在外語敎學中Tandem學習法的應用硏究

이길연(Li, Ji-Lian),위수광(Wui, Soo-Kwang) 대한중국학회 2018 중국학 Vol.63 No.-

Tandem学习法是一种自主性外语学习形式,其主要目的是更好地掌握目标语言或了解目标文 化。两个学习伙伴不仅是外语学习者同时也是讲母语者,而且也是各自语言、国家和文化的“专 家”,他们在这种交际中就会解除语言的藩篱,去除跨文化的误会。Tandem学习对于继续提高学习 者的目标语言表达能力是一个很好的机会,因为它提供了与一个母语者进行交际的机会,使得跨文 化的学习过程成为可能。Tandem学习法也是PBL(Problem-based learning)模式的一种学习方法, 它不仅能扩展学习者对语言的判断能力,也使学习者的解决问题能力及团队协作能力得到提高。 此篇论文研究目的是将在亚洲尚未得到广泛推广的Tandem学习法简单做以介绍,分析汉语及 韩语教学中应用该学习法的可行性;调查并分析在韩国大学汉语及韩语课堂里应用Tandem学习法的 情况,总结出该学习法在应用过程中出现的几个问题,为有效提高外语教学水平提供一些参考。 Tandem Language Learning method is a form of autonomous foreign language learning. Its main purpose is to better grasp the target language or understand the target culture. The two learning partners are not only foreign language learners but also native speakers.They are also experts of their respective languages, countries and cultures. In this kind of communication, they will break the barrier of language and remove cross-cultural misunderstandings. Tandem Language Learning is a good opportunity to continue to improve the learner s ability to express the target language, as it provides the opportunity to communicate with a native speaker and makes intercultural learning possible. Tandem Language Learning method is also a learning method of PBL (Problem-based learning) model. It not only expands learners ability to judge language, but also improves learners problem-solving ability and team cooperation ability. The purpose of this paper is to simply introduce the tandem language learning method that has not been widely promoted in Asia and to analyze the feasibility of applying the learning method in Chinese and Korean language teaching. Investigation and Analysis of Application of Tandem Language Learning Method in Chinese and Korean Classrooms of Korean Universities. Summarizes several problems that have arisen in the application of this learning method, and provide some references for effectively improving the teaching level of Chinese and Korean.

