한국어 및 한국문화 교재의 문화 제시 양상 연구 -교재의 유형과 출판 시기를 중심으로-

이유경 ( Lee Yookyoung ) 한국어문학국제학술포럼 2021 Journal of Korean Culture Vol.52 No.-

본 연구의 목적은 한국어 및 한국문화 교재의 문화 제시 양상을 고찰하는 것이다. 연구의 대상이 된 교재는 1980년대 말부터 현재까지 출판된 한국어 교재이며 연구절차는 다음과 같다. 첫 번째로 한국어 및 한국문화 교재의 유형을 문화와 언어의 비중을 중심으로 문화중심 교재, 문화중심언어통합 교재, 언어중심문화통합 교재, 언어중심 교재 네 가지로 구분하였다. 다음으로 유형별 교재의 특징이 나뉘는 시기를 중심으로 교재 출판 시기를 구분하였다. 이상의 절차를 바탕으로 문화 제시 양상을 교재 유형과 출판 시기별로 분석하였다. 그 결과 먼저 2000년대 초까지는 문화 요소가 반영된 교재가 3권에 불과하고 교재에 문화 요소의 비중 역시 크지 않았다. 다음으로 2000년대 중반까지의 교재는 이전과 다르게 문화중심언어통합 교재의 내용이 다양화되고, 단원이 구성이나 활동이 다양해지는 양상을 보였다. 그러나 특히, 문화중심교재는 제공되는 자료나 활동의 난이도가 여전히 높았다. 끝으로 2010년 이후의 교재들은 의사소통에서 문화의 역할이 강조되는 것을 확인할 수 있었다. 또한, 이 시기에는 학습자 목적, 수준 등을 고려한 문화 교재들이 출판되었고 교재에는 문화의 이해와 사용에 활용될 수 있는 활동들이 제공되었다. This study aims to examine the cultural characteristics of textbooks used in Korean and cultural education and suggest future direction of textbook development. For this purpose, Korean and cultural textbooks published from the late 1980s were analyzed. As a result of the analysis, Korean and cultural textbooks were divided into four types: culture-oriented textbooks, culture-oriented language integrated textbooks, language-oriented cultural integrated textbooks, and language-oriented textbooks. According to this classification criteria this study analyzed how each type of textbook presents culture by time. The results are as follows. First, until the early 2000s, only three textbooks were centered on culture, and Korean textbooks contained little culture. Next, until the mid-2000s, the contents of the cultural-oriented language integration textbooks were diversified. In particular, compared to the previous period when textbooks were composed around reading text, activities for cultural understanding are diversified. However, there was a problem that the difficulty of the text provided was still high. Finally, textbooks since 2010 emphasized the role of culture in communication, and cultural textbooks considering the purpose and level of learners were published. In addition, activities that could be used to understand and use culture were provided in textbooks.

외국인 학부생의 학술적 글쓰기를 위한 `요약하기` 교육 방안에 대한 연구

이유경 ( Lee Yookyoung ) 이중언어학회 2016 이중언어학 Vol.65 No.-

This study aims to develop the teaching method of summarizing in foreign university student`s academic writing. The summarization is the fundamental and useful function in academic activity including students` work. It is hard for foreign students to understand the context related with their major, so there should be some guide to lead appropriate summary using the whole logical connection. Through the review and analysis of previous research this study examined the principle, program of teaching summarizing, and the contents. The instructional contents of summarizing could be as follows. First, students should get the authentic materials of their department and apply in academic activity. Second, student`s outcome as summary could be submitted as academic work. Third, teachers should offer proper texts for excercise. Fourth, students should develop the strategy to understand the topic. Fifth, the program should not only suggest the concept of summary, features, the goal, but also include various tasks and exercises. Sixth, the curriculum should be differentiated according to student`s language level. The instructional method of summarizing could be as follows. First, students should recognize the concept and principle of summarizing. Second, the goal and activity of each task should be decided in the class. Third, students should get the skill of comprehension about the text. Fourth, students should practice the drills for expression. Fifth, students should receive the feedback of peers and teachers. Sixth, students should understand the summary is a text having a logical construction. Finally, this study developed the curriculum available for the class of summarizing. (Korea University)

