개화기 한국어 학습서 『日韓會話』에 대한 일고찰 : 그 성립 과정과 한국어 교재로서의 구성을 중심으로

박기영(Park Keeyoung) 세계한국어문학회 2009 세계한국어문학 Vol.1 No.-

본고의 목적은 1894년 일본에서 간행된 한국어 학습서인 『日韓會話』에 대해 그 성립 과정을 살펴보고 한국어 교재로서의 구성상의 특징을 살펴보는 것이다. 본고의 주장은 크게 두 가지이다. 우선 『日韓會話』가 한국인과 일본인에 의해 부산 지역에서 그 본문이 작성되었을 것이라는 기존의 주장에 대해 본고는 오히려 인천 지역에서 본문이 작성되었을 가능성이 있음을 주장하였다. 그 근거로서 학습서 본문의 내용이 주로 인천과 서울을 중심으로 이루어진 점과 본 학습서의 한국어가 체계적이고 일관된 방언형 표기를 보여주지 않으며 기존의 주장 가운데 일부 논거는 일본인 모어 화자의 오류로 분석이 가능하다는 점 등을 제시하였다. 이와 아울러 『日韓會話』 교재의 특징을 비슷한 시기에 간행된 『日韓英三國對話』와 『日韓通話』와의 비교를 통해 검토해 보았다. 검토 결과 『日韓會話』는 다른 두 학습서와 마찬가지로 이전의 대표적인 한국어 학습서인 『交隣須知』의 영향 아래 있으면서도 당시의 필요에 따라 숫자나 도량형과 관계된 어휘들을 추가하였으며 ‘주제별 단어와 문장’의 교재 구성에 있어서도 다른 학습서보다 더 체계적인 모습을 보여주고 있음을 확인하였다. This study examines Nit-Kan-Kai-Wa(1894), Korean Textbook for Japanese learners with a special focus on the publication process and organization of the book This paper raises two key points. First, The Korean Textbook Nit-Kan-Kai-Wa may have been written in Inchon Area not Busan Area. There are two evidences. One is the content of Nit-Kan-Kai-Wa in which the main geographical background of conversation written is Inchon and Seoul. The other is Korean language itself included in The Korean Textbook Nit-Kan-Kai-Wa doesn't show any conclusive evidence that includes some dialectal feature. The Korean language of Nit-Kan-Kai-Wa seems to be Jungbu Dialect. Second, Nit-Kan-Kai-Wa puts more stress on colloquial communication. We can confirm this by investigating the preface of Nit-Kan-Kai-Wa. It includes four items and three of them are about pronunciation.

한국어 학습자의 평폐쇄음 뒤 경음화 실현 양상 및 교육 방안에 대한 일고찰

이정민 ( Lee Jeongmin ),박기영 ( Park Keeyoung ) 이중언어학회 2018 이중언어학 Vol.71 No.-

This paper investigated the realization aspect in glottalization after obstruent of Korean learners. Based on this we attempted to critically examine the practice materials related to glottalization after obstruent which were presented in previous discussions. The subjects of this study are Korean language learners who are Chinese, Mongolian and Vietnamese native speakers. In summary, findings are as below. First, we investigated the foreign learner’s errors in pronunciation of fortis consonants and glottalization after obstruent. As a result, we found there was a difference between beginner learners and advanced learners' errors in pronunciation of fortis consonant, but not in glottalization after obstruent. From this, we figured out that the beginner learners who do not have accurate pronunciation of the fortis consonant can realize the glottalization after obstruent relatively well. This means that it is not a meaningful exercise to practice the pronunciation of fortis consonants in order to improve the pronunciation of glottalization after obstruent. It only focused on the consequences of phonological alternation. Second, we examined the VOT and the closure duration in the realization of glottalization after obstruent from the foreign learners. As a result, it is confirmed that the closure duration is a more important factor for the realization of the glottalization after obstruent than the VOT. This means that it is necessary to develop practice materials focussing on the pronunciation of the last phoneme of preceding syllable(C1), unlike existing materials where attention is paid only to pronouncing the first phoneme from following syllable(C2). Third, when the foreign language learners realize the glottalization after obstruent, if the closure duration which is formed by the last consonant of the preceding syllable is an important cue, the Elimination of the preceding consonant in two successive consonants with the same articulation place is not suitable as an educational content for teaching Korean pronunciation. Because Elimination of the preceding consonant in two successive consonants with the same articulation place is likely to be an obstacle to realize the glottalization after obstruent.

