한국어교육에서의 한류 관련 연구 동향 분석

김현주 전남대학교 한국어문학연구소 2024 전남대학교 한국어문학연구소 학술지 어문논총 Vol.- No.44

The purpose of this study is to examine trends in Korean Wave-related research in Korean language education and to seek future directions for Korean Wave research in Korean language education. For this purpose, 149 academic papers from registered (candidate) journals dealing with Korean Wave-related topics in Korean language education were set as research subjects. The research trends related to the Korean Wave in Korean language education were analyzed by largely dividing them into trends by year and trends by topic. Trends by research topic were examined by classifying them into specific areas of general Korean language education, Korean language education content studies, and Korean language education pedagogy. Research on the Korean Wave in Korean language education has shown a steady increase over the past twenty years, starting with a total of three studies in 2005. In the thematic area, the most research(82 studies, 55%) was conducted on pedagogy, while only nine studies(6%) were related to content studies. Based on the results of the analysis so far, future tasks for Korean Wave-related research in Korean language education may be suggested as follows. First, research on the Korean Wave should be actively conducted in terms of the content of Korean language education. Second, encouragement is needed for Korean language learners who started learning Korean with interest in the Korean Wave and curiosity about Korean culture to become continuous Korean language learners. Third, the scope of Korean Wave-related research and education in Korean language education must be expanded to include Korean studies to develop the academic field. Lastly, individual research tailored to various countries and cultures is needed. The results of this study have significance as a study to suggest directions for the development of Korean Wave-related research and education in future Korean language education.

한국어 학습자 대상 한글 맞춤법 교육 방안

박지순 ( Park Jisoon ) 한국문법교육학회 2021 문법 교육 Vol.41 No.-

In this study, the Korean language norms were considered to be within the minimum range of norms in Korean language education because they are the norms that Korean speakers should follow in their language lives. In particular, Korean orthography must be treated as an educational content in Korean language education, but it is not appropriate to educate Hangul orthography as an independent area as in education for Korean native speakers. Since Korean orthography is based on basic grammar principles, Korean language education needs to integrate the principles of Korean orthography, especially in the grammar area. In this study, we explored the direction of Korean spelling education, referencing specific examples of how Korean orthography items should be reflected in Korean language education. Considerations for integrating Korean orthography into Korean grammar education are as follows. First, Korean learners learn written language simultaneously without fully knowledge and ability of spoken language, so they need to understand the difference between spoken and written languages. Second, Korean learners lack intuition in spoken language and lack problem-solving power in the use of written language, so if necessary, the principles of Hangul orthography should be given as reference information to enhance understanding and production. Third, native speakers have difficulty in writing what they already know how to speak of, Korean learners are likely to have difficulty speaking the written language, so it supposed to be focused to teach and learn how to speak written language.

한국어교육학 학술지의 현황과 분석

김용현 국제한국어교육학회 2011 한국어 교육 Vol.22 No.3

The purpose of this article is to analyze the characteristics of the Korean Language Education and its relevant journals by comparing and re-establishing the academic periods of Korean Language Education. To this end, at beginning, the related journals from Korean Language Education have been collected and selected, and then a data base has been built. Finally, the analysis of ‘Korean Language Education’ relevant papers were selected, to this end, each journal has been analyzed by each year by year and has compared. As a result, ‘The Language and Culture’ journal and ‘Journal of the International Network for Korean Language and culture’ were mainly announced the papers, which were related to the Korean cultural education and Korean culture. The journal of ‘Bilingual Research’ has higher proportion of Bilingual education and Korean Language education. In addition, ‘Journal of Korean Language Education’ is as comparison of variety research subjects, paper compilation, frequency of publication, and history, it evaluated as the academic journal that represent the Korean Language education. 'Teaching Korean as Foreign Language' has been published the Korean language education related papers mostly, in 2000s. In addition, the academic periods of Korean Language education history have set into 4 different time periods. The Period of Birth (1980s), the earliest period of all, had approximately 10 researches that had been presented. The Period of Growth (1990s) had about twenty to thirty researches that have been published every year. With increasing of Korean Language Education related papers, about sixty to ninety papers have been published during developed period (2001-2005). For the last, The Period of Take-Off(2006-2010), nearly 100 of papers have published every year and maximum 136 of papers(2008) have published.

