녹색성장과 철도건설

조현용(Hyun-Yong Cho) 대한토목학회 2011 대한토목학회지 Vol.59 No.4

논문 : 한국어 속담 교육 연구

조현용 ( Hyun Yong Cho ) 국제한국어교육학회 2007 한국어 교육 Vol.18 No.2

가치 중심 한국어 교육 연구

조현용 ( Hyun Yong Cho ) 국제한국어교육학회 2008 한국어 교육 Vol.19 No.1

Language education is evolving from emphasizing communication-based instruction to communication-based with content instruction. From that came language instruction for specific-skills such as language for academic or job specific purposes. However, content seems to be localized knowledge. Just as important as knowledge in language teaching is teaching and sharing the target language`s thinking and culture. Learning a language is not only gaining knowledge of a culture but its “values” as well. More specifically the process involves learning about those values. Preparing students for communication is the means to an end, not the end itself. Depending on the type of students, the focus of what main values to teach would vary. I often question the `generality` in “teaching Korean for general purposes”; can there be a general purpose in teaching a language? I would like to argue here that even in teaching Korean for general purposes it should contain and reflect Korean thinking and universal values. A goal to impart content in language teaching where its main goal and objective is to reach either fluency or accuracy or both should be included in its curriculum. Content may be viewed as “contents of knowledge” and “value of wisdom,” and teachable using either CBLT(content-based language teaching) which is active and straight forward or via VBLT(value-based language teaching) which is passive and suggestive. This paper discusses ways to teach VBLT than CBLT. (Kyung Hee University)

한국어(韓國語) 교재(敎材)의 기능(機能) 교수요목(敎授要目) 제시(提示) 비교 연구

조현용 ( Cho Hyun-yong ) 한국어문교육연구회 2007 어문연구(語文硏究) Vol.35 No.2

本稿에서는 敎授要目 중에서 韓國語 敎材에 나타난 意思疏通 機能 敎授要目을 比較해 보고자 하였다. 외국인을 위한 한국어 교육에서 敎材 開發에 관한 논의와 敎科課程에 대한 논의는 여러 가지 측면에서 이루어져 왔으나 機能 敎授要目은 매우 혼돈스럽게 제시되고 있다. 用語와 分類 基準의 差異 등은 문제라고 할 수 있다. 본고에서는 최근에 개발된 한국어 교재와 外國語 敎育에서의 기능 敎授要目 제시를 비교 검토하여 機能 提示 方案을 다음과 같이 제안하였다. 첫째, 機能을 대분류, 소분류해야 한다. 둘째, 유사한 機能의 용어를 統一해야 한다. 셋째, 韓國語 敎育의 實情에 맞는 機能을 提示해야 한다. 넷째, 예시문을 提示하여 의사소통 機能을 분명히 認識할 수 있게 해야 한다. 이러한 提示 方案을 통해서 韓國語 敎材를 개발함에 있어서 주요한 要素인 ‘語彙 目錄, 文法 項目’과 함께 機能 敎授要目이라는 기본 체계를 마련하게 될 것이다. The study compares the syllabi of Korean textbooks, focusing on the communicative-skill activities. Much dialogue and discussion on material development and designing curricula for Korean language education for non-native speakers has been conducted by educators at various levels. The issues were considered from different points-of-view. But that isn’t the case when it comes to designing syllabi. There are differences in the use of terminology and standards of classification and such practice is problematic. The study compared syllabi from various Beginner-level Korean texts designed by its own accord, and discovered incongruity in the use of terminology and contents by the material developers. A comparison chart indicates the problems and the differences; we have also examined the frequency of functions. There exists “diversity” in the materials within various textbooks, and it reflects the unique “characteristics” of each institution that developed them. However, the designing of syllabi lacks structure. This deficiency is exposed in the light of “proficiency (what Korean language education generally promotes)” from the viewpoint of assessment. Furthermore, such discrepancies may only bring more confusion to developers of newer materials. Upon considering the issues at hand, the study proposes the following measures: (1)Functions should be distinguished as “Major” or “Minor” categories (2)Establish/maintain consistency in the use of language for terminology describing similar functions (3)Syllabi should contain exercises for communicative skills that are appropriate for current usage and practice of Korean language education. (4) Examples are provided so that learners can clearly understand the communicative skillsat hand.

