과제 중심 접근법에 기반한 한국어 교육 과정 개발 방안 연구 : 비고츠키 사회문화이론을 적용하여

다국어 초록 (Multilingual Abstract)

This study applies the Vygotsky’s Sociocultural Theory and aims to propose Korean education curriculum based on the task-based approach.
The basic principle inherent in the curriculum reflects the assumption and the belief of the nature of language and language acquisition, and the trust and the understanding for students. Since the advent of communicative language teaching, there were fundamental changes in the perspective about the nature of language and language acquisition. It caused a big change in second language/foreign language education field. The focus of education transferred from the language form to the meaning or function, from the result education to a process education, and from teaching to learning.
However, as an alternative to the grammatical language teaching, the concept received much attention. The initial communicative language teaching, which relied on functional language syllabus was, eventually faced with limitations. Although there was an interest in the communicative nature of the language but in the end, like the grammatical language teaching, only concepts and features have been listed, however, could not explain how language are acquired.
At the time, there was a claim that rather than focusing as segmented language, it should focus on the meaning as a whole while following the basic principle of the communicative approach. The task-based approach was proposed by those advocates for meaning focused language teaching. In task-based approach, where the whole language is presented without segmental units, in another word, by presenting whole unit of communication, will stimulate learners’ communication desire and motivate them. Also it has the advantage of being able to improve the learner's communication ability.
However, initial task-based language teaching placed their interest in the language fluency rather than accuracy and received criticism that it will be difficult to acquire grammatical accuracy. Various techniques are being attempted to complement these limitations that task-based language teaching encounter.
Like this, task-based approach sought development changes from initial proposal, and those efforts placed it as most useful and desirable teaching methodologies for a second language/foreign language.
Meanwhile, in the early 1990s, Vygotsky's Sociocultural Theory began to apply to second language acquisition research. Sociocultural Theory that emphasizes interaction with social-cultural context in the process of language acquisition is emerging as an alternative paradigm for existing theory of language acquisition under the influence of cognitive. Especially in recent years, research to broaden the understanding of language acquisition as well as research that provide specific techniques that can be applied directly to education have been published more.
This study will reflect language acquisition and language education research related changes trends. Also, in this study, analysis of Korean educational environment will be used to propose the Korean education curriculum based on the Task-based approach.
First of all, the curriculum and the related concepts were examined. Then task-based approach was examined historically to prepare for theory on development of the Korean education curriculum based on task-based approach. Also, Vygotsky's Sociocultural Theory will be examined and presents its implication to the development of Korean education curriculum.
The first step to propose Korean education curriculum based on the task-based approach was discussing the issue on the curriculum unit, task. The definition and characteristics of the task were observed, and the requirements of the task were proposed. The contents of the task categories were proposed; information was presented individual specification and organized the activities into content of task. Tasks were specifically divided into phases: before the task, during the task, and after the task. Also, the type of the task was proposed into form-based tasks, topic-based tasks, and functions-based tasks focus.
To determine the feasibility of Korean education curriculum based on the task-based approach, environmental analysis was conducted. As environmental analysis factors, target language society, target language learning environment, learner group, teacher group, teacher-learning environment, and curriculum management was proposed.
The starting point of curriculum development, the needs of Korean students, was analyzed. Total of 157 students (language students, exchange students, undergraduates and graduates) were surveyed.
Finally, based on task-based approach, the Korean education curriculum development plan was proposed. The goal-setting plan of the task which is a goal of Korean education courses as well as teaching unit was suggested. Principles of curriculum development were proposed. The task’s contents and arrangements were proposed. The model of Korean education curriculum was proposed.
Significance of this study is that it applies task-based approach and Sociocultural Theory to present specific way to develop Korean education curriculum.
However, the proposed curriculum development, except implement and assessment, were only limited to mere plan.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 연구 방법 및 범위 5
• 1.3. 선행 연구 검토 7
• 1.3.1. 교육 과정 개발에 관한 연구 7
• 1.3.2. 과제 중심 접근법의 적용에 관한 연구 10
• 2. 한국어 교육 과정 개발을 위한 이론적 검토 12
• 2.1. 교육 과정과 관련된 개념 12
• 2.1.1. 문서로서의 교육 과정과 구현체로서의 교육 과정 12
• 2.1.2. 교육 과정과 교수요목 14
• 2.1.3. 교수요목과 방법론 16
• 2.2. 과제 중심 접근법에 기반한 교육 과정 개발을 위한 이론적 배경 18
• 2.2.1. 의사소통적 언어 교수 18
• 2.2.2. 과제 중심 접근법의 변화 24
• 2.3. Vygotsky 사회문화이론의 적용을 통한 과제 중심 접근법 이론의 공고화 29
• 2.3.1. Vygotsky 사회문화이론 개관 29
• 2.3.2. 행위 이론과 동기 34
• 2.3.3. 사적 발화와 내재화 37
• 2.3.4. 근접 발달 영역과 협력적 상호작용 41
• 2.3.5. 상호작용 이론의 발달과 그 기법의 정교화 47
• 3. 한국어 교육 과정 개발의 중심 기준으로서의 과제 56
• 3.1. 과제의 개념 57
• 3.1.1. 과제의 정의 및 특질 57
• 3.1.2. 과제의 요건 78
• 3.2. 과제의 내용 범주 90
• 3.2.1. 주제 92
• 3.2.2. 의사소통 기능 99
• 3.2.3. 언어 요소 121
• 3.3. 과제의 내용 조직 126
• 3.3.1. 과제 전 단계: 맥락 지식 구성하기 활동 127
• 3.3.2. 과제 단계: 상호작용 활동 및 인지지 활동 131
• 3.3.3. 과제 후 단계: 상위 담화를 통한 상호작용 활동 134
• 3.4. 과제의 유형 137
• 3.4.1. 형태 기반 과제 139
• 3.4.2. 주제 기반 과제 141
• 3.4.3. 기능 초점 과제 142
• 3.4.4. 형태 초점 과제 145
• 4. 과제 중심 접근법에 기반한 교육 과정 개발을 위한 한국어 환경 분석 및 학습자 요구 분석 150
• 4.1. 한국어 교육 과정 개발을 위한 환경 분석 150
• 4.1.1. 환경 분석의 필요성과 분석 요인 151
• 4.1.2. 한국어 환경 분석 164
• 4.2. 한국어 교육 과정 개발을 위한 학습자 요구 분석 189
• 4.2.1. 요구 분석의 필요성과 방법 189
• 4.2.2. 학습자 요구 분석 190
• 5. 과제 중심 접근법에 기반한 한국어 교육 과정 개발 방안 227
• 5.1. 한국어 교육 과정의 목표 설정 227
• 5.1.1. 교육 과정의 목표 및 과제의 목표 설정 227
• 5.1.2. 과제의 의사소통적 목표 설정 방안 229
• 5.2. 과제 중심 접근법에 기반한 교육 과정 개발 방안 232
• 5.2.1. 과제 중심 접근법에 기반한 교육 과정 개발을 위한 원리 233
• 5.2.2. 과제의 내용 선정 및 과제의 배열 방안 246
• 5.3. 과제 중심 접근법에 기반한 한국어 교육 과정 모형 251
• 5.3.1. 형태 기반 과제 모형 253
• 5.3.2. 주제 기반 과제 모형 254
• 5.3.3. 형태 기반 과제에서 주제 기반 과제로의 이양 모형 255
• 6. 결론 258
• 참고 문헌 261
• 한국어 교사 설문지 269
• 한국어 학습자 설문지 273
• <Abstract> 285