‘-다고’의 종결어미적 사용에 나타나는 한국어 학습자의 억양 실현 양상 연구

이정민(Lee, Jeongmin),박기영(Park, Keeyoung) 중앙어문학회 2018 語文論集 Vol.74 No.-

본 연구에서는 연결어미 ‘-다고’가 종결어미적 쓰임을 보일 때 나타나는 한국어 학습자의 억양 실현 양상을 숙달도에 따라 살펴보고 그 습득 양상을 기술, 분석하였다. 기존의 논의를 바탕으로 하여 종결어미로 쓰이는 ‘-다고’의 의미를 다섯 가지로 나누고 각 의미에 따라 실현되는 억양의 양상을 중급, 고급, 최고급 학습자별로 살펴보았다. 그 결과는 다음과 같다. 우선 ‘인용’의 ‘-다고’와 ‘확인/놀람’의 ‘-다고’는 중급에서 최고급에 이르기까지 억양 실현에 거의 문제를 보이지 않았다. 이는 한국어 교재를 통해 그 의미에 대한 명시적인 교육과 충분한 연습이 이루어졌기 때문이다. 중급, 고급 단계에서 억양의 오류가 다양하게 나타난 것은 ‘강조/주장’의 ‘-다고’와 ‘부정/빈정거림’의 ‘-다고’였다. 이때 실현된 억양오류는 상대방에게 짜증난 어투나 퉁명스러운 느낌으로 들릴 수 있어 의사소통에 방해 요소가 될 가능성이 있음을 확인하였다. ‘-다고’가 가진 ‘강조/주장’, ‘부정/빈정거림’의 의미는 ‘인용, 확인/놀람’의 의미와 달리 한국어 교재에 예문으로만 드러날 뿐 명시적인 교육이 이루어지지 않고 있다. 이에 대한 한국어 교재의 균형적인 기술과 이를 바탕으로 한 억양 교육이 필요하다. In this study, we examined and analyzed the realization aspects of Korean learners’ intonation manifested in “-dago” connective endings that behave like final endings. Language proficiency and then acquisition aspects of the intonation were described and analyzed. Based on the existing discussion, we classified the five meanings of “-dago” used as final endings and examined aspects of intonation realized according to each meaning by intermediate, advanced, and highest-level learners. The results of the study can be summarized as follows: First, “-dago” meaning “quotation” and “-dago” meaning “confirmation” did not cause many errors in the realization aspects of the intonation. This is because explicit instruction and sufficient practice have been provided through Korean textbooks. At the intermediate and advanced levels, various intonation errors occurred in “-dago” of “emphasis, assertion” and “negativity, sarcasm.” These errors can lead to misunderstandings in communication because they can sound annoying or blunt to others. “-Dago” meaning “quotation” and “confirmation” are explicitly presented in Korean textbooks, but “-dago” meaning “emphasis, assertion” and “negativity, sarcasm” are rarely presented. Therefore, it is necessary to present the various meanings of “-dago” in Korean textbooks more evenly and to provide sufficient education on intonation.

국외 한국어 교재 개발을 위한 중요도-만족도 분석

이해영 ( Haiyoung Lee ),방성원 ( Seongwon Bang ),박기영 ( Keeyoung Park ),박선희 ( Sun Hee Park ),이보라미 ( Bolami Lee ),최은지 ( Eunji Choi ) 국제한국어교육학회 2018 한국어 교육 Vol.29 No.3

