다문화 배경 학습자를 위한 한국어 능력 평가 방안

서혁 ( Hyuk Suh ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144

The purpose of this study was to analyze advanced research about Assessment Tools of Korean Language Proficiency for multicultural background students and suggest directions. There is a great need to develop a Assessment Tools of Korean Language Proficiency for multicultural background students considering their cognitive levels, learning purposes, residence periods in Korea, cultural background of students etc. For this flexible running, It would be useful to develop a standard form like "record sheet of observation or portfolios of the students` levels. We suggested that it is necessary to subdivide multicultural background students strictly and approach Korean Language Proficiency level and question level easily. Also, It is important to build up the legal system and provide an institutional strategy for Assessment Tools of Korean Language Proficiency for multicultural background students. For this institutional management, There is also a need to operate department of municipal ministry of education or special institution like a tentatively named "Korean Language Assessment Center for Multicultural background Students."

국어과 교육의 한국 문학 전통 교육 내용 연구 - 해방 이후 교육과정과 국어 교과서 검토를 중심으로 -

조희정 ( Cho Hee-jung ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.163

In this paper, I examine historical changes in the content of educational programs regarding the Korean literary tradition within the Korean language subject area by examining Korean language curriculums and textbooks after liberation. Most of the items related to tradition within the Korean language curriculum have been discussed at the high school level. Traditional items disappeared temporarily after appearing in the 1st and 2nd curriculum, and appeared again in the 7th curriculum, leading to the revised 2009 curriculum. Regarding the 1st and 2nd Korean language textbooks, the textbook materials of Yang joo-dong and Cho Yoon-jae have a certain influence on the contents of traditional education in Korean literature to this day. Because the material of Lee Ki-BaK is repeatedly included in high school Korean textbooks, the concept of tradition described in this article was accepted as a basic point of view by learners for 30 years from the mid-1970s to the mid-2000s. In educating about the tradition of Korean literature, “the heuristic attribute of tradition” needs to be utilized more positively. The subject of Korean literary tradition should be opened and expanded for the learner in the literary classroom, and interactive and mutual communication about Korean literary tradition existing between medieval and contemporary literature should be actively considered.

일반논문 : 다문화 가정 아동 대상 한국어교육을 위한 학습 활동 구안

손다정 ( Da Jung Son ),정다운 ( Da Woon Chung ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.149

This paper has the objective to suggest specific specialized learning activities in Korean language education necessary for children of multi-cultural families. Korean language education for children with multi-cultural backgrounds should consider BICS(Basic Interpersonal Communicative Skill) and CALP(Cognitive Academic Language Proficiency) because Korean language education is conducted in the public education system. This paper focuses on the essence of an actual classroom the “learning activities.” In this paper, We first discuss the special characteristics of children and characteristics of KSL education. Taking this as a basis, this research is structured as “Teaching-Understanding-Application-Everyday life”, and the effective Korean language learning activities on each step are suggested. This paper presents a case that takes learning activities that are effective in understanding the content learned as a foundation and focuses on learning activities that can be applied to everyday and school life.

중국인 한국어 고급 학습자의 말하기 불안과 구어 숙달도 간의 상관관계 -정확성과 유창성을 중심으로-

정설군 ( Xue Jun Cheng ),김영주 ( Young Joo Kim ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.153

This study aimed to investigate the relationship between speaking anxiety and speaking ability of 66 Chinese advanced Korean learners. To meet the goal of the research, the survey questionnaire for speaking anxiety and two types of spoken production tasks were applied. Speaking proficiency was measured by fluency and accuracy of learners’ spoken production. The results of the study are as followed. (i) all learners felt speaking anxiety, but level 5 learners had stronger speaking anxiety than level 6 learners. (ii) level 6 leaners spoke more fluently and accurately than level 5 learners. (iii) level 6 learners’ speaking anxiety showed no correlation with fluency, but showed a negative correlation with accuracy. For level 5 learners, both fluency and accuracy had negative correlation with speaking anxiety.

국어 사동에 대한 연구

최영환 ( Yeong Hwan Choi ) 한국어교육학회(구-한국국어교육연구학회) 1990 韓國國語敎育硏究會 論文集 Vol.39 No.-

국어 불규칙 활용에 대한 기술 내용의 변화 -`한글 맞춤법`류 및 `학교 문법서`류를 중심으로-

유경민 ( Yu Kyung-min ) 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.156

This paper aims to compare the desciptions on irregular conjugation verbs in `Korean Orthography`(Han-geul Ma-tsum-beop) and in textbooks on Korean grammar, with the intention of finding out the mutual influences afterwards. It also aims to appreciate the aims and functions of `school grammar` in the korean contexts. In chapter 2, the author has inspected that before the draft for the unification of Korean spelling(1933) have been made, how researchers described irregular conjugation verbs and inflections in Korean, and found the the first who mentioned about irregular conjugation verbs is An Hwak. In chapter 3, we examined how the irregular conjugation verbs have been treated in Korean Grammar books. In chapter 4, we summarized the changes in the descriptions on irregular conjugation verbs in the 5 revised versions of the draft for the unification of Korean spelling. In chapter 5, the author mentioned two problematic phenomena which should be reflected in the revision of the draft in 1988 version, but not included considered. In chapter 6, we emphasized the importance of grammar education in the school, especially the educations on the irregular conjugation verbs, not only they reflect synchronic phenomena but also they are one of the important elements to understand and usage of Korean Language.

