‘해외 초·중등학교 한국어 교육과정’에서의 사회언어적 능력과 화용적 능력

이해영 ( Lee¸ Haiyoung ),이정란 ( Lee¸ Jungran ),황선영 ( Hwang¸ Sunyoung ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3

The purpose of this study is to introduce the development of sociolinguistic and pragmatic competences of the Korean Curriculum for elementary and secondary schools overseas. The sociolinguistic competences and the Pragmatic Competences which had not been emphasized, were set as one category of language Competences, and developed to reveal the importance of the sociolinguistic and the Pragmatic competences in the curriculum. The sociolinguistic competences refer to the ability to use language properly socially, and the Pragmatic competences refer to the ability to use language, including discourse Competences. The sociolinguistic competences deal with sociolinguistic appropriateness, including politeness, registers, and socio-cultural implications, etc.. The pragmatic competences were composed of flexibility, turn taking, thematic development, coherence and cohesion, and fluency to present the curriculum. Unlike the existing curriculum, this curriculum is meaningful in that it focuses on language use, including the sociolinguistic competences and the pragmatic competences in the curriculum, and presents detailed competence descriptions. In addition, the curriculum will be differentiated in that it has increased applicability in the field by specifically presenting the situation of discourse suitable for Korean learners in elementary and secondary courses abroad and including Korean expressions that can be treated as educational contents. (Ewha Womans University·The Academy of Korean Studies·Soongsil University)

조기영어교육 경험이 유아의 사회언어학적 능력 발달에 미치는 영향

김민진 한국영유아교원교육학회 2012 유아교육학논집 Vol.16 No.5

본 연구의 목적은 취학 전 조기영어교육경험이 유아의 사회언어학적 능력 발달에 미치는 영향을 조사하는 것이다. 본 연구의 목적을 위해 서울에 위치한 초등학교 1학년 유아 142명을 대상으로 학부모 설문지를 통해 취학 전 유아대상 영어 학원 재원 유무와 영어 학원 재원 기간을 조사하였다. 그리고 동일한 1학년 유아들의 사회언어학적 능력을 1학년 담임교사로 하여금 평정하도록 하였다. 수집된 자료를 분석하여 참여 유아를 영어 학원 재학 기간에 따라 세 그룹으로 나눈 다음 영어 학원 재원 기간에 따라 사회언어학적 능력에 차이가 있는지를 일원분산분석을 실시하여 조사하였다. 연구 결과 영어 학원 재원 기간에 따라 사회언어학적 능력의 하위 범주인 수업 참여 방식 관련 언어사용 능력에서는 세 집단 사이에 통계적으로 유의미한 차이가 드러났고 화제관련 능력과 말차례 범주에서는 2년 이상 재원한 집단의 점수가 2년 이하 재원한 유아의 점수보다 통계적으로 유의미한 수준에서 낮았다. 그러나 말투관련 능력과 공손함 범주에서는 세 집단의 점수에 통계적으로 유의미한 차이가 존재하지 않는 것으로 밝혀졌다. 이러한 결과는 일반 유치원이 아닌 영어 학원에 장기간 재원할 경우 유아의 사회언어학적 언어능력 발달에 부정적인 영향을 미칠 수 있음을 점을 보여준다. 본 연구 결과는 취학 전 조기영어교육 환경이 유아의 모국어 발달에 미치는 영향을 보다 정확히 이해하도록 도움으로써 취학 전 조기 영어교육 관련 정책 수립을 위한 기초 자료로 활용될 수 있을 것으로 기대된다. The purpose of the study was to investigate the effects of young children's attendance at English-medium kindergartens on the development of their sociolinguistic competence required for being a competent member in elementary school classrooms. The participants were 142 first graders at an elementary school in the Seoul area. They were divided into three groups based on how long they had attended English-medium early childhood programs. The sociolinguistic competence survey was constructed, and four homeroom teachers assessed individual students’ sociolinguistic competence in five areas: norms of classroom interaction, topic management, turn-taking, style, and politeness. The results of One-Way ANOVA showed the adverse effects of the attendance period on the participants’ acquisition of three areas of sociolinguistic competence: norms of classroom interaction, topic management, and turn-taking. However, there were no statistically significant differences across the three groups in politeness and style areas. The results of the study are expected to help early childhood educator better understand the effects of learning experiences in English-medium programs on young children’s first language development.

