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채점자 경력 요인 및 작문 평가방식이 평가 결과에 미치는 영향 - 한국어 작문 평가를 중심으로 -
김은실 ( Kim Eunsil ),강승혜 ( Kang Seunghae ) 한국작문학회 2021 작문연구 Vol.- No.49
본 연구는 첫째, 채점자의 경력 요인과 한국어 작문 평가방식이 평가 결과에 미치는 영향과 요인 간 상호작용 효과를 밝히고 둘째, 평가 결과에 영향을 미치는 오차원과 한국어 작문 평가의 효율적인 측정 조건을 찾는 데에 목적이 있다. 이를 위하여 Two-way ANOVA와 t-test, 일반화가능도이론을 적용하여 분석하였다. 연구 자료는 60회차 TOPIK Ⅱ 쓰기 4번 문항 답안지 70부로 채점자의 강의 경력 및 쓰기 시험 채점 경력 유무로 집단을 구분하여 분석적 채점을 진행하였다. 연구 결과, 채점자 경력 요인이 평가 결과에 미치는 영향은 통계적으로 유의미하였다. 유경력자 집단이 무경력자 집단에 비해 보다 일관적인 채점을 하였으며 두 평가방식 모두 유경력자 집단이 더 엄격한 채점을 하였다. 또한 특정 평가 범주에서 채점자 경력요인별, 평가방식별로 유의미한 차이가 나타났는데 이러한 차이는 채점자 훈련 및 채점 회의 등을 통해 줄일 수 있을 것으로 예상된다. 반면 평가방식이 평가 결과에 미치는 영향은 미미한 것으로 드러났다. This study aims to reveal the effects of the evaluating experience on the evaluation of Korean writing. Further, it aspires to find the source of error that affects the evaluation and efficiency in evaluating Korean writing. To this end, a two-way ANOVA, t-test, and generalizability theory were applied. The research was conducted using 70 samples from the 60th TOPIK II Writing Question 4 to determine the various scoring methods utilized by subjects with differing experience evaluation levels. The results showed that the group of experienced subjects had greater reliability and severity. Significant differences were found in specific scoring criteria determined by the evaluator’s career factors and methods. Conversely, the impact of the evaluation method on the evaluation results was found to be insignificant.
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세종학당의 비즈니스 한국어 교육과정 설계를 위한 요구분석
김현진 ( Kim Hyunjin ),강승혜 ( Kang Seunghae ),홍윤혜 ( Hong Yunhye ),한상미 ( Han Sangmee ),박수연 ( Park Sooyeon ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2018 언어사실과 관점 Vol.44 No.-
In this study, based on the surveys of demanded materials in occupational environments from oversea Korean companies, we performed a fundamental research of designing business Korean curriculums. The surveys were performed to 283 people across Korean lecturers, Korean supervisors, native managers and employees, and prospective employees to Korean companies. The followings were concluded as the result. First, with consideration of operating status for Korean curriculums in each King Sejong Institute, the duration of business Korean curriculums should be 10 or 12 weeks, 2 or 3 classes per week, and 90 or 120 minutes per class. Second, the most popular responses of required minimum Korean level for performing tasks was intermediate. Hence, it is necessary to design curriculums to achieve intermediate in Korean proficiency. Third, Korean skills that were often used in business tasks were listening, speaking, reading, and writing in that order. Hence, the curriculums should put more focuses on listening and speaking. Fourth, business Sejong Korean curriculum steps should be developed so that students can start the classes after finishing the beginning courses. Fifth, while developing syllabus, functions and tasks of business situations should be centered instead of learning vocabularies or grammar.
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한국어교육에서 다중언어능력 및 다중문화능력의 개념과 적용
조수진 ( Cho¸ Sujin ),김태나 ( Kim¸ Taena ),강승혜 ( Kang¸ Seunghae ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3
This study examines the concept of plurilingual and pluricultural competence presented by the CEFR(2018) and proposes application methods in Korean language education. In Korean language education, learners can improve their competence to target language and culture by understanding that learners have various languages and cultural backgrounds and utilizing such resources and experiences. To this end, the understanding and acceptance of culture can be facilitated by establishing a pluricultural repertoire. The target language can be learned by utilizing various language resources through plurilingual understanding of plurilingualism. Furthermore, by building a plurilingual repertoire, it is possible to take advantage of the language resources that learners have to take the initiative in language learning. By applying this concept, a teaching-learning method can be proposed so that learners can utilize each other's language and cultural resources in professor learning, which used only Korean, the target language in Korean education. (Sogang UniversityㆍSogang UniversityㆍYonsei University)
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몽골 초ㆍ중등학교 맞춤형 한국어 교재 개발을 위한 학습자 요구 분석
이복자 ( Lee Bokja ),김은실 ( Kim Eunsil ),강승혜 ( Kang Seunghae ) 연세대학교 언어정보연구원 2022 언어사실과 관점 Vol.57 No.-
The purpose of this study is to propose a direction for the development of Korean textbooks based on the learner’s needs in elementary and secondary schools in Mongolia. 365 Korean language learners in Mongolia were examined based on their perception towards Korean classes as well as the need for a new Korean textbook. Based on the needs analysis, the direction of textbook development proposed in this study is as follows. Firstly, the Korean language rating system should be categorized based on the foreign language curriculum within Mongolia. Secondly, the principle of communication approach presented by CEFR should be applied. Thirdly, the content should be constructed around learner-centered topics and communication contexts. Lastly, the task should consist of various activities such as pair and group activities, games.
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