학령 전기 아동의 부사 발달과 빈도 정보

류선숙(Seon Suk Ryu),차재은(Jae Eun Cha) 한국어학회 2014 한국어학 Vol.65 No.-

The purpose of this study is to investigate the information of types and tokens of adverbs in spoken language of korean preschoolers. 300 utterances of 80 typically developing children from 2 to 5 year-old age group, 20 from each, were selected from Nazarene spoken language corpus. Types and tokens of adverbs were measured from total of 65,787 eojuls. Differences in each word class of adverbs, based on age groups, were evaluated. The list of adverbs of high frequencies was shown. The result of the analysis are as follow: First, the ratio of types and tokens of adverbs in total vocabulary was 7.3% and 6.7%, respectively. Second, the types and tokens of adverbs were increased according to the age increase. The differences of types and tokens of adverbs based on age were significant only between 2 year-old group and others. These results shows that the development of adverbs from 2 to 3 years-olds are significant. Third, only a limited number of types of adverbs were used with high frequencies in the word list. That means preschoolers used several adverbs repetitively. The results from this study could be used for analysing the vocabulary and syntactic development in children.

국외(國外) 학습자(學習者)를 위한 실시간(實時間) 화상(畵像) 한국어(韓國語) 교육 방안 연구

류선숙(柳善淑) ( Ryu Seon-suk ),김민경(金珉京) ( Kim Min-kyung ),이아름(李아름) ( Lee Ah-reum ) 한국어문교육연구회 2021 어문연구(語文硏究) Vol.49 No.1

이 연구는 국외 한국어 학습자를 대상으로 한 실시간 화상 한국어 교육 방안을 제안하는 데 목적이 있다. 이를 위해 현재 가장 대표적으로 사용되고 있는 화상회의 플랫폼인 Zoom과 Webex를 활용하여 한국어를 가르치고 있는 전문가 집단을 대상으로 화상 한국어교육의 실태를 면밀히 고찰하였다. 그 결과 실제 화상 한국어 수업의 전체구조는 대면 교육에서 크게 벗어나지 않는 것으로 나타났으나 비대면 온라인 플랫폼의 특성에 맞춘 교육의 경량화(輕量化)가 필요하다는 점을 알 수 있었다. 또한 온라인 환경을 고려한 언어 지식과 언어 수행의 이원화가 필요하며, 학습 과제 및 피드백 역시 차별화되어야 한다는 점을 확인하였다. 이에 본고에서는 국외 학습자를 대상으로 화상 한국어 교육의 특성과 강점을 살린 교육프로그램 모형을 제안하는 데 초점을 두고, 이러한 모형이 실제 교육 현장에 적용될 수 있도록 하기 위한 등급별 교육 목표와 운영 체계를 제안하였다. This study aimed to propose a Korean language Education Method of real- time video conferencing for overseas Korean learners. For this purpose, we narrowly examined the reality of Korean language education using video conferencing from a group of experts who was teaching Korean using Zoom or Webex, the most representative video conferencing platforms currently used. As a result, we found the overall system of video classes didn’t depart from the face-to-face education much, but it was needed to be downsized and focused to suit the characteristics of non-face-to-face online education. Also, it was confirmed that dualization on language knowledge and language performance was necessary, and tasks and feedback needed to be differentiated, considering the online environment. Therefore, this study focuses on proposing a program model for overseas Korean learners considering the characteristics and strengths of Korean language education through video conferencing and proposes grade-specific educational goals and an operation system for the model to apply it possibly to the actual educational sites.

대학 내 학문 목적 한국어 학습자를 위한 교양한국어 교재 개발 기초 연구

류선숙 ( Ryu Seon-suk ),김민경 ( Kim Min-kyung ),전형길 ( Jeon Hyeong-gil ) 한국어문학국제학술포럼 2021 Journal of Korean Culture Vol.55 No.-