L2 대학생 한국어 학습자의 의사소통능력 영역별 학습 전략 사용 양상

이유림,김인희,썬쑤완나씨 사야몬,김영주 한국어의미학회 2019 한국어 의미학 Vol.65 No.-

This research investigates language lstrategies focusing on the four domains of communicative competence. A survey was conducted among 421 participants in three different countries over three years using Language Strategy Use Inventory. The quantitative data from the survey was analyzed using univariate ANOVAs and Pearson correlation in SPSS 24. The findings are as follows: 1) The greatest frequency of strategies appeared in the category of discourse competence followed by strategic competence, grammatical competence, and then sociolinguistic competence. 2) The analysis of strategies according to the variables of learners revealed that grammatical competence is influenced by Korean study place; sociolinguistic competence is influenced by gender, overseas study experience, Korean study place, graduation/schooling country, KFL/KSL, and heritage status; strategic competence is influenced by gender; and discourse competence is not influenced by any factors.

IMPROVING SOCIOLINGUISTIC COMPETENCE (SC) THROUGH FEMINIST STYLISTICS (FS)

Woldemariam, Haileleul Zeleke 한국외국어대학교 아프리카연구소 2018 Asian Journal of African Studies Vol.- No.43

Feminist stylistics (FS), like any other stylistics practice, draws basic assumptions from linguistics. Yet unlike other traditional stylistics practices, FS opens its doors to ideology and extra-textual factors in the analysis of a text. Unlike the formalist stylistics, for example, it renders less importance to linguistic form and linguistic elegance. Drawing relevant linguistic tools like passivisation, transitivity, agency and fragmentation from functional stylistics, FS can be applied to analyse power structures. In line with these assumptions, the ultimate aim of this research was to study the significance of FS in enhancing the sociolinguistic competence (SC) of students through teaching local poetry in English in the Ethiopian higher education context. A feminist stylistics model of teaching poetry was integrated with communicative language teaching (CLT) tasks so that an intriguing environment was recreated in the classroom for the students to develop their sociolinguistic competence. This project was an integral part of five other stylistics research projects. It was carried out on the basis of an experimental research design following a mixed method research. A total of 190 students (63.3%) were selected from the population of 300 students in various programmes of the Department of English and Other Languages at Adama University, Ethiopia, through a systematic sampling procedure. These students were again classified into experimental groups (95) and control groups (95) following a systematic sampling method. The students in the experimental group took FS module through the stylistics course which included FS and other modules in stylistics. A summary of the total mean gain score out of 20 showed an interesting result. Both the control and experimental groups performed almost similarly in their feminist stylistics pre-test which was calculated out of 20%. The experimental mean score was 9.8842 and a little bigger than the control mean score of 7.2316. Consequently, the t-test result showed that the existence of a mean difference of 1.33684 was not statistically significant. Therefore, there was no statistically significant difference between the mean test scores of the two groups. On the other hand, the t-test results for both pre and post tests for the feminist stylistics module were also observed. The t-value of the feminist stylistics post-test was 8.651. And, the table value of t-critical was 1.96 with 188 degree of freedom and at a significance level of 0.05. Because the t-value of 8.651 exceeded the t-critical value of 1.96 for a two tailed test at 0.05 level of significance for 188 degree of freedom, the null hypothesis was rejected. Therefore, the feminist stylistic method of teaching indigenous poetry does contribute to the improvement of the sociolinguistic competence of students in the English as a foreign language (EFL) context.

