어말 음절구조의 특성과 한국어 교육적 접근

김선정(Seon Jung Kim) 언어과학회 2003 언어과학연구 Vol.24 No.-

The primary purpose of this paper is to consider the peculiar properties of the syllable structure in the word-final position within the theory of Government Phonology, and to seek their implications for the Korean language education for foreigners. Roughly speaking, there are four different types of syllable structure in the final position, which constitute a hierarchy. Languages like Japanese, Brazilian and Portuguese must end in a vowel, while languages like Korean, English and French are allowed to end in a consonant(s). However, detailed aspects are all different from each other in terms of the number of appearing consonants and possible sequences. Korean is allowed to end in only one consonant which means that no words can end in a consonant cluster. On the other hand, French and English may end in a consonant cluster. But, in English, obstruent-liquid sequences like -tr, -vr, -pr are not allowed unlike in French. The difference between the syllable structures of the learner`s mother tongue and the target language triggers an inevitable interference in foreign language learning. Therefore, language teachers should understand the properties of languages cross-linguistically, including syllable structure to improve educational efficiency.

표준 한국어 교육과정의 기술 원리 및 적용 방안에 대한 고찰 -세 가지 "표준"의 비교를 중심으로-

김선정 ( Seon Jung Kim ),민경모 ( Kyung Mo Min ) 국어교육학회 2011 國語敎育學硏究 Vol.41 No.-

본고에서는 ``한글학교용 한국어 표준 교육과정``, ``해외 초·중등학교용 한국어 표준 교육과정``, ``국제 통용 한국어 표준 모형``의 공통점과 차이점을 내용 기술 범주 및 등급 체계의 설정, 기술 원리, 적용 방안의 측면에서 살펴봄과 동시에 여러 ``표준``을 상호 연계 내지 통합하고자 할 때 제기될 수 있는 논점들을 고찰하고자 하였다. 세 가지 ``표준 교육과정``을 살펴본 결과, 내용 범주 설계의 측면에서는 포괄적 범주 설계를 지향한 ``국제 통용 한국어 표준 모형``과 다른 두 ``표준 교육과정``과의 상호 연계 가능성이 높음을 알 수 있었다. 이는 ``국제 통용 한국어 표준 모형``이 지향한 ``포괄성의 원리``에서 연유된 바 크다. 반면 세 ``표준``의 등급 체계 설정은 상당히 이질적이어서 현재의 상태에서는 상호 연계 가능성이 낮음을 알 수 있었다. ``해외 초·중등학교용 한국어 표준 교육과정``이 지향한 ``대응성의 원리``가 다른 두 ``표준 교육과정``과 상당한 차이를 나타내기 때문인 것으로 분석된다. 이 문제를 해결하기 위해서는 CEFR의 참조 수준과 한국어능력시험의 숙달도 수준 간의 참조 수준 대응성이 연구되고, 최상위 표준 교육과정의 경우 ``하급의 하위 등급 세분화``와 ``타 교육과정과의 등급 대응성`` 문제를 고려해야 함을 제언하였다. 마지막으로 향후 또 다른 ``표준``과의 연계 문제가 제기되었을 때 상호 비교해 보아야 할 논점으로 ``① 내용 기술 범주의 설계, ② 등급 체계의 설정, ③ 등급과 교육 시수와의 관계, ④ 등급 체계의 준거``의 네 가지를 정리하였다. 이를 통하면 ``표준 교육과정`` 간의 상호 연계 가능성을 보다 쉽게 판별해 볼 수 있으리라 생각한다. This study aims to consider the common ground and the differences among Standard Curriculum of Korean Language for Overseas Korean Schools(OKS), Standard Curriculum of Korean Language for Overseas Foreign (Elementary and Secondary) Schools(OFS), and Standard Curriculum of Korean Language for International Use(IU) based on the category of scope, sequence-setting, descriptive principles, and application proposals. It also discusses the issues which can be raised in the mutual liaison or integration of the Standard curricula. As a result of considering the three standard curricula, it is likely that IU, aiming for comprehensive cover, can provide the reciprocal connection with the two other curricula in terms of the design of the category of scope. It maybe a decisive reason that IU aims at inclusive application. However, the probability of a mutual liaison with the three Standard curricula seems to be low, since the sequence-setting is considerably different in kind with one another. It is possible that the "Principle of Correspondence", which OFS aims for, shows considerable difference from the two other curricula. In order to solve this problem, the correspondence of the sequence criteria between Common European Framework of Reference for languages(CEFR) and TOPIK must be studied, and the detailed segmentation of lower level and how to correspond to other curricula must also be suggested. For future consideration of standard curriculum and the issue for the mutual liaison with other standard curricula, the following topics are suggested to compare:the category of scope, the setting up of sequence, the relationship between levels and the number of school hours, and the criteria for the segmentation of sequence. Through this research, a better way of mutual liaison between the Standard Curricula of Korean Language series can be achieved.

