아랍어와 한국어 논쟁 담화에 나타난 질문의 기능 연구

조위수(Wisu Cho),윤주원(Juwon Yoon) 한국중원언어학회 2018 언어학연구 Vol.0 No.47

This paper compares functions and aspects of questioning in Arabic native speaker"s argumentative discourse the questioning in native Korean speaker"s discourse, using interactional sociolinguistic theory. This study has found a several implications through this discourse analysis. First, questioning in the Arabic argumentative discourse, like in the Korean speaker"s discourse, was utilized as macro-strategy that introduced super ordinate and sub-ordinate topics and adjusted order of the discourse. Second, the two languages also employed micro-strategies in the interactive aspects and in the non-interactive aspects of questioning. In the interactive aspects, "checking", "requesting explanation", "refuting", "expressing opinions" were used. And "gaining time" function was employed in the non-Interactive aspects. Also, ‘agreement’ and ‘calling attention’ function were adopted in the Korean speaker"s discourse and in the Arabic speaker"s discourse respectively. Third, Arabic interrogative sentences were delivered with low-pitched voice except in "checking" and "requesting explanation", while Korean speakers make high-pitched voice. Fourth, there were differences in idiomatic question expressions between Korean and Arabic. Finally, Arabic native speakers showed various nonverbal communication strategies and were active in keeping up appearances in the argumentative situation.

한국어 학습자의 논쟁 담화 전략 연구 -중국어권 학습자와 한국어 모어 화자의 다기능 논쟁 담화 전략을 중심으로-

조위수 ( Wisu Cho ) 이중언어학회 2015 이중언어학 Vol.61 No.-

In this study, I tried to examine the features of the argument strategies of advanced Chinese Korean learners’ by comparing with those of Korean native speakers’. When it comes to speaking styles, I discovered that Chinese Korean learners, like Korean native speakers, used both of high-involvement style and high-considerateness style. However, they preferred to use high-involvement style rather than high-considerateness style. And their speech rate was rather fast. About face-saving, they, even though most of them were female, actively employed various face-saving strategies against face threatening acts. The multifunctional argument strategies of both groups were revealed from questioning and repetition. In argument, questioning and repetition were utilized as macro-strategies which introduces super ordinate topics and sub ordinate topics and develops topic flows as well as various micro-strategies which conveys information and maintains relationship and conversation. Meanwhile, I also discovered that many of them found it difficult to select suitable conversation strategies according to different situations although each of them had a good command of Korean. I expect that this study will provide basic information to enhance Korean learners’ strategy using skills and to develop education materials in the future by extracting argument strategies through the conversation analysis aimed at Korean native speakers and Korean learners. (Pusan University of Foreign Studies)

협동학습을 적용한 한국어 문법 교육 방안 연구 -JigsawⅣ를 중심으로-

이민경 ( Lee Minkyoung ),조위수 ( Cho Wisu ) 한국언어문화학회(구 한양어문학회) 2018 한국언어문화 Vol.0 No.65

지난 수십 년간 의사소통은 언어 교육 분야에서 가장 큰 화두 중 하나였다. 그리고 협동학습은 학습자 간의 상호작용 및 의사소통을 촉진하는 데 있어 개별학습에 비해 그 효과가 훨씬 큰 것으로 밝혀져 많은 주목을 받아왔다. 이러한 이유로 외국어로서의 한국어교육 분야에서도 협동학습을 이용한 교육 방안에 대해 많은 연구가 진행되어 왔다. 그럼에도 불구하고, 상대적으로 한국어 문법 교육 영역에서는 협동학습의 중요성이 간과되어 온 것이 현실이다. 따라서 이 연구에서는 협동학습모형 중 하나인 JigsawⅣ를 활용한 협동학습 모형에 기반을 두어, 학습자들의 의사소통 능력과 문법적 정확성을 동시에 증진시키기 위한 문법 수업 모형을 제시하였다. 특히 학습자들이 가장 어려워하고 자주 혼동하여 오류가 많이 발생되는 문법 중 하나인 피동 표현을 목표 문형으로 선정하였다. 이 연구의 효과는 아직 검증되지 못했지만, 한국어 교육 분야에서는 보기 드물게, JigsawⅣ 모형을 한국어 문법수업에 적용하고자 시도했다는 점에서 그 의미를 찾을 수 있을 것이다. For the last several decades, communication has been one of the main topics in the language education field. In addition, cooperative learning (CL) has attracted a lot of attention as it turned out to be more effective than individual learning to stimulate interaction among students, which is frequently considered as communication itself. In this reason, there has been various kinds of researches on teaching Korean as a foreign language (KFL) using CL. Nonetheless, the importance of CL has been overlooked in KFL grammar education field. Therefore, in this study, we suggested a grammar lesson plan based on CL by using JigsawⅣ approach, one of cooperative learning approaches in order to promote students’ communication skills as well as grammar accuracy. Especially, we set Korean passive expressions as the learning target that they are frequently confused and misused by KFL learners. Even if the effectiveness of this study has not been proved yet, we think it still meaningful as it is an attempt to apply JigsawⅣ to a KFL grammar class that has been rarely made until now.

