직업을 위한 한국어 교육 연구 : 교육 현황 및 '비즈니스 한국어' 개발 검토 Examination of the current state of the education and the development of Business Korean

이미혜 국제한국어교육학회 2003 한국어 교육 Vol.14 No.2

Recently Korean learners have been increasing in number as well as diversity. The target learner who used to be primarily adults now includes teenagers and children. Also the goals of learners has diversified and the number of learners of Korean for business and academic purposes is increasing. Establishing a plan for a curriculum and syllabus that meets the changing needs of learners must be foremost in the work of Korean educators. To lay the foundations for "Korean for Occupational Purposes", this paper first looked at the special characteristics of teaching Korean for occupational purposes. Second, it looked at the current state of Korean education as a whole in Korea. Third, it analyzed the learners' needs in developing "Business Korean". Business Korean Education is the teaching of Korean that is needed in the work place and in professional fields. At present, legal workers employed in Korea study Korean in Korean education centers, but none of the centers offer Korean classes for occupational purposes. And industrial trainees who work in small to medium sized companies only receive a handful of Korean lessons in a government-run training program. Therefore, there is a pressing need for developing courses in Korean for occupational purposes. The greatest need for Korean education for occupational purposes would fall under the category of Business Korean. This paper analyzed the needs assessments for Business Korean among workers in the regular evening courses at Ewha Woman's University's Institute of Language Education. The results show the job distribution of learners, their purposes for learning Korean, the number of hours they want to study and the business skills they need in their jobs.

한국어 문법 교육에서 '표현항목' 설정에 대한 연구

이미혜 국제한국어교육학회 2002 한국어 교육 Vol.13 No.2

Mi-Hye Lee. 2002. A Study on the education of 'Grammar Marker-dependent Expressions' in current textbooks and establishing criteria instituting the expressions in Korean Grammar Education. Journal of Korean Language Education 13-2: 205∼225. This paper's purpose is to look at instituting 'Grammar Marker-dependent Expressions' which are included in current Korean grammar education. 'Grammar Marker-dependent Expressions' are defined as a group of words 'chunked' which include a grammar market. These expressions are difficult to sort into a precise grammatical category such as conjunctive endings, terminative endings or particles. In actual applications in Korean education classrooms many parts of grammar are presented as 'chunk' items, but up to now there has been no formal study conducted on 'Grammar Marker-dependent Expressions' as separate items. In studying whether present methods of how 'Grammar Market-dependent Expressions' are presented in classroom settings are beneficial and how to optimize the presentation of the items, this paper attempts the following: 1. Clearly define the concept of grammatical items and 'Grammar Marker-dependent Expressions' to make the study of the target clearer. This is especially important in that 'Grammar Marker-dependent Expressions' constitute a significant portion of the Korean education textbooks analyzed in the study. 2. Classify patterns of 'Grammar Marker-dependent Expressions' in existing materials for Korean grammar education. 3. Examine whether 'Grammar Marker-dependent Expressions' were combined with other points of grammar or introduced separately in current Korean textbooks and the possible reasons for doing so. 4. Present criteria to optimally standardize the institution of 'Grammar Marker-dependent Expressions' based on this paper's findings. (Ewha Womans Uninversity)

전시이벤트의 운영전략에 관한 연구

이미혜 문화관광연구학회 2002 문화관광연구 Vol.4 No.4

Recently, the interest about the Exhibition Event is increasing. Because the Exhibition Event occurs economic, social and cultural benefit effects. The purpose of this study is to establish the administration strategy of the Exhibition Event and found for 6W2H. According to this study results, the administration strategy of the Exhibition Event are as follows: First, a strategy of administration the exhibition event center is to administrate exhibition institute, exhibition event center, service in exhibition center. Second, a strategy of administration organization is systematic and practical about affairs. Third, a strategy of administration PR informs of Exhibition Event to variable PR methods: mass-media, internet, worlds of mouth and so on.

