제8차 국어와 교육과정(개정안)에서 문법 영역의 특징과 과제

이관규 ( Kwan Kyu Lee ) 한말연구학회 2007 한말연구 Vol.- No.20

연계전공으로서 다문화 한국어교육 전공의 교육과정 개발 연구

이관규 ( Lee Kwan Kyu ),정지현 ( Jeong Ji Hyeon ) 고려대학교 한국어문교육연구소 2014 한국어문교육 Vol.16 No.-

본고는 사범대학에 다문화 한국어교육 전공 교육과정이 마련되어야 한다는 문제의식 하에서 이 교육과정이 내용과 그 운영 방안에 대해 모색하는 것을 목적으로 하였다. 먼저, 교육과정 목표 수립을 위하여 사회, 학습자, 교과 요인을 분석하였고 이를 바탕으로 내용 체계를 세 범주로 구분하였다. 1) 다문화적인식·태도의 발달, 2) 한국어 교수의 지식·기능 습득, 3) 다문화 한국어 교수· 학습의 실제의 세 영역 하에 각 교과목 개발을 진행하였다. 개발된 교과목은 다음과 같다. 다문화적 인식·태도 발달 영역: <다문화 사회 이해>, <다문화 학습자 이해>, <다문화 교육의 이해> 한국어 교수의 지식·기능 습득 영역: <제2언어습득론>, <한국어교육개론>, <언어교수이론>, <한국 문화의 이해>, <한국어학의 이해>, <한국어음운론>, <한국어문법론>, <한국어어휘론>, <한국어화용론>, <한국어 문학교육론>, <매체를 활용한 한국어 교육>, <학습 한국어 교육>, <다문화 한국어 교육과정론>, <다문화 한국어 평가론>, <다문화 한국어 교재론>, <다문화 한국어 말하기·듣기 교육론>, <다문화 한국어 읽기교육론>, <다문화 한국어 쓰기교육론>, <다문화 한국어 발음 교육론>, <다문화 한국어 문법교육론>, <다문화 한국어 어휘교육론> 다문화 한국어 교수·학습의 실제 영역: <다문화 한국어 교수·학습 실제Ⅰ: 현장실습>, <다문화 한국어 교수· 학습 실제Ⅱ: 반성적 고찰> 마지막으로, 교육과정의 운영에 대해서는 연계전공으로 하며 각 강의는 교과목의 성격에 부합하는 각 영역의 전공자들이 담당하는 것으로 논의하였다. 이 교육과정의 효율적인 운영을 위해서는 학교, 다문화 교육 센터와의 연계가 요구된다. This study aimed to seek for what contents will be organized and how that curriculum will be implemented in ``Multicultural Korean Language Education`` curriculum of the college of education. First, society, student and subject as source are analysed for goal setting of this curriculum. Then, content systems are clarified into three categories for selection of education contents. That is 1) Development of multicultural awareness and attitude, 2) Aquisition of knowledge and skill for korean language teaching 3) teaching practice of multicultural korean language education. And, subjects are developed in the three categories. Finally, implementation of the curriculum is commenced as interdisciplinary course and each lectures are taught by the majors from each field that matches the character of the subjects. This curriculum requires cooperative schools and multicultural education centers for effective training.

문장 부호와 국어 교육

이관규(Kwan Kyu Lee) 한국어학회 2013 한국어학 Vol.61 No.-

This study aims to elucidate currency and task of punctuation education in Korean education. First, students remember that they have learned punctuation in elementary, middle, and high school, and suggest that punctuation education is needed in early elementary school. They recognize that periods(.), question marks(?), commas(,), exclamations(!), and quotation marks(" ") are important, but ring-like periods(。) and reverse momma(□) are not useful. Later two punctuations will be perished in late 2013 new punctuation norm. Punctuation educations have been carried out across whole schools. Elementary and high school students are learning punctuations indispensably. There are curriculum standards dealing with punctuation in elementary and high school, but not concretely in middle school. Generally speaking, punctuations are regarded as important in writing, but are needed in reading, speaking and listening. For example ``spacing`` plays great role in reading. It is controversial whether ``spacing`` is a kind of punctuations.

