‘수용(reception)’ 범주의 구성과 특징 -해외 현지 초·중등학교 한국어 교육과정을 중심으로-

김선정 ( Kim¸ Seonjung ),김성수 ( Kim¸ Sungsu ),민경모 ( Min¸ Kyungmo ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3

A Korean language curriculum for local primary, middle, and secondary schools abroad needs be developed with regard to its consistency with the local foreign languages curricula, and also the distinct characteristics of Korean education targeted at teenagers. The content structure and skills of the CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment) applied by the Korean Language Curriculum differs greatly with the ‘Standard Curriculum for Korean Language’. CEFR defines four large categories, i.e. communicative language activities and strategies, plurilingual and pluricultural competence, communicative language competences, and signing competences. This paper examines defining the concept of reception categories and their characteristics with concentration on ‘reception’ as one of the subcategories of the CEFR’s communicative language activities and strategies used by the Korean Language Curriculum. The CEFR’s definition of the concept of ‘reception’ is different from the concept of language skills of ‘listening’ and ‘reading’ used by the ‘Standard Curriculum for Korean Language’. The concept of ‘reception’ used in the CEFR has no dichotomy of ‘listening’ and ‘reading’, but it rather describes detailed activities, such as oral comprehension activities, reading comprehension activities, and audio-visual comprehension activities, all of which comprise reception activities. In the development of the Korean Language Curriculum, we used the CEFR’s concept of reception categories to prepare can-do statements. In addition, we also constructed can-do statements that consider teenagers being the agent of learning using content appropriate for their level. The prominent characteristics of these reception categories are not only understanding as a member of a live audience, understanding announcements and instructions, and understanding audio media and recording, but also understanding conversation between other people that is formed using oral comprehension activities. (Keimyung University)

차용어에 관한 재배음운론적 접근

김선정 ( Seonjung Kim ) 한국외국어대학교 언어연구소 2005 언어와 언어학 Vol.0 No.35

This paper disscusses the phonological process of loanwords in Korean within the framework of Government Phonology. By adopting the principles of inter-onset government and proper government, and some other tools, French loanwords are analysed. This is to see the adaptation process of loanwords of the porrowing language. Both in Korean and French, word-final nuclei are licensed by an empty nucleus . different phonological processes take place. In pure Korean phonology. a licensed word-final empty nucleus remains licensed, the final consonant undergoes phonological processes due to "nucleus-dominant" phenomenon. On the contrary, in loanword phonology. the final consonant remains intact. but the potential licensed empty nucleus gets a phonetic interpretation, due to "onset-dominant" phenomenon. Therefore. when French word, which must always be released in the word-final position are borrowed to Korean, the final consonant is realised with a certatin vowel. For instance. when French words and in one of obstruents such as ``t``. ``d`` ``s``, they are realised with the vowel ``i``. When they end in an affricate [3], [yu] is realised. However. when French words end in a nasal vowel, they are realised as [□] in Korean, Like that the phonological behaviour of word-final position found in borrowed and borrowing languages is different form each other, that of both word-initial and internal positions appears to be different. Wish this research, we could see that speakers interpret the pronunciation of the words of the foreign language in terms of phonological elements of their own. Speakers of one language decide to speak another language without adopting any of the phonology of that other language.

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)

비언어 텍스트를 통한 한국어 교육 방안 -이미지를 중심으로-

김성수 ( Kim Sung-su ),김선정 ( Kim Seonjung ) 한국언어문화교육학회 2004 언어와 문화 Vol.1 No.1

The aim of this study is to show the importance of non-verbal texts in Korean language education. Recently it has been taken for granted that communicative teaching method is most effective in language teaching, and non-verbal texts are useful for actual communication. Non-verbal texts like visual image will be able to help Korean language learners understand verbal text. This paper analyzed some advertisements to show their usefulness in Korean language education. What is the most important is to prepare non-verbal texts depending on the leaner's level of Korean, and to use them effectively in the classroom. (Keimyung University)

광주지역 먹는물 공동시설의 미생물 특성 및 분포조사

박주현(Juhyun Park),김선정(Seonjung Kim),이윤국(Youn-gook Lee),김난희(Nanhee Kim),강유미(Yumi Kang),배석진(Seokjin Bae),김종민(Jongmin Kim) 한국환경보건학회 2021 한국환경보건학회지 Vol.47 No.2