외국인 유학생의 학술적 글쓰기에서 인용 교육 방안에 대한 연구

이유경 ( Yookyoung Lee ) 국제한국어교육학회 2016 한국어 교육 Vol.27 No.3

This study examines the process of teaching citation that foreign students should use for the realization of discourse synthesis, and aims at developing teaching methods about citation in academic writing. This article analyzes the students’ writing based on the system and the rules of citation. In addition, teaching materials used in the university were studied and several methodological problems could be specified. First, most students do not only lack well-rounded background knowledge, but also the need to refer to other texts in their writing, and this is the crucial cause of inappropriate citation. Therefore, it is necessary to develop the method to promote their motives and students should set up the purposes for proper academic reference. Second, even though many teaching materials treat citation, the texts presented as samples are not suitable to learners. Most examples include complex elements to comprehend and do not fulfill educational goals, especially in citation. Consequently, students should be provided with materials having exercises based on their levels. Third, students usually make a simple copy of references, and lack the ability to use the strategy depending on different texts. Therefore, the system and specific procedure of citation should be included in teaching methods according to learners’ level. (Korea University)

한국어 교육용 어휘 목록의 비교 연구 - 명사 목록을 중심으로 -

이유경(Lee, YooKyoung) 돈암어문학회 2021 돈암어문학 Vol.40 No.-

본 연구의 목적은 한국어 교육용 어휘 목록을 비교하는 것이다. 이를 위해 한국어 교육용 어휘 목록 선정 연구인 「한국어 학습용 기초 어휘 선정」, 「한국어교육 어휘 내용 개발」, 「국제 통용 한국어 표준 교육과정」의 명사 어휘를 분석하였다. 분석 결과 세 목록에 공통적으로 포함된 명사 어휘의 비율은 초급, 중급, 고급으로 갈수록 줄어들었다. 특히, 「한국어 학습용 기초 어휘 선정」은 「한국어교육 어휘 내용 개발」, 「국제 통용 한국어 표준 교육과정」과 등급 차이가 나는 어휘가 많았다. 이외에 세 목록의 차이는 어휘 선정 방식과 관련이 있었다. 「한국어 학습용 기초 어휘 선정」은 동일한 어휘가 여러 품사에 나오는 경우 품사별로 어휘를 모두 제시하였다. 반면에 「한국어교육 어휘 내용 개발」과 「국제 통용 한국어 표준 교육과정」은 동일한 품사로 의미에 차이가 없는 경우 하나만 어휘로 제시하였다. 그리고 「한국어 학습용 기초 어휘 선정」과 「국제 통용 한국어 표준 교육과정」은 기본 의미를 중심으로 하나의 어휘를 선정하였는데 비해 「한국어교육 어휘 내용 개발」은 다의어 의미별로 어휘를 각각 선정하였다. 또한, 어휘의 의미 구분을 위해 길잡이말과 사전의 어깨번호가 사용되었는데, 일부 어휘는 의미가 잘못 제시되었다. 연구 결과를 요약하면 다음과 같다. 첫째, 세 어휘의 공통 목록이 고급으로 가면서 줄어들었으나, 이는 고급 수준의 학습자가 많지 않았던 2000년대 초반 한국어교육의 상황이 반영된 것으로 볼 수 있다. 둘째, 어휘 구분을 위한 기준의 차이로 인해 어휘 목록이 달라진 양상을 보였다. 목록에 포함될 어휘를 정하는 기준의 차이는 어휘 목록이 사용되는 목적에 따라 달라질 수 있으나 현재의 목록들은 특정 목적을 고려하고 있지 않기 때문에 어휘 제시 방법을 달리하는 연구를 하는 경우 목록에 포함할 어휘의 기준에 대한 정비가 필요하다. 셋째, 어휘의 의미 변별을 위한 장치가 좀더 정확한 정보를 가질 수 있도록 의미 설명 방식의 논의가 필요하다. This study analyzed the study of selecting vocabulary lists for Korean language education. To this end, noun vocabulary of Vocabulary for learning Korean, Korean Language Education Vocabulary Content Development, and International Standard Curriculum of Korean Language, which are studies on vocabulary lists for Korean language education, was analyzed. As a result of the analysis, the proportion of noun vocabulary included in all three lists decreased toward beginner, intermediate, and advanced. In particular, Vocabulary for learning Korean had a large difference in grade by vocabulary from Korean Language Education Vocabulary Content Development and International Standard Curriculum of Korean Language. In addition, the difference between the three lists was related to the vocabulary selection method. Vocabulary for learning Korean presented each vocabulary for a part of speech. On the other hand, in Korean Language Education Vocabulary Content Development and International Standard Curriculum of Korean Language, only one vocabulary was presented when there was no difference in meaning for part of speech. Vocabulary for learning Korean and International Standard Curriculum of Korean Language did not classify vocabulary by meaning. In contrast, some of the lists of Korean Language Education Vocabulary Content Development classified vocabulary by meaning. In addition, the shoulder number and the guide word of the dictionary was used to distinguish the meaning of the vocabulary, but some vocabulary words were presented incorrectly. To summarize the above, it is as the following. First of all, the common vocabulary for the three lists decreased as the level of advancement increased, but this can be seen as reflecting the situation of Korean language education in the early 2000s, when there were not many advanced learners. Second, the vocabulary list changed due to different standards for vocabulary classification. Differences in the criteria for determining vocabulary may vary depending on the purpose of vocabulary use, but the current lists do not consider specific purposes. Therefore, it is necessary to improve the criteria for determining the vocabulary to be included in the list. Third, it is necessary to discuss the method of presenting meaning so that the meaning can be distinguished more accurately.

