기획 논문: 한국어교육학회 제269회 학술대회 특집 : 주제: 국어과 교육과정 설계와 학문적 쟁점 ; 외국어교육의 구조적 기반으로서의 목표어의언어체계

양현권 ( Hyun Kwon Yang ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

‘Sufficient input` is assumed to be one of the core conditions for successful second language acquisition in both the Natural Approach and the Focus on Form Approach. This paper observes that this condition is difficult to meet in `foreign` language teaching contexts. It proposes that the limitations can be overcome by employing linguistic systems of the target language as organizational foundations of foreign language teaching.

기획 논문: 한국어교육학회 제269회 학술대회 특집 : 주제: 국어과 교육과정 설계와 학문적 쟁점 ; 교육과정 설계와 개발에서 기반 학문의 개념과 역할에 대한 성찰 -비교교과교육학적 관점에서-

이혁규 ( Hyug Kyu Lee ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

This research studies the concept and role of background disciplines in the process of the development and design of subject curricula. It has long been a common belief that a subject is originated from one or more background disciplines. However when we look into the histories of many subjects, we can easily find that the background of each subject is not only limited to disciplines. Many subjects have grown from specific traditions of practices. I have critically reviewed this idea in the areas of both curriculum development and curriculum design. Reviewed from the comparative subject perspective, the relationships between subjects and disciplines are complex and dynamic. For the development of subject pedagogy, the links between them need to be studied more throughly than they have been in the past.

기획 논문: 한국어교육학회 제269회 학술대회 특집 : 주제: 국어과 교육과정 설계와 학문적 쟁점 ; 문법교육론의 쟁점과 문법 교육의 내용

이문규 ( Moon Kyu Lee ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

The major issue of Korean grammar education is the selectional matter of whether we will recognize intrinsic value of language or not. And the intrinsic value of language is the value of the knowledge about Korean Language itself. After all our selection must be subordinate to the matter of scope of Korean language education. In this paper, I reexamined the essential characteristic of Korean language education as a subject of language, and showed that the Grammar education based on Utilitarianism may lost a lot of value inherent in the knowledge about Language. And I proposed the viewpoint that we should persue various value of knowledge about Korean Language widely but should regard understanding knowledge as basic goal in Korean grammar education. I called this viewpoint as `the theory of inclusive value stress on understanding`. And then I proposed a contents system for Korean grammar education constituted with `language level` and `action level` stand on this viewpoint.

국어과 교육의 한국 문학 전통 교육 내용 연구 - 해방 이후 교육과정과 국어 교과서 검토를 중심으로 -

조희정 ( Cho Hee-jung ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163

In this paper, I examine historical changes in the content of educational programs regarding the Korean literary tradition within the Korean language subject area by examining Korean language curriculums and textbooks after liberation. Most of the items related to tradition within the Korean language curriculum have been discussed at the high school level. Traditional items disappeared temporarily after appearing in the 1st and 2nd curriculum, and appeared again in the 7th curriculum, leading to the revised 2009 curriculum. Regarding the 1st and 2nd Korean language textbooks, the textbook materials of Yang joo-dong and Cho Yoon-jae have a certain influence on the contents of traditional education in Korean literature to this day. Because the material of Lee Ki-BaK is repeatedly included in high school Korean textbooks, the concept of tradition described in this article was accepted as a basic point of view by learners for 30 years from the mid-1970s to the mid-2000s. In educating about the tradition of Korean literature, “the heuristic attribute of tradition” needs to be utilized more positively. The subject of Korean literary tradition should be opened and expanded for the learner in the literary classroom, and interactive and mutual communication about Korean literary tradition existing between medieval and contemporary literature should be actively considered.

일반논문 : 국어교육과 한국어교육의 소통

원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151

In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.

다문화 배경 학습자를 위한 한국어 능력 평가 방안

서혁 ( Hyuk Suh ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144

The purpose of this study was to analyze advanced research about Assessment Tools of Korean Language Proficiency for multicultural background students and suggest directions. There is a great need to develop a Assessment Tools of Korean Language Proficiency for multicultural background students considering their cognitive levels, learning purposes, residence periods in Korea, cultural background of students etc. For this flexible running, It would be useful to develop a standard form like "record sheet of observation or portfolios of the students` levels. We suggested that it is necessary to subdivide multicultural background students strictly and approach Korean Language Proficiency level and question level easily. Also, It is important to build up the legal system and provide an institutional strategy for Assessment Tools of Korean Language Proficiency for multicultural background students. For this institutional management, There is also a need to operate department of municipal ministry of education or special institution like a tentatively named "Korean Language Assessment Center for Multicultural background Students."