Objective: This study was performed to detect indicator bacteria in drinking spring water samples in Gwangju City and to identify their genus using the VITEK-II system. Methods: The subjects were ten drinking spring water sites in Gwangju. Samples of spring water were taken every month from September 2019 to August 2020. We analyzed for the indicator bacteria Yersinia and microorganisms isolated from the spring water. Result: According to the research results on indicator bacteria, general bacteria in st1-st7 with sterilization facilities in the spring and summer were investigated in the range of 0-2 CFU/mL and 0-12 CFU/mL. In st9, where a sterilization facility was not installed, the most general bacteria were detected (160 CFU/mL). Total coliform and fecal coliform showed unsatisfied rates of 16.7 and 11.1% in spring and 14.7 and 11.8% in summer, respectively. The unsatisfied rates of total coliform for the designated and non-designated spring water facilities were 3.8 and 47.1%, respectively, and for the fecal coliform group they were 2.5 and 35.3%. The difference was confirmed according to the presence of a sterilization facility. Yersinia spp. was not detected in all drinking spring water. Forty-one strains in 25 species were isolated from ten sites. The results classified as major dominant species are Pseudomonas spp. 14.6%, Pantoea spp. 9.8%, Serratia spp. 9.8%, Acinetobacter spp. 9.8%, Citrobacter spp. 7.3%, Bordetella spp. 7.3%, Delftia spp. 4.9%, and Enterobacter spp. 4.9%. Conclusions: Based on the result that various species derived from fecal pollution and artificial pollutants were detected in the non-specified public spring water facilities that many people use, the facilities need institutional complements such as continuous management or complete shutdowns.

우즈베키스탄 학습자의 한국어 파열음 특성 분석

심현주(Shim, Hyunju),김선정(Seonjung Kim) 언어과학회 2015 언어과학연구 Vol.0 No.75

This study analyzed the acoustic characteristics used by Uzbekistan learners to distinguish between lenis, fortis and aspirated Korean stops through a speech production experiment. The result showed no difference in VOT between lenis and fortis by the place of articulation. However, there was a meaningful difference in case of aspirated. This means that Uzbekistan learners also use VOT in order to differentiate aspirated. Yet, the difference was not as in case of Korean native speakers. There were no significant differences in the vowel length between fortis and aspirated, and only lenis was statistically different. Although intensity showed only slight difference by the place of articulation, it was still used to differentiate fortis from the others. In order to identify whether perception affected speech production, an experiment on stops perception in Korean was also conducted. The result confirmed that speech production is not influenced by perception.

한국어 교육을 위한 베트남인 학습자의 초성 자음 난이도 위계 설정 연구

장선미 ( Jang Sunmi ),김선정 ( Kim Seonjung ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.5