학문 목적 한국어 어휘학습 교재 개발을 위한 기초 연구

이유경 ( Yookyoung Lee ),최호철 ( Hochol Choe ) 민족어문학회 2015 어문논집 Vol.- No.74

본 연구는 학문 목적 한국어 학습자들을 위한 어휘 교재 개발 시 고려해야 할사항을 검토하고 이를 바탕으로 외국인 학습자들의 대학 수학에 도움을 줄 수 있는 어휘 학습 교재 개발 방안을 제시하는 데에 목적이 있다. 학문 목적 한국어 학습자를 위한 어휘 교육에 대한 연구는 대학 수학 시 읽고 듣고, 말하고 쓰는 다양한 기능을 수행하기 위한 기본적인 토대로서 중요성을 가진다는 점에서 주목을 받아 왔다. 본 연구는 학술 기본어휘 교재의 필요성을 제시하고 학술 기본어휘의 개념과 특징을 중심으로 학술 기본어휘의 교재 개발 시 고려할 사항을 정리하였다. 그 결과 학술 기본어휘 교육 시에는 학술적 맥락에서 실제 사용되는 구조나 화용적인 지식이 중요했다. 또한, 기존에 출판된 교재들을 분석한 결과 학술 기본어휘 학습 교재로 적용하기에 한계가 있었다. 본 연구는 이 같은 특성을 반영하여 학술 기본어휘의 교재 개발 방안을 간단히 제시하였다. The goal of this research is to study the principles of lexical education for learners of Korean for Academic Purpose(KAP) and to develop their vocabulary learning textbook. The method of teaching vocabulary has received the most attention since the lexical competence form the basic foundation in carrying out academic activities. Without the knowledge about underlying vocabulary of learners’ major, it is impossible to perform tasks of the diverse classes they take in their university. According to preceding researches some lists of vocabulary was drawn only for the specific major or irrelevantly for the general, and there was discussion whether these words were academic or not. Focusing on the importance of academic vocabulary, this article tried to settle the concept of academic vocabulary and find out its characteristic features. Furthermore for the academic vocabulary textbook such rules were considered as follows. At first, academic vocabulary should play a basic role in depicting academic text rationally and objectively. And these words should be presented in academic context also, even if advanced learners rarely encounter. Besides even basic vocabulary for beginning level include academic text, so various lexical meaning relations should be considered in developing textbook. Finally, as mere repetitive exposure to words leads to failure in acquisition of the pragmatic function. the tasks should offer chance to improve self-directed learning ability.

