한국어교육의 현황 및 발전 방향

최정순(Choe, Jeong-soon) 한국고전연구학회 2013 한국고전연구 Vol.0 No.27

Teaching Korean as a foreign language has been growing rapidly both quantitatively and qualitatively. It has seen meaningful development as an academic field; the learner groups are more diverse than before; and the number of learners has increased. This paper aims to: 1) examine the current development in teaching Korean as a foreign language as well as teaching Korean culture; 2) re-think the roles of the two; and 3) discuss the issues/controversies and possible answers to them. I will propose that teaching Korean as a foreign language in the future should take 'inter-cultural communicative approach.' I will also argue that teaching Korean culture should focus more on practical usability of cultural knowledge than knowledge itself. I believe intercultural approach (inter-cultural communicative approach) is an ideal alternative, which will enable learners to be aware of and have ample experiences with linguistic and cultural differences ultimately to form positive personality and identity. 근래 외국인을 위한 한국어교육은 양적ㆍ질적으로 크게 발전했다. 학문적으로도 발전을 했고, 학습자 집단도 다양해졌으며, 학습자 수도 증가했다. 본고에서는 그간의 한국어교육의 발전 현황과 한국문화교육의 발전 현황을 점검하고, 한국어교육과 한국문화교육이 담당해야 할 역할을 재정립할 것이며, 그 과정에서 등장하는 과제 및 이의 해결 방안 등을 다룰 것이다. 대안의 모색을 위해 앞으로의 한국어교육은 '상호문화교육의 관점'에서 접근해야 한다고 주장할 것이며, 문화교육은 지식 정보의 전달만이 아닌 실제적이고 활용도 높은 사용성 강화에 초점을 맞추어야 한다고 제안할 것이다. 상호문화적 접근법(문화 간 의사소통적 접근법)을 대안으로 제시할 것이며, 이는 한국어교육의 역할과 기능을 학습자로 하여금 다른 언어와 문화의 이질성을 풍부하게 경험하게 하여 긍정적인 인성과 정체성을 형성하게 하도록 하는 것으로 정의하게 할 것이다.

한국어 학습자의 불안이 학업 성취도에 미치는 영향 연구

최정순 ( Jeong Soon Choe ),안경인 ( Kyung In Ahn ) 시학과 언어학회 2009 시학과 언어학 Vol.17 No.-

학습이론과 이독성 (易讀性)에 바탕한 읽기수업 연구

최정순(Jeong Soon Choe) 연세대학교 언어연구교육원 한국어학당 1999 외국어로서의 한국어교육 Vol.24 No.0

N/A

중국 한국어학과 교육과정 개선 방향과 실천적 대안으로서의 내용 중심 수업 활용 방안 연구

최정순 ( Choe-jeong Soon ) (재)한국어능력평가원 한국어교육연구소 2018 한국어교육연구 Vol.13 No.1

The purpose of this study was to make a suggestion regarding teaching methodology as a way of curricular improvement in the department of Korean in China. Students majoring in Korean Language in China cannot but have limited time and chances to be exposed to Korean Language because they learn Korean in China and are required to take the subjects of contents when they are juniors and seniors, as needed by the curriculum. Paying attention to these characteristics of the department of Korean Language in China, this study aimed to indicate the need to include the subjects of contents in Korean Language Education and suggest Content-Based Instruction (CBI), which is a type of language teaching methodology as a way of providing students majoring in Korean Language with more chances to accumulate background knowledge regarding Korea as well as to be exposed to Korean. To do this, Chapter 2 reviewed the concept and major principles of CBI. The method of CBI to help learn a target language while giving instruction based on a specific subject or topic can largely be presented in four models: Immersion Model, Sheltered Instruction Model, Adjunct Model, and Theme-Based Model. Chapter 3 tried to find out how to apply CBI to the curriculum for each year and subject in the department of Korean Language in China, taking into account the characteristics of each model and the situation of the department in China. It would be possible to apply the Theme-Based Model during Korean classes for freshmen and sophomores and the Sheltered-Instruction Model and Adjunct Models during contents classes for juniors and seniors. Of the subjects of contents, it would be desirable to introduce the Sheltered-Instruction Model for the subjects to accumulate general background knowledge about Korea and the Adjunct Model for the subjects to get expertise based on students’ interest and concerns. Although this study failed to present a specific way of implementing CBI, it is significant in that the focus has been placed on the subjects of contents in the department of Korean Language in China, which had not been the focus of Korean Language Education, and in that the approach was made to the methodology of language education: CBI.

