여행 목적 한국어 교수요목 설계 방안 연구 : 국외 초급 학습자를 중심으로 = A Study on Syllabus Design for Korean for Travel Purposes : Focused on elementary Korean learners overseas

국문 초록 (Abstract)

본 연구의 목적은 한국 문화에 대한 높은 관심으로 인해 취미로 한국어를 학습하는 국외의 비전공 과정의 학습자들을 대상으로, 여행 목적 한국어의 교수요목을 설계하는 것이다.
한국의 경제 성장과 한류의 열풍으로 국외의 한국어 학습자가 증가하고 있다. 이에 따라 국외 많은 교육기관에서 한국어 교육을 실시하고 있으나 국내와 다른 교육 환경과 학습자의 학습 동기 및 목적을 고려하지 않고 국내의 장기 집중식 통합 교재를 중심으로 한 일반 목적 한국어 교육이 주를 이루고 있다. 본 연구자는 이러한 교육은 한국 문화에 대한 관심으로 한국어 학습을 시작한 학습자들의 학습 동기를 유지시키기 어렵고, 그들의 요구를 반영하지 못한다는 문제 의식을 갖게 되었다. 그리고 학습자들의 한국 문화에 대한 관심이 한국 여행으로 이어지면서 학습자들은 여행에서 한국어를 활용하고 문화를 직접 경험하기를 원한다는 점을 인식하게 되었다. 본 연구는 바로 이러한 문제 의식에서 출발하였다.
따라서 교육 환경과 학습자 요구를 반영한 여행 목적 한국어의 교수요목을 설계하여 제시하고자 교재 분석 및 학습자 요구 분석을 실시하였다.
교재 분석은 여행 한국어 교재와 국내 교육기관에서 개발한 통합 교재 및 단기용 교재를 대상으로 분석을 실시하였다. 교재 분석의 결과는 교수요목의 주제, 기능, 과제, 문법, 어휘에 관한 내용과 학습 분량, 학습 시수 등을 결정하는 데에 참고하였다.
학습자 요구 분석에서는 최근 한국으로 오는 여행객이 급증한 지역을 중심으로 홍콩, 마카오, 대만, 싱가포르, 태국 등 5개 지역을 선정하고 각 지역의 비전공 과정의 초급 학습자를 대상으로 설문조사를 실시하였다. 설문조사는 학습자의 기본 정보와 한국 여행, 여행 목적 한국어와 문화 학습에 대한 학습자의 요구를 조사하고 SPSS 통계 프로그램으로 분석 결과를 살펴보았다.
이러한 교재 분석과 학습자 요구 분석의 결과를 토대로 여행 목적 한국어의 교수요목을 설계하였다. 전체 내용은 교수요목의 구성 요소가 하나의 스토리로 유기적으로 연계될 수 있도록 스토리텔링 기법을 적용하여 설계하였다. 이에 따라 여행의 흐름에 맞게 '여행 준비 단계' - '여행 초기 단계(기본 체험)' - '여행 심화 단계(다양한 체험)' - '여행 후기와 다음 여행 준비 단계'의 4단계로 내용을 구성하여 각 단계 7단원, 전체 28단원으로 설계하였다.
이렇게 개발한 교수요목을 실제 수업에서 적용하고 학습자 반응을 점검하기 위해 단원 모형을 설계하여 시범 수업을 실시한 후 학습자 설문조사 및 토론을 통해 학습자들의 의견을 살펴보았다.
본 연구는 지금까지는 각 주제 및 상황에 따라 일방적인 대화나 문장 제시 수준에 머물러 실제적인 의사소통의 상호작용을 이끌어내기 어려웠던 여행 한국어가 실제 한국어 교수-학습을 위해 활용될 수 있도록 구체적인 교수요목을 제안하였다는 점에서 의의를 가진다고 할 수 있다.