개인발표 3분과: 한국어교육의 현재와 미래 : 베트남에서의 한국어 작문 교육에 대한 연구

후옹센 한국어교육학회(구 한국국어교육연구학회) 2014 한국어교육학회 학술발표논문집 Vol.2014 No.1

기획 논문 : 한국어교육학회 제270회 학술대회(2010.10.02) 특집 : 국어과 문법 평가 이론의 발전 방향

주세형 ( Se Hyung Joo ) 한국어교육학회(구 한국국어교육연구학회) 2011 국어교육 Vol.0 No.135

The two essential goal of grammar assessment are as follows: first, to provide information of grammar ability, and second, to pursue alignment with the curriculum. These are possible on the grounds of the assessment theory, which can renew the education field. National Achievement Assessment is the essential tool to construct the assessment theory. So, discussing the grammar assessment framework of Achievement Assessment in every respect, I`ve discussed the ideal direction of grammar assessment theory. In order to specify the principles of grammar assessment tool and to provide information on broad grammar ability, we should expand more on grammar assessment contents. This could only be possible if the grammar education and the language arts education cooperates.

주제 발표: EBS 연계 정책의 진단

이도영 한국어교육학회(구 한국국어교육연구학회) 2016 한국어교육학회 학술발표논문집 Vol.2016 No.-

본고에서는 EBS 연계 정책의 핵심인 EBS 연계 교재의 특성을 살펴본 다음, 이를 바탕으로 EBS 연계정책의 문제점과 개선 방안에 대해 논의하였다. EBS 연계 교재는 참고서의 종합 선물 세트와도 같다. 단기간에 효율적으로 가르치고 배울 수 있는 매우 실용적인 교재라 할 수 있다. 수능과 직접 연계를 하지 않는다고 해도 EBS 연계 교재는 그 자체로 양질의 교재라 할 수 있다. 현재 EBS 연계 교재는 ‘개념 학습중심 접근법’과 ‘문제 유형 공략 접근법’ 사이에서 고민하고 있다고 할 수 있다. 많은 학교에서 교과서 대신 EBS 연계 교재로 수업을 하고 있는 상황에서 공교육도 배려해야 하고, 학생들의 수능 점수도 올려야하기 때문에 교재의 성격을 명확하게 설정하기가 쉽지 않다. EBS 연계 교재는 필히 수능과 관련을 맺을수밖에 없다. 따라서 수능에서 요구하고 있는 학습 방법을 EBS 연계 교재에 반영해야 한다. 하지만 이를 제대로 반영하고 있는지를 정확하게 판단하기가 어렵다. 이상의 EBS 연계 교재의 특성을 바탕으로 EBS 연계 정책의 개선 방안을 제시하면 다음과 같다. 첫째, 대체재가 아닌 보완재로 생각해야 한다. EBS 연계 교재가 공교육의 대체재가 아닌 보완재의 역할을 충실히 하려면 직접 연계를 포기해야 한다. 반영 비율의 문제는 논리의 문제가 아니므로 학문적으로 뭐라 말하기가 어렵다. 몇 퍼센트를 반영해야 공교육을 잘 보완할 수 있으면서도 사교육을 억제할 수 있는지에 대해서는 어느 누구도 답을 내놓을 수가 없을 것이다. 50% 이상의 간접 연계 방식 정도가 합리적일 것이라 제안해 본다. 둘째, 수능과의 연계 방식을 재설정해야 한다. 직접 연계냐 간접 연계냐의 문제는 국어영역의 입장에서 보면 이는 그리 큰 문제가 안 된다. 따라서 국어 영역에서는 간접 연계로 전환을 하더라도 큰 상관이 없다. 셋째, 양질의 다양한 언어 자료를 확보해야 한다. 국어 영역은 언어 자료를 주고 이를 근거로 문항을 설계한다. 따라서 양질의 좋은 언어 자료를 다양한 분야에서 선정하고 적절한 지문 난이도를 유지해야 연계의 목적을 달성할 수 있다. 넷째, 문항의 질을 높여야 한다. 수능 문제의 유형화를 피하려면 신유형 개발에 힘을 써야 한다. 신유형은 크게 두 가지로 나눌 수 있다. 하나는 평가 내용의 새로움이고, 다른 하나는 평가 형식의 새로움이다. 평가 내용의 새로움을 추구하려면 기존 수능에서 출제되지 않았던 성취 기준을 골라 문항을 설계하거나, 둘 이상의 성취 기준을 결합하여 문항을 설계해야 한다. 평가 형식의 새로움을 추구하려면 문항을 푸는 과정을 기존의 문항과 달리하거나 지문을 다른 관점에서 해석할 수 있도록 문항을 설계하려는 시도를 해 봐야 한다. 결론적으로 말하면, 간접 연계 방식으로 50%이상 연계한다면 공교육과 큰 마찰 없이 EBS 연계 정책을 유지할 수 있을 것이다.

개인발표 3분과: 한국어교육의 현재와 미래 : 한국어 학습 서포터즈 활동의 현황과 개선방안 연구 -부산국제교류재단의 한국어 학습 서포터즈 활동을 중심으로

민수진 한국어교육학회(구 한국국어교육연구학회) 2014 한국어교육학회 학술발표논문집 Vol.2014 No.1