한국어 교육이 정체성 형성에 미치는 영향 -재미교포 학습자를 대상으로-

안한나 한국언어문화교육학회 2008 언어와 문화 Vol.4 No.2

This study aims to demonstrate Erickson’s theory that is an adolescent period form their identities and how Korean-Americans who study the Korean language form their identities. Also, to find a correlation between Korean language learning and identity formed. It assume that the identity perception would differ by degree of interest in Korean-Culture and learning backgrounds, and Korean language proficiency. First, contains definitions of the terminology such as Ex-patriate Koreans, Korean-Americans, identity and Korean language proficiency. The chapter then identifies the causes and the differences of identity perception among Korean-Americans. Additionally, the effect of Korean language proficiency on identity formation is examined. Finally, it is asserted that effective identity education is necessary in the Korean language education of Korean-Americans.

한국어 학습자의 정의적 특성에 관한 연구 -특수 목적 한국어 학습자의 자아존중감, 자기효능감, 불안감 변화 양상을 중심으로-

안한나 한국언어문화교육학회 2018 언어와 문화 Vol.14 No.2

This study reviews the changes that special-purpose Korean language learners go through during their language courses, in terms of self-esteem, self-efficacy, and anxiety, which are among the affective factors in learning languages. It also aims to provide basic data that may be used to improve Korean language teaching. The participants were individuals learning Korean at K university for academic and S company for job purposes. The results revealed that self-esteem is more likely to change for job-purpose learners than for academic-purpose learners. The latter group experiences a slightly higher level of anxiety in the earlier stages of learning, and the former group experiences anxiety in later stages. Academic-purpose learners show highly increasing self-efficacy as they undergo several learning courses, while the self-efficacy of the job-purpose learners remains unchanged. Both groups showed low levels of anxiety when self-esteem and self-efficacy were high. Changes were identified during the fourth and sixth weeks of the Korean language-learning period. Based on these results, it is necessary to develop a teaching and learning strategy, and to use appropriate language learning tasks.

‘퀴즐렛’ 어휘 학습의 효과성 검증 -학문 목적 한국어 학습자를 대상으로-

안한나 한국언어문화교육학회 2018 언어와 문화 Vol.14 No.4

The present study aims to investigate the effect that Quizlet vocabulary learning has in terms of improving the vocabulary of Korean language learners. To this end, this study first examined the theoretical background by analyzing previous studies on computer-based vocabulary learning, mobile-based vocabulary learning, and Quizlet vocabulary learning; it then compared the satisfaction level of learners who used the Quizlet vocabulary learning method with that of learners who used conventional methods of vocabulary learning. In addition, this study tested and analyzed the effectiveness of vocabulary learning using computers (or mobile apps) in improving learners’ vocabulary. An instructor delivered the same content, using the same method, to 28 international undergraduate students, who made up the experiment and control groups. To confirm the homogeneity of these two groups, a Korean vocabulary proficiency test was performed as a pre-test. The result of a t-test returned a significance of p<.05 and confirmed that there was no statistically significant difference between the two groups. The experiment group utilized Quizlet to learn vocabulary, while the control group used conventional methods of vocabulary learning. Eight rounds of quizzes were then administered to confirm the learners’ performance levels. After the experiment, this study compared the performance levels of the two groups, with the following results: the experiment group achieved higher scores than the control group over all eight rounds of quizzes. Moreover, all the learners in the experiment group expressed a high level of satisfaction and interest in vocabulary learning using Quizlet, which utilizes computers or mobile apps. The present study verified the effectiveness of Quizlet vocabulary learning, which moves beyond conventional vocabulary learning methods, and confirmed the necessity to provide this type of vocabulary learning in language education.