영화를 활용한 한국 문화 교육 방안 ―< 공동경비구역JSA >를 중심으로

최정순 ( Choe Jeong-soon ),송임섭 ( Song Im-seop ) 국제어문학회 2012 국제어문 Vol.55 No.-

The aim of this study is to present the educational method of teaching Korean culture using the movie < JSA > in Korean education. It is specially focused on Korean politics and history as well as culture which are not well dealt with in Korean Education. Until now in Korean education, teaching Korean culture was only a tool to teach Korean language, furthermore its contents were concentrated on daily life culture and traditional culture. Korea is the only divided country in the world. This special political situation is inherent in Korea, Korean and Korean language and culture. To understand Korean language and culture better, Korea`s special political situation must be taught. This paper presents specific tasks for `before watching`, `during watching` and `after watching` as a teaching method using < JSA > that is dealing with divided situation of Korea. Those specific tasks will be effective method in teaching Korean culture by leading Korean language learners to approach and understand Korea`s special political situation, history and culture easily and interestingly which can be sensitive and difficult issue for them.

연구 동향 분석을 통해 본 학문 목적 한국어교육 연구의 실태와 제언

최정순(Jeong-soon, Choe),윤지원(Ji-won, Yoon) 어문연구학회 2012 어문연구 Vol.74 No.-

This study aims to suggest the research direction of Korean Education for Academic Purposes through analysing the aspects and issues of each field in Korean Education and clarifying the characteristics of it. Before that, classification and categorization the research results of Korean Education for Academic Purpose by the criteria and procedure will be done. To do that, the notion of ‘Korean for Academic Purposes’ was refined. In this study, ‘Korean for Academic Purposes’ defined as ‘Korean related to academic performance of foreign students whose native language is not Korean from entering the University to graduation’ which included from general Korean to study skills needed in academic situation. The total number of research papers related to Korean Education for Academic Purposes until 2011 are 209(104 dissertations for Masters andDoctorate, 105 academic journal papers). They were analysed after classifying by the year and the category, by the topic(present condition of Korean Education for Academic purposes, contents, method, reference, evaluation), and by the research method(data analysis, needs analysis, study skill analysis, present condition analysis). Research papers on Korean Education for Academic Purposes were presented less than 10 pieces every year from 2000 to 2005 but from 2006 more than 10 papers were presented every year. Furthermore when it was compared total papers presented between 2000 and 2011, they were increased about 40 times in 10 years which indicates that research on Korean Education for Academic Purposes will constantly be increased and it is expected the development of this field. As a result of classification by the research topic of Korean Education for Academic Purposes, contents, method, reference, present condition, evaluation in order were studied. In language skill field, ‘writing’ was mostly studied and ‘vocabulary and grammar’, ‘reading’, ‘speaking’ and ‘listening’ as follow. Lastly, the result of classification by the research method, ‘data analysis’, ‘study skill analysis’, ‘needs analysis’, ‘present condition analysis’ and ‘complex analysis’ in turns were researched. This paper