한국어 관용어 교재 개발을 위한 기초 연구 및 단원 제시

김선정 ( Seon Jung Kim ),강현자 ( Hyun Ja Kang ) 이중언어학회 2006 이중언어학 Vol.32 No.-

연구논문 : 한국어 교사 교육용 교재의 개발 현황 및 개발 방향

김선정 ( Seon Jung Kim ) 인하대학교 교육연구소 2010 교육문화연구 Vol.16 No.1

이 논문의 목적은 지금까지 개발된 한국어 교사 교육 교재의 현황을 알아보고, 앞으로 나아가야 할 교사 교육 교재의 개발 방향을 제시하는 데 있다. 학습자 대상 한국어 교육의 역사와는 달리 한국어 교사 교육의 역사는 그다지 길지 못하다. 한국어 교사 교육 프로그램이 개설되기 전에 먼저 학습자 대상 한국어 교육이 실시되었다. 따라서 초기의 한국어 교육은 한국어 교사로서 제대로 훈련을 받지 못한 교사들에 의해서 이루어졌다. 그러다가 2005년 국어기본법이 시행된 후에야 외국어 2005로서의 한국어 교사를 양육하기 위한 교육과 정이 어느 정도 통일되고 표준화 되었다. 그러나 한국어 교사 교육 프로그램을 위해 별도로 개발된 교재는 거의 없는 실정이다. 이 논문에서 제안하는 한국어 교사 교육용 교재 개발의 방향은 다음과 같다.아직 개발되어 있지 않은 과목부터 적극적으로 개발해야 한다. 한국어 교육과 관련하여 연구 경력과 교육 경력이 풍부한 사람들 간의 협력 하에 교재를 개발해야 한다. 대상이 되는 한국어를 중심으로 하되 타 언어와의 비교·대조적 관점에서 집필해야 한다. 외국어 교수법의 경우에는 단지 외국어 교수법을 소개하는 데에 그칠 것이 아니라 외국어 교수법을 한국어 교육에 활용할 수 있는 방안을 담은 교재를 개발해야 한다. 한국의 학기제 운영에 맞는 교재를 개발해야 한다. 한국어 학습자용 교재를 분석해본 후에 학습자 교육에서 필요한 내용에 무게를 둔 교재를 개발해야 한다. 한국어 교육 또는 언어 교육에 관한 이론과 실제가 조화롭게 담겨 있는 교재를 개발해야 한다. 교실 사용을 전제로 한 교수학습용 교재를 개발해야 한다. This paper aims to introduce the current situations of textbooks for Korean language teacher`s education developed so far, and to propose new directions for development of textbooks for Korean language teacher`s education. The history of Korean language teachers education is not that long compared to the history of Korean language education for foreigners. Korean language education was conducted before Korean language teacher`s education. This means that Korean language education was originally done by teachers who were not properly educated as a Korean language teacher. Only after Korean Language fundamental law was enforced, the curriculum for fostering Korean language teachers has been unified and standardized to some extent. However, textbooks for the programs of Korean language teacher`s education have not seen enough development. Directions for the development of textbooks for Korean language teacher`s education are as follows: Textbooks must be developed for the subjects that have not been published in significant amount. Textbooks must be developed in close collaboration with scholars having rich research experience and scholars having ample teaching experience. The target language, Korean, must be central, but textbooks must be written from the comparative and contrastive viewpoints of other languages. Teaching methodologies for foreign languages must not only be introduced, but also extended to how to apply them to Korean language teaching. Textbooks with great depth must also be developed to be used in graduate programs. Textbooks which are suitable for 15 or 16 week long use and matched to the operation of academic affairs of colleges must be developed. It is a good way to develop textbooks after analysing Korean language textbooks for foreigners. Textbooks must cover both the theories and practice of Korean language education. They must be teaching-learning type textbooks developed based upon a premise that are used in classrooms, not research reports or a kind of dictionary.

다문화가정 자녀의 어휘력 고찰

김선정 ( Seon Jung Kim ),강진숙 ( Chin Suk Kang ) 二重言語學會 2009 이중언어학 Vol.40 No.-

승인제약 조건과 한국어 모음체계

김선정(Seon Jung Kim),허용(Yong Heo) 사단법인 한국언어학회 1999 언어학 Vol.0 No.25

언어,교육 : 보편성에 따른 한국어와 태국어의 음운대조

김선정 ( Seon Jung Kim ) 경희대학교 비교문화연구소 2014 비교문화연구 Vol.35 No.-

This paper aims to contrast phonology of Korean and Thai in terms oflanguage universality. Considering consonants, both languages having 21typologically most plausible consonants display high universality in the numberof consonants. However, Thai shows higher universality in regards to theirsubstance, i.e. it differs from Korean when it comes to the structure of plosivesand fricatives. Both Korean and Thai show similarities regarding the plosivesdue to the fact that both languages possess three contrastive consonants. However, the Thai plosives consist of plain voiced, plain voiceless and aspiratedvoiceless sounds that have higher universality than the Korean plosives whichare plain voiced, plain voiceless and aspirated voiceless. In case of vowels, both Korean with its 10 vowels and Thai with its 9 vowelsshow lower universality when it comes to the total number of vowels. However,all of those vowels belong to the list of most plausible vowels which makes theiruniversality higher in substance. In respect of syllable structure, Korean with its CVC type shows a moderatelycomplex structure while Thai with its CCVC type has a complex structure. Thecoda may consist of only one consonant in each language but onset is composedof one consonant in Korean, and two consonants in Thai. The contrastive study of similarities and differences between Korean and Thaiin terms of phonology will help not only understand the two languages but alsoprovide useful information for increasing the efficacy of Korean languageeducation for Thai learners of Korean whose number is rapidly increasing.

