem to be obsessed by language learning where content learning should be a primary concern; second, it is necessary to enlighten students to the fact that a primary concern of content is related to language development; third, teachers need to monitor students frequently so that they maintain their interest in the content.

Investigating How Content-based ESL Instruction Compares with Regular Content-area Literacy Instruction

Seo Jung Park 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.2

The purpose of this study is to explore how content-based ESL instruction compares with regular content-area literacy instruction. This qualitative study was conducted at two different elementary schools in the Midwest of the United States. Four teachers participated in this study: two ESL teachers and two regular classroom teachers. All four teachers were quite different from, and at the same time similar to, one another in terms of their perspectives in content-based instruction (CBI), teaching approaches and teaching materials. For the similarities between the two types of instruction, all teachers had done various kinds of groupwork and they tried to connect their lessons to the students' daily lives. All four teachers also emphasized the importance and difficulties of teaching vocabulary in CBI. On the other hand, ESL teachers and regular classroom teachers had different perspectives on content-based instruction. ESL teachers thought CBI was one of ESL programs and effective, but regular classroom teachers thought it was normal to teach in their classes. Besides, there were differences in the degree of difficulty of the content areas. The ESL class dealt with easier content than the regular same-grade classes. The teaching materials were different according to the two classroom settings. I maintain that although there were similarities between teaching ESL students and English-speaking students through the content areas, there were specific aspects that could be more effective for ESL students, and these need to be studied further.

플립러닝을 활용한 내용중심한국어 수업 모형 설계

문정현(Jung-Hyun Mun) 한국컴퓨터정보학회 2018 韓國컴퓨터情報學會論文誌 Vol.23 No.6

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content–based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content–based teaching method in Korean language education. It also suggests standards and principles of composition in Contents–based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content–based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher–centered teaching methods and lecture–teaching methods which are the dominant of present classroom environment.

내용중심 영어·미술 통합 학습의 초등교실 현장 적용 연구

배지영,우길주 이화여자대학교 교과교육연구소 2009 교과교육학연구 Vol.13 No.3

미술을 활용한 내용중심 통합학습은 초등학생들에게 영어 학습에 대한 흥미를 유발하여 보다 재미있고 적극 참여할 수 있게 하는 하나의 방안이 될 수 있다. 본 연구의 목적은 실험연구를 통해 초등교실 현장에서 영어와 미술의 내용중심 통합 학습의 적용 방안과 그 효과를 검증해 보고 이를토대로 내용중심 통합학습의 적용에 대해 개선할 수 있는 방안을 제시하는 것이다. 이를 위해 미술과의 내용 중 영어와의 통합이 가능한 주제를 추출하여 다양한 미술활동과 결합하여 초등학생에게 적용하여 그들의 듣기·읽기 영역과 정의적 영역에 어떠한 영향을 미치는지 연구해 보았다. 그리고 미술을 활용한 내용중심 통합학습의 특성으로 인해 수준별 집단에 미치는 영향이 다를 것이라는 예상을 토대로 연구를 진행했다. 본 연구의 결론은 다음과 같다. 1) 영어·미술 내용중심 통합학습이 초등학생의 듣기와 읽기 능력, 그리고 정의적 영역에 긍정적인 영향을 끼친다. 2) 미술 수업의 특징으로 인해 작품 활동을 하는 동안 체계적인 듣기 입력 자료의 개발과 적용이 필요하다. 3) 수준별 집단 중 하집단에 미술을 활용한 내용중심 통합학습의 효과가 더 큰 것으로 나타났으므로, 단순한 시각적 자료로 그치지 않고 다양한 문자 언어를 포함한 자료의 개발이 필요하다. 4) 과제의 특성상 가정과 연계가 가능하여 과제를 통한 지속적인 노출에 용이하다. The purpose of this study was to provide opportunities for students to communicate in English through an art class. The current English education in South Korea for fourth graders focuses largely on listening and verbal communication. In Korea, where students do not have many opportunities to practice English outside the class, more opportunities should be provided to communicate in English through content-based classes. Thus, it is essential to develop an effective curriculum to help students develop their confidence in English communication through content-based instruction. In the current study, fourth grade students in an elementary school in Busan were selected to study the effects of English communication integrated in an art class. The experimentation class combined art curriculum in their class activities. An English listening and reading test was also given to the experimentation class in order to measure the increase of the students' listening and reading abilities after the treatment. Furthermore, a survey on the interest level, confidence, self-discipline, and academic participation of the students were also conducted for the study. Positive effects on the learners' listening and reading abilities, as well as the affective factors, were expected to be found. This hypothesis was studied and observed according to high, middle, and low levels. In addition, the effects of the gender variable (boys vs. girls) was examined as well. The results are as follows. First, content-based art instruction improved the students' English listening and reading abilities. Students were able to integrate the content using previously-learned knowledge from different art-related activities, which allowed them to read and to listen naturally in an English-speaking context. Second, the study also showed positive effects of the learners' interest, confidence, self-discipline, and academic participation. Additionally, content-based art instruction led to learning through various art activities, and gave the students an enhanced interest in English. Students were stimulated to use English more positively because they had already learned the content from previous art-related activities. Third, the study was more effective with low level students. There was a meaningful improvement in the low level students' English listening, reading abilities. There were no meaningful differences in the cognitive test results for the students' gender; however, content-based art instruction was meaningful for the girls' parts. In conclusion, the current study increased the listening and reading abilities of the students and had a positive impact on the English class. Moreover, content-based art instruction was more effective with low level students because they were able to study English through various art-related activities.