카타르 한국어교육 교육과정 개발 방향 및 실행에 대한 소고 - 카타르 A학교를 중심으로 -

안한나,임호용 국제한국언어문화학회 2017 한국언어문화학 Vol.14 No.2

본 연구의 목적은 카타르 학습자 및 아랍어권 학습자들을 위한 효과적인 한국어교육의 방향을 제시하는 데 있다. 이를 위해 본 연구에서는 카타르 A학교에서의 교육과정 개발 방향 및 실행에 중점을 두었다. 연구 대상은 카타르 A학교다. 카타르 A학교에서의 한국어교육의 교육과정 개발은 크게 계획단계, 실행단계, 평가단계로 설정하여 진행하였다. 카타르 학습자들을 대상으로 한 한국어교육의 교육과정 개발 방향 및 실행 과정에서 나타난 특징들을 통해 아랍어권 학습자 대상의 한국어교육 방향에 대한 시사점은 다음과 같이 제시될 수 있다. 첫째, 학습자들은 문법 위주의 교육보다는 의사소통 즉, 말하기 위주의 교육을 선호하였기 때문에 이를 반영한 교육 목표 설정 및 교육 내용이 선정되어야 한다. 둘째, 교재는 아랍 문화가 반영되고 아랍어로 번역된 교재를 사용해야 한다. 셋째, 효과적인 교수-학습을 위해서는 형성평가나 종합평가의 결과뿐만 아니라 학습자와의 지속적인 상담이나 교사 교육을 통한 피드백이 적시에 이루어져야 한다. 넷째, 암기를 통한 학습은 바람직하지 않으며, 다양한 활동을 통한 학습이 이루어져야한다. The purpose of this study is to propose how effective Korean language education can be developed for Qatari learners. To this end, it focuses on the direction of the curriculum development as well as its execution in Qatar School A. The curriculum of the Korean language program at Qatar School A is mainly developed in three stages: planning, implementation, and evaluation. An analysis of the direction and implementation of curriculum development for Korean language education targeted at Qatari learners, helped identify preferences for learners in Arabic-speaking countries. First, as the learners preferred instruction centered on communication (i.e., speaking) rather than grammar, instructors suggest establishing learning goals and select lesson content that reflect this preference. Second, instructors prefer using textbooks that are localized to Arab culture and translated into Arabic. Third, for effective teaching-learning, in addition to formative and summative evaluations, there must be a system in place to give continuous feedback and counseling to learners as well as instructor training at appropriate time. Finally, memorization-based learning is not advisable, and lessons must include various activities.

The Mourning Father and the Pierced Son: David and Absalom (2 Sam 15–19) in Jewish and Christian Interpretations

안한나 한국신학정보연구원 2022 Canon&Culture Vol.16 No.2

After King David’s debacle with Uriah and his wife Bathsheba, David’s rebellious son Absalom looms large in the biblical narrative (2 Sam 15–19). His fate having been foreshadowed in the verdict of God as mediated by Nathan the prophet (2 Sam 12:10–12), Absalom emerges as an unfortunate agent of divine vengeance for wrongdoing committed by David. Absalom is killed during his attempted coup, and the visceral images of Joab’s piercing of Absalom as he hangs from a tree by his hair and David’s wailing for his dead son have evoked profound theological reflections for generations. Focusing on the midrashic and talmudic tales of the Second Temple Period, the works of the early Church Fathers, and the works of Protestant commentators of the late-sixteenth and mid-seventeenth centuries, the article traces and compares interpretive responses to David’s ordeal in Jewish and Christian textual traditions. Both traditions consider Absalom to be representative of those who betray the archetypal leader, whether Moses or Jesus Christ, and their interpretations provide an admonitory lesson to those who would threaten the integrity of their community of faith. In some Jewish texts, David’s petition evokes God’s mercy for Absalom’s condition after his death. In some Christian texts, David’s unreciprocated love for Absalom is eclipsed by the pierced heart of the heavenly Father and linked to the passion and resurrection of Christ. Both the Jewish and Christian texts, albeit differing in how they interpret paternal suffering for the lost son, point to God’s election of the House of David.

Rereading Judah's story in light of the near-sacrifice of Isaac (Gen 22:1-19)

안한나 Torch Trinity Graduate University 2019 Torch Trinity Journal Vol.22 No.2

이삭을 번제로 드리려 했던 아브라함의 이야기(창 22장)와 유다가 베냐 민을 대신해서 목숨을 담보로 내어 드리는 이야기(창 43-44)의 문예적 연 계성은 성서학계에서 그다지 비중 있게 다뤄지지 않았다. 본 논문은 두 내 러티브 단락의 상호본문적 관계를 연구하여 아버지와 아들의 모티브를 포 함한 일련의 문예적 기법이 어떻게 창세기 37장과 38장에 나오는 유다의 역할을 조명하는지 설명하고 있다. 더 나아가 아브라함과 이삭(창 22장), 야곱과 유다/요셉(37-38장) 및 야곱과 유다/베냐민(43-44장)의 구조적 ‘ 틀거리’(structural framework) 안에서의 문예적 요소들은 요셉에 대한 유다의 우월성을 드러내는 중요한 상호본문적 단서들을 제공한다. 흥미롭 게도 이 상호본문적 일치점들은 요셉 이야기 안(창 37-50)에서 간헐적으 로 나타나는 이삭과 이스마엘의 대비에 대한 수사적 강조점을 좀 더 일관 성 있게 설명하는데 기여를 한다.