한국어 통합 교재의 어휘 활용 양상에 대한 연구: 동일 주제 단원의 듣기 활동을 중심으로

이유경 ( Lee Yookyoung ) 서강대학교 언어정보연구소 2023 언어와 정보 사회 Vol.49 No.-

The purpose of this study is to examine whether the vocabulary of integrated Korean textbooks is properly presented in consideration of the theme and function of the unit. In particular, this study examines the use of the target vocabulary in the task activity stage that comprehensively utilizes the learning contents of each unit. To this end, five types of integrated Korean textbooks published after 2015 were reviewed. Through this, the following contents were confirmed. First, it was confirmed that the vocabulary was presented and used as a systematically organized educational item in recent Korean textbooks. All textbooks published before and after 2020, which were reviewed in this study, present a list of target vocabulary. Regarding each unit’s target vocabulary in terms of the unit’s task activities, some supplements need to be made. In addition, a problem was identified that too many new words were introduced in the performance assignment sections.

외국인 학부생 대상 대학 글쓰기 과목의 교재 개발을 위한 교수요목 설계 방안 연구

이유경 ( Lee Yookyoung ),박현진 ( Park Hyunjin ),이선영 ( Lee Sunyoung ),장미정 ( Jang Mijung ),노정은 ( Noh Jungeun ),류선숙 ( Ryu Seonsuk ) 민족어문학회 2016 어문논집 Vol.- No.78

본 연구는 외국인 학부생 대상 대학 글쓰기 과목의 교재 개발을 위한 교수요목의 설계 방안을 제안하고 이를 바탕으로 실제 교수요목을 제시하였다. 언어 교수접근법과 교수요목에 대한 이론적 고찰을 통해 외국인 학부생 대상 글쓰기 교육을 위한 교수요목은 주제와 기능이 중심이 되어야 함을 알 수 있었다. 또한 학습자 요구분석을 통해 외국인 학부생들의 요구를 파악하였다. 요구 분석 결과에 따르면 외국인 학부생들은 대학 글쓰기 교재를 통해 대학 수업에서 접하게 될 주제와 기능을 이해하는 데 도움을 받고 싶어 했다. 이에 본 연구에서는 이론적 검토와 학습자의 요구 분석 결과를 바탕으로 교재 개발을 위한 교수요목 설계 방안을 제안하였다. 본 연구에서는 교재를 `내용편`과 `기능편`으로 나누어 구성하고자 하였다. 먼저 `내용편`은 사실적 이해, 추론적 이해, 비판적 이해, 창의적 이해를 목표로 정하였다. 이들 목표 중 수준별로 중점을 두어야 할 것을 선정하여 내용 안에서 달성할 수 있도록 구성하였다. 그리고 인문학, 사회과학, 자연과학의 영역에서 각 수준에 맞는 세부주제와 목표를 설정하였다. `기능편`은 쓰기 지식의 범주를 언어 지식, 맥락지식, 과정지식, 내용 지식으로 구분하였다. 이에 각 수준별로 중점적으로 다루어야 할 쓰기 지식을 내용으로 선정하여 단원을 구성하였다. The purpose of this study is to suggest plans for design of syllabuses to develop college writing textbooks for foreign undergraduates. Syllabuses for writing education for foreign undergraduates should be concentrated on their subjects and functions through a theoretical study on teaching approaches and syllabuses. In addition, demands of foreign undergraduates have been found by analysis of leaners` demands. A result of analysis of the demands indicates foreign undergraduates` desires for college writing textbooks to help them understand topics and functions in their college lectures. Therefore, in this study, plans for design of syllabuses to develop college textbooks have been suggested based on theoretical reviews and the result of analysis of learners` demands. In this study, textbooks are divided into two parts `Content Part` and `Function Part`. First of all, the purpose of the `Content Part` is for factual understanding, inferential understanding, critical understanding and creative understanding. The contents encompass humanities, social science and natural science depending on beginner, intermediate and advanced. In the `Function Part`, categories of knowledge are divided into four parts language knowledge, context knowledge, process knowledge and content knowledge. The contents of the `Function Part` also encompass writing functions depending on levels.

