한국어 교사의 이문화간 소통능력 구성요인에 대한 탐색적 연구

원미진 ( Mi Jin Won ) 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2

The present study attempts to explore the component factors of cross-cultural competence of Korean language instructors. Few research has ever been done to measure cross-cultural competence in the field of Korean language education as a secondary language for foreigners. Based on earlier studies of second language education, the study culled a number of factors to measure the instructor`s competence to communicate Korean language education to foreign cultures. Four factors were extracted based on the survey results: individual attitude towards foreign culture, competence to analyze and knowledge of foreign culture, openness, and the ability to adapt in a global environment. The results showed that the instructor`s teaching years would affect the instructor`s knowledge and ability to analyze a foreign culture positively. In addition, the instructor`s education level affected the instructor`s knowledge and ability to analyze a foreign culture positively. The result suggested that the four factors may provide a basic measurement tool to measure Korean language instructors` cross-cultural competence. Korean language education should be extended in the context of cross-cultural interaction between instructors and students beyond mere language education. The self-awareness of cross-cultural competence of individuals and teacher-education programs for improving cross-cultural competence are needed for effective teaching in a multi-cultural classroom. (Sogang University)

조사 `이/가`와 `은/는`의 중간언어 습득 양상 연구 - 중국어권 초급 학습자를 대상으로 -

원미진 ( Won Mi-jin ) 국제어문학회 2016 국제어문 Vol.0 No.68

본고는 한국어 초급 학습자들의 조사 습득 양상을 밝히기 위해 학습자의 작문자료를 바탕으로 조사가 사용된 문장의 특성을 살펴봄으로써 학습자의 조사 습득의 중간언어 발달 양상을 기술해 보는 것을 목적으로 한다. 기존의 조사 습득 양상이 오류 분석에 기울어 분석했음에 비해 본고에서는 조사 사용의 양상을 문장의 문법적 특성과 의미적 특성을 살펴봄으로써 학습자들의 조사 사용의 체계를 밝혀 보려 하였다. 이러한 관점은 학습자의 언어 발달이 체계적이라는 중간언어관점에 근거하였으며 이를 통해 학습자의 오류가 무작위적인 오류가 아닌 체계적인 발달 단계에 근거하고 있음을 입증해 보려고 하였다. 연구 대상으로 삼은 작문이 1급의 학습자 34명을 대상으로 하였다는 점이 한계가 있으나 이러한 접근방법을 통한 분석이 추후 더 많은 학습자들을 대상으로 확대되어 간다면 학습자들이 가장 습득에 어려움을 겪고 있는 조사 `이/가`와 `은/는`의 사용 양상의 차이를 밝혀 습득 양상과 중간언어 발달 양상을 밝히는 데에 기여할 것이다. This study aims to reveal any systemization in learners acquiring Korean as a second language. By hypothesizing that learners; interlanguage system is consistent with natural language systems, this study focuses on finding rules and explanations for students` Korean acquisition rather than discussing their errors. To test this hypothesis, the study analyzes the writing of 34 Chinese Korean beginner learners. Although the particles `이/ 가` and `은/는` are some of the first grammatical markers which should be taught to and learned by Korean learners, learners may fail to appropriately use them until the learners reach higher levels. The particles `이/가` and `은 /는` are functional words and are sometimes used synonymously. The most Korean leaners have difficulties understanding the proper usage of each particle. The data analysis shows that their use of the two particles follows their interlanguage system`s rules. First, particles are selected using specific rules based on the sentence patterns and discourse purposes. Second, the errors or omissions of particles arise in sentences with more constituents than simple sentences. Third, specific patterns demand `이/가` instead of `은/는` or vice versa in their interlanguage systems. Finally, the rules how beginner Korean learners use these particles can be explained by the interlanguage development hypothesis.

