여

문영하 고요아침 2018 열린시학 Vol.23 No.1

정부초청 장학생을 위한 문화적응 프로그램요구 조사 및 설계 방안

문영하,김현진 이중언어학회 2014 이중언어학 Vol.55 No.-

The purpose of this study is to propose a design plan for an acculturation program for Korean Government Scholarship Students. For that purpose, in-depth interviews, surveys to acknowledge acculturation stress and personal variable, and that of demands to design for acculturation programs were conducted. As a result, among factors of acculturation stress, homesickness was the highest rated factor that was applicable to students just one month after entering Korea. The survey of demand for the program in regards to the students who have spent over seven months in Korea have indicated that an acculturation program is needed to overcome future anxiety. After conducting in-depth interviews, students who have spent four to six months in Korea strongly needed a program to overcome communication difficulties. Students faced different difficulties depending on the duration of their stay in Korea. Thus, program design is required to consider the length of their stay. Also during in-depth interviews, students hoped to prepare the Test Of Proficiency In Korean(TOPIK) over summer, fall and winter semesters. Thus, designing special lectures during that particular semester seems appropriate. However, after examining closely the different needs for the program, personal variables, such as knowledge of Korean language prior to the entry to Korea, created diverse results, considering the fact that they were indeed the same Korean Government Scholarship Students.

보랏빛 잠

문영하 고요아침 2021 열린시학 Vol.26 No.2

콩알 외 1편

문영하 고요아침 2023 열린시학 Vol.28 No.4

국내 한국어 교사의 교사 정체성 분석 연구

문영하,오아림 한국문화융합학회 2023 문화와 융합 Vol.45 No.8

This study aims to identify the identity of Korean language teachers in Korea by categorizing the factors of teacher identity into motivation for continuing as a Korean language teacher, role recognition, teacher efficacy, professional growth of Korean language teachers. The study also examines differences in teacher identity based on individual variables. A survey showed that they had the same recognition of their role regardless of individual variables, and they exhibited a high level of teacher efficacy, interest, passion, and willingness to develop professionalism. However, satisfaction with their career choice and intention to continue teaching as a profession were relatively low, and satisfaction with salary and willingness to recommend the profession were even lower.

과학교사와 함께하는 과학고전읽기의 성과 -코스모스(칼 세이건)을 중심으로-

문영하 ( Moon Yung Ha ) 한국독서아카고라학회 2021 독서아카고라연구 Vol.3 No.-

본 연구는 코스모스(칼 세이건) 과학고전 읽기 프로그램을 통하여 비대면 상황에서 열린 독서의 가능성을 탐색하는데 목적이 있다. 영주과학교사모임이 주관한 과학교사와 함께하는 과학 고전 읽기 전 과정을 정리해 보고 비대면 상황에서 줌(ZOOM)을 통하여 학생들과 함께할 수 방안을 제시하였다. 과학 고전 읽기 모집과 준비과정, 진행된 상황들을 공유하고, 변화된 생각들을 통해 함께 읽는 즐거움과 나눔의 중요성에 대해 살펴보았다. 그 결과 세 가지 유의미한 결과를 얻을 수 있었다. 과학고전 읽기를 통하여 과학적 상상력, 과학적 질문과 탐색, 협력을 통한 효과를 얻었다. 첫째, 과학 고전 읽기를 함께함으로써 방대한 분량의 책을 완독하고, 책에 담긴 내용을 통해 과학적 상상력을 신장시키고자 했다. 둘째, 독서를 통하여 학생 스스로 질문하고 그 해답을 직접 찾아보고 이해하는 시간을 경험하면서 과학적 질문을 생성하고 답하는 탐색 과정에서 과학적 사고능력을 키우고자 했다. 생각하는 시간이 부족한 학생들에게 스스로 질문하고 탐색 하는 시간을 주고자 했 학생들이 해결하지 못한 과제는 교사들과 함께 나누고 상호 교감의 시간을 통해 협력하여 해결책을 모색했다. 셋째, 학생들이 자신이 읽은 분야를 직접 PPT를 만들어보고 발표하는 훈련을 통하여 학생이 직접 결과를 도출하여 문제해결력을 키우고 함께 하는 독서의 즐거움을 맛보게 하였다. 척박한 과학의 토양에서 찬란한 꽃을 피우기 위해 영주과학교사모임이 추구하는 과학 고전 읽기 프로그램은 씨앗이 되어 학생들이 저마다의 찬란한 꽃을 피워 과학발전에 기여하는 토대를 마련하고자 했다. This study tried to explore the possibility of open reading in non-face-to-face situations through the Cosmos (Carl Sagan) science classic reading program. The entire process of reading a science classic with a science teacher hosted by the Yeongju Science Teachers Association was summarized, and a plan to be with students through ZOOM in a non-face-to-face situation was suggested. We shared the recruitment, preparation process, and progress of science classic reading, and examined the importance of sharing and the joy of reading together through changed ideas. First, by reading the classics of science together, we tried to complete a vast amount of books and to expand scientific imagination through the contents of the books. Second, through reading, students ask themselves questions and experience the time to find and understand the answers themselves, and to develop scientific thinking skills in the search process to generate and answer scientific questions. In order to give students who lacked time to think time to ask questions and explore on their own, the problems that the students could not solve were shared with teachers, and solutions were sought by cooperating through time for mutual communication. Third, through the training of making and presenting PPTs in the fields they read, the students drew results directly, so that they could develop problem-solving skills and enjoy the pleasure of reading together. The science classic reading program pursued by the Yeongju Science Teachers Association in order to make a brilliant flower bloom in the barren scientific soil was to become the seed and lay the foundation for each student to bloom their own brilliant flower and contribute to the development of science.

