한국어 학습자들의 내용 지식과 글쓰기 성취와의 관계

신윤경 ( Yoon Kyeong Shin ),최운호 ( Woon Ho Choi ) 이중언어학회 2013 이중언어학 Vol.52 No.-

This thesis is to study the correlation between the level of improvement of Korean writing of foreign students and the content knowledge that they write about. The number of foreigners who want to study Korean to achieve their academic purposes has increased. They are very much interested in the content knowledge in writing, which is important for them to achieve their academic objectives. Therefore, it was assessed whether foreigners can improve Korean writing even they write about any content they learned in Korean, or they can improve it only when they write about particular content they carefully choose. For the above, we asked foreign students to see movies and let them write about the movies in Korean to understand how the new knowledge from the movies influenced in the quality of Korean writing. The result shows that the quality of Korean writing is different depending on different subjects of the movies they wrote about. Also, only students fully understood the movies wrote Korean better. This result guides us to develop a strategy to select right content knowledge to deliver to foreign students for better Korean writing education. What`s important is not quantity but proven quality of the knowledge.(Korea University, Seoul National University)

한국의 가치문화 교육과 문학 활용

신윤경 ( Yoon Kyeong Shin ) 고려대학교 한국어문교육연구소 2011 한국어문교육 Vol.9 No.-

한국어 교육에 있어 문학의 활용 중 하나로서 문화 교육을 위한 자료로서의 활용이 있다. 문학은 그만큼 문화 요소를 많이 포함하고 있는 언어자료이기 때문이다. 그런데 문화교육 내용 요소 중에서 ``가치 문화``가 가지는 의의를 문학과 연결해 볼 수 있다. 왜냐하면 ``가치 문화``는 문화 내용 중에서 가장 핵심적이면서 중요한 위치를 차지하고 있으며, ``문학``의 여러 활용 내용 중에서도 ``가치관``이라는 핵심적인 요소가 가장 많이 일치하기 때문이다. 물론,``가치 문화``를 제외한 다른 문화 요소들을 완전히 배제할 수는 없지만, 그 적절성과 효율성에 있어서 크게 떨어진다. 또한,``가치 문화``와 ``문학``이 가지고 있는 연결고리 중에서 ``구체성``과 ``공감대 형성``이라는 부분의 일치성이 중요하다. ``가치 문화``가 가지는 추상적인 비가시적인 부분이라는 점은 문학의 ``구체성``이 보완해 줄 수 있으며, ``가치 문화``에 대한 이해 부족과 사회적 거리로 생기는 부정적인 인식은 ``공감대 형성``이라는 부분이 완화해 줄 수 있다는 점이다. 이런 이론을 바탕으로 그리고 실제 문학을 활용한 수업에서 학습자들이 얼마나 ``가치 문화``의 요소를 적절히 찾아내고 이해하는지 사례를 통해 타당성을 높이고자 했다. 실험 결과, 학습자들은 ``효``라는 추상적인 주제를 구체적인 사항으로 인식했으며, 개념을 적절하게 뽑아내서 이해하고, 긍정적이면서도 공감하는 태도를 보였다. 따라서 ``문학``이 ``가치 문화``교육에 높은 효과가 있음을 보여주는 것이라고 하겠다. 앞으로 연구가 확장되어 ``가치 문화``의 문학 활용을 위한 작품 선정과 실제 교육 방안에 대한 논의가 이루어져야 할 것이다. 이런 구체적 연구가 실제 현장에 적용되어 수업의 내용과 형식 뿐 아니라 문학 활용에 대한 인식도 높아지는 교육 현장을 기대해 본다. A number of different methods for culture education are already introduced in several different theses published so far. Many scholars emphasize the necessity of diversifying the methods of culture education, mentioning that it is important to try different instructional, such as information sharing on culture, actual participation in culture activities, uses of visual material/publication/literature on top of the classroom education and to leverage those methods appropriately. This thesis focuses on the "appropriate leveraging" of the culture education methods. Most studies have only focused on "diversifying" the instructional so far, however, focusing on how to "appropriately leverage" in more important. "Appropriate leveraging of the methods" means that it is necessary to understand whether the instructional is APPROPRIATE or not for culture education, rather than to judge whether the education method is good or bad. For this reason, experimental classes were conducted to determine the appropriate ways to leverage literature for culture education - for which topic and which result to achieve - Students were asked to write down their thought on "Hyo - Filial devotion of children for their parents", with and without sharing the literature on "Hyo". The result shows that, "Literature" enables students to understand abstractive culture concept more easily as the literature delivers the abstract concept with concrete circumstance and individuals and even enables students to accept the concept by applying it into their own situation. The literature can play an important role in efficiently delivering the abstract cultural value concept such as "Hyo". "Literature" also enables students to devote themselves into the content and come up with shared consensus, which makes students to have positive attitude towards the concept that we want to teach and also to learn Korean language more easily as well by relating the concept and culture. "Literature" can also be an efficient method for culture education when the education aims to make the gap of different cultures closer and develop common consensus.

