汉字教与学的新方案:欧洲语言共同参考框架与中文教学

安雄 한국한자한문교육학회 2013 漢字 漢文敎育 Vol.30 No.-

Since November 2010, a team of a dozen researchers from five universities and institutes of four European countries has been working on challenging project: how to adapt the Common European Framework of Reference for Languages (in use since the beginning of the 2000 for the learning, teaching and assessment of European languages around Europe) to the Chinese language, a very distant language for European learners, with the peculiarity of its non-alphabetic writing system. In the end, the approach adopted by the team was to make a distinction between oral and written activities at each level of the framework. For the oral activities the team has provided lists of words, and for the written activities lists of characters. We focus on one point: we hope this dissociation between oral and written in the Chinese framework will encourage more and more teachers to separate oral and written in teaching and learning activities (as well as in the selection of teaching materials) so as to allow the learners of Chinese to develop each language competence more efficiently. 自2010年11月起, 来自欧洲四国五所高等院校的十几位中文教学界学者承担了一个极富挑战性的项目:参照“欧洲语言共同参考框架”构建“欧洲中文参考框架”。鉴于中文作为非字母语言的特殊性, 该项目将中文口头/笔头二元分歧纳入了考虑, 分别建立了对应各等级“语言能力描述”的听说活动词汇表和读写活动汉字表。本文着重强调分离中文的听说和读写能力, 并希望该理念能促使中文教师在教学活动中更系统、更科学地把口语和文字区分开来, 以便更有效地发展学习者的语言能力。

기획주제(企劃主題) : 동아시아 한자(漢字),한자교육(漢字敎育)의 현황(現況)과 과제(課題); 漢字?與學的新方案;歐洲語言共同參考?架 與中文?學

안웅 ( Allanic Bernard ) 한국한자한문교육학회 2013 漢字 漢文敎育 Vol.30 No.-

2010년 11월부터 유럽 4개국 5개 고등교육기관 10여명의 중국어교육관련 연구자들은 매우 중요한 새로운 임무를 부여 받았다. 유럽언어공동기준(CEFR: Com-mon European Framework of Reference for Languages)을 기초로 한 유럽중국어공동기준이었다. 중국어는 자모문자가 아니라는 특성이 있기 때문에 이 연구는 말하기와 쓰기로 분류하여 설계가 고려되었고, 각 등급에 따라 대응되는 “언어능력표현”에 말하기-듣기 활동 관련 동사 어휘표와 읽기-쓰기 활동과 관련된 한자표를 제작하였다. 更科學地把口語和文字區分開來, 以便更有效地發展學習者的語言能力。본문에서는 중국어의 말하기 듣기, 읽기, 쓰기 능력을 분리하여 강조함으로써 중국어 교사가 더욱 체계적이며, 더욱 과학적으로 말하기와 문자를 분리하여 수업이 이루어질 수 있도록 이론을 체계화하였으며, 이로써 학습자의 언어 능력을 발전시키는데 효과적으로 구성하였다. Since November 2010, a team of a dozen researchers from five universities and institutes of four European countries has been working on challenging project: how to adapt the Common European Framework of Reference for Languages (in use since the beginning of the 2000 for the learning, teaching and assessment of European languages around Europe) to the Chinese language, a very distant language for European learners, with the peculiarity of its non-alphabetic writing system. In the end, the approach adopted by the team was to make a distinction between oral and written activities at each level of the framework. For the oral activities the team has provided lists of words, and for the written activities lists of characters. We focus on one point: we hope this dissociation between oral and written in the Chinese framework will encourage more and more teachers to separate oral and written in teaching and learning activities (as well as in the selection of teaching materials) so as to allow the learners of Chinese to develop each language competence more efficiently.

행위를 중심으로 한 언어・문화의 통합적 수업활동 ―초급 일본어 수업의 시도―

김태희 한국일본문화학회 2021 日本文化學報 Vol.- No.89

This study examines language-culture integrated class activities centered on actions. The class activities were applied in a two-time beginner's Japanese language class and consisted of selecting an action task, learning Japanese culture and Japanese language to perform the action task, and demonstrating the action task through a presentation. After class, learners' opinions were collected and analyzed, and improvement points were suggested through the teacher's self-examination. The learners’ reported that ① the Japanese language and culture integrated learning was successful, that ② their ability to learn autonomous and active target words improved, and ③ for both learners and the teacher, this style-class was easy to conduct in combination with the traditional lecture-style classes. In addition, regarding ②, learners reported that this style of beginner's Japanese language class greatly restricted their learning and use of the Japanese language entailing voluntary efforts to improve their Japanese language abilities. It is suggested that learners be guided to actively learn Japanese using appropriate textbooks, Japanese conversation books, YouTube videos, and online translators through trial and error by learners and the teacher in the course of class activities.