본 연구의 목적은 국내 대학에 재학 중인 외국인 유학생들의 학문적 한국어 숙달도 신장을 위한 교재 개발 방향을 모색하는 데 있다. 이를 위하여 국내 주요 대학의 한국어 교과목 개설 및 교재 개발 현황을 파악하고 서울 소재 A대학의 외국인 학부생 345명을 대상으로 교양한국어 교재 개발에 대한 요구 조사를 실시하였다. 조사 결과, 숙달도를 고려한 등급별 교재 개발과 기능 수행 및 학문적 과제 활동을 위한 언어지식 강화형 교재에 대한 요구가 높은 것을 확인하였다. 이에 본고에서는 등급별 교양한국어 교재 개발과 대학 생활 적응 및 학업 수행 지원, 대학 교과 내용 및 기초지식 함양이라는 교재 개발의 방향성을 제시하였으며 학문 맥락의 실제적인 의사소통 과제 속에서 자연스럽게 언어 지식을 익히도록 하는 ‘의사소통 과제 중심의 언어지식 강화형’ 교재 모형을 도출하였다. This study aimed to explore the direction of development of textbooks to improve Korean language competency of foreign students studying in Korean universities. For this, the author explored and identified opening of Korean language subjects in major Korean universities and the status of textbook development. The author conducted a demand survey on the development of textbooks of Korean language as liberal arts for 345 foreign undergraduates. Based on the results, the author could confirm the necessity for development of a textbook for step-by-step and concentrative Korean language education conducted within universities currently. It was found that the demand for development of textbooks by grades in consideration of differences of competency, functioning and linguistic knowledge-strengthening textbooks was high among undergraduates. Therefore, this paper suggested a direction for development of textbooks for Korean language as liberal arts, adaptation to university lives and support for studying as well as textbook contents and basic knowledge enhancement. It derived ‘communication-based linguistic knowledge strengthening’ that would enable the students to naturally acquire linguistic knowledge in actual communication tasks in the context of learning.

한국어로 진행되는 대학 강의에서 외국인 유학생이 느끼는 불안 연구

김지혜 ( Ji-hye Kim ),류선숙 ( Seon-suk Ryu ) 이중언어학회 2018 이중언어학 Vol.73 No.-

The aim of this study is to examine international students’ anxiety in lectures that are delivered in the Korean language. In general, foreign students are accepted in Korean universities after they achieve certain level of Korean in a language institute. Once entering a university, they attend lectures and participate in relevant activities from Korean professors in Korean. However, it is reported that only about 30% of all international students are TOPIK level 4 or above, which is the minimum level for college scholastic ability. Rest of them, lower than level 4. In reality, under level 4 is unlikely to successfully complete a college course in Korea. To improve such a situation, many supportive curricula have been developed for foreign students that have less competent Korean communication skills. Along with those curricula, the researchers of this study believe that anxiety that international students have should be examined first: What kinds of anxiety do they have? And what causes anxiety? To describe the anxiety, the researchers conducted a survey of 137 foreign students, examining their learning style, listening comprehension, and listening anxiety to analyze relations with lecture anxiety. As a result, it is found that the lecture anxiety of international students has a positive correlation with listening comprehension and listening anxiety, rather than learning style. (Korea University)

한국어 학습자의 학습 유형과 듣기 불안의 상관관계 연구

김지혜(Kim, Ji-hye),류선숙(Ryu, Seon-suk ),이경(Lee, Kyung) 우리말글학회 2018 우리말 글 Vol.77 No.-

본 연구의 목적은 한국어 학습자의 학습 유형이 듣기 불안에 미치는 영향을 밝히는 것이다. Oxford(1993)은 듣기 불안이 발생하는 원인으로 외국어 학습자들이 매우 비현실적인 듣기 목표와 믿음을 갖고 있기 때문이라고 지적한 바 있다. 본고는 학습자들의 잘못된 듣기 목표와 방법이학습 유형과 관련이 있을 것으로 예측하였다. 이에 학습 유형과 듣기 불안의 관계를 파악해 불안의 원인을 밝히고, 듣기 불안을 최소화하고 듣기능력 신장에 도움을 줄 수 있는 교육 방안 마련에 기여하고자 하였다. 이를 위해 외국인 유학생 137명을 대상으로 학습 유형과 듣기 불안을 측정하는 설문을 실시하고, 상관관계를 분석하였다. 분석 결과, 학습 유형과 듣기 불안은 유의한 상관관계를 보였으며 분석적 학습 유형과 권위지향적 학습 유형의 학습자들이 듣기 불안이 높다는 것을 발견하였다. The aim of this study is to analyze the effect of learning style on listening anxiety. Oxford (1993) stated language learners’ unrealistic listening goals and beliefs (i.e. every single word should be listened correctly) cause listening anxiety. The researcher of this study, thus, assumes setting inappropriate listening goals is related to learning styles. And from this, the cause of listening anxiety can be unveiled by analyzing the correlation between learning styles and listening anxiety, and a helpful teaching method that improves listening competence can be suggested. A survey designed to measure listening anxiety and learning style was conducted to 137 international students who study Korean in Korean universities. The findings are a) listening anxiety shows a significant correlation with learning style and b) the students with analytic and authority-oriented learning styles appear to have high listening anxiety.