한국어 관용어 교재 개발을 위한 기초 연구 및 단원 제시

김선정 ( Seon Jung Kim ),강현자 ( Hyun Ja Kang ) 이중언어학회 2006 이중언어학 Vol.32 No.-

연구논문 : 한국어 교사 교육용 교재의 개발 현황 및 개발 방향

김선정 ( Seon Jung Kim ) 인하대학교 교육연구소 2010 교육문화연구 Vol.16 No.1

이 논문의 목적은 지금까지 개발된 한국어 교사 교육 교재의 현황을 알아보고, 앞으로 나아가야 할 교사 교육 교재의 개발 방향을 제시하는 데 있다. 학습자 대상 한국어 교육의 역사와는 달리 한국어 교사 교육의 역사는 그다지 길지 못하다. 한국어 교사 교육 프로그램이 개설되기 전에 먼저 학습자 대상 한국어 교육이 실시되었다. 따라서 초기의 한국어 교육은 한국어 교사로서 제대로 훈련을 받지 못한 교사들에 의해서 이루어졌다. 그러다가 2005년 국어기본법이 시행된 후에야 외국어 2005로서의 한국어 교사를 양육하기 위한 교육과 정이 어느 정도 통일되고 표준화 되었다. 그러나 한국어 교사 교육 프로그램을 위해 별도로 개발된 교재는 거의 없는 실정이다. 이 논문에서 제안하는 한국어 교사 교육용 교재 개발의 방향은 다음과 같다.아직 개발되어 있지 않은 과목부터 적극적으로 개발해야 한다. 한국어 교육과 관련하여 연구 경력과 교육 경력이 풍부한 사람들 간의 협력 하에 교재를 개발해야 한다. 대상이 되는 한국어를 중심으로 하되 타 언어와의 비교·대조적 관점에서 집필해야 한다. 외국어 교수법의 경우에는 단지 외국어 교수법을 소개하는 데에 그칠 것이 아니라 외국어 교수법을 한국어 교육에 활용할 수 있는 방안을 담은 교재를 개발해야 한다. 한국의 학기제 운영에 맞는 교재를 개발해야 한다. 한국어 학습자용 교재를 분석해본 후에 학습자 교육에서 필요한 내용에 무게를 둔 교재를 개발해야 한다. 한국어 교육 또는 언어 교육에 관한 이론과 실제가 조화롭게 담겨 있는 교재를 개발해야 한다. 교실 사용을 전제로 한 교수학습용 교재를 개발해야 한다. This paper aims to introduce the current situations of textbooks for Korean language teacher`s education developed so far, and to propose new directions for development of textbooks for Korean language teacher`s education. The history of Korean language teachers education is not that long compared to the history of Korean language education for foreigners. Korean language education was conducted before Korean language teacher`s education. This means that Korean language education was originally done by teachers who were not properly educated as a Korean language teacher. Only after Korean Language fundamental law was enforced, the curriculum for fostering Korean language teachers has been unified and standardized to some extent. However, textbooks for the programs of Korean language teacher`s education have not seen enough development. Directions for the development of textbooks for Korean language teacher`s education are as follows: Textbooks must be developed for the subjects that have not been published in significant amount. Textbooks must be developed in close collaboration with scholars having rich research experience and scholars having ample teaching experience. The target language, Korean, must be central, but textbooks must be written from the comparative and contrastive viewpoints of other languages. Teaching methodologies for foreign languages must not only be introduced, but also extended to how to apply them to Korean language teaching. Textbooks with great depth must also be developed to be used in graduate programs. Textbooks which are suitable for 15 or 16 week long use and matched to the operation of academic affairs of colleges must be developed. It is a good way to develop textbooks after analysing Korean language textbooks for foreigners. Textbooks must cover both the theories and practice of Korean language education. They must be teaching-learning type textbooks developed based upon a premise that are used in classrooms, not research reports or a kind of dictionary.