한국어 말하기 평가 개발을 위한 채점 경향 분석 연구

원미진 ( Won Mi Jin ),김지영 ( Kim Jee Young ) 연세대학교 언어연구교육원 한국어학당 2017 외국어로서의 한국어교육 Vol.47 No.-

The present study was conducted to improve and secure the reliability of the performance assessment and grading of the Korean speaking test. To develop the speaking portion of the 'Test of Proficiency in Korean', this core research currently looks to increase the validity and reliability of the speaking assessment. This study explored the effectiveness of training sessions with raters. To uncover the affective factors of grading, the raters were divided into three distinct groups: native-experienced, native non-experienced, and non native raters. All of the participants were graduate students majoring in Korean language education. The traing sessions preceded in three stages. After the first session, all raters identified their problems, and continued with their grading. The results were analyzed with a multi-dimentional rasch model using the FACETS program. The results showed that experienced raters scored assessments using relatively strict grading criteria. The three groups showed different tendencies on scoring items, constructs, and measurement use. However, experience or nativeness did not affect the internal consistency of the individual rater. Their internal consistency of scoring was influenced by the process of setting up their criterion or by the eventual fatigue with grading. Future studies should examine experienced Korean teachers in different types of traing sessions. Despite the limitations, this study provides significance in this context as the first paper on the training of the Korean speaking performance test. (Yonsei University, Ewha Womans University)

일반논문 : 학문목적 한국어 학습자를 대상으로 정형화된 표현 사용의 쓰기 교육 효과 연구

원미진 ( Mi Jin Won ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2015 언어사실과 관점 Vol.35 No.-

Formulaic expression-the fixed expressions-are recognized as having important roles in second language learning and teaching, especially for language learners with academic purposes. Learning to use more frequent fixed expressions can improve writing competence in a specialized field of study. The Korean language learner participants were asked to write two types of compositions: one academic paper, and one personal essay. The essays were submitted in class as part of an in-class assignment, and the academic reports were assigned as take-home papers. Results showed that advanced Korean learners who forcibly used fixed expressions in their papers revealed unpredicted problems in making correct sentences in both types of compositions. Therefore, the study focused on the characteristics of their writing skills by comparing the two types of compositions between those that used or did not use formulaic expressions in their tasks. While participants with a very high quality in their academic writing showed adapting skills of those expressions, those who were not as proficient made many errors in their sentences. Learners who produced a low quality of writing had a difficult time matching subject-verb agreement. In sum, it is believed that the formulaic expressions can help learners that have a certain level of language proficiency and is less useful for those who are not as proficient. Therefore it is crucial to provide a list of formulaic expressions that is more suited to a learners` language proficiency and carefully consider the meaning and function behind each expression. Since formulaic expressions are useful for improving academic writing, an academic formulaic list would be helpful if selections of lists are accomplishe.

논문 : 한국어 어휘 교육 연구의 방향 모색

원미진 ( Mi Jin Won ) 국제한국어교육학회 2011 한국어 교육 Vol.22 No.2

The article overviews current research on second language learning to provide some implications for Korean vocabulary education. First, the study reviews research about vocabulary size to discuss the starting point of vocabulary research. Previous vocabulary instruction research and vocabulary acquisition theory support the background theory for effective instruction and provide implications for the research area of Korean vocabulary education. I reviewed the selected reports that describe the current trend of vocabulary instruction research to explore the conflicting issues and to determine what the most effective method of instruction may be. The study also points out recent trends in vocabulary research of the Korean language compared to recent trends in second language vocabulary research. In spite of much research of vocabulary focused on the characteristics of Korean vocabulary and vocabulary instruction as effective activities, many empirical and theoretical studies are needed to answer the unsolved issues in Korean vocabulary research.

한국어 학습자 사전의 용례 기술 방법에 대한 연구

원미진(Won Mijin) 한국사전학회 2011 한국사전학 Vol.- No.18

In a learner's dictionary, the function of examples can be classified into various functional categories. This study focuses on three categories such as (1) semantic, (2) grammatical(morpho-syntactic) and (3) pragmatic functions by a major fuctional category in a Korean learner's dictionary. Compared to other dictionaries for native speakers of Korean, editorial examples are the appropriate types of examples in terms of productive use of a dictionary for learning Korean. For considering a semantic function, examples clarify the meaning and definition and gives a sense of differentiation as well. For a grammatical function, examples specify construction of words and collocations with various types of inflection. The pragmatic aspect of functions involves several statuses of the words used in the formal and informal, the degree of politeness, and written and oral forms of language. The Korean learner's dictionary should contain three types of examples in order to serve these functions by presenting phrasal, sentence and dialogue examples to effectively assist Korean learners.