The purpose of this study is to propose a plan for future developments of the Korean language textbooks for overseas by conducting the Importance-Performance Analysis (IPA) of the Korean language textbooks for overseas. For this purpose, this study analyse and evaluate the Korean language textbooks for overseas and the researches for developing Korean language textbooks for overseas. In this study, we have the IPA of the Korean language textbooks from the total of 158 surveys that were collected from teachers who teach Korean at King Sejong Institute and overseas university. The survey conducted about the Korean textbooks regarding the following questionnaires: 1) integrated and separated textbooks, 2) textbooks by learners’ variables, 3) teaching materials by media type, 4) supplementary teaching materials, 5) diffusion and support of textbooks. The result of this survey found that supporting for the separated textbooks is needed, and there is a high demand for localized textbooks considering local characteristics. Furthermore, it is noteworthy that King Sejong Institute has a high demand for textbooks that can be downloaded from the web despite most of institutes are highly satisfied with paper textbooks. For the supplementary textbooks, it was found that vocabulary learning materials were needed for the King Sejong school students and additional reading materials for overseas college learners needed to be developed. We also found that it is necessary to support not only the development of textbooks but also smooth and efficient diffusion. (Ewha Womans Universtiy·Kyunghee Cyber University·University of Seoul·Ewha Womans Universtiy·National Institute of the Korean Language·Wonkwang Digital Universitiy)

19세기 말~20세기 초 일본 간행 한국어 학습서를 통해 본 한국어 발음 교육 - 한글 표기에 대응하는 가나 표기를 중심으로 -

김준수(Kim, Junsoo),안기경(An, Kigyeong),문경진(Moon, Kyoungjin),박기영(Park, Keeyoung) 돈암어문학회 2020 돈암어문학 Vol.38 No.-

본고는 개화기에 일본에서 간행된 한국어 학습서들을 통해 당시 한국어 발음 교육이 어떻게 이루어졌는지 살펴보는 것을 목적으로 한다. 이를 위해 개화기 한국어 학습서들 가운데 한글 표기와 가나 표기가 병기된 한국어 학습서를 주된 자료로 삼되, 한국어 발음에 관한 음성적 · 음운론적 기술이 있는 학습서를 참고하여 일본인 학습자의 한국어의 음운 및 음운 규칙 학습이 이루어지는 양상을 확인하고자 하였다. 우선 자음 학습의 경우, 『韓語會話』(1904)에서는 한국어의 평음 · 경음 · 격음을 가나로 표기할 때 별도의 반탁점과 첨자를 활용하여 구별하려는 시도가 있었음을 확인하였다. 음운 규칙과 관련해서는 한글 표기에 음운변동이 반영되어 있지 않지만 가나 표기에는 음운변동이 반영된 경우를 통해 학습자들이 귀납적으로 한국어의 음운 규칙을 학습했음을 알 수 있었다. 모음 학습의 경우, 일본어는 한국어보다 적은 수의 단모음을 가지고 있으므로 일본어에 존재하지 않는 모음의 경우는 조음위치상 가까운 일본어의 모음을 나타내는 가나에 대응시켰다. 이 경우 하나의 가나 표기에 대응하는 한국어 모음이 여러 개 있었기에 해당 한국어 모음에 대한 음성적 · 음운론적 설명을 덧붙인 것을 확인하였다. The purpose of this study is to examine how the pronunciation of the Korean was presented and learned through Korean textbooks published in Japan in the late 19th and early 20th centuries. For this purpose, this study attempted to confirm the pattern in which Japanese learners learned phonological rules of the Korean by dividing into three types of notation related to phonological phenomena, centering on the Korean textbooks with both Korean alphabet notation and Kana notation. First, with regard to consonants, it was investigated how the Korean lenis, fortis, and aspirated consonants pronunciation patterns, which is not found in the Japanese consonant system, is presented in the Korean textbooks. For example, in 『Haneohoehwa』(1904), separate symbols (˚, ˋ) were used to mark the three Korean sounds - the lenis, fortis, and aspirated consonants - in Kana notation, which are not in the Japanese consonant system. Second, with the phonological changes of consonants, it was considered that learners were able to inductively learn the phonological rules of Korean through the type (ii), in which the phonological changes were not reflected in the Korean alphabet notation but the phonological changes were reflected in the Kana notation. Finally, with regard to vowels, this study examined the contents of how to present short vowels in Korean, which are not found in the Japanese vowel system, in the Korean textbooks. There are only 5 single vowels in Japanese, but there are up to 10 single vowels in Korean, so it was difficult for Japanese learners to learn the Korean vowel system. Therefore, in this study, we carefully reviewed how individual vowels of Korean are presented to learners in the Korean textbooks. Korean vowels that do not exist in Japanese were matched to Kana notation, which represents a Japanese vowel near the articulation position with the Korean vowels. In this case, additionally a phonetic and phonological explanation was presented because there are several Korean vowels corresponding to one Kana notation.