Проблемы коммуникативной компетенции в обучении говорению на ТРКИ-2

De, Eduard 한국슬라브어학회 2016 슬라브어연구 Vol.21 No.1

For TORFL language instructors, lecturers of Russian as a foreign language, university professors of Russian as a foreign or second language and other language specialists who take it upon themselves to prepare for the TORFL-2 (B2), the speaking test is viewed through the prism of linguistic, sociolinguistic and pragmatic competences which represent the essence of communicative competence. Korean learners of the Russian language find it difficult to interact with a native speaker. Very often such encounters turn into stressful situations. In order to overcome this barrier and pass the TORFL-2 it takes time to prepare and become psychologically fit to face the challenges of language proficiency testing through socially accepted and pragmatically apt behavior. The lack of information on how the test is structured may seriously interfere with communicative competences that go beyond the classical understanding of the importance of communication’s linguistic means. In the present article detailed insight into typical assignments describes the essential features of the test. Illustrative examples are drawn from open source test materials and the author's practical experience. К выделению специальности русский язык как иностранный в отдельное направление не только в системе тестирования, но и в отдельный раздел филологии мировое сообщество русистов шло на протяжении многих десятилетий прошлого века и уже более активно в начале 21 века. За это время были сформированы центры языкового тестирования не только в Москве и Санкт-Петербурге, но и в других российских городах, а также за рубежом как на базе высших учебных заведений, так и независимо от них. Современное представление о методике преподавания должно основываться на более широком пласте междисциплинарных изысканий, направленных на успешную реализацию лингвокогнитивных аспектов общения, в которое гармонично вплетены научные познания, занимающие ниши на разных уровнях социально-бытовой, социально-культурной и официально-деловой сфер человеческого взаимодействия. Сертификат, соответствующий второму уровню, свидетельствует о достаточно высоком уровне владения практическим русским языком. Его получение – задача не из простых, но вполне осуществимых при соблюдении приводимых в данной статье рекомендаций. Формиро-вание у тестируемых коммуникативной компетенции на втором уровне предполагает взаимо-связанность всех элементов общения, к которым относятся лингвистические, социальные и прагматические аспекты языкового взаимодействия. Главенствующая роль в условно-речевом блоке (Часть №1) отводится лингвистической компетенции, репрезентирующей разветвленную систему лексических единиц, представлен-ных как синонимическими, так и антонимическими связями. При подготовке студентов к субтесту Говорение на ТРКИ-2 следует помнить о том неоспоримом преимуществе, которое тестируемый получает вследствие использования активного расширенного словарного запаса. В этом блоке не менее важным является также и практическое умение адекватно выражать намерения, которые непосредственно связаны с правильной интонацией и фонетическим оформлением. Совершенствование последних двух представляется возможным, соответ-ственно, благодаря выполнению репродуктивных упражнений (Глухов, Щукин 1993:249), направленных на освоение разнообразных интонационных контуров, и регулярному...

한국어 학습자를 위한 말하기 평가에서의 사회문화적 능력 측정 기초 연구

김지윤 ( Kim Jiyoon ) 반교어문학회 2023 泮橋語文硏究 Vol.- No.65

한국어 교육에서 한국어 학습자의 의사소통 능력을 향상시킬 수 있도록 말하기 평가에서 사회문화적 능력을 측정할 수 있는 구인을 마련하고자 하였다. 의사소통은 기본적으로 언어를 통해 이루어지며 이러한 언어는 사회문화적인 요소를 담고 있어 사회문화적 능력은 의사소통 능력 중에서도 중요한 능력 중의 하나이다. 이에 현재 말하기 평가에서는 사회문화적 능력을 하나의 평가 구인으로 설정하여 평가하고 있었으나 이는 한국 사회에 나타나는 모든 요소를 담아내지 못하고 있었으며 사회문화적 능력에서 중요하게 다루어져야 할 문화적인 부분 또한 다루고 있지 않는다는 것을 확인하였다. 이에 본고에서는 사회문화적 능력을 음운, 어휘, 문법, 텍스트, 문화로 나누고 기존의 항목으로는 사회문화적인 요소를 평가할 수 없었던 것들을 포함하여 사회문화적 능력 평가 구인을 설정하였다. In order to improve the communication skills of Korean language learners in Korean language education, we attempted to develop a construct that can measure sociocultural competency in speaking evaluations. Communication is mostly accomplished through language, and because language involves sociocultural components, sociocultural competence is a crucial communication competence. As a result, sociocultural competence was set as an evaluation construct and assessed in the current speaking evaluation, but it was confirmed that it did not capture all of the elements that appear in Korean society and did not cover cultural aspects that should be considered important in sociocultural competence. Therefore, in this study, sociocultural competence was largely divided into phonology, vocabulary, grammar, text, culture, and a sociocultural competence evaluation construct was established that included those who were unable to evaluate sociocultural elements using existing items.

