미국 대학의 한국어 학습자들에 대한 사례 연구: 학습 동기 및 한국어 강좌에 대한 인식

최호성 ( Hoh Sung Choe ) 한국외국어대학교 외국어교육연구소 2013 외국어교육연구 Vol.27 No.1

본 연구의 목적은 외국어로서 한국어를 공부하고 있는 세 명의 대학생을 대상으로 하여 그들의 한국어 학습 동기를 알아보고, 미국 대학의 한국어 강좌에 대한 인식을 조사하는 것이다. 연구 참여자들은 교포 학생들과는 달리 한국어에 거의 노출되지 않았으며, 대학에 와서 처음으로 한국어를 수강하고 있었다. 자료는 한 학기 동안 다섯 번의 개 별 면담을 통해 수집 되있고 내러티브 방식으로 진행되었다. 연구 참여자들의 한국어 학습 동기는 전적으로 한국 문화에 대한 관심 때문이 있다. 대학에 입학하기 전에 경험했던 한국 문화가 한국어 강좌 수강으로 연결된 것이었다. 이들은 한국어의 효용가치가 적고 배우기 어렵다는 인식 때문에 미국 대학생들이 한국어를 기피한다고 말하였다. 한국어를 배워도 사용할 기회가 제공 되지 않아서 학습에 어려움을 겪고 있었다. 또한, 지나친 문법 암기와 독해 위주 의 교육도 흥미를 반감시키는 요인이었으며,교포 학생위주의 교과 과정도 이들을 한국어 수업에서 배제시키는 결과를 낳고 있었다. The purpose of this study was to investigate three KFL (Korean as a foreign language) learners in terms of their motivation to learn Korean and perceptions of Korean language classes. Two research questions guide this study: (1)What motivated them to learn Korean? And (2) what barriers do they face learning Korean in a US tertiary context? The participants were sophomores who enrolled in a second-year Korean class in a Midwestern university, and they were the only KFL learners in the class. Data were collected through individual narrative interviews over a semester. Data analysis reveals that the participants interests in Korean culture motivated them to learn Korean; that is, their encounters with Korean culture before college led them to take Korean classes. They reported that Korean is difficult to learn but of little use in the US, which they believed explains a small number of students in Korean classes. They said that the lack of a Korean speaking community demotivated them to use Korean. Grammar/reading-based instruction also made them lose interest in learning Korean. The Korean language curriculum focusing mainly on heritage learners was another reason for KEL learners to avoid enrolling in Korean language classes.

The Effects of Online Peer Feedback with TrackChanges and Synchronous Computer-Mediated Communication

유호정 ( Ho Jung Yu ),최호성 ( Hoh Sung Choe ) 21세기영어영문학회 2010 영어영문학21 Vol.23 No.2

This study examined the feedback types that students focused on during one peer feedback session with TrackChanges in MS Word and the interactions that the students made in synchronous computer-mediated communication (SCMC). For this study, we investigated 10 university EFL students who were highly proficient levels of literacy in English. They were asked to use the tool of TrackChanges in constructing feedback on student writing and then to hold online conference with an online chatting tool. Data sets included peer`s written commentary with TrackChanges and transcripts of online conferencing. The findings indicated that the students focused primarily on the feedback types of wrong word, style, verb errors, sentence structure, and content. Also, they clarified their feedback in SCMC, although all of the feedback types guaranteed the subsequent revision. The implications of this study were discussed.

A Study on Korean Students’ Meaning Changes in Textual Borrowing in L1 and L2 Writing

Lee, Jung-Hwa(이정화),Choe, Hoh-Sung(최호성) 신영어영문학회 2014 신영어영문학 Vol.57 No.-

The purpose of this study is to examine whether meaning changes or misinterpretations in students’ textual borrowing appear. Thirty seven university students, mostly freshmen with little writing experience, participated in this study. They completed two essays in this study: a Korean (L1) and an English (L2) argumentative essay, after reading three topic-related articles, which expressed neutral, pro and con opinions on the topic. In their textual borrowing, meaning changes or misinterpretations were traced. When students borrow text from original articles, several students misunderstand and made meaning changes. They made more meaning changes in L2 writing while fewer meaning changes are made in L1. In Korean essays, they made global meaning changes due to not having enough content knowledge, while in an English essay, they made various kinds of meaning changes. Mainly the meaning changes were from their insufficient language proficiency, making wrong word choices or inappropriate L1 transfer. In addition, lack of content knowledge affects meaning changes like L1 writing, and time constraints were one of the factors affecting meaning changes.