포스트 코로나 시대에 한국어 교사 온라인 연수 프로그램을 위한 방안 연구 -국립국어원과 재외동포재단의 연수를 중심으로-

신윤경 ( Shin Yoon-kyeong ),이진경 ( Lee Jin-kyoung ) 우리어문학회 2022 우리어문연구 Vol.74 No.-

본 연구의 목적은 한국어 교사를 위한 온라인 연수의 개발 방향을 제시하고자 하는 것이다. 코로나 19로 인해 불가피하게 온라인 연수를 진행했지만, 코로나가 종식되어 오프라인 연수가 재개된다고 하더라도 온라인 교육방식은 필수적인 시대를 맞았다. 이에 온라인 교사 연수라는 특성에 맞는 프로그램을 고민해야 할 필요가 있다. 그래서 먼저 코로나 19 이전에는 대면으로 진행되었다가 비대면으로 전환해 진행했던 국립국어원의 ‘한국어교원 배움이음터’와 재외동포재단의 ‘한글학교 교사 초청 연수’를 비교·분석했다. ‘한국어교원 배움이음터’와 ‘한글학교 교사 초청 연수’의 대상과 목적 등 기본적 개념을 살피고, 비대면으로 전환되어 진행되었던 상세한 내용을 살폈다. 연수 기간, 연수 과목, 수업 시간, 수업 방법(분임 토의, 친교의 시간 포함), 교육 운영 방법 등이 그것이다. 그 후 분석내용을 바탕으로 한계와 보완 방향을 찾고자 했다. 교사들의 생애주기와 특성에 맞는 내용 구성이 우선되어야 하고, 온라인 특성에 맞는 강의 수강 방법과 연수 기간, 분임 토의 및 사전과제의 적절성, 비대면으로도 충분히 네트워킹을 할 수 있는 시간과 온라인 공간 마련, 신속하고 세심한 의사소통 창구 마련 등을 제안했다. 앞으로 여러 온라인 연수를 개발할 때 기초 자료로 활용되기를 바란다. The purpose of this study is to provide the direction in developing online training for Korean language teachers. During the COVID period, it was necessary to conduct all the trainings online, however, it became essential to keep online trainings as one of the training methods, even if offline trainings are resumed post COVID. Therefore, it is necessary to design proper online training programs for teachers by considering the characteristics of such trainings. As a starting point, the 'The Continuation of Learning for Korean Language Teachers' from the National Institute of Korean Language and the 'Invitation Training for Korean School Teachers' from the Overseas Korean Foundation, which were conducted face-to-face before COVID-19 then converted as online training during COVID-19 period, were compared and analyzed. Basic concepts such as target audience and purpose of the 'The Continuation of Learning for Korean Language Teachers' and the 'Invitation Training for Korean School Teachers' were examined, and the details of the training parts converted as on-line were viewed. These include the training period, training subjects, class hours, teaching methods (including breakout discussion and networking), and operating methods. After that, based on the review and analysis, we tried to find the limitations and improvement methods. Based on the study, we suggest that the training contents suitable for teachers' life cycles and characteristics should be designed first. Then, we propose the method of taking on-line lectures and training period, the appropriateness of breakout discussions and pre-assignments, time and online space for sufficient on-line networking, and fast and secure communication channels. We hope the study can be used as foundation material when developing various online trainings in the future.