다문화 사회와 한국어 교육

김선정 ( Seon Jung Kim ) 이중언어학회 2011 이중언어학 Vol.47 No.-

The aim of this paper is to consider the outcome of research conducted in the area of Korean language education related to the topic of a multicultural society. Many practical research such as textbooks and language functions(speaking, listening, reading, and writing) are found. Acquisition of Korean language, interlanguage, knowledge about Korean language (including pronunciation and grammar) are rarely found. This is one of the biggest differences compared to general purpose Korean. It may be the reason that research in Korean language education related to a multicultural society have been conducted to meet the needs and necessity of the actual spots. Research related to the kids from multicultural families has rapidly increased since 2009, and thus they have exceeded those of the mothers from multicultural families. Articles researched in universities located in the province have exceeded those from the Seoul-Gyeonggi area. Articles and theses researched in the early days mainly cover the topics related to the foothold of educational support, such as the necessity of Korean language education, the policy of Korean language education, curriculum of Korean language education, and textbook development. The research topics, from now on, have to be widened and deepened to provide the theoretical background for the enhancement of the efficiency of Korean language education. The wider and deeper research will ultimately attain the maturity of the studies of Korean language education.

담화표지의 위치 변인에 따른 기능 연구 -여성 결혼이민자의 구어 담화를 바탕으로-

김선정 ( Seon Jung Kim ),김신희 ( Shin Hee Kim ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2014 언어사실과 관점 Vol.33 No.-

This study aims to grasp the usage aspects of discourse markers found in everyday conversation of married woman immigrants, and to analyse the difference in terms of the function of discourse markers by their appearing positions. When we look at the overall characteristics, it appears that married woman immigrants having beginning level of Korean prominency use discourse markers at the beginning of utterances to gain time. Especially, exclamative type discourse markers such as ‘a/e’ and ‘ce’ predominantly appeared to show this characteristics. ‘근데’ and ‘아니’ which have the most high frequency intensively appeared at the beginning of utterances, however the function looked to be different from each other. That is, ‘근데’ appeared to be used for the function of topic connection, changing topics, depriving opponent``s turn-taking, while ‘아니’ appeared to modify opponent``s utterance and depriving opponent``s turn-taking. It appeared that ‘이거’ played a role for changing topics at the beginning of utterances or between phrases, ‘이렇게’ for equivocation at the end of utterances or between phrases, ‘뭐’ for gaining time at the beginning of utterances, after the starter, or between phrases. From this observation, we could confirm that some discourse markers appearing at the same position can act different functions in discourse.

어말 음절구조의 특성과 한국어 교육적 접근

김선정(Seon Jung Kim) 언어과학회 2003 언어과학연구 Vol.24 No.-

The primary purpose of this paper is to consider the peculiar properties of the syllable structure in the word-final position within the theory of Government Phonology, and to seek their implications for the Korean language education for foreigners. Roughly speaking, there are four different types of syllable structure in the final position, which constitute a hierarchy. Languages like Japanese, Brazilian and Portuguese must end in a vowel, while languages like Korean, English and French are allowed to end in a consonant(s). However, detailed aspects are all different from each other in terms of the number of appearing consonants and possible sequences. Korean is allowed to end in only one consonant which means that no words can end in a consonant cluster. On the other hand, French and English may end in a consonant cluster. But, in English, obstruent-liquid sequences like -tr, -vr, -pr are not allowed unlike in French. The difference between the syllable structures of the learner`s mother tongue and the target language triggers an inevitable interference in foreign language learning. Therefore, language teachers should understand the properties of languages cross-linguistically, including syllable structure to improve educational efficiency.

지배음운론에서 본 한국어 중화현상

김선정(Seon Jung Kim) 언어과학회 1999 언어과학연구 Vol.16 No.-

This paper discusses the neutralization of Korean which is found before licensed domain-final empty nuclei. I seek the motivation for this process from the syllable structure of Korean. I argue that all consonants which appear to be at the end of a word, are actually followed by a domain-final empty nuclear position, which are licensed to be phonetically uninterpreted. Licensed empty nuclei exhibit a limited licensing power. Therefore, the consonants which can appear before licensed domain-final empty nuclei are severely constrained. To appear in this position, the consonants must lack the element H, but include the element? Therefore, only seven unreleased consonants are realized in this position.

한국어 속담 교재 개발을 위한 기초연구 및 모형 제시

김선정(Kim Seon-Jung),김성수(Kim Sung-Su) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2

  Recognizing the importance of culture in language learning, this paper suggests a cultural education through the use of Korean proverbs. Proverbs not only reflect how people think and live, they also cover various themes. Korean language learners have difficulties in understanding Korean proverbs because they contain elements of Korean culture. Korean language learners should be systematically educated in proverbs to effectively communicate with Koreans, as well as to better understand Korean culture. Therefore, it is essential to study how to teach them effectively, and a cultural education textbook based on this study will have to be published. Proverbs education methods have focused on understanding. We will focus on expression education as well as understanding education. This type of textbook will offer a chance to easily learn korean proverbs by providing an interesting format. The aim of this paper is to demonstrate the best direction for teaching Korean proverbs, and to present a lesson as a model about their education.