이 연구의 목적은 베트남인 한국어 학습자가 겪게 될 한국어 자음의 난점을 예측하기 위하여 Prator(1967)의 난이도 위계에 따라 베트남인 학습자를 위한 한국어 초성 자음의 난이도를 설정하는 데 있다. 이를 위해 우선적으로 한국어와 베트남어의 자음 체계를 대조하여 나타내었다. 그런 다음, 베트남인 학습자를 위한 한국어 자음의 난이도 위계를 설정하였고 그 결과 단계 0에는 ㅂ[p], ㄷ[t], ㅌ[t^h], ㅁ[m], ㄴ[n]가 있으며 단계 1에는 ㅎ[h]와 ㄹ[l]가 있다. 단계 2는 모국어에는 음소로 존재하지만 목표어에는 없는 경우인데 ph[f], v[v], s[s], r[z], kh[x], g[γ]가 있다. 단계 3은 모국어의 음소가 목표어에서 다른 형태로 나타나는 경우로 베트남어에서 đ[d]가 한국어에서 ㄸ[t’]로 x[s], d[z]가 ㅅ[s], ㅆ[s’]로 나타나는 경우이다. 단계 4는 모국어에는 없는 음소가 목표어에 있는 경우인데 ㅈ[□], ㅊ[□^h], ㅉ[□’]가 베트남어에는 없는 음소이다. 마지막 단계 5는 모국어에서 하나의 음소가 목표어에서는 두 가지로 분리되어 나타나는 경우로 베트남어에 b[b]가 한국어에서 ㅍ[p^h]와 ㅃ[p’]로 분리되어 나타나고 c[k]가 ㄱ[k], ㅋ[k^h], ㄲ[k’]로 분리되어 나타나는 경우가 여기에 해당한다. 또한, 베트남인 학습자의 한국어 산출 실험을 통해 초성 자음의 습득 순서를 살펴보았는데 그 결과 /ㅉ/-/ㄱ/-/ㅌ/-/ㄴ/-/ㅅ/-/ㅂ/-/ㅁ/-/ㅈ/-/ㅆ/-/ㅍ/-/ㄷ/-/ㅋ/-/ㅊ/-/ㅃ/-/ㅎ/-/ㄸ/-/ㄲ/-/ㄹ/로 초성 자음을 습득하는 것으로 나타났다. 다시 말해 베트남인 학습자들이 가장 빨리 습득하는 음소는 /ㅉ/이며 가장 늦게 습득하는 음소는 /ㄹ/이다. The purpose of this study is to set the hierarchy of difficulty of the Korean consonants for Vietnamese learners of Korean according to Prator's theory based on the Contrastive Analysis Hypothesis. In addition to that, it is shown that the difficulties for Vietnamese learners of Korean proceed directly from this hierarchy of difficulty. Based on these finding the hierarchy of difficulty was constructed. First, [p], [t], [t^h], [m], [n] would be Level 0. Two consonants [h], [l] would be Level 1, and thirdly Vietnamese consonants [f], [v], [s], [z], [x], [γ] will be Level 2; they don't exist in the Korean consonant system. Fourthly, consonants [t’], [s], [s’] would be Level 3, and consonants [□], [□^h], [□’] that are not in the Vietnamese consonant system would be Level 4. Lastly, Korean [p^h], [p’], [k], [k^h], [k’] are Level 5. Finally, the result of the learning order of Korean initial consonants for Vietnamese learners is “/ㅉ/-/ㄱ/-/ㅌ/-/ㄴ/-/ㅅ/-/ㅂ/-/ㅁ/-/ㅈ/-/ㅆ/-/ㅍ/-/ㄷ/-/ㅋ/-/ㅊ/-/ㅃ/-/ㅎ/-/ㄸ/-/ㄲ/-/ㄹ/”.

텍스쳐 매니퓰레이션을 통한 사진 드로잉과 페인팅

전세미(Semi Jeon),김선정(Seonjung Kim),박경주(Kyungju Park) 한국정보과학회 2014 한국정보과학회 학술발표논문집 Vol.2014 No.12

한국어 발음교육을 위한 학습자의 발음숙달도와 휴지의 상관성 연구

심현주 ( Shim Hyunju ),김선정 ( Kim Seonjung ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.3

이 연구의 목적은 외국인 한국어 학습자의 발음숙달도와 휴지의 상관관계를 살펴보는 것이다. 이를 위해서 중국인 학습자의 음성 자료를 수집하고 한국인에게 청취실험을 실시하였다. 그리고 실험 결과로 확인된 발음숙달도 평점에 따라 피험자를 두 집단으로 구분하여 휴지가 발음숙달도에 미치는 영향을 살펴보았다. 그 결과 피험자 발화에서 나타난 전체 휴지의 빈도는 발음숙달도와 상관성을 보이지 않았다. 반면에 휴지를 음운변동에 따라 구분하여 분석한 결과 연음에서의 휴지와 경음화 오류에 동반하는 휴지가 발음숙달도 등급에 따른 차이를 나타냈다. 이러한 연구의 결과는 휴지가 단독적으로 발음숙달도에 영향을 미친다기보다는 분절음 발음, 음운변동의 적절성과 유기적으로 결합하여 발음숙달도의 판단 요인으로 작용함을 보여준다. The purpose of this study is to explore the correlation between pronunciation proficiency and pauses. For this purpose, subjects read the given sentences to record, and rate their pronunciation. According to the pronunciation proficiency, the subjects were divided into two groups to identify whether pauses affect the pronunciation proficiency. The results of this study are as follows. As the average frequency and length of pauses from each group were compared, the pronunciation proficiency was not correlated with the pauses, nor was it statistically significant. The pauses, however, related to liaison or tensification were intimately associated with the pronunciation proficiency. The lower the subjects` pronunciation level, the more such the pauses were. Moreover, it was confirmed whether a pause affects the pronunciation proficiency is also related to the pronunciation errors along with the pause.