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한국어 학습자의 작문 자료에 나타난 접속부사 사용 양상 연구 - 빈도 정보를 중심으로 -
유선숙 한국문법교육학회 2017 문법 교육 Vol.29 No.-
The purpose of this study is to investigate the information of types and tokens of conjunctive adverbs in written language of korean learners. To accomplish this purpose, 270 writing discourses of Korean learners from beginner, intermediate, and advance level takers, 90 from each, were selected from 32-34 Test of Proficiency in Korean(TOPIK) written corpus. Types and tokens of conjunctive adverbs were measured from total of 27,405 eojuls. Differences in each word class of conjunctive adverbs, based on proficiency groups, were evaluated. The list of conjunctive adverbs of high frequencies was shown. The result of the analysis are as follow: First, the ratio of types and tokens of conjunctive adverbs in total vocabulary was 0.45% and 1.3%, respectively. Second, the types and tokens of conjunctive adverbs were increased according to the proficiency in Korean. The differences of types and tokens of conjunctive adverbs based on proficiency were significant only between advance level group and others. These results shows that the acquisition and use of conjunctive adverbs from intermediate to advance levels are significant. Third, only a limited number of types of conjunctive adverbs were used with high frequencies in the word list. That means Korean learners used several conjunctive adverbs repetitively in comparison to Korean native speakers. The results from this study could be used for analysing the use of vocabulary in written discourses of korean learners and study Korean writing education methods for Korean learners.
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이경,유선숙 호남대학교 인문사회과학연구소 2019 인문사회과학연구 Vol.62 No.4
The purpose of this study is to derive the factors affecting the difficulty of academic tasks presented to Korean learners for academic purposes and to identify the difficulty levels that Korean learners actually experience. In this paper, we examine whether learners’ awareness of the degree of difficulty changes according to the task performance process and the task process, especially as based on their self-awareness. For this purpose, this study categorized academic tasks according to four factors of inputs, conditions, procedures, and outcomes, and examined the learner's awareness of each item. According to the result of analysis of the 93 learners’ responses, Korean learners showed significant differences for academic purposes between the groups in the familiarity of task subjects, opinion exchange type tasks, and classification tasks depending on Korean proficiency. In addition, it was found that the number of tasks that should be handled at the same time depending on the grade may affect awareness of the difficulty. These results are expected to be helpful in selecting, arranging and organizing tasks for Korean language learners in the academic context in the future.
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블렌디드 러닝에 대한 외국인 학부생 대상 요구조사 연구- <사고와표현> 과목을 중심으로
오선경,이선영,유선숙,한하림 한국교양교육학회 2018 교양교육연구 Vol.12 No.6
The purpose of this study is to find the direction to develop the blended Korean language course of <Thinking and Writing> subject. This subject is Korean language lecture for the undergraduates from foreign countries, and so far it has only been conducted as face-to-face classroom instruction. However, since each learner has different understanding ability and the class time is limited, there is a limit to cultivate Korean language proficiency and to develop critical thinking ability only by classroom instruction. In this paper, we intended to propose a method to enable the undergraduates from foreign countries to learn Korean language on their own initiative regardless of time and place, and apply the blended Korean language course which utilizes online classes to the classroom instruction. For this purpose, we conducted a need analysis for the development of blended Korean language courses for 281 undergraduates from foreign countries attending <Thinking and Writing> subject. As a result, 66.2% of learners showed a positive response to the opening of the addition of online classes. In addition, 60% of the learners who wanted the online classes preferred the form of the online class utilized for the preparation and review of the classroom instruction. This study decided to utilize the online class in order to maximize the educational effects of the classroom instruction, and suggested the divided instructional process utilizing the blended learning into the understanding area and the expression area. 이 연구의 목적은 K대학교 <사고와표현>의 블렌디드 한국어 교육과정을 개발하기 위한 방향 성을 모색하는 것에 있다. K대학교의 <사고와표현>은 외국인 학부생을 대상으로 한 한국어 강 의로서, 지금까지는 면대면 방식의 교실 수업으로만 진행되어 왔다. 그러나 학습자마다 이해 능력 이 상이하며 수업 시간 또한 한정되어 있어, 교실 수업만으로는 한국어 숙달도를 기르고 비판적 사고력을 함양하는 데 한계가 있을 수 있다. 이에 본고에서는 외국인 학부생이 시간과 장소에 구 애 받지 않고 자기주도적으로 한국어를 학습할 수 있는 방안이 필요하다고 보고 기존의 교실 수 업에 온라인 수업을 활용하는 블렌디드 한국어 교육과정을 적용하고자 하였다. 이를 위하여 <사 고와표현>을 듣고 있는 외국인 학부생 281명을 대상으로 블렌디드 한국어 교육과정 개발을 위 한 요구조사를 실시하였다. 그 결과, 66.2%의 학습자가 온라인 수업을 추가적으로 개설하는 것 에 긍정적인 반응을 보였다. 또한 온라인 수업 개설에 찬성한 학습자의 60%가 온라인 수업이 교 실 수업의 예습 및 복습으로 활용되는 형태를 선호하였다. 이에 본 연구에서는 기존 교실 수업의 교육 효과를 최대화 할 수 있는 방향으로 온라인 수업을 활용하기로 하였으며 블렌디드 러닝을 활용한 수업 절차를 이해 영역과 표현 영역으로 나누어 제시하였다.
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결혼이민자를 위한 입국 전 한국어 능력 시험 개발 연구: 세종학당 학습자를 중심으로
강현주,이경,유선숙 한국언어문화교육학회 2020 언어와 문화 Vol.16 No.2
This study aims to raise the needs for assessment tools that reflect the characteristics of marriage immigrants and to design a proficiency-oriented achievement test that can be used in the King Sejong Institute, which disseminates Korean language and culture and one of the official Korean language center for Korean immigrant visa. To this end, the language assessment tools for immigrants were reviewed, and advisory opinions were converged from experts. Based on this, test structure and test task specification is completed and piolt tests were administrated at King Sejong Institute in Vietnam and Philippine to prove validity and usefulness of this test. As a result, it was designed with two levels: beginner 1A and beginner 1B, and the test areas were set to listening, reading, and speaking with five types of test items. Each item evenly distributed in upper, middle and lower difficulty. Speaking test items consist of a short answer type and a narrative type, and it was conducted in two performance tests during one semester .
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