日本語における言語文化の多様性の認知と実践

李吉鎔(Kil-yong Lee) 중앙대학교 문화콘텐츠기술연구원 2008 다문화콘텐츠연구 Vol.4 No.-

일본어는 하나가 아니다. 일본어의 언어문화는 다양하고 변화롭다. 그 중 하나로 지역사회의 표준어와 방언의 공존을 들 수 있다. 일본사회의 구성원이면 그 누구라도 표준어와 방언을 자유자재로 사용하는 사회언어능력을 지니고 있다. 일본어모어화자와 일본어학습자가 지역공동체 속에서 생활의 터전을 공유하고 사회 · 문화적 활동을 영위해 가기 위해서는 일본어학습자가 사회언어능력을 습득하는 것이 바람직하다. 본 연구에서는 한국인 일본어학습자의 일본어접촉 및 생활네트워크를 분석하여, 학습자가 일본어의 표준어와 방언을 인지하고 습득해나가는 메커니즘의 밝혀내고자 했다. 학습자의 스타일전환의식을 3기로 나누어 분석한 결과는 다음과 같이 정리할 수 있다. [제1기]에는 초면인 사람에게 항상 정중체의 표준어를 사용하고 있었으며, 일본어 정중체의 사용규범은 한국어 정중체의 사용규범과 같다고 인식하고 있었다. [제2기]에는 직장도메인에서 오사카방언을 베이스로 한 비격식적인 스타일을 접하기 시작하고 그를 습득해 나갔다. [제3기]에는 학교도메인 및 지역사회의 손윗사람에 대해서는 경어와 표준어, 친구에게는 오사카방언을 포함한 비격식적인 스타일을 사용함으로써 상황과 상대방에 따라서 스타일전환을 시도하였다. The variety of Japanese language culture is enormous. A well known example is the coexistence of the standard Japanese with dialects in regional communities. Every member of the Japanese society has sociolinguistic competence concerning the proper use of standard Japanese and dialect. Therefore, it is preferable that the Japanese learner acquires Japanese sociolinguistic competence so that the Japanese and the Japanese learner may live without conflict in the regional community. In this research, I analyzed a Korean-Japanese learner's social network and the mechanisms through which he acknowledged standard Japanese and the Osaka dialect. The acquisition process was divided in three stages. In the first stage, it was observed that the standard “desu”, “masu” forms were always used toward persons he was meeting for the first time. In this stage, he applied the norms for the use of the polite form in Korean to the use of the polite form in Japanese. In the second stage, he began to acquire the Osaka dialect through casual style conversations in the work domain. Finally, in the third stage, the learner seemed to have acquired style shifting competence. He used the honorific forms and the standard Japanese to superiors in the regional community and in the school domain and the casual style of the Osaka dialect to friends.

한국어 의사소통을 위한 사회문화적 배경 지식의 개념과 구성 요소 설정 연구

김수은 국제한국어교육학회 2019 한국어 교육 Vol.30 No.4

The purpose of this study is to emphasize that ‘sociocultural competence’ is needed for explaining communicative competence. Also, it investigates the concept of sociocultural competence and the detailed components of sociocultural competence. Sociocultural competence is the ability that senses and interprets the context and sociocultural characteristic in communication and produces appropriate messages thereafter. Besides, we need sociocultural background knowledge to manifest sociocultural competence. For this reason, this study tried to explain the configuration list and process of sociocultural background knowledge to take an approach from reviewing advanced researches and synthesizing opinions from seven Korean education experts including the researcher. As a result, this study explains that there are contexts of socio-cultural background and conversation within sociocultural background knowledge and language is based on these components. The participants of conversation deliver the appropriate message in consideration of a particular conversation context based on sociocultural characteristics.