한국어 학습 신념이 의사소통 능력에 미치는 영향 : 결혼이민자를 중심으로

이은하 ( Lee Eun Ha ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.6

본 연구의 목적은 결혼이민자가 가지고 있는 특유의 신념 요인이 한국어 습득 전반에 미치는 영향을 살펴보고, 어떠한 신념 요인이 의사소통 능력을 신장시킬 수 있는지 분석하고자 한다. Horwitz(1987)가 개발한 BALLI(Beliefs About Language Learning Inventory)의 설문지를 기반으로 KSL 환경의 다양한 국적의 결혼이민자 216명을 조사했다. BALLI는 총 33문항으로 구성하였고, 의사소통 능력은 10문항으로 설문지를 구성하였다. 본 연구에서 수집한 자료를 분석하기 위해 SPSS 25.0을 사용하였다. 결혼이민자의 한국어 학습이 의사소통 신장에 미치는 촉진인자 신념(facilitating beliefs)과 저해요인 신념(inhibiting beliefs)을 규명하고, 한국어 학습 신념이 의사소통 능력에 미치는 영향을 살펴보았다. 전반적으로 언어 학습 신념이 의사소통 능력 신장에 유의한 영향을 미쳤고, 학습 신념이 의사소통 능력 신장에 미치는 영향은 언어 학습 동기, 언어 학습 어려움, 외국어 적성 순으로 나타났다. 본 연구 결과를 바탕으로 교사들은 한국어 학습을 저해하는 신념체계를 최소화할 수 있도록 수업을 설계하고, 학습을 촉진하는 신념을 최대화할 수 있도록 교수 방법과 학습 프로그램을 개발하는데 활용할 수 있을 것이다. 연구 참여자인 결혼이민자들은 한국어 학습에 관한 자신의 신념에 대해 정확히 인식하고 효과적인 학습전략을 사용함으로써 적극적인 수업 참여를 유도할 것으로 기대한다. 본 연구의 결과는 결혼이민자들이 가진 학습 신념에 대한 이해를 높이고, 한국어 학습과 한국어 교수법 향상에 시사점을 제공할 것이다. 결혼이민자들이 지닌 한국어 학습 신념이 의사소통 능력에 어떠한 영향을 미치는지 분석해 보았는데 학습자들의 학습 신념을 높여 주고, 다양한 변인들과 의사소통 능력과의 관계를 살펴볼 필요가 있다. 본 연구는 한국어 습득에 있어서 학습 신념 이론 및 결혼이민자들의 의사소통 능력 신장과 관련된 한국어 교육의 후속 연구에도 이바지할 수 있을 것이다. The purpose of this study is to examine the effects of the unique belief factors possessed by marriage immigrants on overall Korean language acquisition and to analyze which belief factors can enhance communication ability. Based on the questionnaire of The Beliefs About Language Learning Inventory(BALLI) developed by Horwitz (1987), this paper investigated 216 marriage immigrants of various nationalities in the KSL environment. The BALLI consists of a total of 33 questions, and communication skills were identified using a 10-item questionnaire. This paper used SPSS 25.0 to analyze the data collected in this study. The purpose of this study is to identify the facilitating beliefs and inhibiting beliefs of marriage immigrants' Korean learning on communication growth, and examine the effect of Korean language learning beliefs on communication ability. Overall, language learning beliefs had a significant effect on communication ability improvement, and learning beliefs had a significant effect on communication ability improvement in the order of language learning motivation, language learning difficulties, and foreign language aptitude. Based on the results of this study, teachers can design lessons to minimize the belief system that hinders Korean language learning, and use it to develop teaching methods and learning programs to maximize the beliefs that promote learning. Marriage immigrants who are participants in the study can be expected to lead active participation in the class by accurately recognizing their beliefs about learning Korean and using effective learning strategies. The results of this study will increase the understanding of the learning beliefs of marriage immigrants and provide implications for learning Korean and improving Korean teaching methods. I analyzed how marriage immigrants' beliefs on learning Korean affect their communication skills, and it raised learners' beliefs on learning. In the future, it is necessary to examine the relationship between various variables and communication ability more. This study will be able to make contributions to the follow-up research on Korean language education related to the theory of beliefs in acquiring Korean and the improvement of communication skills of marriage immigrants.

내용언어통합 교수법을 기반으로 한 러시아 역사 수업 연구*

유정화 한국노어노문학회 2022 노어노문학 Vol.34 No.4

A teaching method that has recently been attracting attention in learning a second foreign language is a content-language integrated learning method based on a cognitive linguistics point of view. Content and language integration learning method is a type of content-based teaching method. It is a method of integrating language education in the process of learning non-linguistic subjects rather than taking full charge of language education in language classes. Content and language integration teaching enables efficient use of time by teaching two subjects at the same time, develops cognitive and language skills at the same time, and facilitates expression in a foreign language by using the learned vocabulary for communication. It is receiving positive evaluations from many researchers in that it is easy to learn, increases learning motivation, and understands the way of thinking and cultural values ​​of the people of the language. However, in Korea, it is being actively studied in English and Korean language education for foreigners, and there is little application in second foreign language education including Russian. Therefore, in this study, a Russian-based history class model was proposed. There are various teaching methods depending on whether the content-language integrated teaching method focuses on the content or the language, but in this study, the class was designed based on the CALLA model that balances the content and language. This study is meaningful in that it suggests a new teaching method that can approach the two goals of knowledge and language development in the reality of undergraduate second foreign language education where pure language classes are gradually reduced and various convergence subjects are created. In addition, it is meaningful in that it suggests the possibility that even non-native speakers can effectively conduct non-linguistics classes based on foreign languages ​​if they use textbooks, various auxiliary materials, and effective learning strategies suitable for the learner's level. 제2 외국어 학습에 있어서 최근 주목을 받고 있는 교수법은 인지언어학적 관점을 기반으로 한 내용언어통합 교수법이다. 내용언어통합 교수법은 내용중심 교수법의 한 종류로 언어교육을 어학 수업에서 전담하는 것이 아니라 비언어 교과를 학습하는 과정에서 언어교육을 통합하여 교수하는 방법이다. 내용언어통합 교수법은 두 개의 교과를 동시에 진행함으로써 시간을 효율적으로 사용할 수 있다는 점, 인지적 능력과 언어 능력을 동시에 발달시킬 수 있다는 점, 학습한 어휘를 의사소통에 활용하여 외국어로의 표현이 쉽다는 점, 학습 동기를 높인다는 점, 해당 언어의 민족이 가진 사고방식과 문화 가치관을 이해할 수 있다는 점, 그리고 모국어 사용이 가능하여 교수자의 부담을 덜어준다는 점에서 다수의 연구자에게 긍정적인 평가를 받고 있다. 그러나 국내에서는 영어와 외국인을 위한 한국어교육에서 활발하게 연구되고 있고 러시아어를 비롯한 제2 외국어교육에서는 적용된 바가 거의 없다. 이에 본 연구에서는 러시아 역사 교과와 러시아어 교육을 통합한 수업 모델을 제안하였다. 내용언어통합 교수법은 수업 비중을 내용에 두는지 언어에 두는지에 따라 다양한 교수법이 존재하나, 본고에서는 내용과 언어를 균형 있게 접근하는 CALLA 모델을 기반으로 수업을 설계하였다. 본 연구는 순수 언어 수업이 점차 축소되고 다양한 융합 교과가 생겨나는 학부 제2외국어 교육 현실에서 지식과 언어발달이라는 두 가지 목표에 근접할 수 있는 새로운 교수법을 제시하였다는 점에서 의미가 있다. 또한 비원어민 교수자라 할지라도 학습자 수준에 맞는 교재, 다양한 보조자료, 효과적인 학습 전략을 활용한다면 외국어에 기반한 비언어 교과 수업을 효과적으로 진행할 수 있