텍스트 마이닝을 활용한 동료피드백 타당성 검증 : 동료피드백의 구성과 사전교육의 방향 설정을 중심으로

신윤경(Shin, Yoon Kyeong),류수린(Ryu, Su Rin) 다빈치미래교양연구소 2021 교양학연구 Vol.- No.15

본 논문의 목적은 대학 글쓰기에서 동료피드백의 타당도를 검증하고 그 내용을 바탕으로 피드백 사전교육의 내용을 제안하는 데 있다. 고쳐쓰기 과정에서 동료피드백의 효과는 이미 여러 연구에서 검증된 바가 있으나, 성취도 낮은 집단의 피드백은 피드백 수용자의 글을 개선하는 데 도움이 되지 않을 뿐만 아니라 오히려 여러 오류를 양산할 수도 있다는 우려도 제기된다. 따라서 학습자들이 동료피드백을 훌륭하게 수행하려면 피드백 내용에 대한 신뢰도를 높여야 하고, 이를 위해 교수자는 사전교육을 통해 피드백 내용의 타당도를 높여야 한다. 이를 위해 본 논문에서는 먼저 피드백 유형별 타당도의 기준을 살피고, G대학에서 한 학기 동안 이루어진 동료피드백의 내용들을 텍스트 마이닝을 활용해 분석 비교했다. 먼저, 피드백에 나타난 핵심어 연관도를 측정하여 상위/하위 집단의 어휘사용 양상을 비교하였다. 다음으로 어조분석 기법을 적용하여 관련어휘 목록에 따라 피드백 유형을 점수화하여 피드백 구성의 타당도 기준을 검증하였다. 이 결과를 토대로 피드백 사전교육을 위한 유형별 항목을 설정하고, 구체적인 표현까지 목록화하였다. 기존 동료피드백 연구가 교수자의 직관에 근거해 타당도를 평가했다면, 본 논문은 실증적인 분석을 통해 타당도를 검증하고 그 결과로 도출된 구체적 내용을 사전교육의 자료로 제안하는 점에서 차별화된다. The purpose of this paper is to verify the validity of peer feedback in university writing and to suggest the content of feedback pre-education based on empirical analysis. The effectiveness of peer feedback in the rewriting process has already been verified in several studies. However, there are concerns that feedback from low-level group does not help improve recipients" writing, but rather may lead to errors. Therefore, in order for learners to perform peer feedback successfully, the reliability of the feedback content must be increased, and for this, the instructor must increase the validity of the feedback content through pre-education. In this paper, we first looked at the criteria for validity of feedback types, and then analyzed peer feedback data produced in writing classes of G University for one semester using text mining. First, we measured the correlation of key words in feedback, compared the vocabulary usage patterns of the upper/lower groups. Next, a tone analysis method was applied to score the types of feedback by related vocabulary lists to verify the validity of the types of feedback. Based on this result, an appropriate composition of feedback types for pre-education was proposed, and the detailed expressions were also listed. While previous studies on peer feedback evaluated the validity based on the instructor"s intuition, this paper is differentiated in that it tried to verify the validity through empirical analysis and propose more specific contents derived from our results for feedback pre-education.

