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한국어 문법의 발견 학습 모형 및 활용 연구 - ‘-(으)니까’의 과제 사례를 중심으로
한윤정 ( Han Yunjung ) 연세대학교 언어연구교육원 한국어학당 2018 외국어로서의 한국어교육 Vol.51 No.-
Up until now, Korean language teachers in the classroom have taught the meaning of grammar items and dealt with how to use them in the framework of ‘introduction-presentation- explanation-practice-use’based on the PPP model. This model has been widely used as a method that fits in with the characteristics of the Korean language and the reality of Korean grammar education. Nonetheless, there is a difficulty in which learners learn the process initiated by a teacher through an intrinsic method, and ‘use’ grammar items naturally. One of the main reasons for such difficulty seems that the process where learners find grammar rules by themselves or explore the context and lexical information to use target grammar or sentence structures has been covered passively, and the intermediate and advanced levels rarely deal with a specific function for meaning in Korean grammar, which has a variety of connotations, even though learners have learned some degree of grammar in the beginner level. With this problem in mind, this article attempts to examine studies on pedagogics in Korea and around the world to find a way to learn and discover grammar under the circumstances of Korean language education, establish a learning model to discover Korean grammar, and present some tasks to use the model. (Kyung Hee University)
질적 어휘 지식 향상을 위한 병렬 텍스트(Parallel Texts) 과제 활용 한국어 수업 사례 연구 - 중국어권 학문 목적 학습자를 대상으로
한윤정 ( Han,Yunjung ),정성호 ( Jeong,Seongho ),전홍화 ( Quan,Honghua ) 연세대학교 언어연구교육원 한국어학당 2020 외국어로서의 한국어교육 Vol.56 No.-
Having good vocabulary skills means not only knowing the meaning of many words but also knowing how they are used and actually using them well. The purpose of this study is to create a task that can improve the vocabulary of Korean language learners and verify the results. To this end, the “parallel texts task” is demonstrated in a class for KAP(Korean for Academic Purposes) learners with Chinese nationality. The results of the vocabulary test before and after the class are compared. A focus group interview(FGI) is conducted to examine the satisfaction level of the learners and to analyze their opinion about the class. The results showed that the learners were interested in and satisfied with the class using the new task, and felt that the class helped improve their vocabulary. By establishing suitable standards or guidelines for selecting the source text of literary works, the “parallel texts task” can be a new way to improve the vocabulary of Korean language learners.