한국어 고급 교재의 듣기 활동 타당성 연구

원미진 ( Won Mi-jin ),최수정 ( Choi Su-jeong ) 국제어문학회 ( 구 국제어문학연구회 ) 2013 국제어문 Vol.59 No.-

본 연구는 한국어 교재의 듣기 활동이 고급 한국어 학습자의 듣기 능력을 개발하기에 적합하게 구성되어 있는가에 대한 타당성을 살펴보는 것을 목적으로 한다. 그동안 한국어교육에서 듣기 영역은 이해 교육으로서의 듣기 교육에 대한 관심 부족으로 인하여 언어교육의 부차적인 활동으로만 인식되었다. 그 결과 그동안의 듣기 활동 분석 연구는 듣기 문제 유형에 대한 분석이 주를 이루었다. 본고는 이러한 문제점을 인식하고, 학습자의 이해영역의 고른 발달을 위한 듣기의 범주 및 기술에 초점을 맞춰 듣기 활동을 분석하였다. 이를 위해 선행 이론을 바탕으로 듣기의 인지 과정, 이해 유형, 듣기 기술, 그리고 활동 유형의 다양성이라는 분석 기준을 설정하였다. 분석 결과 한국어 교재에 나타난 듣기 활동의 경향은 다음과 같다. 첫째, 인지 과정에서는 상향식이 주를 이뤘고, 둘째, 이해 유형의 측면에서는 대부분의 듣기 활동이 사실적 이해 중심이었다. 셋째, 듣기 기술 중에는 정보 다루기 기술을 사용해야 하는 활동이 가장 많았으며, 끝으로 듣기 활동 유형에서는 선택적인 듣기가 가장 큰 비중을 차지하였다. 본고에서는 이러한 분석 결과를 바탕으로 한국어 고급 교재에서 듣기 활동을 개발할 때 고려해야 하는 점들에 대해서도 논의하였다. An undergoing issue in the area of language education is how to teach listening competence. For the past 40 years, there has been a lack of attention on listening as an independent way of improving language competence. This paper discusses the validity of listening competence based on the analysis of textbooks for advanced Korean language learners. Listening competence was examined and categorized by a four process frameworks ; (1) a cognitive approach(bottom-up vs. top-down vs. interactive) (2) comprehension types of text(replication, synthesis, and inference) (3) listening skills(perception skills, language skills, using knowledge of the word, dealing with information, and interacting with a speaker) and (4) types of listening activity(attentive listening, intensive listening, selective listening, and interactive listening). The result of this study showed that the listening activities were more bottom-up processes and replication orientation activities Also, there is a big emphasis on listening in language activities in the selective listening activities. Therefore, this paper suggests the direction of material development for improving listening competence and its relevance for future listening development studies.

휘발성 유기 화합물(VOCs) 검출을 위한 프린팅 공정을 이용한 ZnO/rGO 기반 가스 센서의 제작 및 특성 평가

원미진(M. J. Won),정민훈(M. H. Jung),박화목(H. M. Park),조혜령(H. R. Cho),오경석(G. S. Oh),이건희(G. H. Lee),김동수(D. S. Kim) Korean Society for Precision Engineering 2023 한국정밀공학회 학술발표대회 논문집 Vol.2023 No.5

