한국어 학습자를 위한 사고도구어 등급 표준화 연구

다국어 초록 (Multilingual Abstract)

This paper addresses the current problem of maladjustment to a university environment owing to an insufficient ability in students in order to study at a university level.
According to the needs of foreign students entering a university in Korea, the most difficult aspect is studying vocabulary. Even though many foreign students have completed a Korean language course or obtained a TOPIK certificate, it is difficult for these students to study in university courses because the language course program primarily targets general purpose Korean learners.
In reality, there are more Korean language learners for an academic purpose than general purpose in the Korean language course. Therefore, the education provided for the academic purpose students should not be delayed any longer.
In the vocabulary presented in several fields of studies, “Academic Vocabulary” is the vocabulary which outlines the development process of thought and logic. Although there was no active study about “Academic Vocabulary,” Academic Vocabularies have been mentioned in 신명선(2003). Also, a family of 526 words of “Academic Vocabulary” has been selected in the following year of study. Therefore, this paper not only presents Academic Vocabularies in current Korean language textbooks on the basis of this list, but also its problems.
The referenced Korean language text books are among the best known which are used both within Korea and overseas, such as the text books of Yonsei University, Kyung-Hee University, and Sungkyunkwan University. After an analysis, 577 family academic vocabularies were found to be present in these three variations of text books.
The problem deduced from the analysis is that the academic vocabularies are not standardized in the aspect of their number and level. Accordingly, we can assume that the academic vocabularies contained are not based on the standard but the function and subject of each text book. Due to this scenario, a more efficient studying can be achieved if the academic vocabularies are taught after classifying their level according to education importance.
In conclusion primary academic vocabularies have been selected on the basis of vocabularies level of 김광해(2003),조남호(2003), and the KPT. In order to classify the academic vocabularies which have not been judged and fully reviewed, this paper conducted a survey to the Korean instructors with a career record of over 3 years and a degree in a relevant subject area. As a result, there were 41 academic vocabularies for the beginner level, 289 academic vocabularies for the intermediate level, and 479 academic vocabularies for the advanced level that have been decided.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 선행 연구 검토 4
• 1.3. 연구 방법 11
• 2. 이론적 배경 13
• 2.1. 사고도구어의 개념 13
• 2.2. 사고도구어 교육의 필요성 15
• 2.3. 사고도구어 선정 16
• 3. 한국어 교재에서의 사고도구어 분석 19
• 3.1. 경희대 『한국어』 19
• 3.2. 성균관대 『배우기 쉬운 한국어』,『말하기 쉬운 한국어』 24
• 3.3. 연세대 『연세 한국어』 31
• 4. 한국어 교재에의 사고도구어 등급 선정 비판과 표준화 방안 및 등급별 목록
• 4.1. 한국어 교재에서의 사고도구어 등급 선정 비판 41
• 4.2. 사고도구어 등급 표준화 및 등급별 목록 44
• Ⅴ. 결론 86
• 참고문헌 89
• 부록. 사고도구어 등급 판정을 위한 전문가 설문 조사 95
• ABSTRACT 98