일본인 학습자 대상 한국 언어문화 교육 방안 연구

다국어 초록 (Multilingual Abstract)

In this study, I considered Korean language and culture education methods for Japanese learners. In the meantime, there has not been much education and research on specific language learners in Korean language education, and this paper is meaningful in that it proposes to develop Korean language and culture guidance methods and evaluation questions for Japanese learners. Compared to other countries, Korea and Japan have many cultural similarities, and in terms of language, vocabulary and grammar are similar, resulting in more expressions of misuse due to interference in the mother tongue. In addition, since the motivation and purpose of learning by Japanese Korean learners are mostly interested in Korean culture, I decided that education on language culture was very important in Korean language education for Japanese people, so I conducted this study.
Specifically, I discussed the status of Korean language and culture education and the status of language and culture education in Korean Japanese language education in two aspects : application in class and reflection in TOPIK test.
First, the application of Korean language classes was divided into verbal and non-verbal behavior cultures, and then the guidance was presented according to the level of Korean language learning. Specific guidance measures include 1) New Year's greeting education using scenarios(startup), 2) ○×quiz for preventing misuse by direct translation(second and intermediate), 3) New words education using speed quiz games(middle and high level), 4) Busan dialect education using movie 'Friend'(advanced), As a way to educate nonverbal behavior culture, 1) Non-verbal behavior education on promise through demonstration(advanced), 2) Comparative education on non-verbal behavior between Korea and Japan through TV scene capture(advanced), A total of six methods of guidance were presented as examples.
Second, for reflection in TOPIK test, the Korean language and culture related questions corresponding to TOPIK II were developed (a total of 9 presentations and 10 questions were developed) and the types of questions were proposed in various forms, including dialogue format and blog format, in addition to the existing reading fingerprint format. The reason for presenting the development of assessment questions as an educational method is that the assessment is not only used as a means of measuring the learner's learning level or the effectiveness of teaching methods by professors, but also helps to understand the various problems of education and set the direction of the curriculum. The Korean language culture-related evaluation questions presented in this study can be seen as questions corresponding to TOPIK II, and the texts presented can be seen as those that can be used not only in the reading area but also in the listening area.
Through the above-mentioned research results, the paper expects to contribute to the development of language and culture-related textbooks and teaching methods in Korean language education in the future, as well as to diversify the types of Korean language and culture questions in TOPIK tests and increase the percentage of questions reflected in the questions.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1 연구의 필요성과 목적 1
• 1.2 선행연구 검토 3
• 1.3 연구방법과 범위 7
• Ⅱ. 언어문화 교육 실태 분석 10
• 2.1 한국어교육에서의 언어문화 교육 실태 분석 10
• 2.1.1 한국어 교재 분석 11
• 2.1.2 TOPIK 시험에 나타난 한국 언어문화 분석 18
• 2.1.3 일본 대학에서의 한국 언어문화 교육 사례 분석 21
• 2.1.4 고찰 결과 24
• 2.2 한국인 학습자 대상 일본 언어문화 교육 실태 분석 26
• 2.2.1 고등학교 일본어Ι 교과서 분석 27
• 2.2.2 대학수학능력시험 일본어Ι 분석 30
• 2.2.3 한국 대학에서의 일본 언어문화 교육 사례 분석 35
• 2.2.4 고찰 결과 37
• Ⅲ. 일본인 학습자 대상 한국 언어문화 교육 방안 40
• 3.1 한·일 언어문화 비교 40
• 3.1.1 한·일 언어행동문화 비교 40
• 3.1.2 한·일 비언어행동문화 비교 43
• 3.2 한국어 수업에서의 지도 방안 44
• 3.2.1 언어행동문화 지도 방안 44
• 3.2.2 비언어행동문화 지도 방안 50
• 3.3 TOPIK 시험 반영을 위한 문항 설정 52
• Ⅳ. 결 론 61
• 4.1 결론 61
• 4.2 향후 과제 64