한국어교사의 문화지능과 의사소통 수준에 관한 연구

문영하(Youngha Moon) 한국국어교육학회 2019 새국어교육 Vol.0 No.119

목적:본 연구는 한국어교사의 문화지능과 의사소통 수준과의 관계, 문화지능에 따른 의사소통 수준의 차이를 살펴보는 데 그 목적이 있다. 방법:서울 소재의 대학 부설 한국어교육기관에 재직 중인 한국어교사 53명을 대상으로 문화지능과 의사소통 수준을 알아보고, 문화지능과 의사소통 수준 간의 관계를 알아보고자 설문을 실시하였다. 결과:그 결과, 한국어교사는 다른 문화를 접할 때 적절한 비언어적, 언어적 반응을 할 수 있는 행동적 문화지능이 가장 높게 나타났으나, 인지적 문화지능은 낮게 나타났다. 의사소통 수준의 하위 영역 중에서는 학생의 의견을 개방적이며 적극적으로 받아들이는 개방성 영역이 높게 나타났으나, 학생과 쌍방향으로 의견을 원활하게 교환하는 정도인 원활성은 낮게 나타났다. 한편 한국어교사의 문화지능과 의사소통 수준은 상관관계가 높은 것으로 나타났으며, 문화지능이 높은 집단일수록 의사소통 수준도 높은 것으로 나타났다. 결론:이를 바탕으로 학생과의 효과적인 의사소통을 위해 한국어교사의 문화지능을 향상시켜야 하며 이를 위한 교사 교육이 필요함을 알 수 있다. Purpose:The purpose of this study was to analyze and demonstrate the correlation between Cultural Intelligence of Korean instructors and their level of communication, furthermore, the differences in Communication Level in response to Cultural Intelligence are examined. Methods:In order to accomplish this research purpose, the following research questions constructed to measure level of Cultural intelligence, communication level of korean instructors, and relationship between Cultural Intelligence and Communication Level. Questionaries and surveys were conducted among 53 Korean instructors who currently work at university-affiliated Korean institutions in Seoul. Results:The findings of data analysis showed that the average of Korean instructors’ Cultural Intelligence was 3.70 and the Communication level was 4.01. Cultural Intelligence and Communication Level were highly related with, there were analyzed as statistically significant. Moreover, Korean instructors with stronger Cultural Intelligence turned out to have higher Communication Level. Conclusion:Therefore, it is critical to improve Cultural Intelligence of Korean instructors via retraining programs for seamless communication with their students.