문법교육 : 한국어 학습자의 어휘,문법 능력과 읽기 능력 발달의 상관관계 연구 -한국어능력시험 결과 분석을 토대로

원미진 ( Mi Jin Won ) 한국문법교육학회 2014 문법 교육 Vol.21 No.-

The purpose of this study is to explore the important factors influencing the reading development of Korean language learners for academic purposes. L2 reading development is the result of L1 transfer based on the Developmental Interdependent Hypothesis. However, L2 reading is associated with the development of L2 language proficiency according to the Language Threshold Hypothesis. Because L2 reading is a complex process involving L1 and L2 resources, the L2 reading research included many sub-fields from L2 linguistic competence to various L1 factors. This study examines the scores of TOPIK ( Test of proficiency in Korean)for advanced learners to investigate the related factors that influenced L2 reading ability positively. Correlation Analyses in 4 parts( vocabulary/grammar, reading, listening, writing) of language competence showed a strong relationship between L2 reading and vocabulary/grammar for advanced learners. However, regression results from L2 vocabulary/grammar score predicted L2 reading in level 5 learners not in level 6 learners. In this study, the finding explains that L2 reading could be improved by studying L2 language vocabulary and grammar until the vocabulary/grammar score reached around 80 out of 100. For the studentswith above average of vocabulary/grammar score, there might be other related factors that influenced reading ability including L1 reading resources such as use of strategies, motivation, and background knowledge. The implication of this study for instruction is that L2 reading instructions require considering both L2 and L1 factors to improve L2 reading ability for advance Korean learners.

한국어 말하기 평가 개발을 위한 채점 경향 분석 연구

원미진 ( Won Mi Jin ),김지영 ( Kim Jee Young ) 연세대학교 언어연구교육원 한국어학당 2017 외국어로서의 한국어교육 Vol.47 No.-

The present study was conducted to improve and secure the reliability of the performance assessment and grading of the Korean speaking test. To develop the speaking portion of the 'Test of Proficiency in Korean', this core research currently looks to increase the validity and reliability of the speaking assessment. This study explored the effectiveness of training sessions with raters. To uncover the affective factors of grading, the raters were divided into three distinct groups: native-experienced, native non-experienced, and non native raters. All of the participants were graduate students majoring in Korean language education. The traing sessions preceded in three stages. After the first session, all raters identified their problems, and continued with their grading. The results were analyzed with a multi-dimentional rasch model using the FACETS program. The results showed that experienced raters scored assessments using relatively strict grading criteria. The three groups showed different tendencies on scoring items, constructs, and measurement use. However, experience or nativeness did not affect the internal consistency of the individual rater. Their internal consistency of scoring was influenced by the process of setting up their criterion or by the eventual fatigue with grading. Future studies should examine experienced Korean teachers in different types of traing sessions. Despite the limitations, this study provides significance in this context as the first paper on the training of the Korean speaking performance test. (Yonsei University, Ewha Womans University)

재미 동포의 언어 정체성과 한국어 능력에 대한 세대별 비교 분석 연구

원미진 ( Mijin Won ) 이중언어학회 2015 이중언어학 Vol.60 No.-

The purpose of this study is to investigate and analyze the language use patterns of Korean-Americans by comparing the characteristics of 1st, 1,5th and 2nd generation in the USA. The data revealed that there is significant difference between the perception on the necessity of the language proficiency and the perception on the language identity. Korean Americans perceive the necessity of English proficiency is slightly stronger than the necessity of Koreanproficiency. This result reflects that Korean Americans generally put more importance on the language of their residential country and it is not different from the previous research results on Korean residents in China and the CIS. However, the percentage of Koreans who perceive Korean language as their mother tongue is higher in the US, comparing to China and the CIS. Therefore, Korean Americans show more positive perception on Korean language and culture than English and American culture. Based on the analysis by the immigrant generation variable, the first-generation immigrants show high proficiency in Korean language in all areas, whereas the second-generation immigrants show the opposite results. For the 1.5th generation immigrants, there was no significant difference between their Korean and English language proficiency. The variable of the immigrant generation was the most significant variable to the language use of Korean Americans due to the uniqueness of Korean American society where different generations are still residing closely and where there is still active inflow of first-generation immigrants from Korea to the US. This phenomenon is unlike other Korean residents in China and the CIS and will be a positive evidence of maintaining Korean in the USA. (Yonsei University)