베트남어-한국어 탄뎀(Tandem)학습법의 수업 적용 방안

황귀연 ( Gwi Yeon Hwang ) 한국외국어대학교 동남아연구소 2013 東南亞硏究 Vol.23 No.2

The purpose of this paper is to introduce tandem learning to the Vietnamese departments in Korean Universities and to present how to learn Vietnamese and Korean language through tandem learning. Tandem learning is not a type of teacher-oriented learning, but learner-oriented one. As tandem is based on the partnership, specific learning activities are being done in tandem partnership of one by one. And dialogue between tandem partners is interaction based on strict partnership, but not a unilateral one. Tandem class focuses on communication skills between tandem partners. And the class are capable of supplying partners with a considerable amount of interesting subjects. Trough the tandem learning the students who hope improve their speaking and writing abilities, have possibilities to learn foreign language more effectively. The educational effectiveness of tandem class in studying Vietnamese and Korean language is verifying the possibility of applying the tandem course in actual education. However, tandem learning does not replace the traditional way of teaching and learning in classroom but make up for the weak point of it. Therefore, tandem learning is a perspective method of learning foreign languages, and this learning method is also applicable in a Vietnamese and Korean language class. Finally, I hope that more studies will follow to develop the various forms of Vietnamese and Korean tandem class and the educational materials for the class.

An Errors Analysis in Malay as a Foreign Language Learning among Korean Students

Cho Min Sung(조민성) 한국아시아학회 2020 아시아연구 Vol.23 No.2

본 연구는 한국인 학습자가 말레이어를 학습할 때 나타나는 오류를 유형별로 분석하고 발생 원인을 고찰하는데 목적이 있다. 외국인 학생들 사이에서 말레이어를 필수 과목으로 학습하면 언어의 확산과 학생들의 모국에 널리 알려지게 된다. 따라서, 해외 대학에서 말레이어 수업을 제공하는 것은 말레이어가 세계어가 되기 위한 좋은 움직임이다. 학습자의 기초 실력이 부족하지만 말레이어를 배우려는 그들의 관심과 노력은 인상적이다. 그러나 학습자들은 말레이어를 교육 및 학습 과정 동안 구술과 작문에 있어 언어오류로 이어지는 어려움을 겪고 있다. 이 연구에서는 한국인 학습자의 말레이어 문장 오류를 형태론, 통사론, 메커니컬 측면에서 분석한다. 이를 위해 학습자의 시험문제 답안과 과제를 분석 자료로 사용했고 분석된 모든 문장오류에 대해 발생 원인을 분석했다. 마지막으로 외국인 학습자들의 언어 능력을 향상시키기 위한 몇몇의 권고사항과 제안들을 제시하였다. Learning Malay language as a compulsory course among foreign students allows the spreading of the language and become widely known in the students’ home countries. Thus, offering Malay language classes in abroad universities is a good move for Malay to become a international language. This study shows that the teaching of Malay as a foreign language in universities, particularly in Korea, is welcomed by the local students. Although they do not have the basic skills, yet their interests and efforts to learn Malay is impressive. But, the learners are struggling to understand the basic command in Malay during the teaching and learning process which leads to language errors, both in oral and written forms. This study examines the erroneous sentences in Malay language among Korean learners in terms of morphology, syntax and mechanical aspects. The examination answer scripts and the worksheets written by the learners are considered as the data. Besides, this study also offers the justifications for the erroneous sentences made in all terms mentioned. Lastly, some recommendations and suggestions are presented for all foreign learners’ benefits to improve their language proficiency in future.

