初等學校 敎育用 漢字 語彙 選定 方案과 例

한은수 한국한자한문교육학회 2012 漢字 漢文敎育 Vol.29 No.-

The education of Chinese character is a kind of language education, which is an education of tool for communication. In case of the education of Chinese character as a tool for communication, a medium of communication is at least a unit of vocabulary level. Therefore, the education of Chinese character should be faithful to the vocabulary education as medium and tool of communication. Vocabulary education at elementary school can be an education for a basic of each curriculum, and it can be said that a vocabulary education which is used as main concept vocabulary or academic vocabulary like a Chinese character vocabulary is a learning influence a huge effect on each curriculum. Therefore, selection of Chinese character vocabulary for educating elementary school students should be made focusing on vocabularies for learning which basically become the basis in each curriculum learning. There are three plans for Chinese character education of elementary school students. The author has suggested the plan of 'orthography of Chinese character in textbook' as the most effective method of educating Chinese character vocabularies. The second plan is 'to include it into the education of Korean department' and the method to instruct through [Chinese character] textbook in elementary school is the latest one. Also, when all plans are difficult to implement, it can be another method to distribute as an annex of each curriculum by selecting 'vocabulary list of Chinese character for elementary school education'. The author has suggested to select Chinese character vocabulary for educating elementary school students as 1,000 vocabularies. However, when considering the learning burden of learners and the operating of curriculum in elementary school, it is difficult to learn all of 1,000 vocabularies by selecting them as essential languages. Therefore, it is needed to decide the number of 'understanding vocabulary' (Chinese character vocabulary in reading level) and 'writing vocabulary' (Chinese character vocabulary in writing level) according to the level by step of learners' making the number differently. The standards for selecting Chinese character vocabulary for elementary school education are frequency, range, language needs, availability & familiarity, coverage, regularity, and ease of learning or learning burden. The author has selected vocabularies for education and suggested some of their examples by applying such standards. We urge that education instruction of education authority to Chinese character vocabulary for elementary school education should be prepared based on the discussion of the author. 한자 교육은 언어 교육의 하나이며, 언어 교육은 의사소통을 위한 도구교육이라 할 수 있다. 의사소통을 위한 도구로서 한자 교육을 한다고 할 때 소통의 매개체는 최소한 어휘 수준의 단위이다. 그러므로 한자 교육은 소통의 도구이자 매개체로서 어휘의 교육에 충실해야 한다. 초등학교에서의 어휘 교육은 각 교과 학습의 기초가 되는 교육이라 할 수 있으며, 한자 어휘와 같이 주요 개념어 내지 사고 도구어로 사용되는 어휘 교육은 각 교과 교육 전반에 지대한 영향을 끼치는 학습이라고 할 수 있다. 그러므로 초등학교 교육용 한자 어휘의 선정 작업은 근본적으로 각 교과 학습에 기본이 되는 학습용 어휘를 중심으로 이루어져야 한다. 초등학교 한자교육을 위한 방안으로서 세 가지를 들 수 있다. 필자는 ‘교과서 한자 표기’ 방안을 한자 어휘 교육의 가장 효과적인 방법으로 제시하였다. 그 다음 대안으로는 ‘국어과 교육 내용 안에 포함하는 안’이며, 초등학교 『한자』교과를 통하여 지도하는 방법은 가장 나중의 안이다. 또한 이도저도 어려울 경우 ‘초등학교 교육용 한자 어휘 목록’을 선정하여 각 교과 교육과정의 별첨 자료로 보급하는 것도 하나의 방법이라 할 수 있다. 필자는 초등학교 교육용 한자 어휘를 1,000어휘로 선정할 것을 제안하였다. 그러나 초등학교 교육과정의 운영과 학습자들의 학습 부담을 고려할 때 1,000어휘 모두를 필수어로 정하여 익히기는 어렵다. 따라서 학습자의 단계별 수준에 알맞게 ‘이해어휘’(읽기 수준의 한자 어휘)와 ‘표현어휘’(쓰기 수준의 한자 어휘)의 수를 달리해 정할 필요가 있다. 초등학교 교육용 한자 어휘를 선정하기 기준으로 빈도, 분포범위, 언어의 필요, 이용도 및 친숙도, 적용 범위, 규칙성, 학습 용이도 및 학습 부담 등을 들 수 있다. 필자는 이러한 기준을 적용하여 교육용 어휘를 선정하고 그 예를 일부 제시하였다. 이러한 논의를 계기로 초등학교 교육용 한자 어휘에 대한 교육당국의 교육지침이 마련되기를 촉구한다.