한자성어 교재 개발의 구성 방향 및 단원 제시

김선정(Kim Seon-Jung),강진숙(Kang Chin-Suk) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.2

  This paper is to suggest a proposal for creating directions for Korean textbooks with Chinese-Korean idiomatic phrases, and to present a lesson as a model. Korean textbooks with Chinese-Korean idiomatic phrases which are used for Korean language education are recommended to express not only their inherent abundant stories but also various stories which posses cultural values reflecting various aspects of Korean traditional cultures and modern societies. In addition, common issues such as environmental or social issues must also be included. Students will learn cultural knowledge regarding Korea through these reading materials. They will also understand the natural proper meaning and usage of Chinese-Korean idiomatic phrases. Readers will acquire Chinese-Korean idiomatic phrases as expressive vocabulary through various activities such as games and word puzzles. Chinese-Korean idiomatic phrases often appear in reading materials such as newspapers and social or cultural books. Readers will grasp the text’s content, and as a result, will be able to easily approach various reading materials as well. Therefore, an ideal textbook for learning Chinese-Korean idiomatic phrases must be developed to enhance the efficiency of Korean language education.

다문화 사회와 한국어 교육

김선정 ( Seon Jung Kim ) 이중언어학회 2011 이중언어학 Vol.47 No.-

The aim of this paper is to consider the outcome of research conducted in the area of Korean language education related to the topic of a multicultural society. Many practical research such as textbooks and language functions(speaking, listening, reading, and writing) are found. Acquisition of Korean language, interlanguage, knowledge about Korean language (including pronunciation and grammar) are rarely found. This is one of the biggest differences compared to general purpose Korean. It may be the reason that research in Korean language education related to a multicultural society have been conducted to meet the needs and necessity of the actual spots. Research related to the kids from multicultural families has rapidly increased since 2009, and thus they have exceeded those of the mothers from multicultural families. Articles researched in universities located in the province have exceeded those from the Seoul-Gyeonggi area. Articles and theses researched in the early days mainly cover the topics related to the foothold of educational support, such as the necessity of Korean language education, the policy of Korean language education, curriculum of Korean language education, and textbook development. The research topics, from now on, have to be widened and deepened to provide the theoretical background for the enhancement of the efficiency of Korean language education. The wider and deeper research will ultimately attain the maturity of the studies of Korean language education.

다문화가정 자녀의 어휘력 고찰

김선정 ( Seon Jung Kim ),강진숙 ( Chin Suk Kang ) 二重言語學會 2009 이중언어학 Vol.40 No.-

플랫폼 시대의 한국어 교육과 대조언어학

김선정(Kim, Seon Jung) 언어과학회 2021 언어과학연구 Vol.- No.97

This paper aims to learn about changes in the paradigm of foreign language education in the era of platform, centering on Korean language education, and to briefly present the contents of Korean language education using Contrastive Linguistics, which learners prefer and can improve learning effects. To this end, we briefly introduce online interaction in the curriculum of foreign language education and some web-based Korean language education services such as 〈Nuri King Sejong Institute〉, 〈Talk to Me in Korean〉, and Mondly, focusing on the level of learner participation. In order to implement learner-directed instruction, it is necessary to develop learning materials tailored to learners, and thus Contrastive Linguistics is expected to play an important role in developing Korean language learning contents using ICT.

