한국어 고급 학습자의 쓰기에 나타나는 한자어 오류 분석

방동수 택민국학연구원 2014 국학연구론총 Vol.0 No.14

It is obvious that many Korean words are originated from Sino-Korean words or rooted from them. Many non-heritage Korean language learners feel that it is hard for them to learn Sino-Korean words. This is not exception for advanced Chinese inherited Korean language learners. Chinese inherited learners definitely have some advantages over other non-Chinese heritage learners learning Korean language, especially at advanced level, because of similarity in the shape of characters and pronunciations between some Sino-Korean letters and Chinese characters. However, it is very common to see that even those Chinese learners get confused with Sino-Korean letters because Korean words are not written in Chinese characters. For Korean language learners, there are more Sino-Korean words to learn as their Korean language level advance. Thus, it is necessary for advanced Korean language learners to have proper writing skills by using the right Sino-Korean vocabularies to further their Korean skills. In this research, common Sino-Korean mistakes and errors found in Chinese inherited learners were analyzed. Also, teaching methods for those learners are suggested based on the research. Hopefully this paper can direct or give some ideas to many Korean language educators how they should guide their advanced Chinese Korean language learners. 한국어 어휘 중 상당량의 어휘는 한자어임은 부정할 수 없는 사실이다. 따라서 많은 외국인 학습자들이 한자어 학습의 어려움을 호소하고 있다. 이는 한자를 사용하는 중국인 학습자들에게도 예외일 수 없다. 물론 중국인 학습자의 경우 다른 외국인 학습자들보다 한자어 학습에 있어서 유리한 측면이 많다. 이는 자형과 발음의 유사성에 기인한다고 볼 수 있다. 하지만 모국어의 간섭과 같은 부정적인 전이로 인해 중국인 학습자의 경우도 한자어 사용에 있어서 빈번한 오류가 나타나고 있다. 또한 한국어를 학습할 때 고급 단계로 갈수록 한자어의 출현 빈도나 사용빈도가 높아진다. 그렇기 때문에 고급 단계의 한국어 학습자들에게 가장 필요한 것이 바로 ‘올바른 어휘 사용을 통한 쓰기 능력의 배양’이라고 할 수 있을 것이다. 따라서 본 연구에서는 중국인 고급 학습자들의 쓰기에 나타나는 한자어 오류를 분석하고 그것을 바탕으로 교수-학습 방안을 제시하여 고급 학습자들의 한자어 교육에 대한 올바른 방향을 설정해 보고자 한다.

한국어 고급 학습자의 쓰기에 나타나는 한자어 오류 분석

( Dong Su Bang ) 택민국학연구원 2014 국학연구론총 Vol.0 No.14

한국어 어휘 중 상당량의 어휘는 한자어임은 부정할 수 없는 사실이다. 따라서 많은 외국인 학습자들이 한자어 학습의 어려움을 호소하고 있다. 이는 한자를 사용하는 중국인 학습자들에게도 예외일 수 없다. 물론 중국인 학습자의 경우 다른 외국인 학습자들보다 한자어 학습에 있어서 유리한 측면이 많다. 이는 자형과 발음의 유사성에 기인한다고 볼 수 있다. 하지만 모국어의 간섭과 같은 부정적인 전이로 인해 중국인 학습자의 경우도 한자어 사용에 있어서 빈번한 오류가 나타나고 있다. 또한 한국어를 학습할 때 고급 단계로 갈수록 한자어의 출현 빈도나 사용빈도가 높아진다. 그렇기 때문에 고급 단계의 한국어 학습자들에게 가장 필요한 것이 바로 ‘올바른 어휘 사용을 통한 쓰기 능력의 배양’이라고 할 수 있을 것이다. 따라서 본 연구에서는 중국인 고급 학습자들의 쓰기에 나타나는 한자어 오류를 분석하고 그것을 바탕으로 교수-학습 방안을 제시하여 고급 학습자들의 한자어 교육에 대한 올바른 방향을 설정해 보고자 한다. It is obvious that many Korean words are originated from Sino-Korean words or rooted from them. Many non-heritage Korean language learners feel that it is hard for them to learn Sino-Korean words. This is not exception for advanced Chinese inherited Korean language learners. Chinese inherited learners definitely have some advantages over other non-Chinese heritage learners learning Korean language, especially at advanced level, because of similarity in the shape of characters and pronunciations between some Sino-Korean letters and Chinese characters. However, it is very common to see that even those Chinese learners get confused with Sino-Korean letters because Korean words are not written in Chinese characters. For Korean language learners, there are more Sino-Korean words to learn as their Korean language level advance. Thus, it is necessary for advanced Korean language learners to have proper writing skills by using the right Sino-Korean vocabularies to further their Korean skills. In this research, common Sino-Korean mistakes and errors found in Chinese inherited learners were analyzed. Also, teaching methods for those learners are suggested based on the research. Hopefully this paper can direct or give some ideas to many Korean language educators how they should guide their advanced Chinese Korean language learners.