국어과 교육과정의 어휘 교육 관점 연구 -2011년 개정 교육과정 중심으로-

고주환 ( Joo Hwan Go ),이충우 ( Choong Woo Lee ) 한국문법교육학회 2015 문법 교육 Vol.24 No.-

This study aims to examine the current status of vocabulary education based on the content elements of teaching vocabulary in the National Korean Curriculum revised in 2011 from the two perspectives of vocabulary education. In the Korean curriculum for ‘vocabulary’, the content elements are established for Korean education before actually proceeding with the education. A lot of researches on vocabulary education have concluded that the goal of vocabulary education is to increase vocabulary; however, in the Korean curriculum for vocabulary education, it is necessary to suggest a more legitimate method of teaching for vocabulary (Korean) education for the speakers using it as mother language, not for second language education where the instrumental perspective is dominant. Regarding the contents of vocabulary education in the Korean curriculum, the researcher basically examined the achievement standards of the common curriculum and the selective curriculum (Korean Ⅰ, Ⅱ,Reading and Grammar). As a result, in the common curriculum, there exists hierarchy in the achievement standards by grades, which means that it suggests the process of change from the instrumental to cognitive perspective though it is not deep enough. And about the selective curriculum (KoreanⅠ,Ⅱ), the study has found that the contents of vocabulary education are not properly reflected according to the characteristics of organization of KoreanⅠ and Ⅱ. In order to realize more enriched vocabulary education, it will be needed to expand the elements of vocabulary in the curriculum and also provide detailed as well as aggressive support and research through such things as vocabulary teaching ㆍ learning manuals.