한국어와 한국 문화의 통합 교육 - 언어 교육과 문화 교육의 통합 양상을 고려한 교육 방안 -

이미혜 국제한국언어문화학회 2004 한국언어문화학 Vol.1 No.1

사무엘 리처드슨의 편지 형식 소설과 여성 소설로서의 『클라리사』

이미혜 서강영문학회 1993 서강영문학 Vol.5 No.-

이야기 구성하기가 쓰기에 대한 태도에 미치는 영향 : 중학교 2학년 남학생을 대상으로 한 연구

이미혜 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

Language use competence, which is the aim in Korean language education, has not fully been successful only by cognitive oriented education, In the seventh curriculum of Korea, learners' affective factor has been focused and the studies and the interests on the learners' affective factor has been increasing recently. Learners' affective factor is classified to the attitude category in the seventh curriculum, and its' sub-categories are motivation, interest, habit, and value, In the content system of writing education in Korean language, which is national common basic curriculum, the content of writing contains 'substance' of writing, 'principle' of writing, and 'attitude' of writing, In order to acquire Korean language using, the category, 'reality' is divided from other categories. So the attitude and its' functions are recognized as an independent category. However, in the process of the embodiment of the curriculum, the content of attitude category does not contain the contents of each sub-category. Moreover, the affective factor cannot show the result in a short time and there is no objective and verifiable way to test the result. As a result, the learning activities are not deeply done in teaching and learning process. In spite of high interests in writing owing to the essay test for the university entrance examination, learners' writing ability has not been improved because the learners' attitude toward writing has not been formed yet. It is easily found that even the learners who has good grades in their writing performance test show their limited interests in writing itself. Writing education guided by cognitive way can only suggest model writings to the students, not giving intrinsic writing habit or attitude which can make their lives fruitful. To solve the problems mentioned above, the devices for forming the attitude toward writing will be suggested in this study. The attitude toward writing can be formed by motivation and interests which make writing activities into their habits. Motivation and interests have close relationship with learner factors. forming attitude without considering learners' situation is meaningless. Therefore, the reality of learners' attitude toward writing should be researched and it can be helpful for understanding the learners' situations and for considering the way of writing. Under the research through the boy students who are attending in the boys middle school, two-thirds of them show no interests in writing, even though they acknowledge the importance of writing. The result of the research says that the boy students has not built the high attitude toward writing, It also shows that the students have acquired cognitive knowledge related to writing process and writing method. However, it says that the cognitive knowledge about writing cannot make writing activity activated. This study is focused on the teaching and learning method led by the 'story-making', which can be accepted by learners amusingly. Story-making is human beings' lives themselves and is familiar to daily lives. So it can motivate the learners to think variously and to get interests in writing itself. First step of teaching and learning process model led by story-making is presentation of material which can give interests and motivation to learners. Next step is to let learners conceive creative imagination under certain situation. And then learners construct stories and, write them- After completing writing their own stones, learners present their stones and share the stories each other. Those activities make learners get interested in writing and let them want to write again. Through presenting this teaching and learning model repeatedly, learners can have writing habit and their writing attitude can be formed in the end. To make learners get steady interests in story-making teaching and learning process, various activities related to learners' daily lives have been considered in this study. Various activities are following; story-making after reading materials, story-making imagined by pictures, and story-making while listening to music, In addition, story-making under creative situation learners imagine, story-making after setting a time or a place and story-making in other person's side are suggested in this study. Writing class with twenty periods presented story-making teaching and learning process for six students who didn't like to write and five students who generally liked to write. After twenty classes, every participant showed their high interests in writing. Through this writing class, students recognition toward writing has been changed and some of the students were quite willing to write. Also, the students' writing products showed their adventurous creativity and fluency which conceived various ideas and creative thoughts. Those creative ideas are important factors which motivate learners to get interests in writing. When story-making teaching and learning process is steadily applied to Korean language class or Daily Korean language class, or when it is activated throughout the fields such as reading or speaking, learners' attitude toward writing will be positively improved. This study about learners' attitude toward writing and affective factor has limits for proving the objective effect in a short time. this study focuses on a possible solution for improving attitude toward writing through various activities and investigations. And also it is expected that succeeding studies about learners' attitude toward writing will result in advanced progress of education.

놀이치료자의 교육·실습 실태와 놀이치료 태도·지식·기술과의 관계

이미혜,김광웅 한국놀이치료학회 2000 한국놀이치료학회지(놀이치료연구) Vol.3 No.1

This study is to gasp play therapists' education and practice reality and differences in the attitude, knowledge, and skills depending on education and practice related variables. The subjects of this study were 76 play therapists who have had at least one play therapy experience. A question survey of therapists about education, training and practice, and PTAKSS(Play Therapy Attitude-Knowledge-Skills Survey) were used as the measuring tools. The data were analyzed using percentiles and variable analysis. The major findings were as follows: 1) Most play therapists went through over 200 hours of Workshop experience. The practical experience of most play therapists is under 1 year and they undertook their training in Social Welfare Centers. 2) The play therapists felt that counseling parents is the most difficult aspect of their work. Improvement was seen as tying in opportunities for education and practice. 3) There was no differences in attitude, knowledge, and skills according to major or education degree, However, there was difference in attitude, knowledge, and skills according to workshop or training, practical time and practical organizations.