영어권 한국어 고급학습자의 칭찬 응답 화행 연구

이하나 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

This study compares the ELK(English-speaking Learners of Korean)'s compliment-response speech act strategy actualizing aspect with the KNS(Korean Native Speakers)' and ENS(English Native Speakers)' compliment-response speech act strategy, and then analyzes the ELK's response to the other two groups' strategies to determine whether they are the same or different in their aspects. This study's premise is that Korean language compliments-response speech act would be expressed differently from that of the English language, and so set forth on the hypothesis that the ELK's compliment-response strategy would be closer to ENS than to KNS. This means that the learners' linguistic fluency of the target language is more advanced than their knowledge of the target language's usage norms. So if the hypothesis is true, it means that the need for cultural education in compliment-response education for ELK is high. Chapter 1 suggests the need for this study, purpose and significance and lays out the study's hypothesis, It briefly cites of preceding studies on the compliment-response speech act and on the speech act of giving compliments because the compliment-response depends on the compliment. Chapter 2 researches the adjacency pair theory, which includes the concepts of preference organization and non-preference organization, and cross-cultural theory. Chapter 3 describes the method and process of this study for proving this hypothesis. This study verified its objectivity through administering SAQ, for which was made by 12 compliment situations, to the ENS and KNS. Based on the results of the SAQ, the researcher created the DCT, which consisted of 11 hypothetical situations. To ensure high validity and objectivity, a pretest was implemented twice before this experiment. The analyzing frame of Herbert(1990) was used as a basis for this study, but to adapt it to this study a few revisions were made. Chapter 4 analyzes the results of these experiments. First, 3 groups' compliment-response strategy aspects were compared and analyzed as per 11 situations. Then their responses were analyzed separately by social variable, the degree of intimacy and social position, which were determined by this researcher, and then the responses were analyzed as a whole. ELK preferred the 'comment history' strategy when the complimenter was in a high social position and with low intimacy, but they showed a very low preference for the 'appreciation' strategy, which perceives a compliment positively, compared to KNS and ENS. The latter steins from the ELK's preconception that Koreans generally do not accept compliments, and that view seems to be extremely generalized. The researcher gathered learners' compliment-response through DCT and then asked the KNS through SAQ about their degree of acceptance, through this results, a list of Korean language compliment-response speech acts can be made. Chapter 5 summarizes the result of the study synthetically. KNS preferred the 'appreciation' strategy, which accepts compliments more positively when there is a low degree of intimacy and the complimenter is in a high social position, It seems the ELK worry that if they deny or refuse the compliment, they have to explain why, and then the speech would be longer, Preference for the 'appreciation' strategy, which can be of short speech, appeared prominent for the low intimacy and high social position situations. ENS used 'appreciation'. strategy in most situations much more frequently, and also preferred the 'comment history'. EKL implemented the low 'appreciation' strategy in most situations and preferred the 'negative acceptance' and 'non-agreement' strategy than ENS and KNS. This result seems to come from the learner's preconception that Koreans do not accept compliments. When synthesizing the above discussion, this study has the following importance: First, this study inspected the compliment-response speech act in the aspect of preference organization. The preceding studies tended to analyze the compliment-response speech act only, but this study consulted the preferable compliment-response of the Korean language and English language according to the situations, and contemplated aspects of the learner's response. Second, the subjects are English-speaking learners of high advanced Korean. Until now, most studies in this area were focused on the subjects of the Japanese and Chinese world, and the tendency was more pronounced when it involved advanced learners. But this study involves advanced Korean language learners in the English world an area in which few studies have been conducted. For this reason, the research is significant. Third, the compliment-response of the learners has been listed. These compliment-responses can provide the compliment-response speech act that suits Korean language norms for all learners of the Korean language as well as the English-speaking learners of Korean. In this respect, this study has value for teachers of Korean as a foreign language.