고등학교 어휘교육의 위상과 어휘교육론의 과제

김창원 ( Chang Won Kim ) 국어교육학회 2012 國語敎育學硏究 Vol.44 No.-

어휘교육이 중요하다는 점에 대해서는 누구나 인정하나, 그 중요도에 비해 국어교육 내에서의 위상은 다소 애매하다. 특히 고등학교 교육에서 어휘교육은 별도의 지분을 인정받지 못한 채 기본 5대 영역에 종속되어 소극적인 활동만 이루어지고 있다. 어휘교육에 대한 연구도 일반론 및 형태·의미·기능에 따른 어휘 목록의 체계화에 몰려 있고, 교육 방법은 단어 형성 원리, 어휘 간의 관계, 텍스트 내에서의 의미 작용 등을 활용한 기술적 접근에 치중하고 있다. 고등학교 교육은 대학과 직업, 평생교육으로 이어지는 보통교육의 마지막 단계라는 점에서 의의가 크다. 학습자의 어휘 능력 발달사를 고려하면 고등학교 어휘교육은 초·중학교의 어휘교육과 성격 및 수준을 달리 해야 한다. 생활 어휘·기능 어휘 중심의 기초·기본 교육 단계를 지나 개념 중심의 교양 어휘·전문 어휘를 습득하고, 사전적·문맥적 의미 이해를 넘어선 함축적·문화적 의미의 활용 단계로 나아가며, 한자어와 외국어를 포괄하는 확산적 어휘교육이 이루어지는 단계가 고등학교 교육이다. 이와 관련하여 본고는 고등학교 어휘교육의 목표를 ``고급의 사고·소통·문화 행위를 위한 어휘 능력 신장``으로 정하고, 그 관점에서 2011년에 고시된 고등학교 국어과 교육과정을 검토하였다. 나아가, 고등학교로 특화된 어휘교육의 내용 구조와 실천 양상에 관한 질문을 제기하고 필자 수준에서 방향을 논의하였다. 이러한 작업을 통해 고등학교 어휘교육에 대한 이해를 심화하고 효과적인 교수·학습 방법을 구안할 수 있을 것이다. Considering the importance of vocabulary education, its status in Korean education is rather ambiguous. Especially in high school education, vocabulary education does not have its own share but is only belonged to other areas of Korean education. Researches on vocabulary education over focus on general theories and making list of vocabulary, while teaching methods focus on finding technical ideas. High school vocabulary education must be different from that of elementary or middle schools, in terms of nature and level. High school education should exceed beyond the basic vocabulary education about lexical meaning, grammatical functions, and contextual comprehension of words; it should teach advanced vocabulary about professional concepts and cultural meaning with broad vocabulary education including Sino-Korean words and foreign languages. This paper sets the objective of high school vocabulary education to be ``approving lexical competence for advanced thinking, communication and cultural activity``, and evaluated the National Curriculum Standards of Year 2011 in terms of such objective. Furthermore, it questions how to systematize and improve methods of vocabulary education of which are optimized for high school education. Eventually, there will be deeper understanding on high school vocabulary education and effective teaching-learning methods could be found.

기획주제(企劃主題) : 한자(漢字) 어휘(語彙) 교육(敎育)의 방법(方法) 모색(摸索)과 실행(實行) 방안(方案) ; 초등학교(初等學校) 교육용(敎育用) 한자(漢字) 어휘(語彙) 선정(選定) 방안(方案) 예(例)