한국어 교육과 문자 교육 연구

조현용 ( Hyun Yong Cho ) 경희대학교 교육발전연구원(구.교육문제연구소) 2004 慶熙大學校 敎育問題硏究所 論文集 Vol.20 No.1

한국어 교육을 위한 한국어 교육 정책 연구

조현용(Cho Hyun-Yong) 우리말학회 2018 우리말연구 Vol.54 No.-

한국어 교육 정책의 역사는 매우 짧고 경제적, 정치적, 외교적 상황과도 관련이 된다. 재외동포, 다문화사회, 유학생, 외국인 노동자의 문제는 모두 정책에서 매우 중요한 부분이다. 따라서 더욱 체계적으로 한 국어 교육 정책을 수립할 필요가 있다. 본 연구에서는 한국어 교육 정책 의 현황을 살펴보고, 관련 정부기관의 현황을 살펴보려고 하였다. 선행연 구에 나타난 정책의 문제점도 살펴보았으며 대상자에 따른 정밀한 정책 수립이 필요함을 알 수 있었다. 이를 바탕으로 몇 가지 문제점과 이에 대한 발전 방안을 제시하였다. 1. 한국어 능력시험의 경우 대상에 따른 다양한 시험의 개발이 필요하다. 유학생을 위한 학문 목적 시험에 대한 연구가 필요하다. 2. 국내 한국어 교육 기관에 대한 평가가 필요하다. 정확한 기관 평가를 통해 한국어 교 육의 질적 성장을 도모하여야 한다. 3. 한국어 교육 관련 부서의 업무 분 장을 효율화할 필요가 있다. 한쪽 기관으로 업무를 통폐합하는 것이 아니 라 성공적인 협업의 모델을 제시하여야 한다. 4. 해외에 한국어와 한국문 화를 보급할 때 상호주의적인 태도를 강화하여야 한다. The history of educational policy on Korean as a Foreign Language (KFL) is relatively short. Educational policies on KFL are closely related to and affected by economic, political, and diplomatic factors. Among the critical issues to consider in the development of educational policies on KFL are heritage learners abroad, multiculturalism, students studying abroad in Korea, and foreign workers in Korea. To effectively address those issues, a systematic and contextualized approach should be adopted in establishing KFL policies. The purpose of this study is to examine the current state and status of educational policy on KFL and KFL related government institutions. A review of previous research revealed a few shortfalls in the development and implementation of KFL policies. There is a need for more scrutinized policies to be catered to the various needs of the target group. Based on the examination of current practice in KFL policy, the following needs and suggestions are identified: (1) Various types of Korean language proficiency tests appropriate to different target groups should be developed. More research should be conducted on Korean assessments and tests for academic purpose which are intended for study abroad students in Korea. (2) Regular assessment of domestic KFL educational institutions should be undertaken. Through objective and accurate appraisal of KFL institutions, the educational quality and curriculum can be enhanced. (3) A more efficient labor division should be achieved among KFL-related educational departments. A model of cooperative work among related departments would be ideal rather than merging departments into one consolidated institution. (4) When disseminating Korean language and culture abroad, a reciprocal relationship between domestic and foreign institutions should be established and strengthened.

한국어 어휘 평가의 현황과 전망 -한국어능력시험(TOPIK)을 중심으로-

조현용 ( Hyun Yong Cho ) 이중언어학회 2011 이중언어학 Vol.47 No.-

Bilingual Research The aim of this study is on issues of Korean vocabulary assessment in terms of its status and prospects focusing on Test of Proficiency in Korean(TOPIK). Above all, previous studies ware considered in order to figure out Bilingual Research whether it is possible to evaluate vocabulary exclusively, and if possible, what is a good method for it. Even though it is practically hard to evaluate the proficiency of vocabulary independently, it is possible, the studies said, because vocabulary could be improved by education and form the basis of other language functions. In addition, it is easily quantified. This study argued that it is necessary to approach the vocabulary assessment qualitatively, not quantitatively, and finalize the selection of advanced level vocabularies. Up to now the evaluation elements of each level has been classified unclearly. Therefore distinct classification for each level is needed, and the way to realize it is to differentiate between expression and understanding. In turns of communication, evaluating pronunciation and spelling of vocabulary is critical, but the evaluation should contain detailed criteria in speaking and writing, rather than independent evaluation. This paper deals with problems with assessment, especially unclear distinction between reading comprehension and vocabulary. For example, when it comes to level of difficulty, vocabularies of answers have a higher level of difficulty than vocabularies of text do. According to the level, many different types of questions have been suggested, but it still lacks the study to give evidence. (Kyung Hee University)

미얀마인 학습자를 위한 한글 교육 연구

조현용 ( Cho Hyun Yong ),먓띠다우 ( Myat Thida Oo ),김낭예 ( Kim Nang Ye ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.2