조사 `이/가`와 `은/는`의 중간언어 습득 양상 연구 - 중국어권 초급 학습자를 대상으로 -

원미진 ( Won Mi-jin ) 국제어문학회 2016 국제어문 Vol.0 No.68

본고는 한국어 초급 학습자들의 조사 습득 양상을 밝히기 위해 학습자의 작문자료를 바탕으로 조사가 사용된 문장의 특성을 살펴봄으로써 학습자의 조사 습득의 중간언어 발달 양상을 기술해 보는 것을 목적으로 한다. 기존의 조사 습득 양상이 오류 분석에 기울어 분석했음에 비해 본고에서는 조사 사용의 양상을 문장의 문법적 특성과 의미적 특성을 살펴봄으로써 학습자들의 조사 사용의 체계를 밝혀 보려 하였다. 이러한 관점은 학습자의 언어 발달이 체계적이라는 중간언어관점에 근거하였으며 이를 통해 학습자의 오류가 무작위적인 오류가 아닌 체계적인 발달 단계에 근거하고 있음을 입증해 보려고 하였다. 연구 대상으로 삼은 작문이 1급의 학습자 34명을 대상으로 하였다는 점이 한계가 있으나 이러한 접근방법을 통한 분석이 추후 더 많은 학습자들을 대상으로 확대되어 간다면 학습자들이 가장 습득에 어려움을 겪고 있는 조사 `이/가`와 `은/는`의 사용 양상의 차이를 밝혀 습득 양상과 중간언어 발달 양상을 밝히는 데에 기여할 것이다. This study aims to reveal any systemization in learners acquiring Korean as a second language. By hypothesizing that learners; interlanguage system is consistent with natural language systems, this study focuses on finding rules and explanations for students` Korean acquisition rather than discussing their errors. To test this hypothesis, the study analyzes the writing of 34 Chinese Korean beginner learners. Although the particles `이/ 가` and `은/는` are some of the first grammatical markers which should be taught to and learned by Korean learners, learners may fail to appropriately use them until the learners reach higher levels. The particles `이/가` and `은 /는` are functional words and are sometimes used synonymously. The most Korean leaners have difficulties understanding the proper usage of each particle. The data analysis shows that their use of the two particles follows their interlanguage system`s rules. First, particles are selected using specific rules based on the sentence patterns and discourse purposes. Second, the errors or omissions of particles arise in sentences with more constituents than simple sentences. Third, specific patterns demand `이/가` instead of `은/는` or vice versa in their interlanguage systems. Finally, the rules how beginner Korean learners use these particles can be explained by the interlanguage development hypothesis.

일반논문 : 학문목적 한국어 학습자를 대상으로 정형화된 표현 사용의 쓰기 교육 효과 연구

원미진 ( Mi Jin Won ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2015 언어사실과 관점 Vol.35 No.-

Formulaic expression-the fixed expressions-are recognized as having important roles in second language learning and teaching, especially for language learners with academic purposes. Learning to use more frequent fixed expressions can improve writing competence in a specialized field of study. The Korean language learner participants were asked to write two types of compositions: one academic paper, and one personal essay. The essays were submitted in class as part of an in-class assignment, and the academic reports were assigned as take-home papers. Results showed that advanced Korean learners who forcibly used fixed expressions in their papers revealed unpredicted problems in making correct sentences in both types of compositions. Therefore, the study focused on the characteristics of their writing skills by comparing the two types of compositions between those that used or did not use formulaic expressions in their tasks. While participants with a very high quality in their academic writing showed adapting skills of those expressions, those who were not as proficient made many errors in their sentences. Learners who produced a low quality of writing had a difficult time matching subject-verb agreement. In sum, it is believed that the formulaic expressions can help learners that have a certain level of language proficiency and is less useful for those who are not as proficient. Therefore it is crucial to provide a list of formulaic expressions that is more suited to a learners` language proficiency and carefully consider the meaning and function behind each expression. Since formulaic expressions are useful for improving academic writing, an academic formulaic list would be helpful if selections of lists are accomplishe.

중국어권 학습자 대상의 한국어교육 연구의 동향과 전망

원미진 ( Won Mijin ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2018 언어사실과 관점 Vol.45 No.-

This study analyzed recent trends in Korean language education research for Chinese learners of Korean. The rapid increase of academic Chinese learners has resulted in quantitative expansion in the study of Korean language education. Since the 2000s, more than 1,400 master’s and doctorate papers have been published for Chinese learners. The major trends of these studies can be divided into two: one kind of research is a study that contrasts Korean with Chinese, and the others is an applied academic paper for Korean education without contrast. They were also classified into grammar studies, vocabulary studies, phonology studies, discourse studies, and other studies according to the characteristics of the subjects. There have been hundreds of studies of vocabulary and grammar, but not many studies of discourse or language skills education. The study of Chinese learners has accumulated a large number of studies over a short period of time, and I believe that it is time to consider the reliability of the results. The results of the research trends analyzed in this study will give implications to researchers who is planning to write papers in this field.