한은수 ( Eun Su Han ) 한국한자한문교육학회 2012 漢字 漢文敎育 Vol.29 No.-

한자 교육은 언어 교육의 하나이며, 언어 교육은 의사소통을 위한 도구교육이라 할 수 있다. 의사소통을 위한 도구로서 한자 교육을 한다고 할 때 소통의 매개체는 최소한 어휘 수준의 단위이다. 그러므로 한자 교육은 소통의 도구이자 매개체로서 어휘의 교육에 충실해야 한다. 초등학교에서의 어휘 교육은 각 교과 학습의 기초가 되는 교육이라 할 수 있으며, 한자 어휘와 같이 주요 개념어 내지 사고 도구어로 사용되는 어휘 교육은 각 교과 교육 전반에 지대한 영향을 끼치는 학습이라고 할 수 있다. 그러므로 초등학교 교육용 한자 어휘의 선정 작업은 근본적으로 각 교과 학습에 기본이 되는 학습용 어휘를 중심으로 이루어져야 한다. 초등학교 한자교육을 위한 방안으로서 세 가지를 들 수 있다. 필자는 ‘교과서 한자 표기’ 방안을 한자 어휘 교육의 가장 효과적인 방법으로 제시하였다. 그 다음대안으로는 ‘국어과 교육 내용 안에 포함하는 안’이며, 초등학교 『한자』교과를 통하여 지도하는 방법은 가장 나중의 안이다. 또한 이도저도 어려울 경우 ‘초등학교교육용 한자 어휘 목록’을 선정하여 각 교과 교육과정의 별첨 자료로 보급하는 것도 하나의 방법이라 할 수 있다. 필자는 초등학교 교육용 한자 어휘를 1,000어휘로 선정할 것을 제안하였다. 그러나 초등학교 교육과정의 운영과 학습자들의 학습 부담을 고려할 때 1,000어휘 모두를 필수어로 정하여 익히기는 어렵다. 따라서 학습자의 단계별 수준에 알맞게 ‘이해어휘’(읽기 수준의 한자 어휘)와 ‘표현어휘’(쓰기 수준의 한자 어휘)의 수를 달리해 정할 필요가 있다. 초등학교 교육용 한자 어휘를 선정하기 기준으로 빈도, 분포범위, 언어의 필요, 이용도 및 친숙도, 적용 범위, 규칙성, 학습 용이도 및 학습 부담 등을 들 수 있다. 필자는 이러한 기준을 적용하여 교육용 어휘를 선정하고 그 예를 일부 제시하였다. 이러한 논의를 계기로 초등학교 교육용 한자 어휘에 대한 교육당국의 교육지침이 마련되기를 촉구한다. The education of Chinese character is a kind of language education, which is an education of tool for communication. In case of the education of Chinese character as a tool for communication, a medium of communication is at least a unit of vocabulary level. Therefore, the education of Chinese character should be faithful to the vocabulary education as medium and tool of communication. Vocabulary education at elementary school can be an education for a basic of each curriculum, and it can be said that a vocabulary education which is used as main concept vocabulary or academic vocabulary like a Chinese character vocabulary is a learning influence a huge effect on each curriculum. Therefore, selection of Chinese character vocabulary for educating elementary school students should be made focusing on vocabularies for learning which basically become the basis in each curriculum learning. There are three plans for Chinese character education of elementary school students. The author has suggested the plan of ``orthography of Chinese character in textbook`` as the most effective method of educating Chinese character vocabularies. The second plan is ``to include it into the education of Korean department`` and the method to instruct through [Chinese character] textbook in elementary school is the latest one. Also, when all plans are difficult to implement, it can be another method to distribute as an annex of each curriculum by selecting ``vocabulary list of Chinese character for elementary school education``. The author has suggested to select Chinese character vocabulary for educating elementary school students as 1,000 vocabularies. However, when considering the learning burden of learners and the operating of curriculum in elementary school, it is difficult to learn all of 1,000 vocabularies by selecting them as essential languages. Therefore, it is needed to decide the number of ``understanding vocabulary`` (Chinese character vocabulary in reading level) and ``writing vocabulary`` (Chinese character vocabulary in writing level) according to the level by step of learners` making the number differently. The standards for selecting Chinese character vocabulary for elementary school education are frequency, range, language needs, availability & familiarity, coverage, regularity, and ease of learning or learning burden. The author has selected vocabularies for education and suggested some of their examples by applying such standards. We urge that education instruction of education authority to Chinese character vocabulary for elementary school education should be prepared based on the discussion of the author.