다문화가족 구성원 대상 보이스트레이닝 서포터스 양성과정 운영 사례 연구 -B대학교 정부 지원 사업을 중심으로-

이영희 ( Younghee Lee ),조위수 ( Wisu Cho ) 국제한국어교육학회 2017 한국어 교육 Vol.28 No.4

This study shows the current management status and the results of B University’s multicultural creative-HR team’s voice training supporters’ preparation course that is part of the local funding project at the university. For this, the concept of voice training and educational contents of the multicultural members are first extracted from several documents. Then, a description of the management case of B University’s voice training supporters’ education course is given regarding the goals, operator of management, propulsion progress, and contents of previous education. For analyzing the management results of this work, in-depth interviews with the supporters and a half-structured survey are conducted with the voice academy main instructors. Moreover, reports of the work results, work journals of supporters and etc. are used for analyzing the results. According to the results of this analysis, the aspect of education, previous education contents, and teaching practicum are not organically connected. A more detailed curriculum about the comprehension ability of practical affairs is needed for managing a classroom. In aspect of management, the preparatory stage of voice training course and the practice stage were not linked, and thus, more cooperation is required with the main instructors. Although the results are limited, the voice training of the supporters’ training course has its implications. First, the education of Korean pronunciation and intonation are provided for the supporters, thereby being able to facilitate learner-centered education. Second, it demonstrates in an empirical case that a class can be administered by specializing in Korean pronunciation and intonation. At last, it can provide a chance to practice teaching and offer field experience for students who have a Korean education major. (Changwon National University, Busan University of Foreign Studies)

한국어 교재 대화문에 나타난 의사소통 전략 양상

김정숙 ( Kim¸ Jungsook ),조위수 ( Cho¸ Wisu ) 한국언어문화학회 2021 한국언어문화 Vol.- No.75

본 연구는 한국어 교재의 대화 텍스트를 분석하여 대화문에 의사소통 전략이 어떻게 반영되고 있는지 살핌으로써 한국어 교재의 방향성 제시 및 시사점을 도출하는 데 목적이 있다. 이를 위하여 문헌 연구를 통해 의사소통 전략을 개념화하고 대화문 분석에 사용할 전략을 유형화하였다. 분석 대상은 2007년 출판된 후 지금까지도 꾸준히 사용되는 통합 교재 ≪연세 한국어≫와 통합 교재가 대세를 이루던 시기에 한국어 기능 분리 교재로 재도입을 시도한 ≪경희 한국어 말하기≫, ≪경희 한국어 듣기≫이다. 분석 결과 직접적 전략은 통합 교재에서만 나타났으나, 이외에는 비슷한 경향을 띄고 있었다. 분석 교재는 모두 초급보다는 중·고급 단계에서 의사 소통 전략의 사용이 많았고, 세부 전략에서는 상호적 전략 중 반응 전략의 빈도가 높게 나타났다. 본 연구는 한국어 교재의 전체를 분석하지 못하였기 때문에 결과를 일반화할 수 없는 점은 한계이나, 대화문 분석을 위한 의사소통 전략 목록을 선정하여 양상을 살펴보았다는 점에서 의의를 찾을 수 있을 것이다. This study set out to analyze dialogue texts in teaching materials for Korean and examine how communication strategies were reflected in dialogues, thus offering implications for Korean education. For this purpose, We conceptualized communication strategies based on a literature study and categorized strategies to be used in dialogue analysis. Analyzed in the study were integrated teaching materials Yonsei Korean, which has been used consistently since its publication in 2007, and Kyunghee Korean Speaking and Kyunghee Korean Listening, which attempted to reintroduce teaching materials for separate functions in Korea when integrated teaching materials were the mainstream. The analysis results show that only the integrated material offered direct strategies, and there was a similar tendency for other strategies between the two types of teaching materials. The teaching materials used more communication strategies at the intermediate and advanced level than the elementary level. Of interactional strategies, responsive ones recorded high frequency. Since the present study did not analyze all the teaching materials for Korean, it is difficult to generalize its findings. Despite this limitation, however, the study is significant in that it made a list of communication strategies and examined their patterns for dialogue analysis