본 연구는 미얀마인 한국어 학습자를 대상으로 한 효과적인 한글 교육 방안 모색을 목적으로 한다. 미얀마는 최근 한국어교육의 열기가 매우 뜨거운 곳이지만 한국어교육 자료 개발 및 교수 방법에 대한 준비와 연구는 아직 부족한 실정이다. 따라서 미얀마 학습자를 위한 한국어 교수 방안 연구가 기초 단계부터 이루어지는 것이 필요하다. 특히 한글처럼 외국인에게 낯선 문자는 언어교육의 시작인 문자 교육 단계가 매우 중요하다. 미얀마인을 위한 한국어교육에서도 교육의 시작은 문자 교육 즉, 한글 교육이므로 미얀마인을 위한 효과적인 한글 교육 방안을 마련할 필요가 있다. 이를 위하여 본 연구에서는 우선 양 언어의 문자를 대조하고, 미얀마 현지 대학의 한국어 학습자와 한국어 교사를 대상으로 설문조사를 실시하였다. 그 결과 미얀마 현지에서의 한글 교육의 문제점을 도출할 수 있었고, 이를 개선하기 위하여 본 연구에서는 문자 대조와 설문조사 결과를 토대로 미얀마인 학습자를 위한 한글 교육 시 유의해야 할 사항을 ‘한글 교육의 순서 전환’과 ‘한글 창제 원리를 활용한 교육’, ‘문자 대조 결과의 활용’으로 구분하여 제시하였다. 향후 본 연구에서 제안한 한글 교육 시 유의 사항을 바탕으로 미얀마인 학습자에게 특화된 한글 교재가 개발되고, 미얀마인 한국어 교사의 전문성 강화에 기여하여 미얀마인 학습자들을 위한 효과적인 한글 교육이 이루어지기를 기대한다. This study is aimed at finding effective ways to teach Han-geul to Myanmar learners. Myanmar is a place where the enthusiasm for Korean language education is very high recently, but there is still a lack of preparation and research on development of Korean language education materials and teaching methods. Therefore, it is necessary to study Korean language teaching methods for Myanmar learners from the basic stage. For letters that are unfamiliar to foreigners like Han-geul, in particular, the stage of letters education, which is the beginning of language education, is very important. Even in Korean language education for Myanmar learners, since the beginning of education is letters education, that is, Han-geul education, it is necessary to prepare effective ways to teach Han-geul for Myanmar learners. This study, first, compared the letters of both languages and conducted a survey on Korean language learners and Korean teachers at local university in Myanmar. As a result, the problems of Han-geul education in Myanmar have been deduced, and in order to improve the problems, this study, based on the comparison of letters and the survey results, presented the matters to be noted in Han-geul education for Myanmarese learners, by dividing in ‘Switching the order of Han-geul education’, ‘Education using the principles of the creation of Han-geul’ and ‘Use of the results of letters comparison’. Based on the precautions for Han-geul education proposed in this study, this writer hopes that in the future, specialized Han-geul textbooks will be developed for Myanmar people, and effective Korean language education for them will be achieved by contributing to the intensification of professionalism of the Myanmarese Korean language teachers.

한자어계 귀화어의 유형 연구

조현용 ( Hyun Yong Cho ) 경희대학교 언어연구소 2009 언어연구 Vol.26 No.2

This study examines borrowed words from Chinese characters. The causes of borrowed words are compounding, synonym duplication, grammarticalization, changes in phonemes and forms and a lack of awareness of etymology. For instance, compounding of Chinese character words with Korean and fusing of similar meanings of Korean words to Chinese characters lead to less awareness and usage. Looking at those two instances from the compound word category, they are both borrowed words. In grammarticalization, the changes in meaning and function go together. Therefore, the actual root meanings weaken in the process. Chinese characters are often used as dependent nouns in the Korean language and, in that process, become borrowed words. Changes within phonemes and forms also create problems to understand the etymology of the borrowed words, not to mention the many vocabulary words too difficult to trace their roots. In such instances, such words fall in the category of borrowed words.

한국어 비언어적 행휘 표현과 한국어문화 교육 연구

조현용 ( Hyun Yong Cho ) 국제한국어교육학회 2005 한국어 교육 Vol.16 No.2

This study aims to examine the need to include into Korean language education non-verbal behavioral expressions used by Korean people. As much as the phonetic language, non-verbal behavior takes up a large part of day-to-day linguistic activities. Presently, however, Korean language education lacks the teaching of non-verbal behavior to learners. According to a survey of language learners, not even the most advanced learners of the language are aware of it, let alone use it in their communications. But the survey also revealed that a large number of them desire to learn about Koreans’ non-verbal behavior. A list of useful non-verbal expressions can certainly go a long distance in assisting the learners. This study provides such a list with a working definition of non-verbal behavior and an analysis of various forms of non-verbal behavior used by Korean people. We have divided the list into three parts: non-verbal behavior rooted in tradition; non-verbal behavior restricted only to body language; and body language in the context of common everyday expressions. We believe we have provided here the basic materials to meet current needs, but such materials should be developed into supplements for positive learning in the future. We have also examined ways to include non-verbal behavior into cultural education. Some examples of non-verbal behavior were examined and explained in the contexts of ‘Confucian culture’, ‘Shamanistic culture’ and ‘Ondol (a hot-floored room) culture’. Accordingly, we believe non-verbal behavior can be taught in the context of these three cultures.