한국어 학습자 사전의 용례 기술 방법에 대한 연구

원미진(Won Mijin) 한국사전학회 2011 한국사전학 Vol.- No.18

In a learner's dictionary, the function of examples can be classified into various functional categories. This study focuses on three categories such as (1) semantic, (2) grammatical(morpho-syntactic) and (3) pragmatic functions by a major fuctional category in a Korean learner's dictionary. Compared to other dictionaries for native speakers of Korean, editorial examples are the appropriate types of examples in terms of productive use of a dictionary for learning Korean. For considering a semantic function, examples clarify the meaning and definition and gives a sense of differentiation as well. For a grammatical function, examples specify construction of words and collocations with various types of inflection. The pragmatic aspect of functions involves several statuses of the words used in the formal and informal, the degree of politeness, and written and oral forms of language. The Korean learner's dictionary should contain three types of examples in order to serve these functions by presenting phrasal, sentence and dialogue examples to effectively assist Korean learners.

언어능력 평가로서의 말하기 평가 내용 연구 - 한국어 말하기 평가 개발을 위한 국내외 말하기 평가의 비교 분석을 중심으로

원미진 ( Won Mi-jin ),황지유 ( Hwang Ji-you ) 한국문학언어학회(구 경북어문학회) 2018 어문론총 Vol.75 No.-

본고는 언어 능력 평가로서 말하기 평가가 갖춰야 하는 요소를 파악하기 위해 선행하는 외국어 능력시험의 말하기 평가를 검토하고, 이를 바탕으로 하여 한국어능력시험 말하기 평가 개발을 위한 시사점을 제시한 연구이다. 본고에서는 영어, 중국어, 일본어 말하기 평가에서 제시되고 있는 평가 방법의 외적인 구성 형식과 내적인 측정 구인 및 채점 방법을 비교 분석하였다. 구체적으로는 시험 시간과 평가 문항의 유형을 검토하였고, 채점의 구인과 채점 척도 및 방법을 분석하여 이를 바탕으로 한국어 말하기 평가 개발에 있어 고려해야 하는 내용을 제시하였다. 이러한 검토는 그간의 연구들이 이론적인 논의와 교실 현장에서의 말하기 능력에 초점을 맞춘 연구들이었다는 점에 비추어 실용적이고 타당도 높은 말하기 평가 개발을 위해 검토가 필요하다는 전제에서 이루어졌다. 한국어능력시험에서 말하기 평가가 개발될 때 갖춰야 하는 평가로서의 내적, 외적 타당도를 갖추기 위해서는 다른 외국어 시험의 말하기 평가와 비교하여 크게 다르지 않은 범위에서 한국어능력시험의 목적과 한국어의 언어 체계, 그리고 실제 활용가능한 실용성의 측면이 함께 고려되어야 한다. 본고의 결과는 다양한 말하기 평가의 검토를 통해 한국어 말하기 평가 개발에서 고려되어야 하는 점을 제시하고 있다는 점에 있어 평가 개발을 위한 기초 연구로서 의의가 있을 것이다. This study aims to examine various foreign language competence tests to guide the development of a Korean speaking test. Reviewing several other language competence tests is necessary to determine the validity of a speaking test. In this study, many speaking proficiency tests are analyzed in two parts: external forms and internal contents. External forms include the length of the test and the types of questions, and internal contents include the constructs of the test and scoring. English, Chinese, and Japanese speaking tests at Korea and abroad were analyzed. Based on the analysis results, this study presented some points to consider when developing the Korean speaking test. These points are considered necessary for the development of a practical and valid Korean speaking test. This is because the Korean speaking test should be developed similarly and be comparable to other foreign language speaking tests in order to have validity, and this development should also consider the Korean language system and the test’s practicality. This study suggests several points to be considered in the development of a Korean speaking test by reviewing various speaking tests. The results of this study will be valuable for basic research in Korean speaking test development.