숙달도를 고려한 한국어 교재의 주제별 어휘 제시 양상 분석

이유경 ( Lee Yookyoung ) 이중언어학회 2017 이중언어학 Vol.68 No.-

This study is a basic study for the selection of the subject-based vocabulary list of Korean textbooks. To this end, the textbooks compiled by Korean language education institutions were analyzed. In this analysis were examined the types and difference of the vocabulary list of the same subject presented in the same proficiency. These results suggest the necessity of selecting the vocabulary list of subject in Korean textbook considering the proficiency. This study analyzed three intermediate(third) level textbooks in four Korean language institutes. The main contents of the analysis are as follows. First, it was examined whether the subject of each unit would be suited to proficiency. Second, it was analyzed whether vocabulary lists for the same proficiency were similar. Third, it was considered whether the target vocabulary were presented as productive words and practice were included. As a result, the topics were mostly different for each of the four textbooks, and there was only one common theme. It can be inferred that the knowledge possessed by the learners of each institution will be different. Next, there was a big difference in the vocabulary list including the same topic. Similar vocabulary lists were not presented when presented as a target vocabulary. And the vocabulary presented in the task was presented as a comment and the purpose of presentation was unclear. Finally, in the case of vocabulary presentation and practice, the target vocabulary was presented as lexical field. However, there was no activity or practice to analogize and understand the meaning of the target vocabulary. Based on these results, this study suggests that it is necessary to select a list of thematic vocabulary considering the proficiency. (Kyunggi University)

외국인 학부생 대상 대학 글쓰기 과목의 교재 개발을 위한 기초 연구

이유경 ( Yookyoung Lee ),박현진 ( Hyunjin Park ),이선영 ( Sunyoung Lee ),장미정 ( Mijung Jang ),노정은 ( Jungeun Noh ),류선숙 ( Seonsuk Ryu ) 국제한국어교육학회 2016 한국어 교육 Vol.27 No.4

The purpose of this study is to lay the foundation of college writing textbook development for foreign undergraduate students. For this, this paper investigated the position and goal of writing course for foreign undergraduate within Curriculum of Korean for academic purpose and based on this, presented the principle of textbook development. In this study, first, Curriculum of Korean for academic purpose were classified into the courses before college admission and the courses after college admission. And the courses after college admission were divided into Korean language course for culture and Korean language course for major. College writing course, along with common Korean course, and basic Korean language course, is included in Korean language course for culture. This is considered the fact that the essential goal of college writing course is to cultivate critical thinking, creativity, communication skills in academic discourse community, humanistic knowledge, etc. Next, it analyzed whether writing textbooks for foreign students correspond to the goal of college writing. As the results of analysis, it was found that the existing textbooks lacked in the goal of college writing course and the consideration of learners, and the content to cultivate critical thinking and the activities for expression ability are reflected disproportionately each other. Accordingly, in this study, on the basis of `subject textbooks will be used`, `users of textbooks` and `the goal of textbooks`, the principle of textbook development which can reflect proportionately both the essential nature of college writing course and the goal of textbooks of characteristics of foreign undergraduates, and improvement of critical comprehension and expression ability was proposed. (Korea University)

외국인을 위한 한국문화교육 연구의 현황과 과제

이유경 ( Lee Yookyoung ) 국제한국어교육학회 2022 한국어 교육 Vol.33 No.4

The purpose of this study is to analyze the trends of Korean cultural education research for foreigners and to find the direction of Korean cultural education research. To this end, 247 studies related to Korean culture education published in academic journals have been analyzed so far in 2022. The analysis criteria are the period of study, subject of study, topic of study, learner nationality, learner purpose, learner’s residence area, etc. As a result of the analysis, there were 10 studies on Korean cultural education before the 2000s, 68 studies in the 2000s, 142 studies in the 2010s, and 27 studies in the 2020s. Studies before the 2000s had problems as pointed out in previous studies. The problem was that the content, method, and conclusion of the study still showed a general tendency. Since 2010, research subjects, topics, and learner variables have diversified. On the other hand, although the research subjects, topics, and learner variables were diversified, the number of studies for each was only 1 to 2. Therefore, more research is needed in each area. In addition, research focusing on cultural education items essential to each learner group should be investigated. (Kyonggi University)