『개역개정』의 개정을 위한 번역 제안 ― 구약 본문을 중심으로 ―

안한나 대한성서공회 2022 성경원문연구 Vol.- No.50(S)

The Tamar story (Gen 38) and the Esther story (Esth 2–8) : an intertextual reading

안한나 Torch Trinity Graduate University 2018 Torch Trinity Journal Vol.21 No.2

창세기 38장의 유다와 다말 사건은 창세기 37~50장에 나타난 요셉과 그의 형제들의 이야기를 이해하는데 중요한 문예적 연결점이다. 이는 에스더서(2~8장)가 요셉의 이야기(37~50장)와 어떤 상호본문적 관계성을 가졌는지에 대한 연구에 있어서 반드시 고려되어야 할 사항이다. 이제까지 에스더서와 창세기 두 본문의 상호본문적 관계의 논의에서는 에스더가 어떻게 요셉, 유다, 그리고 야곱과 신학적 연관성을 가지는지 많은 연구가 진전되었다. 그러나 정작 에스더와 다말의 문예적 및 주제적 접촉점에 대해서는 학계 관심이 결여된 바이다. 본 논문은 에스더와 다말, 아하수에로와 유다, 그리고 모르드개와 요셉의 대비를 통해 에스더 2-8장에서 도출할 수 있는 신학적 강조점을 고찰해 보았다. 특별히 주목할 만한 상호본문적 교차점은 내러티브 설정의 극대화를 위한 수사학적인 유사점과 반전의 문예적 장치에 있다. 예컨대 두 여인은 상대남에게 일련의 질문과 역제안(counter-proposition)을 통한 치밀함을 보였고 긴박한 위기가 해소되기 전 자신들의 신분을 밝혀야 했다. 결국 에스더는 민족을 위해 목숨을 담보하며 왕에게 나아갔고 다말은 자신과 태아의 목숨을 걸고 유다와의 담판을 끌어냈다. 다말과 에스더의 결정적이고 기개 있는 믿음의 행동은 동시에 사울을 압도한 다윗과도 상호본문적으로 연결된다. 이점은 에스더서의 신학적 강조점이 다윗 왕조의 부활을 염원하는 포로기 공동체의 열망을 투영한다고 볼 수 있다.

Revisiting Ezra 1 (vv. 1‒4) with the Temple Building Inscriptions of Mesopotamia

안한나 한국구약학회 2022 구약논단 Vol.28 No.2

L. S. Fried and others have convincingly demonstrated that the book of Ezra foregrounds the ideology of temple destruction and reconstruction that was shared across the ancient Near East. This article offers further observations based on the Neo-Assyrian and Neo-Babylonian building texts by tracing the ancient Near Eastern ideology that underlies Ezra 1:1‒4, especially with respect to the initiation of the temple rebuilding by a divinely ordained king who is styled as a royal shepherd. First, a careful examination of the building inscriptions provides further insights to the peculiar Hebrew idiom in Ezra 1:1 (i.e., hēʿîr, “stirred up”). In the Mesopotamian analogues, the Akkadian terms šudkû and šutbû are appropriated to indicate the divinely originated cause in the mytho-historical story of the destruction and restoration of the temple. In Nabonidus’s rebuilding account, both šudkû and šutbû are used interchangeably in a negative sense, as in “incite” or “arouse.” Remarkably, these verbs were distinctly deployed in the context of the deity’s abandonment of its own temple or the deity’s judgment of the enemy forces linked with the destruction of the temple. In the royal corpus of Nebuchadnezzar II, both šudkû and šutbû are attested. But the former usage predominates, conveying a positive connotation, as in “prompt” or “motivate.” Mesopotamian royal annals, inheriting the Sumerian legacy, describe the king as the shepherd of his people, often in combination with depiction of pastoral duties of gathering the scattered people. In the temple building texts of Mesopotamia, the shepherd metaphor is vividly woven into the monarch’s presentation of the renovation project. This idea is also evident in Cyrus’s royal rhetoric employing the Akkadian verb šeʾû, which showcases the sedulous attention of the Mesopotamian monarchs in rectifying cultic and civil aberrations. Rereading of the edict of Cyrus in Ezra 1 in light of such an ideological orientation yields a distinctive portrait of the Judean returnees, all of whom play an active role in rebuilding the temple in Jerusalem.

한국어수업에서 하이브리드 수업 모형 제안 연구 - 학부 교양 중급 한국어 듣기 수업을 중심으로 -

안한나 글로벌지식융합학회 2023 지식융합연구 Vol.6 No.2

In the post-COVID-19 era, hybrid learning has become the order of the day for universities as well, wherein online classes are combined with face-to-face classes in university education. This study proposes an educational method using a hybrid model in the university liberal arts Korean classes for foreign students. The pros and cons of purely online education and hybrid education were first examined, followed by an analysis of the current status of hybrid courses and programs in foreign countries. Based on the analysis, a plan was proposed for application in the university liberal arts Korean language classes. Specifically, a step-by-step teaching/ learning situation was devised by applying the hybrid model to the listening skills class, where foreign students learn Korean. After conducting the class by applying the hybrid model, a questionnaire survey on learners showed that class satisfaction and academic achievement were high. The proposed method of hybrid learning can therefore enable academic Korean learners to achieve more effective learning and satisfaction in Korean language classes.