어휘 바꿔쓰기 전략 교육 연구

이정민 ( Lee Jeong-min ) 서울대학교 국어교육과 2024 先淸語文 Vol.53 No.-

Vocabulary learning is important in order to accurately and effectively express what you think and feel in language. Accurate understanding and appropriate expression of vocabulary have a great influence on learners’ language competence and serve as the basis for communication. Therefore, vocabulary education aims at learners who can understand the meaning of vocabulary in detail and can actually use vocabulary accurately and appropriately in the context of specific vocabulary use. However, the current vocabulary education provides only knowledge of vocabulary theory in segments, and discussions on appropriate vocabulary use are not properly implemented at the textbook. Therefore, this study attempted to lexical paraphrasing as a strategic vocabulary education content that can handle the process of elaborating vocabulary meaning using various vocabulary in the actual context and selecting vocabulary appropriately in the context. Lexical paraphrasing strategy education can be a clue to the improvement of lexical competence by specifying the concept of strategic ability as a subordinate of lexical competence and examining detailed factors of lexical paraphrasing strategy. Lexical paraphrasing strategy education provides an experience for learners to systematically elaborate the meanings of various vocabulary and learn the expression effects of the vocabulary. In addition, the strategic competence that can be method of performing vocabulary allows learners to experience self-directed problem solving, which can help them to have an active vocabulary attitude as a linguistic subject. The process of paraphrasing vocabulary can have a positive effect on improving writing skills based on the experience of consciously using various vocabulary that learners could not normally use in real context and reconstructing the context. Qualitatively analyzed the lexical paraphrasing patterns of 247 middle and high school learners, and examined the learners’ paraphrasing patterns, strategies, and detailed factors involved in vocabulary use process. Based on the theoretical basis, learners’ lexical paraphrasing types were analyzed based on ‘semantic similarity to the original text’ and ‘accuracy and appropriateness of changed vocabulary at the microscopic and macroscopic levels’. According to this analysis, learners’ lexical paraphrasing types were categorized into a total of seven types. In some cases, lexical paraphrasing has failed and has been performed. When lexical paraphrasing is performed, it appears as intuitive lexical paraphrasing and strategic lexical paraphrasing. Intuitive lexical paraphrasing patterns can be categorized as using inappropriate or awkward vocabulary and using appropriate vocabulary. Strategic lexical paraphrasing patterns can be categorized as using inappropriate vocabulary, awkward vocabulary, appropriate but simple vocabulary, and sophisticated vocabulary. Strategic lexical paraphrasing can be divided into the use of strategies in linguistic, semantic, and contextual aspects according to factors that consider meaning and context dimensions. Therefore, based on the theoretical foundation and learner data, devised the contents of lexical paraphrasing strategy education to improve lexical competence. This paper pointed out the limitations of vocabulary education, which previously provided vocabulary knowledge segmented and unilaterally. In addition, it provides an educational experience that can handle accurate and appropriate vocabulary by using vocabulary knowledge in the context of actual use. In addition, it deals with ‘strategies’ as a systematic and specific action plan that learners can use in vocabulary learning and performing processes, not just content or activities. This is significant in that it dealt with strategic abilities that were insufficient for discussion in Korean language education.

어휘 교육의 발전 방향 탐색 ; 문법 교육과 어휘 교육

이관규 ( Kwan Kyu Lee ) 국어교육학회 2011 國語敎育學硏究 Vol.40 No.-

어휘는 단어의 집합이다. 따라서 어휘는 단어를 다루는 단어론에서 다루면 된다. 단어론은 단어의 형성 과정을 주로 다루는 형태론과 단어의 결과를 다루는 어휘론으로 나눌 수 있다. 이런 이유로 해서 음운, 단어, 문장, 담화, 의미 등 모든 문법 단위를 다루는 학교 문법 입장에서 볼 때 어휘 교육 관련 내용은 문법 교육의 일부로 다룰 수 있다. 물론 어휘는 국어생활에서 기초적인 것이기 때문에 화법, 독서, 작문, 문학 교육에서도 다룰 수가 있다. 어휘 연구라 하면 관계 연구, 분포 연구, 정책 연구로 나누는 게 일반적이지만, 문법 교육에서는 어휘의 분포 연구 항목만을 어휘 교육 내용으로 다루고 있다. 곧 주로 어휘의 계량, 어휘의 체계와 양상 내용을 문법 교육에서 다루고 있다. 관계연구는 문법 교육의 다른 영역, 즉 의미론 분야에서 다루어지고 있으며, 정책 연구는 따로 교수 학습되는 경우가 드물다. 어휘 교육은 초등학교 수준에서 대개 받아쓰기 차원에서 이루어질 뿐 중등학교 차원에서는 거의 이루어지지 않는다. 단지 고유어, 한자어, 외래어의 구분, 혹은 방언, 속담, 관용어 등 기본적인 사항만 교과서에서 몇 개 다루어지고 있는데, 전문적인 교수 학습 방법이 존재한다고 말하기도 쉽지 않다. 평가 방법도 대개 지필평가 방식으로 이루어지고 있을 뿐 문법 교육에서의 독특한 방법이 있다고 말하기는 쉽지 않다. 어휘 자체가 여러 영역에 걸쳐 있는 것인 만큼 통합적인 방법으로 교수 학습과 평가가 이루어질 필요가 있다. Vocabulary is set of words. Therefore vocabulary can be dealt with word study. Word study can be divided into morphology and lexis. So in view of school grammar that deal with phoneme, word, sentence, discourse, and meaning, vocabulary education can be dealt with part of grammar education. Of course vocabulary can be treated in speaking, listening, reading, writing, and literature. Generally speaking, vocabulary study are divided into relation study, distribution study, policy study, grammar education deal with only distribution study. In other words, vocabulary measuring, system and aspect of vocabulary are treated in grammar education. Relation study is treated in semantics, policy study is rarely treated in education. Frankly vocabulary education is treated in elementary school, rarely in secondary school. Only system of native language, sino-korean, and loanword and aspects of local dialect, proverb, idiom etc. are treated in text books. Of course there are no technical teaching methods. And it is reported that paper test is only method in grammar education and there`re no special methods. I think that unified methods in teaching vocabulary and measuring vocabulary competence are possible in grammar education eventually.

