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속담을 활용한 한국어문화교육 방안 -미얀마인 학습자를 대상으로-
먓띠다우 한민족문화학회 2019 한민족문화연구 Vol.67 No.-
Language is not only a communication tool but also a way of expressing concerning with thoughts, emotions, needs, and ways of thinking. Learning a language in one country is not only to get knowledge of specific linguistic system but also an opportunity to get a glimpse of the culture, customs and ways of thinking of the country. Among them, one of the elements that can be gleaned is the proverb. Therefore, in this paper, based on the proverbs commonly used in Korea and Myanmar, I try to contrast the features and meanings of the proverbs. Furthermore, I would like to suggest the teaching methods that will help the learners of Myanmar to learn the proverb more easily. 언어는 의사소통의 도구로서 그 언어 구성원들 간에 이루어지는 모든 활동을 전달해 줄 뿐만 아니라 서로 간의 생각, 감정, 요구, 사고방식 등을 표현해 주는 역할을 한다. 즉, 한 나라의 언어를 배우는 것은 언어적인 체계를 습득할 뿐만 아니라 그 나라의 문화, 풍습, 사고방식을 엿볼 수 있는 기회가 된다. 언어를 통해서 문화를 엿볼 수 있는 여러 가지 요소 중 하나는 속담이라고 할 수 있다. 본 논문에서는 한국과 미얀마에서 널리 사용하고 있는 속담을 기반으로 하여 우선 속담의 구성상의 특징 및 의미를 서로 대조 분석하고자 한다. 그리고 이를 통해 미얀마 학습자들이 속담을 배우는 데 더욱 쉽게 학습할 수 있는 교육 방안을 제시하려고 한다. 본 논문은 한국과 미얀마의 속담을 비교해서 양국 언어 간 공통점과 차이점을 살펴봄으로써 양국 간 문화적인 요소를 좀 더 자세히 들여다보고자 하는데 그 의의를 두고 있다.
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미얀마 내 외국어대학교의 한국어 교육 현황 및 개선 방안 - 학부 과정을 중심으로 -
먓띠다우,Chaw Chaw Thu 국제한국어교육학회 2016 한국어 교육 Vol.27 No.2
Myat Thida Oo. Chaw Chaw Thu. 2016. The Status and Direction for the Improvement of Korean language Education in Myanmar -Focus on B.A (Korean) students. Journal of Korean Language Education 27-2: 51-78. The purpose of this study is to examine the status of Korean language education in Myanmar, and find out the problems and directions of future tasks. In order to examine how Korean language education is carried out in Myanmar, a survey was conducted with learners and teachers at the Yangon University of Foreign Languages and Mandalay University of Foreign languages. In this paper, based upon the results of the survey, difficulties of Korean language education were due to insufficient textbooks, teachers, classroom materials, and proportion of major class hours. Therefore, this paper proposes directions and means for providing teacher training courses, student exchange programs, upgrading curriculums and textbooks in Myanmar.
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미얀마 한국어 학습자를 위한 감정 척도 개발 및 적용 방안 연구 -학습자의 감정 요인 중심으로-
송봉운,먓띠다우,Htwe Su Hlaing,조현용 국제한국어교육학회 2025 한국어 교육 Vol.36 No.2
This study preliminarily developed and validated the KLES-M (Korean Language Enjoyment Scale for Myanmar Students) and KLCAS-M (Korean Language Classroom Anxiety Scale for Myanmar Students) to assess the emotional experiences of Myanmar learners of Korean. A survey with 238 learners used translated versions of the Foreign Language Enjoyment Scale (FLES) and Foreign Language Classroom Anxiety Scale (FLCAS), adjusted based on Myanmar respondents’ feed-back and expert reviews to fit Myanmar’s cultural context. The results show that learners generally feel positive emotions, associated with academic progress and cultural activities as major sources of enjoyment. Although learners experience classroom anxiety, they manage it effectively, demonstrating resilience. These findings offer insights into improving Korean language education for Myanmar learners.
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조현용 ( Cho Hyun Yong ),먓띠다우 ( Myat Thida Oo ),김낭예 ( Kim Nang Ye ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.2
This study is aimed at finding effective ways to teach Han-geul to Myanmar learners. Myanmar is a place where the enthusiasm for Korean language education is very high recently, but there is still a lack of preparation and research on development of Korean language education materials and teaching methods. Therefore, it is necessary to study Korean language teaching methods for Myanmar learners from the basic stage. For letters that are unfamiliar to foreigners like Han-geul, in particular, the stage of letters education, which is the beginning of language education, is very important. Even in Korean language education for Myanmar learners, since the beginning of education is letters education, that is, Han-geul education, it is necessary to prepare effective ways to teach Han-geul for Myanmar learners. This study, first, compared the letters of both languages and conducted a survey on Korean language learners and Korean teachers at local university in Myanmar. As a result, the problems of Han-geul education in Myanmar have been deduced, and in order to improve the problems, this study, based on the comparison of letters and the survey results, presented the matters to be noted in Han-geul education for Myanmarese learners, by dividing in ‘Switching the order of Han-geul education’, ‘Education using the principles of the creation of Han-geul’ and ‘Use of the results of letters comparison’. Based on the precautions for Han-geul education proposed in this study, this writer hopes that in the future, specialized Han-geul textbooks will be developed for Myanmar people, and effective Korean language education for them will be achieved by contributing to the intensification of professionalism of the Myanmarese Korean language teachers.
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미얀마 학습자를 위한 한국어 요청 화행 연구 <화용 실패를 중심으로>
김낭예 ( Nang-ye Kim ),먓띠다우 ( Myat Thida Oo ),조현용 ( Hyun-yong Cho ) 한국외국어대학교 동남아연구소 2020 東南亞硏究 Vol.30 No.3
When the goal of Korean language education is smooth communication, the communication ability of Korean language learners includes pragmatic competence. It is difficult to acquire pragmatic competence only with knowledge of vocabulary and grammar. In particular, compared to learners who learn Korean from Korean teachers in Korea, it is actually very difficult for learners to learn Korean from non-native teachers abroad to receive information related to conversation through teachers other than Korean textbooks. Therefore, this study proposes effective educational contents as to Korean language request speech acts for learners majoring in Korean at local universities in Myanmar. To this end, first, the Korean speaking textbook was analyzed to derive the request situation, and based on this, a Discourse Completion Test(DCT) was conducted for Myanmar learners. As a result of analyzing the use of request speech acts by Myanmar learners, it was confirmed that they experienced pragmatic failure in the use of titles and conventional expressions due to the influence of their mother tongue and excessive exposure to Korean culture, especially in the context of direct request. Therefore, in order to overcome such a pragmatic failure, this study suggested the educational contents that non-native teachers who teach Korean in Myanmar should pay attention to in the requested speech act education. This study is meaningful in that it examines in detail the pattern of request speech acts of local Korean language learners in Myanmar, and suggests actual request education contents based on pragmatic errors. This is expected to be useful pragmatic education contents particularly for local Korean language teachers in Myanmar.
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