외국인 유학생을 위한 한 교회 한국어교실의 언어-문화학습 양상과 그 교육적 의미

하유 ( Xia Wei ) 한국교육인류학회 2021 교육인류학연구 Vol.24 No.4

이 연구는 외국인 유학생을 위한 한 언어-문화학습의 장으로서 교회 한국어교실의 언어-문화학습 양상을 다룬 질적 연구이다. 이 연구의 목적은 외국인 유학생이 다양한 언어교육기관 중 특히 교회 한국어교실을 학습의 장으로 선택하는 이유와 교회 한국어교실에서의 언어-문화교육의 특징에 대해 살펴보는 것이다. 연구방법으로는 질적 연구에서 가장 일반적으로 활용되는 세 가지 방법, 즉 참여관찰과 심층면담 그리고 현지 자료조사를 선택하였다. 연구 결과는 다음과 같다. 첫째, 신신교회 한국어교실은 학습자 모두 출석을 점검하지 않고 참여가 비강제적이며 학생의 관심에 따른 학습의 자율성을 보장하는 ‘선택의 자유’라는 특징을 가진다. 둘째, 신신교회 한국어교실은 교사-학생 간에 평등한 관계를 특징으로 하고 있다. 즉, 교사는 지배자가 아니라 학생과 같이 살아가는 동반자이다. 또한 신신교회 한국어교실은 종교적 평등을 존중하며 기타 종교 신앙을 갖는 학생과 무신론자도 환영하므로 ‘인격적 평등’이라는 특징을 가진다. 셋째, 신신교회 한국어교실은 학생 개개인의 존재감을 주목하고 학생의 다양성도 존중하므로 ‘공동체적 개인’이라는 특징을 가진다. 넷째, 신신교회 한국어교실은 학생이 능동적으로 학습에 참여하도록 하며 문화체험을 할 때 이론으로만 학습하는 것이 아니라 ‘체험’을 중시한다는 특징을 가진다. This study is a qualitative study dealing with the aspects of language-cultural learning modality in a church-operated Korean language class for foreign students. The purpose of this study is to examine the reasons why foreign students choose the church-operated Korean language class among many language education institutions and the characteristics of language-cultural education in the church-operated Korean language class. As a research method, the three most commonly used methods in qualitative research were selected. The three methods are participant observation, in-depth interview and field material analysis. The study results are as follows. First, the Korean language class of Shinshin Church has the characteristics of ‘freedom of choice’ that ensures the autonomy of learning depending on the student’s interest. In this course, participation in a class is not compulsory. The class does not check if a learner attends it or not. Second, the Korean language class at Shinshin Church is characterized by an equal relationship between teachers and students. In other words, the teacher is not a ruler, but a companion of the students. In addition, the Korean language class of Shinshin Church respects religious equality and welcomes students of other religious beliefs and atheists. So it has the characteristic of ‘personal equality’. Third, the Korean language class of Shinshin Church has the characteristic of being a ‘community individual’ because it pays attention to the presence of each student and respects the diversity of the students. Fourth, the Korean language classroom at Shinshin Church encourages students to actively participate in learning and has the characteristic of emphasizing ‘experience’ rather than learning only through theory when experiencing cultural experiences.