대학 글쓰기 반의 재외국민 학습자 특성 연구 -글쓰기 능력이 글쓰기 전략과 학교생활에 미치는 영향 분석을 중심으로-

신윤경 ( Yoon Kyeong Shin ) 한국작문학회 2012 작문연구 Vol.0 No.14

``재외국민`` 즉, ``재외국민 특례입학전형``으로 대학에 들어온 이들은 대부분 각 대학에 개설되어 있는 글쓰기 반 중에 외국인 반으로 분류되어 수업을 받고 있다. 일반 한국인 대학생들의 글쓰기 내용을 따라갈 수 없기 때문인데, 외국인 반으로 편입되었더라도 읽기와 말하기의 유창성이 뛰어나 그 반의 수업 내용은 오히려 쉬워 또 다른 어려움을 겪는다. 따라서 재외국민 학생들에게 알맞은 교육 내용을 제공하기 위해서는 먼저 그들에 대한 학습자 분석이 이루어져야 한다. 그 첫 단계로 재외국민 학생들에게 글쓰기 전략 사용과 학교생활 만족도에 관련된 설문조사를 실시하고, 그것과 글쓰기 능력과의 상관관계를 조사하고 분석하였다. 먼저 그들은 현재 자신들이 다니고 있는 학교와 전공에 대한 만족도가 상당히 높았으며, 한국에 대해 긍정적인 이미지를 가지고 있었다. 그리고 글쓰기 과정에서 그들 스스로 문법 및 철자, 어휘 등의 언어적인면에 치중하고 있었다. 그러나 상위 단계로 글쓰기 능력을 향상시키기 위해서는 ``내용 구성 및 조직``에 더 신경을 써야 한다는 통계를 얻었다. 이러한 결과는 앞으로 그들의 글쓰기 지도나 특별반 구성에 있어 기초적인 방향을 제시해 줄 수 있으리라고 본다. Most Korean overseas residents, who entered universities in Korea through special admission policy, study Korean writing in the classes designed for foreigners in the universities. Even though overseas resident students` writing capability is not as good as native Korean students, their reading and speaking capability is usually far better than that of foreigners. Writing classes designed for foreigners is usually too easy for them. To provide right level of Korean education program for Korean overseas resident students, appropriate research to understand them better should be conducted. As a first step, questionnaire based research was conducted on usage patterns of Korean writing strategy and the level of satisfaction of their school life. Then, the correlation analysis between the findings from the research and their writing capability is conducted. Initial finding shows that overseas resident students are highly satisfied with their current school life and the study, and have positive image on Korea as a country. Another finding shows that they only focus on technical items such as grammar, vocabulary, spelling etc when they write. However, to improve their writing capability up to an advanced level, additionally, they also need to focus on content design and writing structure. These findings can be initial guidelines when we teach Korean overseas resident students Korean writing or design special classes for them.

문화 능력 평가를 위한 문학 텍스트 활용 : TOPIK 시험 문항 분석을 중심으로

신윤경 ( Yoon Kyeong Shin ) 한국문학교육학회 2009 문학교육학 Vol.29 No.-

Culture became one of the most important content items in Korean Language education for sure. Also, it is easy to find that people consider "culture" as one of the major items for their Korean language text book development or extra curricular activities design. A number of studies on language education based on "Culture" have been published and have been significantly progressed both in quantity and quality. It has, However, not been proved how much students could improve their language skills and an culture understanding of Korean through this instructional methodology. This thesis focuses on how to evaluate students` level of understanding on "Culture" through "Literature" and "Test of Proficiency in Korean(TOPIK)". First, it defines the concept of the "Cultural Literacy", and specifies the meaning and value of "literature" which has been used as a method for language education so far. Second, it reviews the level of appropriateness of the content of the literay text used in the TOPIK, which is currently the most reputable test with highest test participation level. The literary text used in the TOPIK should, not only be a tool for the test, enable students to fully understand and even analyze the concept of the Korean Culture. Through this exercise, we can review the quality of the education again, because considering how to evaluate authentic setting lead to how to educate, and conclude that Korean language education can be progressed further through the continuous exercise of questioning on the meaning and value of the evaluation, and reflecting the evaluation result into the instructional methodology.

중국대학 한국문학교육을 위한 작품선정 -1990년대 이후 문학을 중심으로-

신윤경 ( Yoon Kyeong Shin ) 연세대학교 언어연구교육원 한국어학당 2012 외국어로서의 한국어교육 Vol.37 No.-

Literature selection for the Korean Literature Education from Universities in China -Focus on literature since 1990`s-. Teaching Korean as a Foreign Language, 37, 223~242. When we teach foreign students Korean literature, we consider most on "How" to teach "Which" literature. Especially for foreign students learning Korean literature overseas, ths selection of the literature is very important. It, however has not been carried out properly due to the limited local situations and this has driven foreign students to lose their interest in Korean literature and has demotivated them as well. Therefore, this thesis aims to review current issues in selecting Korean literature and to develop selection criteria and process of Korean literature for Korean literature education. Target sample of the study is foreign students majoring Korean from universities in China because China has long history in Korean education and Koreanology, and Korean literature is one of the most common majors of the department of Korean education in universities. As a first step, we reviewed the literature from their text books and found out that the literature selection was not diversified, especially, no comtemporary literature since 1990`s could be found. Therefore, new selection criteria for literature selection was designed based on the literature being taught in Korean universities today and a list of literature was selected through the selection process based on the criteria. Through this exercise, a list of literature was chosen for Korean literature education. We believe these carefully selected literature will enable students to learn Korean, Korean culture, Korean society better.