suggests 4 research directions based on the result of analysis. Firstly, the notion of ‘Korean for Academic purpose’ must be clarified clearly. It is needed a profound discussion on detailed classification considering the distinct characteristics of Korean and the matter of the subject and the contents of teaching-learning related to employment and specialities. Secondly, diverse materials for Korean for Academic purpose and evaluation tools must be developed. The basic research and development are required for various reading material in the level of general education course, text books for improving writing skill specified by the speciality like writing report, text book development or strategy for improving the presentation and discussion skills. Thirdly, research for association between other skill to make not to lean too much toward on one skill must be needed. Integrated approach is necessary in Korean study after acquiring certain level in proficiency. Such as writing and reading skill, writing and speaking skill, writing skill and listening skill, appropriated association with other skills and balanced research in language skill area must be studied. ‘Korean for Specific Academic Purposes’ which is differentiated by the area of speciality. Fourthly, the necessity of research method variation and associated research must be reconsidered. The research method of Korean Education for Academic Purpose leaned too much on data analysis and analysis of study skill. For more systematic and various research, the research result must be found through the diverse research method. 본고는 2011년까지의 한국어교육 연구 중 학문 목적 한국어교육 연구의 결과물들을 일정한 기준과 절차에 따라 구분하고 정리하여 각 영역 연구의 쟁점과 양상을 분석한 후, 그 특성을 밝히고 이를 통해 향후 학문 목적 한국어교육이 나아가야 할 연구 방향을 제안하는 데에 그 목적이 있다. 이를 위해‘학문 목적 한국어’에 대한 개념부터 재정리하였다. 본 고에서는‘한국어를 모국어로 하지않는 외국인 학습자 대상의 입학 전부터 졸업할 때까지 학업 수행과 관련된 전반적인 모든 한국어’를 ‘학문 목적 한국어’라 정의하고자 한다. 따라서 ‘학문 목적 한국어’는 ‘공통 한국어’에서부터 대학(원)학업 상황에서 필요한 학업 기술(study skills)까지도 포함할 수 있어야 하며, 그 범주 또한 교양ㆍ전공 별로 다양해 질 수 있을 것이다. 2011년까지의 학문 목적 한국어교육 연구는 총 209편(석ㆍ박사 학위 논문 104편, 학술지 논문 105편)이다. 먼저 연도별ㆍ유형별로 분류하고, 그 다음 주제별(학문 목적 한국어교육 현황, 내용, 방법, 자료, 평가)로, 그리고 연구 방법별(자료분석, 요구분석, 학습 기술 분석, 현황분석)로 분류한 후 분석하였다. 학문 목적 한국어교육 연구는 2000년에 학술지 논문을 시작으로 2005년도까지 1편에서 9편으로 매년 10편 이하의 논문이 발표되었는데, 2006년부터 해마다 약 10편 이상의 논문이 발표되었다. 또한 2000년과 2011년의 전체 논문 편수를 비교하면 10년 사이 약 40배 이상이 증가하였다는 점으로 미루어 향후 학문 목적 한국어교육에 관련된 연구는 지속적으로 증가하고 이 분야 연구가 발전할 것으로 기대된다. 학문 목적 한국어교육 연구를 주제별로 분류한 결과, 내용, 방법, 자료, 현황, 평가 관련 연구 순으로 나타났다. 그 다음에 기능 영역별로 나누어 살펴보면, ‘쓰기’ 영역의 연구가 압도적이며, ‘어휘 및 문법’, ‘읽기’, ‘말하기’, ‘듣기’ 순이었다. 마지막으로 학문 목적 한국어교육 연구를 연구 방법별로 분류해보니, ‘자료 분석’, ‘학습 기술 분석’, ‘요구 분석’, ‘현황 분석’, ‘복합 분석’ 순이었다. 위의 분석 결과를 바탕으로 본고는 총 네 가지의 연구 방향을 제시하고자 한다. 첫째, ‘학문 목적 한국어’의 개념 정립이 명확해져야 한다. 한국어 특수성을 고려한 상세 구분 및 대상의 문제, 전공 및 취업과의 연계를 통한 교수-학습 내용에 대한 심도 있는 논의도 필요하다. 둘째, 학문 목적 한국어교육을 위한 다양한 자료 개발 및 평가 도구의 개발이 이루어져야 한다. 교양 수준의 다양한 읽기 자료라든지, 보고서 등 전공별 특성화된 쓰기 능력 향상을 위한 교재, 토론 및 발표 능력의향상을 위한 전략이나 교재의 개발 등을 위한 기초 연구 및 개발 등이 필요하다. 셋째, 어느 한 기능에만 편중되지 않고 기능 간의 연계를 위한 연구가 절실하다. 어느 정도의 숙련도를 갖춘 상태에서의 한국어 학습은 더 이상 분리적일 수 없고 통합적인 접근이 절대적이다. 즉, 쓰기 기능과 읽기 기능, 쓰기 기능과 말하기 기능, 쓰기 기능과 듣기 기능 등 다른 기능 영역과의 적절한 연계와 함께 균형 있는 기능 영역 연구가 되어야 한다. 그리고 전공 영역별로 차별화된 ‘특정 학문 목적 한국어교육(Korean for Specific Academic Purposes)’을 위한 연구도 필요하다. 넷째, 연구 방법의 다양화 및 협업연구의 필요성을 재인식해야 한다. 학문 목적 한국어교육의 연구 방법은 자료 분석 및 학습 기술 분석에만 너무 치우쳐 있다. 좀 더 체계적이고 다양한 연구를 위해서는 복합적인 연구 방법론의 적용을 통해 결과가 도출될 수 있어야 할 것이다. 아울러 지나치게 큰 주제를 선정한다든지, ‘학문 목적’ 다음에 이어지는 반복적이고 비슷한 주제 연구, 당위성 주장 및 이론 소개 등의 연구에서 벗어나 좀 더 구체적이고 실질적인 주제나 문제들을 찾아 연구해야 할 것이다.