학교 문법 교육에 있어서 탐구 학습의 효율성과 한계점에 대한 실증적 연구

이관규(Kwan Kyu Lee) 한국어교육학회 2001 국어교육 Vol.- No.106

국어 어문 규범 교재의 성격과 어휘 선정 원리

이관규 ( Kwan Kyu Lee ),신호철 ( Ho Cheol Shin ) 한국문법교육학회 2011 문법 교육 Vol.14 No.-

We have discussed characteristics and principles of Korean norm textbook and principles of vocabulary selection. In chapter 2, we discussed the direction of korean norm textbook. We indicate two basic rules and six specific ways to develop the textbook of Eomun-gyubeom. The basic rules of developing the textbook of Eomun-gyubeom are based on the increase of public recognition on Eomun-gyubeom and the improvement of efficiency of Eomun-gyubeom education. In chapter 3, we discussed characteristics and properties of the textbook. We pointed out three characteristics that the textbook has. First, the textbook ① supports to embody the basic spirit of Korean education, ② improves the ability of Eomun-gyubeom and leads active and convenient Eomun life, ③ inspires the interest in Eomun-gyubeom and enhances the attitude to contribute to development of Korean language. In chapter 4, we introduced principles that we applied to the step-by-step textbooks of Eomun-gyubeom. Those are ① principle of selecting the stages of vocabulary contents, ② principle of selecting vocabulary contents, ③ principle of selection and arrangement of educational contents.

문법교육 : 교육 문법에서 조사의 담화 문법적 탐색

이관규 ( Kwan Kyu Lee ) 한국문법교육학회 2014 문법 교육 Vol.20 No.-

This report aims to investigate characteristics of Korean particles under discourse grammar in education grammar. In chapter 2, we discussed authenticity of grammar education and concept of discourse grammar. Discourse is linguistic expression involving speaker, hearer, and context. Discourse grammar is rule of linguistic usage under discourse dimension. In chapter 3, we discussed characteristics of Korean particles under education grammar. Particle forms have meanings by themselves. So-called nominative case particle ‘이/가’ has meaning of [subjectiveness] and [exclusiveness]. So-called objective case particle ‘을/를’ has meaning of [objectiveness] and [pointedness]. Of course ‘이/가1’ and ‘을/를1’ have upper meaning of [focus]. Particles have degree in meaning. In other words, left particles have most grammatical meaning, and right particles have most lexical meaning as follow: ‘이/가1’, ‘을/를1’ > ‘에, 에서, 에게’ etc. > ‘이/가2’, ‘을/를2’ > ‘는, 도, 만’ etc.

통합적 문법 교육의 의의와 방법

이관규 ( Kwan Kyu Lee ) 한국문법교육학회 2009 문법 교육 Vol.11 No.-

The purpose of this study is to know what unificational grammar education is, and what senses and methods of UGE are, therefore to apply methods of UGE in Korean language education. I think that grammar education belongs to language education. Originally, language is whole, therefore language education is whole education. In this sense, grammar education doesn`t separate with language education. Generally, language consists of speaking, hearing, writing and reading. These categories belong to external language, but grammar is basic to these categories, and also literature plays an important role in korean education. But because language is whole, these category must be unificational in korean education. There are many methods in unifying grammar with other category. In other words, many methods are grammar and writing, grammar and speech(speaking and listening), grammar and reading, grammar and literature. These unificational methods are more effective in korean education, in sequence.

문법 교육 연구의 현황과 과제

이관규 ( Lee Kwan-kyu ) 한말연구학회 2018 한말연구 Vol.- No.49

The purpose of grammar education research is to study the education of language root. As theoretical research has been studied along with practical research, their works are examined through published books and doctoral thesis. They also suggest duties that grammar education research must improve on for further research. Some of the most representative books for grammar education were written by Kim Kwanghae’s Education Theory of Korean Knowledge (1997), and Lee Kwankyu’s Education Theory of School Grammar (2008). Meanwhile, other books struggled to focus on grammar education entirely and/or separately in sole part. Nonetheless, two previously mentioned books still have flaws in complete focus on grammar education research. Overseas books have been greatly influencing the field, especially on systemic functional linguistics, cognitive linguistics, and ecological linguistics, etc.. 56 doctoral thesis have been published for grammar education: 22 from Seoul National University, 9 from Korea National University of Education, 7 from Korea University, 5 from Pusan University, 4 from Kyungpook National University, and 2 from Dongguk University. If we see the process of education, ‘content’ was studied the most by 33.9% and ‘education method’ was researched by 21.4%, while the ‘goal’ and ‘evaluation’ sections were studied only once for each. The remaining percentage, 41.4%, focused on the integrated subjects. Depending on the subject of study, thesis topic varies from ‘vocabulary’ (19.6%), ‘discourse’ (10.7%), ‘sentence’ (8.9%), ‘attitude’ (8.9%), and integrated subjects (35.7%). It is, though, distinct that ‘phoneme’ has never been researched and only 2 thesis on ‘language norms,’ which are the closest to the Korean language in lifestyle, are written. However, practical research field still needs theoretical part. Grammar education research requires consistent and intense studies based on both theoretical and practical research. Theories related to grammar education must receive more support for various studies such as systemic functional linguistics, cognitive linguistics, and critical discourse analysis, etc.. Grammar education research covers all basic language features; therefore, the research needs to be studied more with language-related studies as well as other academic fields.