대학의 한국어 학습자 대상 문학 수업을 위한 문학 교재 구성 연구

김혜영(Kim Hye young),신윤경(Shin Yoon kyeong),오지혜(Oh Ji hye) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.4

본 연구는 대학의 한국어 학습자를 위한 문학 교재의 구성을 살펴보는 것이다. 국어교육계의 문학 교과서 구성, 외국인을 위한 한국어 교재의 구성, 해외 문학 교재구성을 분석하여 이를 대학의 한국어 학습자 문학 교육에 적합하도록 재구성하였다. 본 연구 교재는 기존 교재의 체제를 참고하나 본문 설명과 이해와 감상에서 날개 구성을 더 다양하게 활용하고 여러 매체 자료와 상호텍스트적 자료를 적극적으로 활용하였다. 본 연구 교재 구성에서 단원별 구성은 <연대표>, <시기적 특성>, <성취 기준>, <작가 소개>, <작품 소개>, <작품 본문 제시>, <이해 확인 문제>, <더 학습하기>로 설정하고 이를 설명하였다. 또한 이 구성을 위한 ‘문학교육 목표 및 성취기준’ 내용과 ‘본문 발췌 원리’, ‘작품 이해 감상 구성 내용’에 대한 이론적 근거를 살피고 예를 제시하였다. 본 연구 주제는 교육 상황에서의 학습자 관찰을 통해 지속적으로 그 개선 방안을 고민해야 할 문제로 후속 연구를 통해 그 해결점을 찾아갈 것이다. The aim of this study is to examine the literature textbook structure. The Korean high school「literautre textbooks」, 「Korean literautre textbooks」for foreigners, and 「literautre textbooks」in other countries are analyzed and reflected in this study. In this study, the whole text structure is restructured reflecting the existing text format. Whole text is composed of <time line>, <periodical overview>, <the characteristics of each period>. The each unit structure is <Standard of accomplishment>, <writer introduction>, <text introduction>, <text body presentation>, <comprehension question>, and <more study>. <Standard of accomplishment> shows the learners study goal. <Writer introduction> let the learners understand the writers and <text introduction> presents the core contents with pictures and keywords to cause readers interests. <Text body presentation> is composed of various activities including themes, cultural words and expressions using the wing parts to make learners understand the text properly. <Comprehension question> verifies learners appreciation of the works and <more study> is composed of comparative literature and intertext study. In relation with this, the theoretical bases of standards of accomplishment , principles of text extract , and ways of presenting texts for appreciation are examined with text samples. Standards of accomplishment is for the learners to have the knowledge for appreciating both texts and Korean society & culture. Novel texts need to be extracted in terms of themes, periods·history·culture, and structural characteristics . For the ways of presenting texts, literature itself and readers are considered. Literature itself is about the characteristics and functions of genre, expression methods, meanings, themes, sociocultural backgrounds, and writers. For readers, learners comparative literature and intertext approaches are needed based on learners sociocultural contexts. This study will be applied to develop the Korean literature textbooks after reflecting consideration.

대학의 학문 목적 한국어 학습자 대상 문학 수업을 위한 교재 개발 연구 - 문학사 구분과 작품 선정 방향을 중심으로 -

오지혜 ( Oh Ji-hye ),김혜영 ( Kim Hye-young ),신윤경 ( Shin Yoon-kyeong ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.154

The aim of this study is that we propose the necessity of the text development for the foreign students in universities and graduate schools and present the specific plans for developing literature texts. According to educational statistics by 2015, the number of foreign students exceeds 91,332 and among them, the students who attend in universities and graduate schools are 55,739. They are studying Korean literature for an academic purpose, therefore, they need the literature texts which let them be able to appreciate Korean literature itself, not which are for communication methods. Studying these texts provide an easy access to Korean and Korean culture. However, we do not have the enough published texts which are appropriate for this purpose. Thus, the instructors excerpt some parts from the published texts and edit them in education fields. Therefore, the following two points will be considered carefully in this study. The first is the literary periodization of Korean literature and the second is the plan for the text selection according to the decided periodization. The teaching about periodization will help students understand and evaluate literary works in overall literary phenomena. Moreover, this will lead instructors and students to select the important literature in the literary field and let them focus on literature itself. The aforementioned considerations will provide a background for developing the literature texts which are appropriate for appreciating literature itself, and which are going beyond the texts of communication methods.