학문 목적 학습자를 위한 한국어 교육과정 설계 연구 -한국어학 전공생을 위한 내용 중심 접근 방법-

김유미,박동호 한국언어문화교육학회 2009 언어와 문화 Vol.5 No.3

Kim, Yu-Mi & Pak, Dong-Ho. 2009. Curriculum Design of Korean for Academic Purpose. The Language and Culture 5-3: 193-215. This research introduces to the Korean language curriculum which applies a contents central access method for students of Korean language and culture who is successful to the university study (learning). According to the increase domestic college admission of the international students, the instruction method designs to apply curriculum of department process the three of Content-Based Instruction models which are theme-based language instruction, sheltered content instruction and adjunct language instruction for successful study of the international students. In this research discusses the possibility of subject operation using an example of Korean language and culture of K University.(Kyung Hee University).

중국 한국어학과 교육과정 개선 방향과 실천적 대안으로서의 내용 중심 수업 활용 방안 연구

최정순 ( Choe-jeong Soon ) 한국어교육연구소 2018 한국어교육연구 Vol.13 No.1

본 연구는 중국 한국어학과의 교육과정 개선의 한 방편으로서 교육방법론적 제안을 하는 데에 목적이 있다. 중국의 한국어과 전공생들은 중국 현지에서 한국어를 배우기 때문에 한국어에 노출되는 시간과 기회가 제한적일 수밖에 없고, 교육과정 특성상 3, 4학년이 되면 내용학 교과목을 필수적으로 이수해야 한다. 중국 한국어과의 이러한 특수성에 주목한 본 연구는 내용학 교과목을 한국어 교육으로 포괄할 필요성을 주장하고, 한국어학 전공생들이 한국 관련 전문 배경지식을 쌓으면서 동시에 한국어에 노출될 수 있는 기회를 확대하는 방안으로 언어 교수 방법론 중 하나인 ‘내용 중심 수업(CBI, Content-based Instruction)’을 제안하고자 한다. 이를 위해 2장에서는 내용 중심 수업의 개념과 주요 원리를 살펴보았다. 특정한 과목이나 주제를 중심으로 수업하면서 그 과정에서 목표 언어의 학습을 도모하는 내용 중심 수업 방식은 내용과 언어의 통합 정도에 따라 크게 네 가지 모형으로 분류된다. 몰입 수업 모형, 내용 보호 수업 모형, 언어 부가적 수업 모형, 주제 중심 수업 모형이 그것인데, 3장에서는 이들 모형 각각의 특징과 중국의 한국어과가 처한 상황을 고려하여 내용 중심 수업을 중국 한국어과 교육과정에 적용할 수 있는 방안을 학년별, 교과목별로 모색하였다. 1, 2학년 때는 한국어 수업 시간에 주제 중심 모형을 적용하고, 3, 4학년 때는 내용학 수업 시간에 내용 보호 수업 모형과 언어 부가적 수업 모형을 적용할 수 있을 것이다. 그리고 내용학 교과목 중 한국 관련 전반적인 배경 지식을 쌓는 과목에는 내용 보호 수업 모형을, 그리고 학생들의 흥미와 관심에 따라 보다 전문적 지식을 가르치는 과목에는 언어 부가적 수업 모형을 도입할 것을 제안하였다. 본고는 내용 중심 수업의 실행을 위한 구체적인 해결 방안을 제시하지 못한 한계가 있으나, 그간 한국어 교육에서 관심을 두지 않았던 중국 한국어학과의 내용학 교과목에 초점을 맞추고, 내용 중심 수업이라는 언어 교육의 방법론으로 접근하였다는 점에서 의의를 가진다. The purpose of this study was to make a suggestion regarding teaching methodology as a way of curricular improvement in the department of Korean in China. Students majoring in Korean Language in China cannot but have limited time and chances to be exposed to Korean Language because they learn Korean in China and are required to take the subjects of contents when they are juniors and seniors, as needed by the curriculum. Paying attention to these characteristics of the department of Korean Language in China, this study aimed to indicate the need to include the subjects of contents in Korean Language Education and suggest Content-Based Instruction (CBI), which is a type of language teaching methodology as a way of providing students majoring in Korean Language with more chances to accumulate background knowledge regarding Korea as well as to be exposed to Korean. To do this, Chapter 2 reviewed the concept and major principles of CBI. The method of CBI to help learn a target language while giving instruction based on a specific subject or topic can largely be presented in four models: Immersion Model, Sheltered Instruction Model, Adjunct Model, and Theme-Based Model. Chapter 3 tried to find out how to apply CBI to the curriculum for each year and subject in the department of Korean Language in China, taking into account the characteristics of each model and the situation of the department in China. It would be possible to apply the Theme-Based Model during Korean classes for freshmen and sophomores and the Sheltered-Instruction Model and Adjunct Models during contents classes for juniors and seniors. Of the subjects of contents, it would be desirable to introduce the Sheltered-Instruction Model for the subjects to accumulate general background knowledge about Korea and the Adjunct Model for the subjects to get expertise based on students’ interest and concerns. Although this study failed to present a specific way of implementing CBI, it is significant in that the focus has been placed on the subjects of contents in the department of Korean Language in China, which had not been the focus of Korean Language Education, and in that the approach was made to the methodology of language education: CBI.