KSL 초등 학습자를 위한 문법 교수요목 분석 - <초등학생을 위한 표준 한국어> 개정판을 중심으로 -

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2021 문법 교육 Vol.41 No.-

The goal of this paper is to discuss how the grammar area description in the 'KSL Curriculum' is reflected in the syllabus of 'Basic Research on the Development of Korean Language Textbooks' and "Standard Korean for Elementary School Students." The analysis found that syllabus in ‘Basic Research’ and textbooks differed from the classification, selection, and grading of grammar items presented in 'KSL Curriculum': 1) 'Grammar for enhancing academic age-appropriate literacy' was not included in the syllabus of "Korean for Learning Tool" and 2) the grade of 'school-age-appropriate education grammar' was considerably different from that of "Korean for Communication." The reasons for this difference are that 1) the two types of grammar classified in 'KSL Curriculum' are not clear on both concept and interrelationships; 2) the grammar items that beginner KSL learners should explicitly learn through education are not selected satisfactorily; 3) the grammar items that intermediate KSL learners should learn are not clear. In order to solve these problems, extensive basic research should be conducted on the language development process of elementary school KSL learners, educational approaches for them, and the use of language by elementary school students whose Korean is their native language.

한국어 거절 화행 교육의 방안

오경숙(Oh Kyoungsook) 서강대학교 인문과학연구소 2011 서강인문논총 Vol.0 No.30

본고는 거절하기를 대상으로 화행 교육의 구체적인 방안에 대해 논의하는 것을 목적으로 한다. 먼저 화행 수업을 위한 교수 설계 시 고려할 사항을 교육의 목표와 내용, 절차와 방법의 순으로 살펴보았다. 화행 교육의 목표는 학습자가 이미 가지고 있는 보편적인 화용론적 지식을 이끌어 내고 그러한 지식을 한국의 언어 문화에 맞게 적절히 구현할 수 있도록 하는 것이다. 화행 교육의 내용은 의사소통의 언어적:비언어적 맥락과 거절 수행의 단계 및 단계별 전략, 전략에 맞는 언어 표현으로 구성된다. 마지막으로 화행 교육은 한국어 교육 과정 전체에 걸쳐 이루어져야 하며 하나의 화행에 대해서도 전급에 걸친 교수요목이 마련되어야 함을 주장하였다. 그러한 교수요목에 근거하여 거절 화행의 수업을 설계할 수 있는데 본고에서는 명시적인 교수법에 의하여 중급 단계 학습자를 대상으로 하는 거절 화행 수업 계획안을 제시하였다. 그리고 도입, 제시, 연습, 활용 단계별 목적과 교수 내용, 주의점 등에 대하여 논의하였다. This paper focuses on how the Korean speech act of refusals can be taught effectively to intermediate learners in KFL. First, we examined the goals, the contents, and the proper procedures and methodologies of teaching the speech act in a second language. The goals of teaching the speech act are activating learners’ universal knowledge of pragmatics for foreign language learning and helping them use the knowledge properly in Korean culture. The contents of teaching the speech act consist of the linguistic and non-linguistic context of communication, the strategies for performing the speech act, and proper linguistic expressions. We also discussed how instruction design for whole speech acts and for each speech act (i.e. refusals, requests, etc.) have an interdependent relationship and emphasized that for each speech act, a systematic syllabus from elementary to advanced level is needed. By means of the three above-mentioned discussions, we suggested a way of teaching refusals for intermediate learners: the goals, the contents, and an effective activity of tasks and matters that require attention for each instructional stage (i.e. introduction, presentation, practice, product, and follow-up).