언어,교육 : 다문화 가정 대상 한국어 교육의 현황과 성과

김선정 ( Seon Jung Kim ) 경희대학교 비교문화연구소 2012 비교문화연구 Vol.29 No.-

The aim of this paper is to briefly consider the present state regarding Korean language education for multicultural family members, and to consider the outcomes produced so far. Married woman immigrants and their children must be one of the most significant groups for Korean language education in terms of their huge number and their roles and meanings in Korean society. In order to uplift the Korean communicative ability for multicultural family members, an effective operating system for Korean language education is needed, and also live and efficient Korean language instruction must be given by capable Korean language teachers with adequate teaching materials. A customized Korean language education must also be offered based on researches about the characteristics of multicultural family members as "Korean language learners". Korean language education for married woman immigrants has almost been set up in some extent, in terms of teaching materials and the teacher training system. Therefore, an efficient operating system must be constructed so that the developed teaching materials can be actively utilized in the site of Korean language education. A periodical retraining of Korean language teachers for multicultural family members is also necessary for the improvement of Korean language teaching efficiency. However, Korean language education for multicultural children is still in its infancy due to its late start-up. By the support of the Korean government, the curriculum of Korean language education has recently been fixed, KSL text books are being developed, and a diagnostic tool for evaluating their Korean language ability is now in progress. Many continuing concerns and support must still be provided for the improvement of their Korean language ability and fostering them as competitive and capable of speaking Korean.

어휘를 활용한 한국 문화의 교육 내용에 관한 연구

구본관 국제한국어교육문화재단 2017 국제한국어교육 Vol.3 No.2

International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the contents of Korean language culture education through vocabularies thus far, not so many of the discussions were regarding concrete contents of the education. We hope that this paper will contribute to the richening of the contents of Korean culture education.

한국어 교육학의 정체성에 관한 연구

김중섭 국제한국어교육학회 2004 한국어 교육 Vol.15 No.2

Korean language education has made rapid external progress steadily since the 1980s. However, this external growth needs to transform and establish a unique type of study that harmonizes externally and internally in terms of content. In order for one’s efforts for the development of Korean language education to bear fruit, establishing an academic identity for Korean language education is the single most important thing to be done. For this goal, one needs to examine the current situation and directions for the academic development of Korean language education. This study examined the course of Korean language education throughout its history, including the current picture, especially by studying the current research status of Korean language education in two journals, Bilingual Research and Journal of Korean Language Education. Finally, by studying the relationship between adjacent academic disciplines and by considering the Korean language as a subordinate learning domain of the study of Korean language education, this study explored research directions, seeking a unique learning domain for the study of Korean language education. Looking at the relationship between Korean language education and adjacent disciplines, the study of Korean language education has had the strong characteris- tic of being an intermediary discipline, but there is the possibility that it could move up to a higher status that can be equivalent to one of the pure academic disciplines. Therefore, after basing one’s study on the relationship with adjacent academic disciplines, one needs to find disti- tinctive features in Korean language education and accum- ulate research studies containing their own theories of Korean language education. Then, Korean language education will grow as an international discipline.

일반논문 : 국어교육과 한국어교육의 소통

원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151

In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.

학습자의 귀추적 추론 양상 분석을 통한 국어사 탐구 교육 연구

강지영 ( Kang Jiyoung ) 서울대학교 국어교육과 2021 先淸語文 Vol.48 No.-

Instinctual explanations are required when the individual facts observed were surprising things that had been unexpected or unexplainable within their perception. The act of abduction occurs to explain the continuity of the observed surprise by making a connection with other evidence. The existing Korean language history education had been structured in a way that lists the characteristics of the period, and such approaches which could not uncover the relevance do not comport with the cognitive structure of learners. Hence, it is problematic since it can inhibit the interest and necessity of learners as well as the understanding. In this regard, this paper is based on the fact that abduction, which is thought to be an instinctive on a daily basis, can operate as a logic to associate the modern Korean language and past Korean language which were considered as individual factors originally. In chapter Ⅱ, the study examined the existing Korean language history education and reestablished the concept of Korean language history education. To identify what was required for Korean language history education, the curriculum was reviewed, and the cognitive survey on 32 teachers and 479 learners was conducted. After that, the goal of Korean language history education was reset. In addition, the definitions and types of abduction was reveiwed from Korean language historyinquiry educational perspective. In chapter Ⅲ, this study examined the pattern of abductive inference in abductive inquiry learning of Korean language history education to draw implications which could be applied in abductive inquiry learning of Korean language history education. A structured inquiry task which was created to induce abductive inference was presented to 131 learners, and it was analyzed based on the type of abductive examined in chapter Ⅱ. As a result, four aspects -‘reasoning aspect (ga)’ which was referred as who could not conduct observationd, ‘reasoning aspect (na)’ which was referred as who can conduct only observation, ‘reasoning aspect (da)’which was referred as who could not conduct creative abduction, but connect observation to knowledge of grammar, and ‘reasoning aspect (ra)’which was reffered as who can conduct creative conduction - were derived. Since most of the learners to conduct type 3 1 of abduction well, ‘reasoning aspect (ga)’was uncommon. The number of‘reasoning aspect (da)’was small, because learners tend to conduct type 3 of abduction together when they solve the problem about type 2 of abduction. ‘reasoning aspect (da)’was rarely found from the questionnaire survey, so it was captured through a small group discussion. Thus, ‘reasong aspect (na)’ was the most dominant factor among four aspects. Therefore, most cases of difficulties in performing ‘abductive inquiry learning of Korean language history’ were mostly based on the occurrence of errors in type 2 of abudction, so it is necessary to establish educational scaffolding. Also, it was found out that the process of inquiry learning of Korean language history is required as a result of aspect analysis. In chapter Ⅳ, the paper set a design principles of education, which were ‘principles of inquiry topic selection’, ‘principles of inquiry procedure structuring’, and appropriate inquiry topics were selected and inquiry procedures were structured. Also, this study prepared constructive frame which can include the dimensions of ‘method’ and ‘strategy’ in the contents of education, and showed the actual contents composition by inquiry topic. This paper has an edcational significance in reviewing the limitations of existing inquiry educational perspective. Korean language history education which emphasized pedagogical justice and education contents. Also, it is meaningful since it suggests the direction of Korean language history education from a macro perspective and shows the possibility of Korean language history inquiry education by introducing ‘abduction’. In addition, this study has an pedagogical meaning because it observes the learners’ abductive thinking, and prepares the actual education contents composition.