제2언어로서의 한국어 아동 학습자의 담화적 능력 발달을 위한 상호적 쓰기 교육 방안

최은지(Eun Ji Choi),노정은(Jung Eun Noh),류선숙(Seon Suk Ryu),이경(Kyung Lee),한하림(Ha Lim Han) 한국어학회 2014 한국어학 Vol.62 No.-

The purpose of this study is to propose an Interactive writing instruction for KSL children learner. It also aims to analyse a types of interaction between teacher and students observed during the interactive writing instruction. Since KSL children learners are usually lack of literacy experience and language competence, it is important for teacher to provide a immediate scaffolding in order to involve those students in discursive writing. Therefore, this paper investigates how to apply interactive writing instruction to KSL children learner. In addition, it attempts to figure out aspect of interaction between teachers and KSL children learner during the writing process. As a result, four types of interaction were identified in interactive writing class; interactions for developing composition discourse, interaction for overcoming writer`s block, interction for providing affective supports. In conclusion, the study could find out that the KSL children`s awareness of discoursive writing could be changed positively and teacher`s scaffolding was effective for those students who have attempted new type of discoursive writing process.

국외(國外) 한국어 학습자를 위한 블렌디드 러닝 교육과정(敎育課程) 개발(開發) 기초(基礎) 연구 -현지 교원 대상 요구조사를 중심으로-

이정희(李定喜) ( Lee Jung-hee ),이수미(李秀美·) ( Lee Su-mi ),류선숙(柳善淑) ( Ryu Seon-suk ) 한국어문교육연구회 2020 어문연구(語文硏究) Vol.48 No.1

이 연구는 국외 한국어 학습자를 위한 블랜디드 러닝 교육과정 개발을 위한 기초 연구로 고안되었다. 이를 위해 국외 한국어 보급 대표기관인 세종학당 교원을 대상으로 향후 온라인과 오프라인이 병행되는 블렌디드 러닝 교육과정 수립에 대한 인식과 요구를 분석하고자 하였다. 연구 결과, 국외의 현지 환경을 고려했을 때 전면적인 블렌디드 교육과정도입보다는 점진적인 확대에 방향성을 두고 단계적 계획을 수립해야 함을 알 수 있었다. 또한 학습자의 특성과 학습 환경을 고려해 온라인에서는 언어 지식을 익히고, 오프라인에서는 실제 의사소통 과제를 충분히 수행할 수 있도록 교육 내용을 안배해야 한다는 교수자들의 인식을 확인할 수 있었다. 이에 본 연구에서는 온라인과 오프라인 교육을 혼합할 경우 온라인에서는 언어 지식의 영역을, 오프라인에서는 기능교육 영역의 교육이 이루어져야 함을 제안하였다. This research indicates a foundational study of developing an integrated online- offline academic curriculum for Sejonghakdang students. The study designed to identify the feasibilities of online Nuri-Sejonghakdang and proposing the integrated online-offline curriculum as the preliminary stage to move into full online academic service. So Analyzed the Sejonghakdang teacher’s needs and opinions on developing online Sejonghakdang by survey and FGI(Focus Group Interview). The study revealed that over 70% of participants expressed positive viewpoints on integrated online-offline curriculum, and 30% of them were highly passionate. Presented 15 weeks of the integrated online-offline curriculum as an intermediate model for Sejonghakdang students. Through this model, each Sejonghakdang is able to operate the appropriate online-offline learning curriculum for testifying the actual practicability of the program. Furthermore, by integrating an online-offline curriculum, it would be helpful for the distance-learning students who are unable to present in a lecture at the institution, which makes it difficult to learn Korean efficiently.