기숙형 몰입 한국어교육 프로그램 운영 사례 연구: 미국 대학의 한국어 기숙사 ‘K-house’를 중심으로

안재린,김수연,임병진 한국외국어교육학회 2024 Foreign languages education Vol.31 No.1

Acknowledging the limited opportunities faced by learners of Korean in the US, this study investigates the efficacy and challenges of immersive Korean language-focus residential programs in US college dormitories. Through an examination of a Korean language dormitory (called K-house) at a Midwestern university in the US, the current study sheds light on the optimal experiences and effective immersive environments that college langauge dormitory programs in the US can foster for both linguistic and cultural learning of Korean. By delving deeper into the specific programming and experiences of K-house residents, the study demonstrates that K-house facilitates access to Korean language and culture, enhances motivation of Korean language study, and cultivates a sense of belonging to the K-house community among K-house residents. Additionally, the findings of this study provide valuable insights for designing effective Korean language dormitory programs that promote language and cultural immersion in the context of teaching and learning Korean as a foreign language. Furthermore, this study offers suggestions for future research in this area.

Problems, Strategies, and Developments of Filipino KFL Learners in Learning the Korean Language

( Henry M. Andres ),( Brendalyn A. Manzano ),( Jiyoung Lee ) 국제인문사회연구학회 2023 Studies on Humanities and Social Sciences (SHSC) Vol.5 No.1

Learning a foreign language nowadays is in demand because of its role in global competition. However, only few researches have tackled the status of foreign language learning. Hence, this descriptive study sought to identify the problems, strategies, and developments of the students in learning the Korean language as their foreign language. Observations, survey questionnaires, and interviews formed the triangulation method that was used in the study. Survey questionnaires were distributed to 102 Filipino KFL learners who had taken units of Korean language courses. The findings revealed that listening was the hardest skill to learn followed by speaking, reading, and writing. For the employed strategies, it was found out that note-taking was was the most effective strategy utilized by the students in learning the Korean language. The results further showed that reading was the most developed skill of the students followed by writing, speaking, and listening. Through this study, certain recommendations were established by the researchers for the improvement of Korean language education.

On the Relationship Between Language Learning Strategies and Foreign Language Anxiety

( Rezvan Noormohamadi ) 범태평양응용언어학회 2009 범태평양응용언어학회지 Vol.13 No.1

Previous research studies have shown language anxiety to be related with broad-based indices of language achievement, like course grade. However, to date, the potential link between foreign language anxiety and language learning strategies has not been empirically investigated. This study is an attempt to identify the relationship between language anxiety and strategy use. It reports on a survey of language learning strategies used by high-anxious and lowanxious learners. Generally, significant negative correlation obtained between levels of language anxiety and strategy use. In the meantime, t-test revealed significant difference between high-anxious and low-anxious groups on the level of use of strategies. That is, the more anxious the students are, the less frequently they use strategies. Further, the result showed that among students with high anxiety metacognitive and memory strategies were the most used, while compensation and affective strategies were the least. Less anxious students reported using metacognitive and social strategies as the most, on the other hand, memory, and affective strategies as the least ones. This study discusses these findings, suggests possible questions for future research, and makes implications for increasing foreign language learning.

한국어 문화교육의 내용과 방법

윤여탁 한국언어문화교육학회 2011 언어와 문화 Vol.7 No.3

This study is focusing on the cultural education in Korean language education as a foreign language. Recently, not only instrumental value of language but the importance of cultural education of target language has been brought up in a field of language education. In account of this, the concept of teaching-learning has been developed to permit and/or adjust disparity of language and intercultural competence. According to this point of view, the encountered literature and culture in a foreign language education functions as authentic texts a language learner should study to learn target language. As well as the notion that language, literature, and culture should be integrated has been recognised in the field of foreign language education and second language education. Culture, the major issue of the current study, has been defined in diverse contexts and concepts; such diversity leads to a bias toward the belief that the culture is inscrutable and abstract so that it is unteachable. As facing internal and external challenges of the culture and skeptical criticism, the researchers of cultural education have tried establishing the status of the academic field of Korean Language Education as a foreign language. As a result, the culture in Korean language education is considered as a concrete figure, not merely a teaching-learning instrument. Cultural competence in Korean language competence is regarded as important educational content in the same manner. In this context, this study has examined the current state of the contents of Korean cultural education and the reality of cultural education was reviewed by using Korean literature works. In this regards, it was conducted to suggest the aim of Korean cultural education which has characteristics of integrated teaching-learning.