다국어 초록 (Multilingual Abstract)

The aim of this study was to design a syllabus for Korean for travel purposes for those highly interested in the Korean culture and who would learn the language in a non-major course as a hobby overseas.
The number of Korean learners is on the rise overseas, driven by the economic growth of South Korea and the epidemic Korean Wave. In response to the rising number, many educational institutions home and abroad provide Korean education, which mainly targets Korean for general purposes with long-term intensive domestic integrated textbooks without taking into account different overseas educational environments from South Korea and students' learning motivations and objectives. The investigator had a critical mind that such education would have a difficult time keeping those who started to learn Korean with interest in the Korean culture motivated to study the language, and would not reflect their needs. This study started with the recognition that overseas Korean learners wanted to use Korean and experience Korean culture first-hand while traveling as their interest in the Korean culture would result in their travel to South Korea.
The study thus analyzed textbooks and learner needs to design and present a syllabus for Korean for travel purposes by reflecting educational environments and learner needs.
In analyzing the textbooks, integrated textbooks, short-term textbooks developed by educational institutions in South Korea and Korean textbooks for travelers were analyzed. The textbook analysis results were consulted when making a decision on syllabus topics, functions, tasks, grammar, content and amount of learning about vocabulary, and hours of lessons.
For the analysis of learner needs, the investigator chose five countries around the regions whose visitors to South Korea had recently made a sharp increase including Hong Kong, Macao, Taiwan, Singapore, and Thailand, conducting a survey with elementary learners in a non-major course in each of those countries.
The questionnaire items covered the basic information and travel to South Korea of learners and also their needs for Korean for studying Korean for travel purposes and Korean culture. Analysis results were examined with the SPSS statistical program.
Based on the analysis results of textbooks and learner needs, the investigator designed a syllabus for Korean for travel purposes. A storytelling technique was applied so that its components would be organically connected to a single story in the entire content. Following the four stages of content organization including ‘preparation stage for travel’, ‘early stage of travel (basic experiences)’, ‘intensive stage of travel (diverse experiences)’ and ‘travel postscripts and preparations for the next voyage’ according to a travel flow, the syllabus was comprised of a total of 28 units with seven units in each stage.
In an effort to apply the syllabus to actual lessons and check responses from learners, the investigator designed a unit model, gave pilot lessons, and gathered opinions from them through a student survey and discussions.
The present study is significant in that it proposed a specific syllabus to promote the utilization of Korean for travel purposes, which had remained at the level of one-sided conversations or sentence presentations according to each topic and situation and thus had a difficult time inducing interactions of actual communication, in actual Korean teaching and learning.

목차 (Table of Contents)

• 1. 서론 ························································································································ 1
• 1.1. 연구 목적 ······································································································· 1
• 1.2. 연구 대상 및 연구 방법 ·············································································· 4
• 1.3. 선행 연구 검토 ····························································································· 5
• 1.3.1. 여행 목적 한국어에 관한 연구 ··························································· 5
• 1.3.2. 국외 비전공 한국어 학습자 대상의 교수요목 설계에 관한 연구 ·· 10
• 2. 교재 분석 ············································································································ 14
• 2.1. 교재 분석 기준 ··························································································· 14
• 2.2. 여행 한국어 교재 분석 ················································································ 15
• 2.3. 통합 초급 한국어 교재 분석 ······································································ 19
• 2.4. 단기 초급 한국어 교재 및 사용 프로그램 분석 ······································ 28
• 2.4.1. 교재 내용 분석 ···················································································· 28
• 2.4.2. 교재 사용 프로그램 분석 ··································································· 33
• 3. 학습자 요구 분석 ····························································································· 36
• 3.1. 요구 조사 대상 및 조사 방법 ·································································· 36
• 3.2. 요구 조사 내용 ··························································································· 38
• 3.3. 요구 분석 결과 ··························································································· 40
• 3.3.1. 조사 대상자의 기본 정보 ··································································· 40
• 3.3.2. 한국 여행에 대한 요구 분석 ····························································· 45
• 3.3.3. 여행 목적 한국어에 대한 요구 분석 ··············································· 53
• 4. 여행 목적 한국어 교수요목 ·········································································· 65
• 4.1. 교수요목 설계의 방침 및 절차 ································································ 65
• 4.2. 교육 목적 및 목표 설정 ············································································ 66
• 4.3. 교육 시수 및 교수요목 유형 설정 ··························································· 68
• 4.4. 교육 내용 선정 및 배열 ············································································ 69
• 4.4.1. 상황 및 주제 ························································································ 70
• 4.4.2. 과제 및 의사소통 기능 ······································································ 72
• 4.4.3. 문법 및 어휘 ························································································ 74
• 4.4.4. 문화 ······································································································· 76
• 4.5. 교수요목 설계의 실제 ················································································ 79
• 4.6. 단원 모형 설계 ·············································································