한글 맞춤법의 성격과 원리

이관규 ( Kwan Kyu Lee ) 한말연구학회 2012 한말연구 Vol.- No.30

This study investigated characteristics and principles of the Hangeul Orthography. So Hangul Orthography can regulate present language and show future language. Characteristics of HO should be prescriptive, descriptive and pedagogical. Characteristics of HO should be prescriptive, descriptive and pedagogical, Prescriptive characteristic means whether HO is correct or false, descriptive characteristic means whether HO reflects present language, and pedagogical characteristic means that HO must be teaching and learning, and HO should focus presence and future. HO should include past, present, future language. Reflecting past language means that we should think language tradition, or practically speaking, HO must have chronically explaining adequacy. Including present language means that HO must have practicality of reflecting present language. And including future language means that HO should show predicting possibility of new language.

어휘 교육의 발전 방향 탐색 ; 문법 교육과 어휘 교육

이관규 ( Kwan Kyu Lee ) 국어교육학회 2011 國語敎育學硏究 Vol.40 No.-

어휘는 단어의 집합이다. 따라서 어휘는 단어를 다루는 단어론에서 다루면 된다. 단어론은 단어의 형성 과정을 주로 다루는 형태론과 단어의 결과를 다루는 어휘론으로 나눌 수 있다. 이런 이유로 해서 음운, 단어, 문장, 담화, 의미 등 모든 문법 단위를 다루는 학교 문법 입장에서 볼 때 어휘 교육 관련 내용은 문법 교육의 일부로 다룰 수 있다. 물론 어휘는 국어생활에서 기초적인 것이기 때문에 화법, 독서, 작문, 문학 교육에서도 다룰 수가 있다. 어휘 연구라 하면 관계 연구, 분포 연구, 정책 연구로 나누는 게 일반적이지만, 문법 교육에서는 어휘의 분포 연구 항목만을 어휘 교육 내용으로 다루고 있다. 곧 주로 어휘의 계량, 어휘의 체계와 양상 내용을 문법 교육에서 다루고 있다. 관계연구는 문법 교육의 다른 영역, 즉 의미론 분야에서 다루어지고 있으며, 정책 연구는 따로 교수 학습되는 경우가 드물다. 어휘 교육은 초등학교 수준에서 대개 받아쓰기 차원에서 이루어질 뿐 중등학교 차원에서는 거의 이루어지지 않는다. 단지 고유어, 한자어, 외래어의 구분, 혹은 방언, 속담, 관용어 등 기본적인 사항만 교과서에서 몇 개 다루어지고 있는데, 전문적인 교수 학습 방법이 존재한다고 말하기도 쉽지 않다. 평가 방법도 대개 지필평가 방식으로 이루어지고 있을 뿐 문법 교육에서의 독특한 방법이 있다고 말하기는 쉽지 않다. 어휘 자체가 여러 영역에 걸쳐 있는 것인 만큼 통합적인 방법으로 교수 학습과 평가가 이루어질 필요가 있다. Vocabulary is set of words. Therefore vocabulary can be dealt with word study. Word study can be divided into morphology and lexis. So in view of school grammar that deal with phoneme, word, sentence, discourse, and meaning, vocabulary education can be dealt with part of grammar education. Of course vocabulary can be treated in speaking, listening, reading, writing, and literature. Generally speaking, vocabulary study are divided into relation study, distribution study, policy study, grammar education deal with only distribution study. In other words, vocabulary measuring, system and aspect of vocabulary are treated in grammar education. Relation study is treated in semantics, policy study is rarely treated in education. Frankly vocabulary education is treated in elementary school, rarely in secondary school. Only system of native language, sino-korean, and loanword and aspects of local dialect, proverb, idiom etc. are treated in text books. Of course there are no technical teaching methods. And it is reported that paper test is only method in grammar education and there`re no special methods. I think that unified methods in teaching vocabulary and measuring vocabulary competence are possible in grammar education eventually.