성인 고급 한국어 학습자의 학습경험에 관한 생애사적 연구 : 일과 학업을 병행하는 베트남 유학생을 중심으로

정하라(Jeong Ha Ra) 한국언어문학회 2020 한국언어문학 Vol.115 No.-

The purpose of this study is to understand the learning experience of adult advanced Korean language learners. Long-term learning is required to achieve advanced Korean proficiency. Adult Korean learners build various learning experiences both inside and outside the classroom in order to have advanced Korean language skills. To understand learners learning experiences will be a starting point for them to explore ways to educate themselves. In this study, two Vietnamese students majoring in Korean language education were interviewed in depth in a graduate school master s course, taking a life history approach. As learners who work and study at the same time, they have accumulated various learning experiences while studying Korean for a long time from their home country and studying in Korea. The two participants learned Korean for more than six and seven years, respectively, and learned Korean to advanced levels in the regular course. I have worked in a Korean-speaking environment to raise the level of Korean language and experience life in Korea. However, they still recognize that their Korean level is intermediate level. They constantly improve their Korean language skills and engage in communication activities that cross their native language and Korean language. Recognizing that their Korean language skills are not high as advanced Korean learners, they are participating in vocational activities with future professional possibilities in mind and in their major classes as prospective Korean language teachers. Considering these adult advanced Korean learners participation in complex self-awareness and communication activities, Korean language classes are required to motivate them to continue to participate in Korean language learning without being isolated in the migration environment. In these classes, teachers should interact personally with learners, not as evaluators, and learners should be offered advanced Korean language learning opportunities to delicately language the context of complex life.

한국어 학습자 사전 표제어 선정을 위한 자료 구축 및 선정 방법에 관한 연구

강현화(Kang Hyoun-Hwa),신자영(Sin Jayoung),원미진(Won Mi-Jin) 한국사전학회 2010 한국사전학 Vol.- No.16

This paper examines the appropriate entry number and the method of entry selection for an advanced Korean language learners’ dictionary. An increasing number of advanced Korean language learners have expressed the need for a Korean language learners’ dictionary. To achieve their purpose of studying Korean,-not only for academic purposes, but also to live in Korea-learners need an extended entry number for a learners’ dictionary. Based on the research about learners’ dictionary for other languages, around 50 thousand words (including receptive and productive vocabulary) for the main entries seem sufficient for learners. Entry selection was preceded with deductive and inductive ways using various word lists for basic words, special purpose words, and dictionary words from other elementary dictionaries. We constructed the new corpus from Korean textbooks and TOPIK words as well. Selection procedures followed the objective method; however, it was inevitable that the researchers’ intuition were often used due to the matters of the characteristics of vocabulary and learners’ purposes. Therefore, 50 thousand words were selected for this Korean language learners’ dictionary with an eclectic method so that it would cover the needs of advanced vocabulary.