‘수용(reception)’ 범주의 구성과 특징 -해외 현지 초·중등학교 한국어 교육과정을 중심으로-

김선정 ( Kim¸ Seonjung ),김성수 ( Kim¸ Sungsu ),민경모 ( Min¸ Kyungmo ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3

A Korean language curriculum for local primary, middle, and secondary schools abroad needs be developed with regard to its consistency with the local foreign languages curricula, and also the distinct characteristics of Korean education targeted at teenagers. The content structure and skills of the CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment) applied by the Korean Language Curriculum differs greatly with the ‘Standard Curriculum for Korean Language’. CEFR defines four large categories, i.e. communicative language activities and strategies, plurilingual and pluricultural competence, communicative language competences, and signing competences. This paper examines defining the concept of reception categories and their characteristics with concentration on ‘reception’ as one of the subcategories of the CEFR’s communicative language activities and strategies used by the Korean Language Curriculum. The CEFR’s definition of the concept of ‘reception’ is different from the concept of language skills of ‘listening’ and ‘reading’ used by the ‘Standard Curriculum for Korean Language’. The concept of ‘reception’ used in the CEFR has no dichotomy of ‘listening’ and ‘reading’, but it rather describes detailed activities, such as oral comprehension activities, reading comprehension activities, and audio-visual comprehension activities, all of which comprise reception activities. In the development of the Korean Language Curriculum, we used the CEFR’s concept of reception categories to prepare can-do statements. In addition, we also constructed can-do statements that consider teenagers being the agent of learning using content appropriate for their level. The prominent characteristics of these reception categories are not only understanding as a member of a live audience, understanding announcements and instructions, and understanding audio media and recording, but also understanding conversation between other people that is formed using oral comprehension activities. (Keimyung University)

CEFRによる日本語能力の見直し

Lee Sang Su(李尙秀) 일본어문학회 2018 일본어문학 Vol.80 No.-

近年、CEFR(Common European Framework of Reference for Language: Learning, teaching, assessment)を中心に世界中の言語教育に大きな影響を与え続けており、言語能力観にも変化をもたらしている。既存の外国語教育は、学習者の言語能力の育成のために、学習者間、直接的にコミュニケーション活動の行える学習の形が重要視され、聞く、話す、読む、書くの4つの技能を中心とした言語能力が強調されてきた。しかし、近年、多言語文化社会になるにつれ、相手の言葉に対して、理解、書き換え、要約するなどの基底言語能力が求められることになった。CEFRでは言語能力のうち、媒介言語能力は、直接的なコミュニケーション能力ではなく、第三者がコミュニケーションを繋げるという能力を提示している。こうした言語能力には、ある言語から他の言語への連携が必要とされるので、言語の媒介(mediation)活動が求められるようになる。本研究では、今日までおろそかにされてきた仲介活動を現在の言語教育に積極的に活用すべきであると考えられ、その一環として、翻訳教育を用いる。具体的に、CEFRの言語能力に基づいた日本語コミュニケーション能力を養う教育、Cummins(2001)の基底言語能力の養成へとつなげる有効な教育方法について分析する。 Based on recent CEFR (Common European Framework of Reference for Language; Learning, Teaching, Assessment), there is a big difference between language education and language ability. Language education these days puts plenty of effort into fostering learners’ language ability. Four significant parts are stressed including reading, listening, speaking, and writing. However, further capability to understand and summarize sentences is needed. “Mediation Competence”, one of the language abilities among CEFR, is currently being stressed. “Mediation Competence” is the involvement of a third party to facilitate communication and smooth out conversation. This study introduces the Japanese education method “Mediation Activity.” Specifically, this study seeks a way to improve communication ability based on the language ability of CEFR and a way to apply it toward education.

