중국인 한국어 학습자를 위한 스마트폰 앱(App) 개선 방안 연구

국문 초록 (Abstract)

정보 통신 기술의 발전으로 매체를 활용한 한국어교육은 매우 활발해지고 있다.
특히 스마트폰이 보편화되면서 한국어 학습용 스마트폰 앱을 통해 사람들은 한국어 공부에 더욱 관심을 가지게 되었다. 스마트폰 앱은 최신형 학습 도구로서 시간과 장소에 구애받지 않고 언제 어디서나 주도적으로 학습할 수 있는 학습 매체 중 하나이므로 이에 대한 연구는 매우 중요하다. 현재까지 이루어진 한국어 학습용 스마트폰 앱에 관한 연구는 그다지 많지 않을 뿐만 아니라 중국에서 개발된 한국어 학습용 앱에 대한 연구는 거의 없는 상황이다. 이에 본 연구는 한국과 중국의 한국어 학습용 스마트폰 앱의 현황을 조사하고 비교한 후 설문 조사를 실시하여 그에 따른 개선 방안을 모색하고자 하였다.
먼저 연구의 목적과 필요성을 제시하고 선행연구를 통해서 스마트러닝과 한국어교육에서 학습용 앱의 활용에 대한 연구를 살펴보았다. 이론적 배경으로 구성주의 학습 이론, 매체를 활용한 한국어교육, 전자러닝의 개념에 대하여 살펴보고 정리하
였다. 정확한 분석을 위해 한국과 중국의 한국어 학습용 스마트폰 앱의 현황을 조사하고 이를 비교 분석하였다. 그리고 선정 기준에 따라 현재 중국에서 개발된 스마트폰 한국어 교육용 앱 중 4개를 선정하여 중국인 한국어 학습자들에게 2주 동안 직접 앱을 사용해 보게 한 후에 설문조사를 실시하였다. 설문조사의 내용을 분석하고 그 결과를 바탕으로 중국인 한국어 학습자의 요구를 반영하여 한국어 학습용 스마트폰 앱의 개선방안을 제시하였다.

다국어 초록 (Multilingual Abstract)

With the development of science and technology on smart phone today, the Korean language education and study through phone applications is becoming more popular than before. More and more people who study Korean language
choose to use smart phone applications because of the convenience.
At present, some people have already developed kinds of smart phone applications for Korean language learning. But in China, there is still lack of such studies on smart phone applications for Korean language learning.
Although in China, lots of people are learning Korean language now.
In this paper, first of all, the use of smart phone applications for Korean language learning has be investigated. Then four of the Korean language learning applications developed in China will be selected as an collection to compare in a questionnaire. Through the analysis of the questionnaire, this study proposes an improvement on smart phone applications for Korean language learning developed in China which is suitable for Chinese learners.
Firstly, in this paper, the research purpose and necessity was introduced. Then, through the first study introduces a smart-learning and Korean language education in a software usage. Then, the learning theory of constructivism, the Korean language education, the concept of electronic learning and the comparison of the theoretical background knowledge were introduced. In order to analyze the status accurately, in this paper, the use of smart phone applications for Korean language learning developed in China was investigated and four of
the smart phone applications developed in China were selected as a collection in a questionnaire. After the Chinese Korean learners filled the questionnaire the
conclusion will show us how to improve the development of smart phone applications for Korean language learning which is suitable for Chinese learners.

목차 (Table of Contents)

• 1. 서론 ······························································································································1
• 1.1 연구의 목적과 필요성 ························································································1
• 1.2 선행연구 ················································································································2
• 1.2.1 스마트러닝(smart-learning)에 관한 연구 ·················································2
• 1.2.2 한국어 학습용 스마트폰 앱의 현황과 효용성에 관한 연구 ·················3
• 1.2.3 스마트폰을 활용한 한국어 학습용 앱의 개발 방안에 관한 연구 ······· 4
• 1.3 연구방법 ················································································································5
• 2. 이론적 배경 ················································································································7
• 2.1 구성주의 학습 이론 ····························································································7
• 2.2 매체를 활용한 한국어교육 ················································································8
• 2.2.1 매체의 개념 ·····································································································8
• 2.2.2 매체 활용과 한국어교육 ···············································································8
• 2.3 전자러닝의 개념 및 비교 ················································································12
• 2.3.1 이러닝 ·············································································································12
• 2.3.2 모바일러닝 ·····································································································13
• 2.3.3 유러닝 ·············································································································14
• 2.4 스마트러닝 ··········································································································16
• 2.4.1 스마트러닝의 개념 ·······················································································16
• 2.4.2 스마트러닝의 특징 ·······················································································18
• 3. 한국어 학습용 스마트폰 앱 분석 ········································································23
• 3.1 한국에서 사용하고 있는 한국어 학습용 스마트폰 앱 ······························23
• 3.1.1 앱 현황 ···········································································································23
• 3.1.2 앱 분석 및 결과 ···························································································24
• 3.2 중국에서 개발된 한국어 학습용 스마트폰 앱 ············································32
• 3.2.1 앱 현황 ···········································································································32
• 3.2.2 앱 분석 및 결과 ···························································································38
• 4. 중국 내 한국어 학습용 스마트폰 앱 요구 및 결과 분석 ······························47
• - ii -
• 4.1 조사 방법 ············································································································47
• 4.1.1 조사 대상 ·······································································································47
• 4.1.2 연구 대상 선정 ·····························································································47
• 4.1.3 연구 대상 평가의 실제 ···············································································49
• 4.1.4 설문 과정 ·······································································································56
• 4.2 설문조사 결과 분석 ··························································································57
• 5. 중국에서 개발된 한국어 학습용 스마트폰 앱 개선 방안 ······························64
• 5.1 내용적인 부분 ····································································································64
• 5.2 설계적인 부분 ····································································································65
• 5.3 기능적인 부분 ····································································································65
• 6. 결론 ····························································································································67
• 참고문헌 ·························································································································69
• 부록1 설문조사 (한국어) ····························································································72
• 부록2 설문조사 (중국어) ····························································································77
• ABSTRACT ·················································································································82