中國語圈 學習者를 위한 韓國語 敎育 硏究

다국어 초록 (Multilingual Abstract)

The study was directed against the Korean learners in China, primary for the regular undergraduate students - primary learners’ voice, vocabulary, grammar, and teaching problems as the center, effectively laid a theoretical foundation for Korean teaching. The effective teaching method is explored based on this research, and the following research methods were adopted to check the effectiveness of the teaching methods. To improve the quality of Korean education, the underway Korean language studies should based on sophisticated exploration and analysis to find out the problems which effect the quality improving. For this purpose, characteristic analysis of the employment options and changes of recent Korean graduates in some Chinese universities was introduced in Chapter 2. Secondly, based on the education analysis of the whole of China-based Korean education, discuss the current main problem on the Korean education in China. After comprehensive analysis of the problem, the Korean language education is divided into the pronunciation education, vocabulary, and grammar teaching. Moreover, to maximize improvement the Korean teaching, the corresponding countermeasures and detailed program were developed.
Chapter 3 includes the pronunciation analysis of the Korean learners in China, as well as observation the specific issues appeared in pronunciation education based on the teaching materials. The most important parts are pronunciation education, stage set up the program, and pronunciation education and training. This section based on these conditions to explore a set of detailed programs and new teaching methods. Similarly it also observed the practical conflict problems encountered in the Korean language teaching - Korean "standard Mandarin pronunciation" and incompatible with the phenomenon of the actual pronunciation.
Native Koreans are speaking Korean language from a young age and not feel difference deeply "standard pronunciation" with actual pronunciation, but the professors who teaching Korean foreign language distressed for these differences. The linguistic root of the problem is the development and changes of the Korean language. As soon as possible to adapt with the actual pronunciation, transfer it into the correct language norms, it is necessary not only to correct the present "standard pronunciation method" but also using "standard pronunciation" in the South Korea teaching as a benchmark.
In Chapter 4, mainly using <standard Korean> <Korean> <primary teaching materials" as a teaching materials which were widely used for the Korean major in most Chinese universities. Based on the simple analysis of the current status of vocabulary teaching and with vocabulary teaching as the center, a reasonable put forward to improve the correct direction of the vocabulary teaching, appropriate vocabulary, vocabulary range of selected conditions, vocabulary frequency of occurrence and so on. This chapter also analysis the main problem of vocabulary teaching in the vocabulary part, the vocabulary meaning of teaching methods, and then put forward an effective method and concrete implementation to resolve these issues.
In Chapter 5, first of all, in grammar teaching, analysis and based on the situation of the current situation of teaching grammar and grammar sort items, summed up what is the critical issue and how to resolve these issues. particularly, in the Korean language grammar learning and teaching, the main part of the problem is a grammar project selection and sort order, grammar terminology, Korea-Chinese in translation, passive grammar and initiative syntax education, trial education, the end of the phrase education, the negative method education. Also including the often confuse the assistance term when the Korean students learn in grammar, that is, the mutual sense of the differences the performance of the grant intended word (- here), (- all), (- even). skill differences are mentioned earlier part of the issue, in view of such differences, through the use of comparative analysis, trying to find out a proper understanding of the meaning of grants, as well as the use of the word. So far on the basis of theoretical study of grammar education and the proposed study, bring forward the scheme to improve the grammar education programs, and a series of grammar teaching methods. This study was aimed at Korean learners in China, mainly in the Korean language major framework, taking the pronunciation education, vocabulary education, grammar education as the center to bring forward the Korean education theory and the feasibility teaching methods, put forward a relatively more effective educational method. This study referred the Korean language education method will be addressed to the reality of Korean educators to provide a good reference and guide to the role.

Key words: Korean education in China, pronunciation education, vocabulary education, grammar education, principle of Korean education, effective teaching method

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구 목적 및 필요성 1
• 1.2 선행 연구사 검토 2
• 1.3 연구 내용 및 방법 7
• 2. 한국어교육의 과제 및 발전방향 10
• 2.1 졸업생들의 진로 선택 특징 및 그 추세 10
• 2.2 한국어교육이 직면한 새로운 과제 17
• 3. 한국어 발음교육 29
• 3.1 발음교육의 현황과 문제점 29
• 3.2 발음교육의 개선 방향 33
• 3.3 발음교육의 난점과 중점 38
• 3.4 현실 발음에 준한 첨가음 발음교육 54
• 3.5 발음교육의 원리와 방법 59
• 4. 한국어 어휘교육 67
• 4.1 어휘교육의 현황과 문제점 67
• 4.2 어휘교육의 개선 방향 76
• 4.3 어휘교육의 난점과 중점 78
• 4.4 대비를 통한 단위성 의존명사 의미교육 98
• 4.5 어휘교육의 원리와 방법 104
• 5. 한국어 문법교육 114
• 5.1 문법교육의 현황과 문제점 114
• 5.2 문법교육의 개선 방향 124
• 5.3 문법교육의 난점과 중점 132
• 5.4 한국어 문법교육의 교육적 적용 151
• 5.5 문법교육의 원리와 방법 158
• 6. 결론 171
• 참고문헌 173
• ABSTRACT 179