국어교육 문법과 한국어교육 문법 용어의 변별성 고찰

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2018 문법 교육 Vol.32 No.-

This paper offers a detailed examination of how the terminology in Korean school grammar is differentiated from the terminology in Korean pedagogical grammar. Two types of differentiation of school grammar and Korean pedagogical grammar are observed: differences in the learners, goals, content, and methods of grammar education, and the unity or diversity of grammar. Whereas school grammar is unified and standardized under the lead of the government, Korean pedagogical grammar is customized to each objective and type of learner under the lead of the private sector. As a result, Korean pedagogical grammar consists of four subtypes that can be defined by the people being instructed (teachers or learners) and the goals of that instruction (a systematic understanding of grammar as a whole or an understanding of the usage of specific grammar points). Examining how school grammar and Korean pedagogical grammar terminology is differentiated in terms of lists and concepts results in the following findings. First, much more terminology appears in school grammar than in Korean pedagogical grammar, and most terminology in school grammar is designed to illustrate grammatical categories, subcategories, and categorical concepts. In Korean pedagogical grammar, on the other hand, terminology serves to describe the usage of grammar points. Second, terminology that only appears in Korean pedagogical grammar descriptions pertains to information about types of utterances and the situations in which they are used. The importance of such terms is not emphasized in school grammar, but they are very important to Korean pedagogical grammar. Finally, there are terms that appear in both school grammar and Korean pedagogical grammar while exhibiting differences in the concepts being expressed. Some examples of these terms are “noun,” “adverb,” “expression,” and “grammar.” The aforementioned differences between school grammar and Korean pedagogical grammar and between their respective terminologies derive from fundamental differences between these two types of education. We should respect this differentiation by seeking a unique grammar and system of grammatical terminology for Korean language education.

학문 목적 한국어 학습자의 설문지 작성 양상과 교육적 함의

오경숙 ( Oh Kyoungsook ) 연세대학교 언어정보연구원 2023 언어사실과 관점 Vol.59 No.-

본고는 학문 목적 한국어 학습자의 설문지 작성에서 나타난 문제를 분석하고 이를 바탕으로 교육에 반영되어야 할 내용을 제안하는 데 목적이 있다. 연구 결과는 다음과 같다. 첫째, 학습자들은 설문지의 주제와 목적에 부합하는 질문을 구성하는 것, 질문을 체계적으로 구성하고 배열하는 것에 가장 큰 어려움을 보였다. 둘째, 학습자들은 설문지의 제목과 질문, 응답란의 선택지를 정확하고 격식에 맞게 작성하는 데 어려움을 보였다. 이러한 문제를 해결하기 위하여 필요한 교육적 처치는 첫째, 설문지를 작성하기 전에 설문 계획 단계를 세심히 설계하고 운영하여야 하며, 특히 조사의 목적과 항목을 깊이 있게 분석하고 이에 맞게 질문을 구성하도록 해야 한다. 둘째, 언어 사용의 문제를 해결하기 위해서는 오류 유형을 구체적으로 제시하고 올바른 표현을 익힐 수 있는 연습활동을 충분히 실시하여야 한다. This study aims to analyze the problems that appeared in the questionnaires drafted by Korean learners for academic purposes and propose contents that should be reflected in education. The results of the study are as follows. First, learners showed the greatest difficulty in organizing questions that meet the subject and purpose of the questionnaire, and systematically organizing and arranging questions. Second, learners showed difficulty in writing the title of the questionnaire, questions, and choices in the response column accurately and formally. To solve these problems, first, the survey planning stage must be carefully designed and operated before completing the questionnaire, especially to analyze the purpose and items of the survey in depth and organize the questions accordingly. Second, it is necessary to present the types of errors in language use in detail and conduct sufficient practice activities to learn the right expression.

한국어 고급 학습자의 문법 교육에 대한 교사 인식 연구 - 국내 대학 기관 교사의 심층 면접을 바탕으로 -

오경숙 ( Kyoungsook Oh ) 한국문법교육학회 2024 문법 교육 Vol.50 No.-

This study aims to explore the status of grammar education for advanced learners of Korean by interviewing teachers in the field. It examines educators' cognition of the grammatical capabilities of advanced learners and their approaches to grammar instruction. Initially, the research defines 'advanced' and 'advanced learners,' setting the stage for a deeper investigation into the current state of grammar education for this group, the required grammatical competencies, and educational direction. The findings underscore the diversity in defining 'advanced learners' across different contexts, the personalized nature of advanced grammar education, and a widespread consensus among teachers on the necessity for learners to integrate and apply grammatical knowledge in communication. The study advocates for a reevaluation of the concept of 'grammar' within Korean language education and emphasizes the need for further research to enhance grammar education practices for advanced learners.

