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.

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.

21세기 한국에서의 국어교육

이남호 ( Nam Ho Lee ) 고려대학교 한국어문교육연구소 2011 한국어문교육 Vol.10 No.-

오늘날 한국에서 국어교육이 처한 환경은 급격하게 변하고 있는 갓처럼 보인다. 사회 환경도 급변하고 있지만, 국어교육과정이나 국어교과서도 비교육적이리만치 자주 바뀌고 있다. 이런 상황에서는 특히 국어교육의 이념에 대한 반성적 검토가 요구된다. 국어교육이 무엇인지, 또 국어교육을 왜 해야 하는 것인지를 살펴보기 위해서, 본고는 지금까지의 국어교육이 무엇이었는지 그리고 국어교육을 왜 해 왔는지를 먼저 살펴보았다. 20세기 전반기까지의 국어교육은 근대 민족국가의 형성과 관련하여 중요 하게 인식되었다. 즉 국어가 국민들을 계몽시키는 가장 기본적인 수단, 서구의 근대문물을 받아들이는 기본적인 도구로서 중요한 위상을 차지하였고, 국어교육은 민족의식을 고취하고 애국심을 기르기 위한 만족운동의 주요한 일부로 안식되었다. 1945년 광복 이후 지금까지 교육과정은 9차례에 걸쳐 개정되었다. 국어교육이 민족의 삶과 번영에서 기시적인 의미와 가치를 지닌다고 본다는 점에서 3차까지의 교육과정은 20세기 전반의 국어교육 의 이념을 크게 벗어나지 않는다. 하지만 4차교육과정부터는 국아과의 특성이 보다 구체화되고 영 역 구분이 강화되며, 국어교육의 민족 (문화)적 가치가 원경으로 밀려나는 특성을 보이게 된다. 특히 5차교육과정은 국아과를 기능중심 의 교과로 변화시키고 국어 교육에 서 영 역 의 세분화와 공고화를 강화시키는 분수령이 되었다. 이는 국어교육이 더 이상 정신형성의 교과가 되지 못하고 단순히 언아사용기능을 훈련시키는 교과가 되어 간다는 갓을 의미한다는 점에서 문제적이다. 왜냐하면 언어기능교육에 치중한 국어교육 은 국어 문화 창조 등의 국어교육의 보다 근원적인 의의를 외면하기 때문이다. 국어교육이 시작된 지 100여 년이 지냔 오늘날, 국어교육은 전혀 다른 환경 속에서 새로운 도전에 직면하고 있다. 특히 다음의 세 가지 측면에 주목할 수 있다. 첫째, 한국은 세계에서 가장 교육열이 높고 문맹률이 낮은 나라에 속한다. 이러한 환경은 중학교와 고둥학교에서의 국어교육이 학생 들에게 무엇을 가르치는 교육이 되어야 할 것인가 하는 문제를 제기한다. 둘째, 오늘날 우리는 전자문화가 지배하는 세상에 살고 있으며, 국어생활도 전자문화의 영향력 속에서 이루어 진다. 전자문화가 지배적인 환경에서 국어교육이 전자매체와 전자문화를 어떤 식으로 수용하고 또 어떤 면에서 대항할 것인가에 대해서 생각해 보아야 한다. 셋째, 오늘날 세계는 빠른 속도로 지구촌이 되어가고, 영어는 세계공용어로서의 지위를 확보하고 있다. 영어가 실질적으로 세계공용어가 되고 보편어의 지위를 갖게 되는 상황을 국어교육이 어떻게 받아들여야 하는지 생각해야 한다. 본고는 국어교육이 ``인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목``으로서 정립되어야 한다고 보며 이를 위해 다음의 몇 가지를 제안하였다. 먼저 인문적 교양과 지적 사고력을 지닌 인간을 형성하는 종합적 의의를 지닌 과목으로써 국어교육의 목표와 성격을 강조할 필요가 있다. 그리고 국어가 인문적 교양과 지적 사고력을 지닌 인간을 형상하는 종합적 의의를 지닌 과목이 되려면, 국어교육의 영역 구분은 편의적인 것이 되고 실제 교육은 통합적으로 이루어져야 한대 마지막으로 전자문화의 번성 속에서 전자시대일수록 국어교육이 강한 문자문화적 성격을 강조하며 전자문화의 대척점에서 정체성을 구하는 것이 바람직하다고 본다. 다시 말해 전자시대에 국어교육이 홀로 문자문화적 성격을 강조하여 전자문화의 약점을 보강한다면 국어교육의 의의가 더 커질 수 있는 것이다. Why We Teach Korean Language? Different perspectives and approaches to mother tongue education are needed in a different period. Now in 2l century, Korean society should ask ourselves a question, "What is Korean language eduction and how we teach Korean language?" to seek for more effective ways of teaching our mother tongue. Korean language education in the past in the 19th century, Korea tried to defend itself against invasions from other countries and develop into a modem state, at that time. Korean language was educated as a tool to enlighten Korean citizen and to accept new cultures and knowledge from other developed countries. Korean language was considered the essence of Korean culture and patriotism. After Korea was liberated from Japan`s colonial rule in 1945, Korean government has endeavored to educate Koran language in more systemic ways. Establishing a national curriculum was the most important and fast way to change and reform Korean language education. The first national curriculum was established in 1955 and it has been revised 7 times to meet diverse needs that change with time. From the first to the third national curriculum, the objective of Korean language education was mainly to teach basic literacy skills, to improve students` thinking ability, and to heighten the pride of Korean culture. In the fourth national curriculum created in 1981, Korean language curriculum was divided into three categories: language skills, grammar, and literature, Korean language instruction Current state of Korean language education after the fifth national curriculum, Korean language education has been focused more on improving students literacy skills rather than learning grammar and declarative knowledge related to literature criticism. Emphasizing language skills is sometimes criticized by some Korean language educators in that it does not foster students` thinking ability and make mother tongue instruction similar to foreign language instruction. New environment of Korean language education in the 21st century there are three new environments of Korean language education v should consider, First, we should think low illiteracy rate of Korean students and their parents` high zeal for children`s education The second trends is dramatic development of technology, we should reconceptualize the notion of mother tongue education in the different environment of digital age. Finally, we should accommodate globalization into our Korean language education by fostering bilingual curriculum and developing effective instruction for teaching English.

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.

한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

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.

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.

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.

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.