중국인 학습자의 경음화 습득 양상 연구

배영환 중앙어문학회 2017 語文論集 Vol.72 No.-

This study analyzed glottalization among beginner, intermediate, and advanced Chinese learners of Korean language based on the classification of glottalization into morpheme boundaries and inside morphemes. It was found that among Chinese learners of Korean language, glottalization of Korean is acquired in the following order: after plosive sound > after stem-final consonant cluster > after nasal of predicate > after adnominal clause endings > sound of Sino-Korean-l > Saisiot. Nevertheless, several interesting facts were also observed. First, even with the advancement of the learners’ proficiency levels, i.e., from beginner to intermediate to advanced, the glottalization rate did not increase proportionally. This suggests that it is difficult even for advanced learners to completely acquire glottalization. Moreover, even among beginners, glottalization after plosive sound, consonant cluster, and nasal was relatively common. Similarly, among advanced learners, glottalization after sound of Sino-Korean-l and due to Saisiot was rarely observed. These findings suggest that Chinese learners of Korean language first learn glottalization within the context of morpheme boundaries and then expand it to words within morphemes. Considering that words within morphemes vary in realization rate according to individual words and learners, separate education must be provided for this specific subject. 이 연구는 한국어의 경음화 현상을 형태소 경계와 내부로 나누어 보고, 이 를 바탕으로 중국인 학습자를 대상으로 초급 학습자와 중급 학습자, 고급 학습 자의 경음화 실현 양상을 분석해 본 것이다. 이를 통해 다음과 같은 결과를 얻 을 수 있었다. 중국인 학습자를 통해 볼 때 한국어의 경음화 현상은 ‘평파열음 뒤(용언>체언) > 어간말 자음군 뒤 > 용언의 비음 뒤 > 관형형 어미 뒤 > 한자 음 ㄹ 뒤 > 사이시옷’ 순서로 경음화를 습득해 가는 것으로 볼 수 있었다. 그럼 에도 불구하고 몇 가지 흥미로운 사실도 확인되었다. 먼저, 초급 학습자와 중급 학습자, 고급 학습자와 같이 학습자의 단계가 높아진다고 하더라도 경음화 현 상에 대해 비례적으로 실현율이 높아지지는 않는다. 이는 고급 학습자라고 하 더라도 경음화를 완전히 습득하기가 쉽지 않다는 것을 말해 준다. 또, 초급 학 습자라고 하더라도 평파열음 뒤와 자음군 뒤, 그리고 비음 뒤에서의 경음화는 비교적 높게 실현되었다. 또, 고급 학습자라고 하더라도 한자음 ㄹ뒤의 경음화 와 사이시옷에 따른 경음화는 실현율이 높지 않았다. 이러한 결과는 한국어의 경음화는 형태소 경계의 환경에서 먼저 습득하고, 그 후에 형태소 내부의 단어 들로 확대되는 것으로 볼 수 있다. 특히, 형태소 내부의 단어들은 개별 단어에 따라 실현율이 달라지고, 또 개인별로 차이가 있다는 점에서 이에 대한 별도의 교육이 필요하다는 것을 확인할 수 있었다.

Advanced Korean Language Learners’ Perception of Korean Writing Class - Targeting the Learners Aiming for College Admission -

안희은 사단법인 미래융합기술연구학회 2020 아시아태평양융합연구교류논문지 Vol.6 No.7

The objective of this study is to suggest the future direction of effective Korean writing education for advanced Korean language learners aiming for college admission by analyzing their perception, evaluation, and expectation of writing study in Korean class hours. For this, this thesis conducted a surveyed on difficulties in writing study, and writing process targeting total 30 advanced Korean language learners residing in Korea. In the results, the advanced learners’ goal of learning Korean language was desperate. Due to the grammar-centered writing education in the education site, the learners wanted the education for writing suitable for discourse structure, and understanding the types, forms, and structure of writing. Also, currently, the class was focusing on the results of writing, so that the learners were interested in the activity of writing process. The foreign learners who aim for college admission, should cultivate an ability to enhance each individual’s thinking skills based on the primary purpose of college scholastic ability, an ability to mutually adjust their own opinions with others, and an ability to have an insight for oneself. Thus, in order to provide the education for the successful improvement of their writing skills in the site of Korean language education, it would be necessary to understand the learners’ perception and needs of writing.

MALL을 활용한 한국어 학습 방안 : 해외 고급 학습자를 대상으로

조영미(Young Mi Cho),한혜민(Hae Min Han) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.2