국어사 교육의 변화에 따른 교육 내용 설계 -어휘 교육과의 통합을 위한 시론-

양영희 한국어교육학회 2020 국어교육 Vol.0 No.170

The education of Korean language history in the 2015 Korean Language Curriculum focuses on an understanding of the characteristics of a “continuously changing language” rather than learning the knowledge of Korean language by period, and it was designed to teach the linguistic characteristics through the comparison of vocabulary of “Medieval and Modern Korean.” Results show that the method of organizing Korean language history units in the textbooks Korean and Language and Media is insufficient to reflect the purpose of Korean language history education; this discussion tried to find a complementary point through integration with vocabulary education. For the purpose of this research, education in Korean language history was divided into “unique content” and “vocabulary-integrated education content.” The former was again divided into an understanding of the general characteristics of the medieval language and the exploration process of currently changing Korean phenomena. “Unique content” refers to the content of Korean language history that cannot be integrated with vocabulary education. As subjects of unique contents, vowel rising, changes in honorifics, and “the expansion of using ‘-si’ for subjects” honorification were selected in consideration of language phenomena comparable to that in the modern Korean language. To analyze the vocabulary-integrated education, changes in the form and meaning of vocabulary, changes in word formation, and (inverse) grammaticalization were selected. The study of changes in the vocabulary forms considers that currently extinct native language features can be identified by using Korean history data and through exploring how the vocabulary presented in 《Hunminjeongeum》”Examples on the Use of Letters” changed for the modern language. This study is meaningful in that inclusive education will have a positive effect on Korean language history and vocabulary education while exploring the possibility of synthesizing syntactic or phonological issues from a macroscopic perspective.

사고도구어(academic words) 교육을 위한 논제 구체화에 관한 연구 신명선

신명선 ( Shin Myung-sun ) 서울대학교 국어교육과 2020 先淸語文 Vol.47 No.-

The purpose of this study is to clarify the issues that can be highlighted in academic vocabulary education in terms of goals, evaluation, content and method in order to realize academic vocabulary education. The main issues that can be highlighted in academic vocabulary education are 'whether to be able to establish the thinking ability as the goal of academic vocabulary education?', 'Whether to be able to deal with the thinking activity in vocabulary education?', 'To what extent can you handle professional contents of other subject in Korean language department?“ This study found that the goal of academic vocabulary education could be set not as knowledge but as ability, in particular, thinking ability. The academic vocabulary, which has the characteristics of specialized language, also needs to be included in the content of education and it is necessary to have direct and explicit education method. However, in order to realize such education, it is necessary to improve various educational systems.