사회언어적 능력의 관점에서 본 「본문 회화」의 실제와 과제

이순형(Lee Soon-Hyeong) 동북아시아문화학회 2011 동북아 문화연구 Vol.1 No.27

This study will serve as a previous step taken for offering “Syllabus for building Sociolinguistic competence”, in which the conversation extracts from Japanese textbooks being used in University were reflected and analyzed. The important implications are as follows. (1) 60.2% of cases are impossible to discern what the characters’ relationship is, while 39.7% are discernable through the context. (2) Places of conversations taking place are not detailed as 71.1% of the total. (3) In the case of conversational patterns and topics appearing in textbook, the conversation form, conversational partners taking their turns, takes up 83.3%, whereas one-side Q & A form, one side asking question to the other and yet not vise versa, is shown only 16.7%. And more than 60% of topics are adopted from places and everyday staff regardless of the conversation patterns of textbooks. (4) As for the formality level of conversations in textbooks, Des · Mas forms are found the most as 82.5%, followed by non-Des · Mas form employed partly as 11.0%, and then non-Des form and non-Mas form are seen, accounting for 4.5%. Finally level shift as in Des · Mas form into non-Des · non-Mas (that is, from more formal form to less formal form and vise versa) comes out as merely 2.0%. Inflecting the status quo the above, it brings us to a point at which we need to consider the further issues as follows. (1) It is necessary that the relationships between the characters in conversation involve the degree of acquaintance, closeness, hierarchy as well as their genders in more detailed fashion. Especially, just not simply revealing surname and given name for suggesting genders, more male and female languages should be imbedded in conversation in an appropriate manner, leading to more learning experiences. Furthermore, when it comes to degree of closeness, there should be a list defining clear and accurate descriptions such as “very close or not that close” And, last but not least, there is the need that we consider and create a balance in terms of social or age-related hierarchical relationship. (2) There is the need to increase opportunities to practice the gaps of Japanese expressions depending on where conversations take place in the public place or private place, not to mention the specific place name. (3) It is assumed that the adjustment in using Des · Mas form or non-Des · Mas form is significantly critical in accordance with conversational partners so that their usages may be appropriate.

日本語における言語文化の多様性の認知と実践

李吉鎔(Kil-yong Lee) 중앙대학교 문화콘텐츠기술연구원 2008 다문화콘텐츠연구 Vol.5 No.-

일본어는 하나가 아니다. 일본어의 언어문화는 다양하고 변화롭다. 그 중 하나로 지역사회의 표준어와 방언의 공존을 들 수 있다. 일본사회의 구성원이면 그 누구라도 표준어와 방언을 자유자재로 사용하는 사회언어능력을 지니고 있다. 일본어모어화자와 일본어학습자가 지역공동체 속에서 생활의 터전을 공유하고 사회ㆍ문화적 활동을 영위해 가기 위해서는 일본어학습자가 사회언어능력을 습득하는 것이 바람직하다. 본 연구에서는 한국인 일본어학습자의 일본어접촉 및 생활네트워크를 분석하여, 학습자가 일본어의 표준어와 방언을 인지하고 습득해나가는 메커니즘의 밝혀내고자 했다. 학습자의 스타일전환의식을 3기로 나누어 분석한 결과는 다음과 같이 정리할 수 있다. [제1기]에는 초면인 사람에게 항상 정중체의 표준어를 사용하고 있었으며, 일본어 정중체의 사용규범은 한국어 정중체의 사용규범과 같다고 인식하고 있었다. [제2기]에는 직장도메인에서 오사카방언을 베이스로 한 비격식적인 스타일을 접하기 시작하고 그를 습득해 나갔다. [제3기]에는 학교도메인 및 지역사회의 손윗사람에 대해서는 경어와 표준어, 친구에게는 오사카방언을 포함한 비격식적인 스타일을 사용함으로써 상황과 상대방에 따라서 스타일전환을 시도하였다. The variety of Japanese language culture is enormous. A well known example is the coexistence of the standard Japanese with dialects in regional communities. Every member of the Japanese society has sociolinguistic competence concerning the proper use of standard Japanese and dialect. Therefore, it is preferable that the Japanese learner acquires Japanese sociolinguistic competence so that the Japanese and the Japanese learner may live without conflict in the regional community. In this research, I analyzed a Korean-Japanese learner's social network and the mechanisms through which he acknowledged standard Japanese and the Osaka dialect. The acquisition process was divided in three stages. In the first stage, it was observed that the standard “desu”, “masu” forms were always used toward persons he was meeting for the first time. In this stage, he applied the norms for the use of the polite form in Korean to the use of the polite form in Japanese. In the second stage, he began to acquire the Osaka dialect through casual style conversations in the work domain. Finally, in the third stage, the learner seemed to have acquired style shifting competence. He used the honorific forms and the standard Japanese to superiors in the regional community and in the school domain and the casual style of the Osaka dialect to friends.