목적 본 연구는 MALL(Mobile-assisted Language Learning)을 활용한 자기주도학습으로 한국어 고급 학습자들이 한국어 학 습을 지속할 수 있는 방안을 제시하는 것이 목적이다. 이에 해외 학습자들을 대상으로 모바일 기기를 활용해 시공간 등 물리적인 제약을 극복하고 한국어문화 능력과 상호문화능력 향상을 이끄는 방안을 모색하고자 한다. 방법 이를 위하여 대만과 홍콩 고급 수준의 학습자 7명 대상으로 질적 연구의 하나인 실행 연구를 진행하였다. 구체적인 연구는 실행연구의 과정인 계획-실행-반성-평가의 순환적 과정을 따랐으며 기간은 3개월로 1, 2, 3차에 나누어 진행하였다. 이 연구에서는 사전 설문 조사, 학습자 쓰기 결과물, 포커스 그룹 인터뷰, 학습자 성찰 노트를 분석 대상으로 하였다. 결과 3개월 동안 진행한 MALL 활동의 의의는 다음과 같다. 첫째, MALL은 학습자들에게 비형식 학습의 틀을 제공한다. 둘째, MALL은 학습자들의 상호문화 능력을 향상시킨다. 셋째, MALL은 꾸준한 한국어 학습을 하게끔 학습자들을 이끈다. 넷째, MALL에서는 학습자들의 협력학습을 기대할 수 있다. 결론 본고의 MALL 활용 한국어 학습 교육 방안은 정규과정에서 한국어 학습을 지속할 수 없는 고급 학습자들이 학습자 주도적으로 참여할 수 있다는 장점이 있으며, 시간과 장소에 구애를 받지 않는 모바일 기기의 이점을 활용하여 학습자가 원하는 시간에 학습을 진행할 수 있다. 이로써 다양한 수준의 학습자들은 교수자들과 함께 자발적으로 한국어 지식 및 정보를 공유함으로써 협력 학습을 지향해 학습효과를 극대화할 수 있을 것이다. Objectives The purpose of this study is to suggest how to continue learning Korean through self-directed learning using Mobile-assisted Language Learning (MALL) for advanced Korean learners. Therefore, this study finds how to help Korean learners in overseas overcome physical limitations such as time and space, and lead to the improvement of Korean cultural ability and intercultural ability by using mobile devices. Methods This study conducted action research, which is one of the qualitative research. Target is 7 advanced learners in Taiwan and Hong Kong. This study is followed the cyclical process of action research, such as planning-implementation-reflection-evaluation. The period was three months, and conducted three sessions. In this study, pre-survey, learners writing, focus group interview, and learners reflection notes were analyzed. Results Firstly, MALL provided learners the framework for informal learning. Secondly, MALL improved learners’ intercultural abilities. Thirdly, MALL leaded learners to learn Korean continuously. Lastly, learners can conduct cooperative learning. Conclusions The Korean language education using MALL has the advantage that advanced learners who cannot continue learning Korean, can participate in the learning. They can learn at any time they want by utilizing the advantages of mobile devices that are not restricted by time and place. This will maximize the learning effect by aiming for cooperative learning by voluntarily sharing Korean knowledge and information with learners and teachers at various levels.

중국의 한국어학과 고급 학습자를 위한 한국어 통합 교재 개발 -기존 교재에 대한 분석을 통하여-

남연 국제한국어교육학회 2014 한국어 교육 Vol.25 No.3

This research is about the comparative analysis of teaching materials used in China, which is based on the theory of materials compiling in teaching and the educational concept. The aim of this research is making suggestions for the compiling and development of advanced teaching materials for the learners of Korean. First, in Chapter 2, it is explained that integrated Korean education is also necessary for advanced learners and in terms of setting up standards for compiling teaching materials, it is also necessary to study the characteristics of advanced learners. In addition, this research also aims to examine the properties of integrated Korean teaching materials for advanced learners, which is based on the teaching goals of Korean study. In Chapter 3, the properties mentioned above will be showed by the common standard of analysis of teaching materials and the evaluation items for integrated Korean teaching materials will also be given out. In Chapter 4, according to the evaluation standard mentioned before, the structure, system, language factors and study activities of 6 kinds of integrated teaching materials currently used in China will be analyzed. In the part of conclusion, specific suggestions for future development of integrated teaching materials will be given out based on analysis above.

베트남인 고급 학습자의 한국어 단모음에 대한 실험음성학적 연구

장혜진(Jang, Hye-jin) 한국어학회 2018 한국어학 Vol.80 No.-

This study aims to research the acoustic properties of Korean and Vietnamese monophthongs by Vietnamese advanced Korean learners, and to discuss the realization of Korean monophthongs compared to Koreans. The Vietnamese advanced Korean learners do not distinguish between /e/ and /ɛ/, which are the same as Korean. They pronounce Korean /e(ɛ)/ close to /e/ in their native language. In the case of /ʌ/, it is reported that many errors are observed in previous studies. However, /ʌ/ of Vietnamese advanced learners is realized similar to /ʌ/ spoken by Koreans. /ɯ/ of Vietnamese advanced Korean learners is pronounced in the back of the tongue, whereas in the central by Koreans. In the case of /o/ and /u/, there is no significant difference by the Vietnamese advanced Korean learners. /ɯ/ and /u/ are pronounced in relatively front side of the tongue in Korean, but it is not observed in the Vietnamese advanced Korean learners.