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Sheffield 대학교 한국어 학습자의 작문 특성 분석
조숙연 ( Cho Sukyeon ),박영민 ( Park Youngmin ) 한국작문학회 2018 작문연구 Vol.0 No.38
이 글은 Sheffield 대학교 한국어 3학년 학습자들이 작성한 한국어 작문을 분석하여 그 특성을 파악해 보는 데 목적이 있다. 이 분석을 위해 수집한 글은 16편이었으며, 남학생이 작성한 글 5편, 여학생이 작성한 11편이었다. 한국어 학습자들이 쓴 글의 주제는 ‘나의 인생’이었다. 학생들이 제출한 글의 유사도를 파악하기 위해 TF-IDF를 적용해 본 결과, 유사도가 높은 글은 전혀 발견되지 않았다. 성별에 따른 분석 결과, 남학생들은 일반 명사, 동사의 사용이 많았고, 여학생의 형용사, 일반 부사의 사용이 많았다. 개념 및 행동 중심의 언어를 구사하는 남학생들의 언어적 특성이 한국어 작문에도 나타났다. 남학생들에게는 일반 부사에 관심을 기울여 지도할 필요가 있을 것이다. 수준에 따른 분석에서, 상 수준의 학생 글에서는 일반 명사, 동사, 형용사의 사용이 더 많았으나 일반 부사는 반대였다. 이는 한국어 작문을 채점할 문장의 세밀한 표현과 관련된 요소의 비중이 낮기 때문인 것으로 보이므로, 이후에는 고려 방안을 모색할 필요가 있을 듯하다. This article aims to analyse the characteristics of Korean language writing by third-year Korean language students at the University of Sheffield, UK. This analysis is based on a sample of 5 essays by male students and 11 by female students on the subject of “My Life.” To determine the level of similarity between the essays, text feature extraction (TF-IDF) was applied, but no two essays were found to have a high level of similarity. Analysis according to gender revealed that male students tended to use more nouns and verbs, while female students used more adjectives and adverbs. Male students also tended to use more vocabulary focused on concepts and actions. It appears that there is a need to encourage male students to pay more attention to adverbs. Analysis according to level of ability revealed that the use of nouns, verbs, and adjectives increased at higher levels, while the use of adverbs decreased. This appears to be due to the marking criteria attaching little weight to detailed expression, a point that should be considered in future.
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영상매체 제작을 통한 국외 한국어 학습자의 문화권별 표현기제 연구 -중국과 영국의 한국어 전공 학부생을 대상으로-
이미향 ( Mihyang Lee ),엄나영 ( Nayoung Eum ),조숙연 ( Sukyeon Cho ) 국제한국어교육학회 2016 한국어 교육 Vol.27 No.4
This research aimed to understand the environment and needs of overseas Korean language learners and to seek a solution through the use of media. To do this, we divided learners into Eastern and Western culture areas and made a comparative study. As learners who grew up in Eastern and Western culture areas have different background knowledge and learning needs, it is very important for teachers running classes in each area to understand the differences between the culture areas of the learners. This research used surveys and media production assignments to investigate the needs and characteristics of undergraduate Korean language majors at overseas universities and to seek effective teaching methods for each location. Through this we obtained the following results. First, we analysed what overseas Korean language learners need in a learning environment, and what they think about using media for study. Through the analysis of needs, we found that using media is not only familiar to overseas Korean language learners already but also useful as a method of learning. In the second place, we checked how the mother-culture that learners acquired as they grew up in each culture area influences their Korean speaking assignments. We had the learners conduct a speaking task and then submit it in video form. From analysing these assignments we reached the following three conclusions. First, Eastern and Western learners showed different tendencies in choosing subjects and creating the content. We found that most Eastern learners made content with similar topics, while Western learners were interested in more varied topics. Second, Eastern and Western learners showed a difference in the way they developed the content. Eastern learners preferred a format that develops the story depending on its situational context, while Western learners preferred conveying a story that pivoted on factual information. Third, there was difference of accuracy and fluency in the communication situation. Eastern learners tried to speak accurately in communicating through the second language, while Western learners tried to speak fluently with an emphasis on interacton.
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