국어교육과 인문정신

민현식 ( Min Hyunsik ) 서울대학교 국어교육과 2020 先淸語文 Vol.47 No.-

Korean language and literature is the core of humanities and Korean language education is the core of humanities education. The characteristics of the Korean language curriculum are those of spirit, knowledge, thinking, tools, occupation, and culture. Assuming that humanities are often divided into four areas: language, literature, history, and philosophy, the humanistic spirit for Korean language education can be divided into the spirit of language, literature, philosophy, and history. It can be turned into literary, philosophical, or historical thinking. These three areas can be said to be the essence of the humanistic spirit that Korean language education should have. First, Korean language education as a literary thought must be faithful to the establishment of academic identity. It should be Korean language education for the nation, not education for the tribalism. We must stick to the rational hierarchies of Korean language curriculum. In order to protect and refine Korean language, it is necessary to cultivate historical and cultural consciousness through historical and cultural education such as Hangeul creation and Korean Language Society Case. Second, Korean language education as a philosophical thinking should help to develop metaphysical, epistemological and valueistic thinking. Korean language education should contribute to the formation of worldview, especially the identity of individuals and nations. The most important and basic thing in the formation of this worldview is the formation of identity. Korean language education should teach the language of freedom in order to protect the liberal democratic system. Third, Korean language education as a historical thinking should cultivate historical critical thinking. Historical critical thinking is about having objective, open and imaginative thinking about history. For national identity and legitimacy education, the righteousness of the Unification Silla and the "identity" and "orthodox" of the founding of Korea should be taught correctly. Korean language education should be able to cultivate humanity, learn communication tools, enrich knowledge of language and literature, cultivate professional language skills, and develop Korean language through language, literature, philosophy, and history.

한국어 교육 정책과 문화 교육의 연구 동향 분석

조항록 국제한국어교육학회 2015 한국어 교육 Vol.26 No.4

This article aims to analyze the research trend of Korean Language Education Policy and Korean Culture Education through reviewing the articles on both fields which appears in <Korean Language Education>, the Journal of International Association of Korean Language Education(IAKLE). The number of articles which are reviewed in this study is 761, and these are from the first issue through the 27th issue(March 2015) of <Korean Language Education>. I categorized Korean language education policy and Korean culture education into several subcategories by certain principles, since the studies on the sub-categorization of these fields have not been done, yet. The field of Korean language education policy is categorized into five subcategories, and that of Korean culture education into six. According to the analysis, the number of the articles on Korean education field among the articles of Korean language education policy reaches 34, and it accounts for 65.4 percent. And, the number of the articles on culture education methods among the articles on Korean culture education is 21, and it accounts for 31.3 percent. The result of analysis shows that the number of research articles on both Korean language education policy and Korean culture education is rapidly increasing and it implies that these are newly-rising fields of Korean language education. Also, it is worth noticing that the range of the research articles on Korean language education policy is widening and the number of them is rapidly increasing since the involvement of Korean government in Korean language education. This review also shows that there are a few researches on subcategories of both Korean language education policy and Korean culture education. And, it deserves to concern about further studies on the subcategories of both fields for the development of Korean language education.