Are There Two Different Writers in You? A Study on Contrastive Rhetoric of Korean Students in the US

정윤경 ( Yun Kyung Jeong ),최호성 ( Hoh Sung Choe ) 21세기영어영문학회 2012 영어영문학21 Vol.25 No.3

The present study explored the locations of main ideas, macro-level rhetorical patterns and directness/indirectness in L1 and L2 argumentative essays written by Korean ESL students in the United States. They were divided into two groups based on their writing proficiency ability. The results indicate that most participants used English rhetoric to construct their L1 and L2 essays. They also preferred the initial location when placing their main ideas regardless of the languages they used and the varying L2 writing proficiency levels. With regard to the macro-level rhetorical patterns, they often utilized the "Explanation-Collection" style, in which the writer`s opinion is followed by equally weighted supporting reason. For argument directness/indirectness, most participants preferred to write directly. The findings of the study confirm "reverse unidirectional transfer," meaning that the rhetoric transfer actually occurred from L2 to L1.

초등학생 어머니들의 자녀 영어교육에 대한 인식과 경험

이윤영,최호성 이화여자대학교 교과교육연구소 2009 교과교육학연구 Vol.13 No.2

This study investigates elementary school mothers’ perceptions and experiences regarding their children’s English education. Ten elementary school mothers participated in this study. Data were collected from a total of twenty in-depth interviews. Two interviews for each participant were analyzed in three main recurring themes: (1) elementary school mothers' perceptions of English education, (2) difficulties in English education of their children, and (3) suggestions for a successful elementary English education program. All of the participants perceived that English was an important part of their children's education, and they expressed different opinions as to when children should begin to learn English. Some believed that learning a foreign language is easier when one is younger, favoring early English education; however, others believed that young children do not possess the cognitive abilities to cope with the pressures of learning another language, thus favoring the idea of delayed English education. Despite the differences, most participants agreed that the English education program offered in the public schools was not adequate, and that private lessons were necessary if their children were to succeed in English. The participants further indicated that more support was required from the government and the public school system. Suggestions of extending English class hours, implementing English immersion programs, and maintaining qualified English teachers were made. 본 논문은 초등학생을 둔 어머니들을 대상으로 자녀 영어교육에 대한 인식과 경험을 탐구한 질적 연구이다. 인천광역시의 한 초등학교의 어머니 10명이 연구에 참여하였다. 질적 자료는 각 참여자당 2회씩 모두 20회의 면담을 통해 수집되었으며, 1회 평균 면담 시간은 60분이었다. 면담 자료 분석 결과, 3가지 주요 주제가 순환 또는 반복되어 나타났다. 첫 번째 주제는 ‘어머니들의 영어교육에 대한 인식’이었으며, 두 번째 주제는 ‘초등학생 자녀 영어교육에 대한 어려움,’ 그리고 마지막으로 ‘초등학생 자녀 영어교육을 위해 요구되는 지원들’이었다. 연구 참여자들은 자녀 영어교육에 있어서 영어능력을 매우 중요한 부분으로 인식하고 있었다. 그러나 영어교육 시작 시기에 대해서는 의견이 달랐다. 그들 중 일부는 외국어는 일찍 배울수록 리하다고 생각하고 영어 조기 교육을 선호하였다. 반면, 다른 참여자들은 외국어 학습에서 오는 압감을 견디기에 초등학생들은 인지적 능력이 부족하므로 영어 조기 교육에 반대하였다. 대부분의 연구 참여자들은 자녀 영어교육이 공교육만으로는 충분치 않다고 여기고, 영어 능력 향상을 위해 사교육이 필요하다고 생각하였다. 그들은 또한 정부와 학교에서 자녀 영어 교육을 위해 더 많은 지원을 하여야 한다고 말하였다. 예를 들어, 영어 수업 시수 및 시간 확대, 몰입 학습 프로그램 개설, 그리고 유능한 교사 확보 등의 지원이 필요하다고 제안하였다.