한국어 학습자 글쓰기 산출물의 문법 평가와 교육적 활용 - 학부 유학생을 위한 학문적 글쓰기 수업 사례를 중심으로 -

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2021 문법 교육 Vol.43 No.-

This paper aims to propose analytic rubrics for assessing learners' grammar competence through the case of a Korean writing class for undergraduate international students, and to find a way to use it in education. In Korean writing class for undergraduate international students, the rubrics for assessing a learner's writing output are slightly different in detail, but generally consist of 'content, organization, and expression'. Among them, grammar, that is, the aspect of language use, is dealt with in the ‘expression’ area. The assessment rubrics suggested in terms of language use in previous studies can be divided into two subcategories: ‘accuracy of language use’ and ‘appropriateness of language use’. Using these discussions, we presented a analytic rubrics for assessing learners' grammar competence in writing for undergraduate students and evaluated the language use aspects of learners in the diagnostic assessment conducted in class. As a result, it was found that there were slight differences in the ‘accuracy of language use’ and ‘appropriateness of language use’ according to the type of Korean language acquisition/learning of undergraduate international students. Based on these findings, we proposed how analytic rubrics and assessment results can be used educationally in a Korean writing class for undergraduate international students with diverse learner composition.

한국어 문법 교육에서 ‘이다’와 관련한 몇 가지 문제: 학습자를 위한 문법 기술의 관점에서

오경숙 ( Oh Kyoungsook ) 서강대학교 언어정보연구소 2018 언어와 정보 사회 Vol.34 No.-

The purpose of this paper is to investigate the problems observed in relation to ida in Korean language grammar description and to find a desirable solution. In the Korean Language textbooks, ida is a grammatical item not only presented as a direct subject for education but also presented a type of a stem in the conjunction description of other grammatical items. Despite this particularity, the descriptions of ida in the Korean textbooks have some problems. First, the method of presenting the target grammar items related to ida is not consistent even within the same textbook. Second, the contents of grammar description of ida were not balanced in terms of form, syntactics, and semantics. In other words, while concentrating on form combining, there is little or no description of the sentence dimension or semantic dimension. Third, unlike verbs and adjectives, ‘noun + ida’ is neglected when presenting conjugated terms in the grammar description. In order to solve the above problem, it is necessary to establish ‘noun + ida’ as a type of predicate equivalent to the verb and adjective in the Korean pedagogical grammar for foreign learners. In addition, when describing grammatical items, it is urgent to systematize the sentence dimension (the discourse dimension according to the grammatical item) rather than concentrating on form combination.

한국어 재귀사 교육을 위한 문법 내용 연구 -`자기`를 중심으로-

오경숙 ( Oh Kyoungsook ) 이중언어학회 2016 이중언어학 Vol.65 No.-

This paper seeks to provide the grammatical content needed to teach the Korean reflexive jagi by combining an analysis of learners` errors with research findings in the fields of Korean linguistics and Korean language education. The analysis of learners` errors suggests that grammar instruction should cover the following points: (1) restrictions on the person of the antecedent, (2) the honorific form of jagi, (3) the distance between jagi and the antecedent, (4) the distribution of jagi in the sentence, (5) the difference between jagi and personal pronouns, and (6) potentially confusing aspects of indirect speech. These six points are then sorted into the grammatical content needed to teach jagi, which is divided into meaning and usage, construction information, restrictions, intensive/supplemental information, and similar grammar. The objective of this is to provide instructors with material for teaching jagi that they can easily adapt to the sequence of grammar that is being taught in the classroom. (Sogang University)