Foreign Language Development through Creative Drama

이미혜 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

Drama can be an effective tool in foreign language education. However, instructors may refrain from applying dramatic methods in class because of the theatrical production skills to be taught in a limited time. Creative Drama can be a solution that integrates dramatic methods even as it teaches and practices language skills. Distinct from “Educational Theatre,” which is a product-oriented activity, “Creative Drama” is process-oriented and can be flexibly implemented into the existing language curriculum. In this study, Creative Drama is offered as an effective teaching methodology for intermediate level school students in the foreign language classroom in Korea, to improve students’ oral language competency. The suggested teaching model is designed for actual implementation into the foreign language classroom to enhance students’ oral proficiency in a limited class time frame. The teaching model consists of three progressive stages: simple dramatic role-plays, script-based role-plays and lengthier Creative Drama. From my teaching experience, Creative Drama can successfully integrate with the existing language curriculum not only to improve oral proficiency but also to promote students’ reading and writing skills concurrently. Creative Drama offers multiple benefits – academic, social and cultural – and deserves serious consideration for further implementation in the Korean foreign language curriculum.

Synthesis and Characterization of N - Alkylated Polyamide - imide

이미혜,최길영,최삼권 한국고분자학회 1992 한국고분자학회 학술대회 연구논문 초록집 Vol.1992 No.10

한국의 불문학 수용의 특성에 관한 비교 연구 : Une etude comparative avec d'autres litteratures occidentales

이미혜 한국 프랑스어문교육학회 1998 프랑스어문교육 Vol.6 No.-

A partir de 1895 ou Cho-Sun s'est ouvert officiellement s la civilisation occidentale, on a commence a recevoir la litterature occidentale. Le ministere de l'education a construit un appareil charge de publier des ouvrages historiques. Aussi des intellectuels progressistes ont-ils essaye d'instruire des lecteurs et de provoquer leur patriotisme par des romans adaptes. L'annexion de la Coree au Japon a diminue la tendance a recevoir activement la litterature occidentale. Dans les annees 10, il a paru seulement quelques romans feuilleton adaptes et simplifies. A partir de la Manifestation de 1919, le gouvernement colonial a cede sur la politique oppressive qu'il pratiquait, et a permis un minimum de liberte de la presse. Certains ont fonde des journaux et des revues dans lesquels ils ont commence a introduire des poetes symbolistes francais, des ecrivains russes comme Tolstoi et Tourgueniev. Sous la domination japonaise, la plupart des traducteurs et introducteurs de la litterature etrangere etaient ecrivains ou journalistes. Ils s'attachaient donc aux problemes du temps, ce qui explique la preference d'Yeats, de Tagore, poetes des pays colonises, et la preoccupation de la technique romanesque realiste. Apres la Liberation, on a retrouve la langue maternelle et la demande d'oeuvres traduites s'est agrandie. Dans les annees 50-60, des chefs-d'oeuvre classiques ont paru en edition collective bien que beaucoup d'entre eux soient retraduits des editions japonaises. Sous l'influence de la guerre froide, la reception de la litterature de langue anglaise etait en floraison, en revanche, celle de la litterature russe s'est diminuee remarquablement. D'autre part, on a commence 1'enseignement des litterature etrangereres dans des universites. Par degres des professeurs formaient la majorite des chercheurs, et jouaient un role important dans la reception. Des chercheurs universitaires s'essayaient a former des outils aptes a analyser la litterature coreenne en s'appuyant sur des theories litteraires occidentales comme la critique sociologique allemande et le structuralisme francais. Aujourd 'hui, de 1'expansion de 1'enseignement universitaire naissent bien des chercheurs qui effectuent des etudes plus approfondies et traduisent des oeuvres plus variees qu'auparavant. Mais masque's du developpement apparent, il se trouve des problemes a resoudre : la traduction inclinee exclusivement sur des oeuvres comtemporaines, surtout a des best-sellers, des etudes meprisant des lecteurs et meprisees par eux.