사전 사용이 읽기 이해도 및 어휘 학습에 미치는 효과

원미진(Won, Minjin),주우동(Zhu, YuTong) 한국사전학회 2016 한국사전학 Vol.- No.27

This study explores effects of dictionary use on reading comprehension and vocabulary learning. The main research questions were investigated as follows: What kind of dictionary is more useful for Korean learners’ reading comprehension between the bilingual dictionary (BD) and monolingual dictionary (MD) groups? What kind of dictionary is more useful for Korean learners’ vocabulary short-term memory and long-term memory between the BD and the MD? In order to obtain the answers, it was targeted the Chinese Korean learners to be divided by BD group, and MD group in the test. For conduct an experiement, the texts were given in accordance with two types of dictionaries which could be used freely to understand the texts. After finishing voluntary use of dictionary, the reading comprehension tests were performed. The 1st receptive and productive vocabulary tests were performed to evaluate the use of dictionary effects, and the 2nd vocabulary tests were performed 7 day after the 1st vocabulary test. The test results implied that the use of MD enhanced the vocabulary learning with long term memory, however, the types of receptive vocabulary knowledge with short-term memory and reading comprehension also are not influenced by selecting the use of different dictionaries.

UV 오존 처리를 통한 ZnO/rGO 센서를 활용한 암모니아 가스 감지 향상

원미진(Mijin Won),김동수(Dong Soo Kim) 대한기계학회 2023 대한기계학회 춘추학술대회 Vol.2023 No.11

중국어권 학습자 대상의 한국어교육 연구의 동향과 전망

원미진 ( Won Mijin ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2018 언어사실과 관점 Vol.45 No.-

This study analyzed recent trends in Korean language education research for Chinese learners of Korean. The rapid increase of academic Chinese learners has resulted in quantitative expansion in the study of Korean language education. Since the 2000s, more than 1,400 master’s and doctorate papers have been published for Chinese learners. The major trends of these studies can be divided into two: one kind of research is a study that contrasts Korean with Chinese, and the others is an applied academic paper for Korean education without contrast. They were also classified into grammar studies, vocabulary studies, phonology studies, discourse studies, and other studies according to the characteristics of the subjects. There have been hundreds of studies of vocabulary and grammar, but not many studies of discourse or language skills education. The study of Chinese learners has accumulated a large number of studies over a short period of time, and I believe that it is time to consider the reliability of the results. The results of the research trends analyzed in this study will give implications to researchers who is planning to write papers in this field.

문법교육 : 한국어 학습자의 어휘,문법 능력과 읽기 능력 발달의 상관관계 연구 -한국어능력시험 결과 분석을 토대로

원미진 ( Mi Jin Won ) 한국문법교육학회 2014 문법 교육 Vol.21 No.-

The purpose of this study is to explore the important factors influencing the reading development of Korean language learners for academic purposes. L2 reading development is the result of L1 transfer based on the Developmental Interdependent Hypothesis. However, L2 reading is associated with the development of L2 language proficiency according to the Language Threshold Hypothesis. Because L2 reading is a complex process involving L1 and L2 resources, the L2 reading research included many sub-fields from L2 linguistic competence to various L1 factors. This study examines the scores of TOPIK ( Test of proficiency in Korean)for advanced learners to investigate the related factors that influenced L2 reading ability positively. Correlation Analyses in 4 parts( vocabulary/grammar, reading, listening, writing) of language competence showed a strong relationship between L2 reading and vocabulary/grammar for advanced learners. However, regression results from L2 vocabulary/grammar score predicted L2 reading in level 5 learners not in level 6 learners. In this study, the finding explains that L2 reading could be improved by studying L2 language vocabulary and grammar until the vocabulary/grammar score reached around 80 out of 100. For the studentswith above average of vocabulary/grammar score, there might be other related factors that influenced reading ability including L1 reading resources such as use of strategies, motivation, and background knowledge. The implication of this study for instruction is that L2 reading instructions require considering both L2 and L1 factors to improve L2 reading ability for advance Korean learners.