의사소통 중심 교수법에서의 보완적 문법 수업 방안

오경숙(Oh Kyoungsook) 서강대학교 인문과학연구소 2010 서강인문논총 Vol.0 No.27

본고는 의사소통 중심적 교수법에 의하여 이루어지는 문법 교수에 대해 학습자들이 갖는 요구에 주목하고, 의사소통 중심적 교수법의 장점을 유지하면서도 문법 학습에 대한 학습자의 요구를 수용하여 결과적으로 의사소통 중심적 교수법을 보완할 수 있는 방안을 모색하고자 하였다. 학습자들의 요구는 문법 설명과 문법의 수, 문법 연습 시간에 대한 것으로, 대부분 의사소통 중심적 접근의 ‘암시적 형태 교수’의 특징에서 비롯된다. 정규수업의 말하기 시간이 의사소통에 초점을 두는 한 학습자의 요구를 반영할 수 있는 적극적인 방안을 찾기 어려우므로 본고에서는 그 대안으로 정규과정의 복습 시간 또는 정규과정 외 특별 수업을 활용한 문법 수업을 제안하였다. 본고의 보완적 문법 수업은 형태 교수에 집중하나, 학습자 간의 상호작용과 의사소통을 중시한다는 점에서 전통적인 문법 수업과는 차별성을 가진다고 할 수 있다. This paper focuses on the demand for the students of grammar who are taught by Communicative Language Teaching Method. According to a research about students' demand, students in communicative language classes generally complained of paucity as in grammar explanation, grammar item, and practice hour, despite that they were fully satisfied with good points of the classes. In this paper, these complaints are considered to occur inevitably due to the characteristics of the Implicit Form-Focused Instruction of the Communicative Language Teaching. Because the focus of the speaking class is on the communicative activities, it is quite difficult to find to concentrate on explaining grammar items as much as it needed by students. So, we suggest the complimentary grammar class in the review class in regular course or extra class to solve the problem. The complimentary grammar class is similar to the traditional grammar class in the way that it focuses on the forms, but basically different from the traditional Explicit Form-Focused Instruction in the way that it lays emphasis on the interactions and communication between students.

'보다' 비교구문의 의미와 정도성

오경숙 국어학회 2003 국어학 Vol.41 No.-

본고는 현대국어의 ‘보다’ 비교구문을 대상으로 하여 그 의미가 도출되는 과정을 체계적으로 설명하려는 데 목적이 있다. 우리는 ‘보다’ 비교구문의 의미와 가장 핵심적으로 관련되는 개념을 ‘정도성(gradability)’으로 보고, 이 정도성으로부터 ‘보다’ 비교구문의 의미를 구성하는 하위 성분을 얻어낼 수 있었다. 그 의미 성분은 1) 척도(s), 2) 주어가 가지는 관련 척도상의 정도(d_(주어)), 3) 기준이 가지는 관련 척도상의 정도(d_(기준)) 4) 주어의 정도와 기준의 정도의 관계(r)로, 이들이 상호작용함으로써 ‘보다’ 비교구문의 의미가 도출된다고 보았다. 그리하여 ‘보다’ 비교구문의 의미는 's' 위의 두 점 ‘d_(주어)’와 ‘d_(기준)’의 관계 'r'을 명시함으로써 주어가 갖는 속성을 표현하는 것으로 파악하였다. The purpose of this thesis is to explain how the meaning of the 'boda' comparatives containing a gradable adjective is derived. To do so, we argued that the meaning of the 'boda' comparatives should be characterized in terms of four primary semantic constituents : scale(s), the degree value of subject on the scale(d_(subject)), the degree value of standard on the scale(d_(standard)), and the relation between d_(subject) and d_(standard)(r). And we showed that the meaning of the 'boda' comparatives is derived by the mutual reactions of the constituents. Finally, we concluded that the meaning of the 'boda' comparatives is to express the property of the subject by specifying 'r' between 'd_(subject)' and 'd_(standard)' on the 's'.