한국인 학습자들의 중국어 표현어휘 교육방안 - 표현어휘 목록 설정을 중심으로

조은숙 ( Jeo Yunsook ) 한국중국언어학회 2022 중국언어연구 Vol.- No.102

The basic purpose of foreign language learning is to improve communication skills. Communication is made up of sentences as a basic unit, and to compose a sentence, learning about vocabulary, which is the basic material of a sentence, should be prepared first. Therefore, the importance of vocabulary education in foreign language learning is quite essential. Recently, although the demand for foreign language ‘expressive competence (speaking and writing)’ is increasing, in the existing lexical education, as education centered on ‘understanding vocabulary’ is still being conducted, the ‘productive vocabulary, which is the basis of ‘expressive competence’, is not particularly emphasized. Therefore, this study attempts to discuss the necessity of a ‘productive vocabulary education method that can play a direct role in improving ‘expressive competence’ and how to use the mother tongue ‘productive vocabulary in teaching a foreign language ‘productive vocabulary’. In Chapter 2, in terms of what is ‘lexical competence’ obtained through lexical education, this study first examines how vocabulary is stored in the mind of language users, in Chapter 3, this study understands the characteristics of ‘productive vocabulary through comparison with ‘comprehensive vocabulary’, and then based on the contents of Chapters 2 and 3, in Chapter 4, in teaching the productive vocabulary of the second language, this study attempts to discuss why it is necessary to utilize the productive vocabulary of the mother tongue. In addition, this study intends to propose some suggestions on how to use the Korean productive vocabulary, which is the mother tongue, for the Chinese productive vocabulary education of Korean learners.

한국어 어휘 교육에서 어원 정보의 활용에 대한 연구

이래호 영주어문학회 2019 영주어문 Vol.43 No.-

The purpose of this paper is to clarify the meaning of etymology in Korean language education, to suggest the scope of etymology in vocabulary education, and to look at the significance of using etymological information in vocabulary education. Using etymological information in vocabulary education can be divided into education to help understanding by explaining the historical changes in the form and meaning of vocabulary and education of only the meaning of components through structural analysis of words. In this study, the subjects of Korean vocabulary education were divided into seven types: unproductive affixes, morphological changes, fossils, deletion and addition of korean phonemes, homonyms⋅blended words⋅acronyms, idioms and proverbs. It is also meaningful that using etymological information in vocabulary education can easily understand the meaning and form of Korean language through systematic analysis of vocabulary structure, develop vocabulary learning ability, create motivation for vocabulary and identify ethnic thinking and culture. Education that utilizes etymological information in vocabulary education is recommended to be used in advanced level, and should be targeted at correct etymology in education, and etymological information should be used as a tool to embody teaching purposes. 이 논문의 목적은 한국어 교육에서 어원 교육에 대한 의미를 명확히 하며, 어휘 교육에서 어원이 활용될 수 있는 범위를 제시하고 어휘 교육에서 어원 정보 활용의 의의를 살펴보는 데 있다. 어원 정보를 활용한 어휘 교육은 어휘의 형태와 의미의 역 사적 변화를 설명하여 이해를 돕는 좁은 의미의 어원 정보를 활용한 어휘 교육과 어휘의 구조 분석을 통한 구성요소의 의미만을 교육하는 넓은 의미의 어원 정보를 활용한 어휘 교육으로 구분할 수 있다. 본고에서는 한국어 어휘 교육에서 어원 교육의 대상을 비생산적인 접사, 어형 변화형, 화석형, 음운 첨가 및 음운 탈락형, 동형이의어, 혼종어⋅혼성어⋅두자어, 관용어구⋅속담 등 7개 유형으로 나누어 몇 가지 예를 제시하였다. 또한 한국어 어휘 교육에서 어원 정보 활용은 어휘 구조에 대한 체계적 분석을 통해 한국어의 의미와 형태를 쉽게 이해하고 어휘 습득 능력을 키워 주며, 어휘 학습 동기를 유발하고 민족적 사고와 문화를 파악할 수 있다는 데 의의가 있다. 어휘 교육에서 어원 정보를 활용하는 교육은 고급 단계에서 활용하는 것이 좋으며, 교육 시 정확한 어원을 대상으로 해야 하며, 어원은 교육 목적을 구현할 수 있는 도구로서 활용되어야 한다.