교수학적 내용 지식(PCK)을 중심으로 한 태국인 한국어 교사 재교육 프로그램 분석

문영하(Moon Youngha) 한국문화융합학회 2021 문화와 융합 Vol.43 No.4

본 연구는 태국 중등학교 한국어 교사 대상 재교육 프로그램을 분석하고 개선 방안을 제안하는데 그 목적이 있다. 이에 한국어 교사 대상의 재교육 프로그램을 교수학적 내용 지식을 중심으로분석하였다. 또한 태국 중등학교 외국어 교사 재교육 현황을 파악하여 비교하였다. 그 결과, 한국어 교사 재교육 프로그램은 내용 지식이 주를 이루었고, 내용 교수 지식, 교수 지식, 언어 사용지식 등 교수학적 내용 지식에 대한 전반적인 내용으로 프로그램이 구성되어 있었다. 반면 외국어교사 재교육 프로그램은 교수 지식, 내용 교수 지식이 주를 이루었고, 그 안에서 스마트 기술을활용한 수업 방안, 언어 숙달도에 따른 수업 설계 방안 등 주제가 전문화되어 있었다. 이에 한국어교사 재교육 프로그램도 교사의 교육 경력이 쌓이면 교수 지식, 내용 교수 지식으로 내용이 수정, 확대되어야 할 것이다. 온라인 비대면 수업이 활성화된 이 시점에 테크놀로지 내용 지식에 관한재교육도 이루어져야 할 것이다. 또한 제도적인 측면에서 태국 중등교육 정책을 반영하고 재교육프로그램이 태국 교육부의 승인을 받아 교육적 실효성을 높여야 할 것이다. This study aims to analyze re-education programs for Korean language teachers at secondary schools in Thailand to propose improvements. Therefore, the re-education programs for Korean language teachers were analyzed based on pedagogical content knowledge. Further, the status of re-education for foreign language teachers was analyzed and compared. Consequently, the re-education programs for Korean language teachers were the main content knowledge, consisting of pedagogical content knowledge, pedagogical knowledge, teacher language awareness, and so on. Contrastingly, the re-education program for foreign language teachers consists of pedagogical knowledge. Furthermore, the subject matter of pedagogical content knowledge is professionally specified into the education method using smart technology, class planning depending on language proficiency, and so on. Therefore, the re-education programs for Korean language teachers will have to be updated and expanded to include pedagogical knowledge and pedagogical content knowledge. Recently, contactless online classes have been gaining much popularity. Thus, technological pedagogical content knowledge must also be included in the re-education programs for Korean language teachers. Additionally, the re-education program should be approved by the Thai Ministry of Education to increase its educational effectiveness.

일본어권과 중국어권 한국어 학습자의 조사 ‘에’ 사용 양상 연구: 국립국어원 학습자 말뭉치 분석을 바탕으로

오아림,문영하 언어과학회 2024 언어과학연구 Vol.- No.109

. This study examined the usage patterns of the Korean particle ‘ey' among Japanese and Chinese L2 learners of Korean, employing learner corpora analysis. With ‘ey' encompassing up to 16 semantic functions, mastering its meanings poses a significant challenge for L2 learners. The research reclassifies semantic functions of ‘ey’ into 12 categories and analyzes their frequency and ratio across learners' native languages and proficiency levels and examines which semantic functions learners acquire first. Results indicate that both learner groups adeptly utilize ‘ey' for basic functions like ‘location' and ‘destination' from early stages, with ‘time' also prominently used. As proficiency increases, there is a broader utilization spectrum. While differences between Japanese and Chinese L2 learners are minimal quantitatively, Japanese L2 learners demonstrate richer variations in ‘ey' usage for ‘object' functions compared to their Chinese counterparts.

정부초청 장학생의 문화적응 스트레스와 학습 동기, 한국어 숙달도에 대한 연구

김현진,문영하 한국언어문화교육학회 2014 언어와 문화 Vol.10 No.1

The purpose of this study is to understand the effect of acculturation stress and learning Korean language skills. The students in this study participate in a Korean Government Scholarship Program which provides financial support for foreign students studying in Korea. Thus, all of the students are highly motivated to complete their Korean language courses successfully. This study specifically considered the relationship between the students’ acculturation stress and language learning. Previous studies defined “acculturation stress” as psychological confusion, future anxiety and maladjusted behavior associated with the process of adapting to a new culture. Like other studies, we considered only the stress caused by the process of acculturation. Based on previous studies, we expected students exhibiting high levels of acculturation stress to do poorly in their Korean studies. However, our investigation shows that students suffering from high levels of acculturation stress were, nevertheless, successful in acquiring Korean language skills. We conclude that the intervening variable in this study was the students’ high level of motivation to succeed.