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숙달도에 따른 중국어권 한국어 학습자의 의사소통 전략 사용 양상 연구-반복을 중심으로-
조위수 ( Wi Su Cho ) 이중언어학회 2011 이중언어학 Vol.45 No.-
Bilingual Research 45, 261-224. This study is about the communication strategies of Chinese Korean learners according to their Korean proficiency. Out of various strategies, repetition takes multiple functions in discourse. However, it has not been discussed deeply enough in the argument over communication strategies. To deal with this, this study analyzes learners` daily discourse and investigates repetition as a strategy in the discourse. The subjects include the utterances of 9 Chinese students and 3 Chinese graduates studying at Pusan University of Foreign Studies. The analysis is categorized by dividing self-repetition and other-repetition into non-interactive strategies and interactive strategies. The result shows that the higher the level of proficiency the Chinese Korean learners have, the mare various the interactive strategies the Chinese Korean learners use. This study on the communication strategies in accordance with learners` level will suggest something important to the studies on learners` interlanguage.(Pusan University of Foreign Studies)
논쟁 담화에 나타난 질문의 기능 연구 -한국어 모어 화자와 한국어 교재의 논쟁 담화를 중심으로-
조위수 ( Wi Su Cho ),조완철 ( Wan Cheol Cho ) 연세대학교 언어연구교육원 한국어학당 2013 외국어로서의 한국어교육 Vol.38 No.-
Argument is one of the common features that people cannot avoid in their lives. Korean language learners are also bound to deal with various arguments from trivial ones in daily lives to academic discussions. During an argument, ``questioning`` plays significant roles beyond a mere language behavior to ask for specific information. Nevertheless, ``questioning`` tends to be overlooked in Korean Language Education. In this background, this study has deducted some implications by comparing the functions of questioning strategies that Korean native speakers utilize with the ones found in Korean language textbooks. As the result of analyzing Korean native speakers` discourses, we have found that questioning conducts or develops an argument and conveys information effectively. On the other hand, in majority of Korean language textbooks, the strategic function of questioning to control the flow of an argument were not reflected enough. Only a few textbooks discussed the function of questioning to convey information effectively. When considering the importance of strategic functions of questioning in argumentative discourse, it is necessary to focus on questioning strategies more than we do now in Korean Language Education. (Hanzhong University·Busan University of Foreign Studies)
조위수(Wi-Su Cho),윤남주(Nam-Joo Yoon) 한국중원언어학회 2015 언어학연구 Vol.0 No.36
This study was to explore the characteristics of Saudi Arabian Learners" strategies of learning Korean language. For data collection, this study employed a survey questionnaire, oral interviews, and learning journals focusing on the use of diverse strategies. According to the data analysis, the participants appeared to frequently use social strategy and meta-cognitive strategy. The findings also showed that the participants preferred to use rather simple strategies based on mnemonic strategy and cognitive strategy. By the way, the learners with high academic achievement or in upper classes tried using meta-cognitive strategy and social strategy. We also found that they felt difficulty using various learning strategies when learning Korean. Therefore, to improve their ability to use appropriate strategies, they should learn to choose the most suitable one for each task and situation flexibly. Although the generalizability of this study is really limited owing to the small number of the participants, we find it quite meaningful as it examined the learning strategies generally used by Arab learners of learning Korean language who have scarcely experienced Korean language education.
베트남어권 한국어 학습자의 학습동기와 자기효능감의 관련성 연구
강귀종(Kang, Gwi Jong),조위수(Cho, Wi Su) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.6
본 연구는 베트남어권 한국어 학습자의 학습동기와 자기효능감을 분석함으로써 이들에게 보다 나은 학습자 중심의 교육이 이루어지기 위한 기초자료를 제공하는 데 목적이 있다. 이에 본 연구에서는 이 학습자들의 물리적인 요인과 내적 요인간의 상관 관계를 알아보고자 하였다. 다음으로 한국어 학습자들의 내적 요인 정도와 이들 간의 상관관계에 대하여 살폈다. 조사 대상은 중급 수준의 베트남어권 학습자 55명으로, 이들의 한국어 학습동기와 한국어 학습에 대한 자기효능감을 설문지법을 활용하여 조사하였다. 설문조사는 2017년 11월 한 달에 걸쳐 진행하였으며, 설문 내용은 EXCEL과 SPSS 18을 활용하여 분석하였다. 그 결과, 베트남어권 학습자들의 물리적요인과 내적 요인은 약한 상관관계를 보였다. 한편 이들의 한국어 학습에 대한 통합 적 동기와 도구적 동기 정도는 강한 편으로 나타났다. 한국어 학습에 대한 자기효능감 부분에서는 학습동기에 비하여 상대적으로 약하게 나타나고 있음을 알 수 있었다. 그리고 학습동기와 자기효능감 간의 상관관계에서는 통합적 동기와 자기조절효능감간에 상관관계가 나타났고 도구적 동기는 자신감과 상관관계가 있는 것으로 나타났다. 또한 통합적 동기와 도구적 동기 간의 상관관계가 나타났으며 과제난이도선호는 자신감과 자기조절효능감과 상관관계를 이루고 있었다. 한편 여러 내적 요인 중 통합적 동기만 다른 내적 요인의 영향을 받는 것으로 나타났다. 이 연구는 상관관계가 나타나는 그 원인에 대한 분석이 이루어지지 못한 점에서 한계를 갖지만, 학습자의 내 적 특성과 역량에 주목하여 보다 학습자 중심의 교육이 이루어지기 위한 논의를 하였다는 점에서 의의가 있을 것이다. The purpose of this study is to provide basic data about a better environment in Korean education for Vietnamese students. The correlation between a student’s physical and inner factors, as well as the degrees of a student’s inner factors and the correlations among them, were analyzed. The research subjects were 55 intermediate-level Vietnamese students who participated in a survey about their motivations for learning Korean and about their self-efficacy. The survey was conducted in November 2017. Excel and SPSS 18 were used to analyze the data. The results of this survey indicated that there was no correlation between the students’ physical and inner factors. Their integrative and instrumental motivations were relatively strong but their self-efficacy was weaker. We identified correlations between learning motivation and self-efficacy, between integrative motivation and self-regulated efficacy, and between instrumental motivation and self-confidence. Additional correlations were found among integrative and instrumental motivations, preferences for difficult tasks with self-confidence, and self-regulated efficacy. Meanwhile the integrative motivation is influenced by internal other factors. The effective control of these correlating factors would help the students in learning Korean. The limitation of this study is the lack of a qualitative survey to explain the results. However, this study discusses learner-centered education and focuses on a student’s internal character and abilities, and so, may still hold significance for an audience.