공동체의 삶과 국어교육의 역할

서인석 ( In Seok Seo ) 한국어교육학회(구 한국국어교육연구학회) 2013 국어교육 Vol.0 No.142

The purpose of this essay is to look into the role of Korean Language Education in relation to the communal life· ‘The community’ in this essay is considered in deep relation to the modern capitalistic society which is constructed in this present time rather than in the past time· First of all, as I investigated ‘2009 revised curriculum’, there were various levels of ‘community’ such as society, nation, history and nature· In addition to this, the notions of the progressive ideology such as sexual equality, social minority, ecology were supported as the concerns of communal society· And ‘community’ rather than ‘nation’ was put ahead· Also, ‘individualism’ and ‘communalism’ were compromised· As to the communal life and the role of Korean Language Education, I think, it is necessary to revise the concept· Even if we accept we need to preserve and develop the life of ‘national community’, ‘community’ should not be identified with ‘nation’ and ‘nationalism’· Moreover, Korean Language Education needs to take interest in the ‘regional community’ or ‘social minority’· Finally, I think that Korean Language Education needs to empathize mutual help and coexistence rather than competition and struggle to awake the value of community life against the capitalistic market economy· For the purpose of this, ‘the communal imagination’ should be educated·

통사 구조 중심의 `서술어의 자릿수` 개념 관련 문법 교육 내용 재구조화 방안 모색

오현아 ( Oh Hyeon-ah ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.155

From a critical perspective of the fact that the concept of `places of predicates` is used only limitedly for subdividing predicates into `one place, two place, and three place predicates` in the part where grammar education explains `predicate` among other sentential constituents, the purpose of this study is to explore a measure for make successive extension of the concept to related grammatical concepts related to syntactic structures to restructure it in a way that one can promote language users` understanding of grammar. For this purpose, Section 2 takes a general linguistic approach to the `concept of places of predicates` with the concepts of `arguments` and `valency`. Section 3 takes a Korean linguistic approach to the `concept of places of predicates` in terms of `arguments,` `places of predicates,` `intransitive, transitive, and ergative verbs,` and `sentence patterns.` Section 4 analyzes the methods of presenting grammar education contents related to the concept of `places of predicates` in subsections for `places of predicates` and `intransitive and transitive verbs.` Furthermore, this paper presents a measure for restructuring grammar education contents related to the concept of `places of predicates` by dividing them into levels of basic concepts and deepened concepts on the basis of syntactic structures.

고등학생 국어교과 학업성취도의 영향요인 분석

주영주 ( Joo Young-ju ),서혁 ( Suh Hyuk ),윤성혜 ( Yoon Seonghye ) 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.157

The purpose of this study is to obtain theoretical and practical implications to improve achievement in Korean language education by identifying variables that affect achievement of Korean language learning. Based on Biggs` (1987) 3P model, the authors proposed a hypothetical model in which self-efficacy, teaching ability, and class attitude affect achievement and analyzed the structural relationship between the variables of 3,936 high school students participating in the third year (2014) of GEPS (Gyeonggi-do education longitudinal study). The results of this study are as follows. First, self-efficacy and teaching ability had a significant influence on class attitude. Second, self-efficacy, teaching ability, and class attitude had a significant effect on achievement. In addition, class attitude mediated the relationship between self-efficacy and achievement and the relationship between teaching ability and achievement. Based on this, the authors discussed the strategic implications for improving self-efficacy, teaching ability, and class attitude in high school Korean language education.

민주주의, 시민성 그리고 비알리바이로서의 글쓰기

이재기 ( Lee Jae-ki ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.160

This thesis has its purpose in discussing the social responsibility of Korean language education based on the citizenship of a democratic society. I thought that the main qualifications of citizenship were participation and responsibility and reviewed how Korean language education relates to these qualifications and what kind of efforts are required to foster such qualifications. Especially, in discussing this, I actively introduced and cited Bakhtin’s concept of alibi and non-alibi. In the second chapter, I reviewed the meaning that the alibi and non-alibi concept has in Bahktin’s thinking structure. In his initial writing _Toward a Philosophy of the Act_, he firmly states that “there is no alibi to existence”. Bahktin called people that live by such alibi ‘pretenders’. Here, pretenders are not people who seize positions of other people but are those who do not wish to live in a specific position. In other words, they are people who purely try to live in a generalized, abstract position. They are people who live lives of non-alibi and irresponsibility. What should writers that Korean language education foster look like? It should bring in writers that live lives of non-alibi, expressing uniqueness and exclusiveness and not those living lives of alibi like pretenders. In the first passage of chapter III, I looked at the writing methods of writers living lives of non-alibi. In the second passage, I analyzed actual writing samples of four writers that are thought to live lives of non-alibi. In the first passage of Chapter IV, I looked at the writing curriculum and textbooks, which are educational requirements necessary in order to foster writers that live lives of non-alibi. The writing education curriculum and textbooks are not fit for writing pieces that show their own uniqueness and individuality. This is because achievement standard were not selected and textbooks were not developed in this aspect. I proposed three things as an alternative methodology. First is to get rid of the ‘rhetorical cues’ in achievement standard statements and state only the range of genre and topic. Second, sample texts or model texts suggested by the textbooks should be selected so that the texts enable us to vividly (or delicately) sense the existence of the writer. Third, we need to firstly encourage students to select writing materials freely in the teaching-learning scene.