담화표지의 위치 변인에 따른 기능 연구 -여성 결혼이민자의 구어 담화를 바탕으로-

김선정 ( Seon Jung Kim ),김신희 ( Shin Hee Kim ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2014 언어사실과 관점 Vol.33 No.-

This study aims to grasp the usage aspects of discourse markers found in everyday conversation of married woman immigrants, and to analyse the difference in terms of the function of discourse markers by their appearing positions. When we look at the overall characteristics, it appears that married woman immigrants having beginning level of Korean prominency use discourse markers at the beginning of utterances to gain time. Especially, exclamative type discourse markers such as ‘a/e’ and ‘ce’ predominantly appeared to show this characteristics. ‘근데’ and ‘아니’ which have the most high frequency intensively appeared at the beginning of utterances, however the function looked to be different from each other. That is, ‘근데’ appeared to be used for the function of topic connection, changing topics, depriving opponent``s turn-taking, while ‘아니’ appeared to modify opponent``s utterance and depriving opponent``s turn-taking. It appeared that ‘이거’ played a role for changing topics at the beginning of utterances or between phrases, ‘이렇게’ for equivocation at the end of utterances or between phrases, ‘뭐’ for gaining time at the beginning of utterances, after the starter, or between phrases. From this observation, we could confirm that some discourse markers appearing at the same position can act different functions in discourse.

다문화가정 자녀 실태 및 다문화교육의 추진 방향

김선정 ( Seon Jung Kim ) 한국외국어대학교 외국어교육연구소 2010 외국어교육연구 Vol.24 No.1

논문의 목적은 다문화가정 자녀의 현황을 알아보고, 이들을 대상으로 설문 조사를 실시하여 이를 바탕으로 다문화교육의 방향을 제안하는 데 있다. 이를 위해 다문화가정 자녀들을 대상으로 학교생활과 가정생활에 관련된 설문을 실시하였다. 학교 수업에 대 한 흥미 정도와 가장 쉬워하는 과목과 어려워하는 과목, 더 배우고 싶어 하는 과목에 관해 물었다. 또한 방과후의 생활과 가정에서 학습을 도와주는 사람, 사용하는 언어, 다 문화 행사에 대한 태도, 교우 관계 등에 관하여도 물었다. 이를 바탕으로 이 논문에서는 다음과 같이 세 가지의 다문화교육 방향을 제안하였다. 첫째, 다문화가정의 학생들을 일반가정 학생들과 분리해서 교육해서는 안 된다. 둘째, 다문화가정이라는 특수성이 아 니라 인류 보편의 동질성에 바탕을 둔 교육지원 정책이 마련되어야 한다. 셋째, 다문화 교육은 다문화가정 어머니의 출신국 문화와 한국 문화 간의 쌍방향 문화교류 관점에서 이루어져야 한다. 이러한 다문화가정 자녀를 위한 교육 방향은 학력 신장, 자신감 고취, 창의력 발달, 이중언어 구사 능력 배양이라는 구체적인 목표 하에 좀 더 적극적이고 체 계적으로 실시되어야 할 것이다. This paper aims to analyze the actual conditions of children from multicultural families and to propose directions for multicultural education. It has been pointed out in many previous researches that the Korean language proficiency of children from multicultural families are much worse than that of children from Korean parents, and this resulted in the poor progress of learning ability in schools. Accordingly, an aggressive and systematic multicultural education program must be launched in haste. In this research, directions of multicultural education will be proposed based on the questionnaire analysis of children from multicultural families. Multicultural education must be enforced as follows: First, separate education for children from multicultural families with children from Korean parents must be sublated. Second, multicultural education must be in operation based upon universal similarities of mankind, not upon distinctiveness as multicultural families. Third, multicultural education must be executed under the point of view of cultural exchange in both ways between the culture of Korea and that of married women immigrants` original countries. The directions above must be carried out in practice under the aims of development of scholastic ability, advocacy of self confidence, making progress of creativity, cultivation of bilingualism, and so on.