언어 학습, 교수, 평가를 위한 유럽공통 참조기준에 근거한 스페인어 교재에 관한 연구

최재철(Choi, Jae-Chul) 한국외국어교육학회 2011 Foreign languages education Vol.18 No.3

The purpose of this study is to analyze the book Prisma which is the first book published based on Common European Framework of Reference for Languages and Curriculum of the Instituto Cervantes. First, it tries briefly to present the position of textbooks in the curriculum which consists of four components: objectives, contents, methods and evaluation. And then, a brief history of theories of analysis of textbooks was described focusing on the theory of Bae (1999) that has presented 50 criteria for analysis. Second, an analysis of the book Prisma is done with the theory of Bae by showing some examples. Its result tells us that, with minor modifications Prisma is a book suitable for a textbook for Leaching Spanish as a foreign language in Korea. Third, the contributions of this analysis are mentioned with regards to objectives, contents, methods, etc. In conclusion, the final chapter reflects the content of the work and hopes that this study will be useful to understand the textbook Prisma better. El objetivo de este estudio es analizar el libro Prisma que ha sido el primer libro publicado basàndose en el Marco común europeo de referencia para las lenguas y el Plan Curricular del Institute Cervantes. En primer lugar, se intenta presentar brevemente la posición que ocupan los libros de texto en relación con el currículo que consta de cuatro componentes: objetivos, contenidos, métodos y evaluación, Asimismo, se lleva a cabo un repaso histórico sobre las teorías de análisis de libros de texto enfocándose en la teoría de Bae(1999), que ha presentado 50 criterios para un análisis. En segundo lugar, se haec un análisis del libro Prisma con la teoría de Bae, a veces mediante unos ejemplos para su ilustración. Su resultado nos indica que, con unas pequeñas modificaciones, Prisma es un libro adecuado para la enseñanza de español como lengua extranjera en Corea. En tercer lugar, se meneionan las contribuciones del análisis de Prisma en torno a objetivos, contcnidos, métodos, etc. Como conclusión, el último capítulo recoge el contenido del trabajo y espera que este estudio sea útil para entender mejor el libro de texto Prisma.

大學における日本語の飜譯敎育

李尙秀 ( Lee Sang Su ),金希燮 ( Kim Hee Seob ) 한국일본어교육학회 2017 日本語敎育 Vol.0 No.82

How to translate one language into another? The question has been overlooked and has not taken seriously enough, especially in terms of language education. It is pointed out that the teaching of translation may help the language learner to improve his/her the communicative competence. CERF defined the translation (and interpretation) as mediation (or interaction) in various language activities. This paper claims that language teaching may be completed with teaching translation of the target languages. Based on Cummings (2000), it is argued that Korean (L1) is also important in translating Japanese (L2) into Korean. The curriculum of teaching translation should include Korean language writing system and some cross-cultural information as well as the information concerning the Japanese texts. Korean intellectuals depend heavily on the translation for their knowledge. Japanese is one of the main source of translation. It is urgent for the students to develop language competence by learning translation. This paper shows how to teach translation in university level class. It is found out that students improve their Japanese communicative competence by translating Japanese into Korean and vice versa.

