학습자의 사회문화 맥락을 활용한 한국어 읽기 교육 방안 연구 : 베트남 학습자의 다문화 맥락을 중심으로 = A Study on the Korean Reading Education Using the Social and Cultural Context of Learners: Focusing on the multicultural context of Vietnamese learners

다국어 초록 (Multilingual Abstract)

【Abstract】

A Study on the Korean Reading Education
Using the Social and Cultural Context of Learners
- Focusing on the multicultural context of Vietnamese learners -



An, Hei Won
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber University


The purpose of this study is to find a way to improve the reading ability of Korean learners using their social and cultural context. First, in chapter 1, this study examined previous studies related to reading education that considers the learner’s social and cultural context. This revealed the need for a study that examines the social and cultural context in Korean language education.
In Chapter 2, this study presented the topic of this study – reading education using social and cultural context. First, reading as a process of constructing meaning was discussed. In addition, it examined the relationship between reading and context, where reading is defined as the process of recognizing the meaning of a text within the social and cultural context and reconstructing the text within the social and cultural context. And in the process of reading the text, the learner constructs the meaning of the text based on the social and cultural context of the learners through dialogue and consultation with his / her society and culture.
Next, This study discussed the concept and category of context, reading education using the social and cultural context of learners, and multicultural context of Vietnamese learners in Vietnam. The learner's reading ability can be improved by considering the social and cultural context of the text and the social and cultural context of the learner.
This study defined 'reading using the social and cultual contexts of learners' as a process of effectively reading texts by deriving the social and cultural context of the learners in order to construct the meaning of the text in the appropriate social and cultural context. In order to present the teaching and learning principles, it examined the features of reading professions and learning using the social and cultural context of learners and presented reading using the multicultural context of Vietnamese learners in Vietnam.
Based on the concept of reading and the relationship between social and cultural context and reading, chapter 3 examined the factors that influence reading and derived four teaching and learning principles. First, the principle of proper questioning. Second, the principle of knowledge expansion. Third, the principle of subjective awareness. Fourth, the principle of application of text semantic composition.
In the design process, the teaching and learning goals are to understand the intention of the learner using his / her social and cultural context, read the text, and build the meaning of the text. In the teaching and learning environment, when Dart University students in the 3rd and 4th grade encountered various texts related to Korean Studies subjects in class, they mentioned the necessity of reading using the social and cultural context of the learners in order to understand the social and cultural context of Korea .
There are various media that can utilize multicultural contexts in teaching and learning materials. Among them, the novel "hen from the yard" and the multicultural concepts of "understanding other cultures" and "community" were used. Based on the four teaching and learning principles, the reading model using the social and cultural context of the learners was completed through the planning stage, the diagnosis stage, the teaching and learning stage, and the evaluation stage. Within the teaching and learning stage, the following steps were suggested: social and cultural context identification, social and cultural context setting, social and cultural context application, and social and cultural context evaluation.
In chapter 4, this study presented a teaching plan of a teacher who uses the multicultural context of Vietnamese learners by applying the reading teaching and learning model that utilizes the learner's social and cultural context. Using the results of the demonstration class, in-depth interviews were conducted to further confirm the effectiveness of the demonstration class. The result of the interviews showed that the learner's own multicultural context helped their ability to read. And finally, this study suggested ways to improve the classroom teaching, and some important considerations when applying the teaching and learning model. Reading texts involves reading together the social and cultural contexts that shape the text. because understanding a text becomes difficult when the context of society and culture which influence the text is not considered sufficiently. However, reading using the social and cultural context of the learner can reduce the cognitive burden to understanding the text, and can help the learner become a more active reader while constructing meaning from the text. Therefore, this study devised a method to read texts using the social and cultural context of learners. In addition, it suggests a teaching and learning model that can be utilized in reading education by utilizing the social and cultural context of various learners. It is significant that the effectiveness of this method and models was confirmed through in-depth interviews of learners after the demonstration class.

목차 (Table of Contents)

• 목 차
• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 연구 방법 3
• 1.3. 선행 연구 4
• 2. 맥락을 활용한 읽기 교육 7
• 2.1. 의미구성 과정으로서의 읽기 7
• 2.1.1. 읽기의 개념 7
• 2.1.2. 읽기 요인과 맥락 9
• 2.2. 사회․문화 맥락과 읽기 교육 19
• 2.2.1. 학습자의 사회․문화 맥락을 활용한 읽기 개념 19
• 2.2.2. 학습자의 사회․문화 맥락을 활용한 읽기 교수․학습 특징 21
• 2.3. 베트남 한국어 학습자의 다문화 맥락과 읽기 23
• 3. 사회․문화 맥락을 활용한 한국어 읽기 교수․학습 모형 26
• 3.1. 설계의 원리 26
• 3.2. 설계 절차 30
• 3.2.1 교수․학습 목표 30
• 3.2.2 교수․학습 환경 31
• 3.2.3 교수․학습 자료 32
• 3.3. 교수․학습 모형 39
• 3.3.1 계획단계 41
• 3.3.2 진단단계 44
• 3.3.3 교수․학습 활동단계 44
• 3.3.4 평가단계 47
• 4. 한국어 읽기 교육의 실제 49
• 4.1. 교수․학습 지도안 49
• 4.1.1 읽기 전-다문화 맥락 확인단계 50
• 4.1.2 읽기-다문화 맥락 설정단계 51
• 4.1.3 읽기 후-다문화 맥락 적용단계/다문화 맥락 평가단계 52
• 4.2. 수업의 구성과 운영의 주안점 59
• 4.3. 시범 수업 운영 60
• 4.3.1. 대상 60
• 4.3.2. 절차 61
• 4.4. 시범 수업에 대한 학습자 심층면접 62
• 4.4.1. 학습자의 다문화 맥락을 활용한 텍스트 읽기 63
• 4.4.2.‘타문화 이해’와 ‘공동체’개념을 활용한 텍스트 읽기 63
• 4.5. 개선점 및 적용 시 유의사항 65
• 5. 결론 67
• 5.1. 요약 67
• 5.2. 의의 및 한계점 68
• 【참고 문헌】 70
• 【부록】 74
• 【Abstract】 76