새로운 수업도구로서의 컴퓨터 (웹)

최정순(Jeong Soon Choe) 국제한국어교육학회 1999 한국어 교육 Vol.10 No.2

제1차 국제학술대회 ; 한국어교육 제3의 중흥기에 돌아본 교육 현황과 해결 과제

최정순 ( Jeong Soon Choe ) 국어교육학회 2012 국어교육학연구 Vol.45 No.-

The purpose of this article is to indicate problems after understanding the current situation of Korean education in Korea and makes an alternative proposal. First, it verifies the rapid growth of Korean education in a short period of time by presenting figures for developing process and increasing of the number of Korean learners. And it presents some limitations for granting teaching certificate and management system which play central roles in Korean education. It checks approximately the points to be considered and alternatives for overall Korean education - focusing on related issues of learners and instructors with a question whether the quality has been improved as much as quantity. Korean education`s development is closely related to the rise of Korean learners in the end. Therefore measures for increasing the number of Korean learners is proposed, particularly associating with international students who study intensively for a certain period of time. For the development of Korean education and intenf teacher`s professionalism, it suggests complementing curriculums and strengthening certification criteria as much as the fundamentals of Korean Act demand, specifically arguing the need for differentiation of course names and depth of contents between undergraduate and graduate schools.As for the teaching certificate, it suggests to reduce or abolish to grant to the Master degree graduates for the lack of hours of lessons and courses. It suggests also adding more courses to develop the teachers`quality and knowledge. Finally, it proposes current active teachers to have further education and indicates the problem of exam-oriented Korean lessons. In order tohave Korean learning classes work more properly, the institutions should be more self-governing being away from Government`s interventions.

학문 목적 한국어 학습자의쓰기 내용 지식 구성 과정 연구

전미화 ( Mei Hua Quan ),최정순 ( Jeong Soon Choe ) 시학과 언어학회 2015 시학과 언어학 Vol.30 No.-

This study aims for analyzing how the Korean learners having the academic purpose compose content knowledge for writing and how their cognitive activities occur during the composing process of content knowledge. The composing process of content knowledge was analyzed through a think-aloud method and an interview. The criteria of analysing these data was based on the concept of content knowledge and the theory of cognitive writing. The analysis result showed when the Korean learners write, they have four steps: grasping a topic, planning, writing and correcting. At the each step, the learners composed three types of the content knowledge: existing knowledge, inter-textual knowledge, and integrated knowledge. Also, the learners used different strategies during composing these content knowledge. Most of learners, however, tended to grasp topics without planning what and how they write. Also, they understood the data contents superficially, and then utilized them for their writing, As a result, it revealed that the meaning of the topic wasn``t reconstructed properly. These problems suggest that it is necessary to educate how to compose content knowledge systematically.

한국어 문어 교육에서의 학문적 문식성 개념 정립을 위한 제언

곽준화(Guo Jun Hua),최정순(Choe Jeong soon) 우리말학회 2019 우리말연구 Vol.57 No.-

본 연구는 한국어교육에서의 학문적 문식성 개념 정립에 필요한 하위 구성 요소를 밝히고, 학문적 문식성에 대해 위계화하면서 그의 개념을 설정하는 데 목적을 두었다. 기존 연구들은 학문적 문식성의 구성 요소에 대한 정치한 논의 없이 인용 및 선언적인 주장에 그쳤다. 이로 인해 실제적으로 학문적 문식성 개념을 문어교육에 적용하는데 괴리가 매우 크다. 본고는 이러한 문제의식에서 출발하여 학문적 문식성에 대해 인지적, 사회문화적, 실천적 측면에서 재해석하였으며, 기능적 문식성, 문화적 문식성, 정보 문식성, 비판적 문식성, 미디어 문식성 등 다섯 가지 하위 요소를 도출하였다. 이외에 학습자들의 정서적 요인도 함께 고려해야 한다. 이때 학문적 문식성은 1) 목표어로 유창하게 소통할 수 있는 능력, 2) 다양한 정보에 대해 이해, 비판적으로 분석, 수집, 사용하는 능력, 3)디지털 매체로 지식을 탐구 및 소통, 산출할 수 있는 능력, 4) 학문적 공동체에서 나아가 사회의 일원으로서 다른 구성원과 소통하고, 해당 공동체의 문화, 가치, 태도 등을 이해하고 실천할 수 있는 능력으로 이해될 수 있다. This study aims to clarify the sub-components of Academic Literacy and to define it by hierarchizing academic literacy. As many scholars mentioned, most of foreign students have great difficulties in their studies because of their lack of academic literacy. Based on prior research, the components of academic literacy were not discussed concretely, and its definition was also vague. In the field of Korean language education, there are few literature about academic literacy. If a curriculum of academic literacy is to be established, it’s necessary to define academic literacy and clarify the sub-components of it firstly. As a result of this paper, academic literacy should be consisted of five components: functional literacy, cultural literacy, information literacy, critical literacy, media literacy. In addition, emotional factors of students should also be considered. And in KAP education, academic literacy can be defined with 1) ability to communicate fluently with korean language, 2) ability to understand, analyze, collect and use various information critically, 3) ability to explore, communicate, and calculate knowledge with digital media, 4) ability to communicate with other members as an member of an academic community and a member of society, to understand the culture, values, and attitudes of the community.