한국의 <한국어 표준 교육과정>과 중국의 <국제중문교육 중문수평등급표준>의 내용 체계와 숙달도 기준 비교 연구

유나,강남욱 전남대학교 한국어문학연구소 2022 전남대학교 한국어문학연구소 학술지 어문논총 Vol.- No.41

In this study, by focusing on Korean and Chinese language education as examples of foreign language education, the content-framework and proficiency-criteria grading system were compared and studied in 'National Standard' documents. Around 2020, official documents for the standards and references of various major foreign language education systems around the world have been newly enacted or revised. Korea announced the "Standard Curriculum for Korean Language" in 2020 and China announced the "Chinese Proficiency Grading Standards for International Chinese Language Education" in 2021 at the government level. It can be evaluated that Korean language education and Chinese language education as foreign languages have taken a step forward based on their growth. In this study, the background of the enactment of documents from both countries and the flow of development were examined, and then the content-framework, proficiency-criteria grading, and overall goals were compared between the two documents. As a result, it was possible to derive the intended point in the policy of dissemination and spread of language promoted by both countries, and it was confirmed that the introduction of interpretation-translation education and quantification of proficiency scales should be carried out to ensure comparability and compatibility. On the one hand, it was suggested that a comparative study is needed to link with standardized general-purpose foreign language reference standards such as CEFR, ACTFL, and CSE in the future. 이 연구에서는 외국어로서의 자국어 교육으로서 한국어와 중국어를 대상으로 삼아 국가 표준 단위의 교육과정으로서 언어 교수의 내용 체계와 숙달도 등급 체계를 비교 연구하였다. 2020년을 전후하여 세계 여러 주요 외국어 교육의 기준과 참조를 위한 공식 문건들이 새롭게 개발되거나 개정되는 동향을 보이고 있다. 한국은 2020년 ‘한국어 표준 교육과정’을, 중국은 2021년 ‘국제중어중문 중문수평등급표준’을 정부 차원에서 고시하였으며 외국어로서의 한국어 교육과 중국어 교육이 그간의 성장을 발판으로 삼아 한 단계 더 도약한 것으로 평가할 수 있다. 이 연구에서는 양국의 교육과정이 고시된 배경과 개발의 흐름을 살펴본 다음 이어서 양자의 내용 체계와 숙달도 등급 체계, 총괄 목표를 비교해 보았다. 그 결과 한국과 중국이 추진하고 있는 자국어 보급과 확산 정책에 있어 의도하고 있는 지점을 도출할 수 있었으며 나아가 통번역 교육의 도입, 비교가능성과 호환성을 확보할 수 있는 숙달 척도의 계량화 작업이 이루어져야 한다는 점을 확인할 수 있었다. 한편으로 향후 CEFR, ACTFL, CSE와 같은 표준화된 범용 외국어 참조 기준과의 연계를 위한 비교 연구가 필요함을 제기하였다.

행위중심접근법을 적용한 언어·문화의 통합적 수업활동

김태희(金泰姬) 한국일본문화학회 2019 日本文化學報 Vol.0 No.80

This study reports on language/culture-integrated class activities applying the “action-based approach”, the recognized framework adopted by the 『Common European Framework of Reference for Languages(CECR)』. The action-based approach seeks to achieve central goals in language learning. This study designed and implemented class activities to investigate the application of language/culture-integrated education throuh the keyword of action. In an intermediate Japanese class, eight small groups were formed through ‘the gathering and analysis of learners requirements’, and the resulting Japanese culture-language class was conducted to allow learners to select the tasks of action-based communication through discussion and consulation. The analysis of learners" opinions on these class activities suggests: First, the integrated Japanese language and culture class was properly conducted. Second, active learning and use of the target language occurred. Third, the proposed class activities for learners could be conducted together with conventional lecture-style class activities, and the small-group activities could be a little shortened than the main activities. In addition, from the teacher"s perspective, there was a need to conduct a different type of class than the conventional lecture-style class to support small-group activities.

CEFRによる日本語能力の見直し

이상수 일본어문학회 2018 일본어문학 Vol.80 No.-

Based on recent CEFR (Common European Framework of Reference for Language; Learning, Teaching, Assessment), there is a big difference between language education and language ability. Language education these days puts plenty of effort into fostering learners’ language ability. Four significant parts are stressed including reading, listening, speaking, and writing. However, further capability to understand and summarize sentences is needed. “Mediation Competence”, one of the language abilities among CEFR, is currently being stressed. “Mediation Competence” is the involvement of a third party to facilitate communication and smooth out conversation. This study introduces the Japanese education method “Mediation Activity.” Specifically, this study seeks a way to improve communication ability based on the language ability of CEFR and a way to apply it toward education. 近年、CEFR(Common European Framework of Reference for Language: Learning, teaching, assessment)を中心に世界中の言語教育に大きな影響を与え続けており、言語能力観にも変化をもたらしている。既存の外国語教育は、学習者の言語能力の育成のために、学習者間、直接的にコミュニケーション活動の行える学習の形が重要視され、聞く、話す、読む、書くの4つの技能を中心とした言語能力が強調されてきた。しかし、近年、多言語文化社会になるにつれ、相手の言葉に対して、理解、書き換え、要約するなどの基底言語能力が求められることになった。CEFRでは言語能力のうち、媒介言語能力は、直接的なコミュニケーション能力ではなく、第三者がコミュニケーションを繋げるという能力を提示している。こうした言語能力には、ある言語から他の言語への連携が必要とされるので、言語の媒介(mediation)活動が求められるようになる。本研究では、今日までおろそかにされてきた仲介活動を現在の言語教育に積極的に活用すべきであると考えられ、その一環として、翻訳教育を用いる。具体的に、CEFRの言語能力に基づいた日本語コミュニケーション能力を養う教育、Cummins(2001)の基底言語能力の養成へとつなげる有効な教育方法について分析する。