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The Education of Korean Language

  • : 한국어교육학회(구 한국국어교육연구학회)
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수록정보
수록범위 : 1권0호(1958)~164권0호(2019) |수록논문 수 : 2,034
국어교육
164권0호(2019년 02월) 수록논문
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KCI등재

1합리적인 의사소통 교육을 위한 정당화 연구

저자 : 이삼형 ( Lee Sam Hyung ) , 이지선 ( Lee Jee Sun ) , 권대호 ( Kwon Dae Ho )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 1-25 (25 pages)

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Rapid technological advancements have changed how we all communicate, including how and where we express our opinions. In a democratic society, various opinions must be respected, and this requires rational communication. This study researched the concept of justification as applied to teaching rational communication in Korean language education; justification is the action of demonstrating that something is right or reasonable. We began with the assumption that it is necessary to treat justification as an important agenda in any communication education based on rationality. We critically examined the perspectives of argumentation and rationality education as they are handled currently in Korean language education. Next, we dealt with justification as the principle of procedural rationality acquisition. Procedural rationality means that subjectivity and mutual subjectivity acquire rationality through justification. We then dealt with justification as a social praxis principle; social praxis is the acquisition of rationality through behavioral exchange among members of the community. Finally, we dealt with the application of Korean language pedagogy to justification studies. The results suggest that the justification as the principle of procedural rationality acquisition and social praxis is a useful concept for teaching rational communication.
We believe that this justification study can be used to inform contents and evaluation factors in the practice of discourse.

KCI등재

221세기 문식성 계발을 위한 내용문식성과 읽기 과제 모형 탐색

저자 : 박수자 ( Park Soojah )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 27-58 (32 pages)

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This study explores theories of content literacy and disciplinary literacy in search of implications for reading content development, building on the reading competency concept and assessment framework of the Programme for International Student Assessment (PISA) 2018 that reflects the orientation of literacy education in the 21st century. Common Core State Standards(CCSS) emphasized literacy education, focusing on close reading, complex texts, and multiple-document reading. The effects of generic literacy skills have been widely questioned by secondary subject teachers. A new disciplinary literacy theory asserts the need to balance content and literacy, going so far as to suggest unique literacy skills for subject content. PISA trends and advanced literacy instruction in disciplinary literacy theory, underlying readers' roles and goals and authentic reading tasks, suggest models for content-area reading and content literacy instruction. In Korea, the psychological approach to reading competency, which still adheres to the 2015 curriculum and textbooks, should be converted to a social constructivist perspective and text-based reading tasks with multiple documents. To do so requires empirical studies for reading task development based on collaboration between disciplinary specialists and literacy experts.

KCI등재

3쓰기 막힘과 멈춤에 대한 필자의 인식 양상 고찰 - 갈래와 수준을 고려한 글쓰기를 중심으로 -

저자 : 서종훈 ( Suh Jonghoon )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 59-94 (36 pages)

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This paper addressed the problem of writing block and pause depending on the level of learners and the genre of writing in terms of writing fluency. First, the genre is divided into arguments and essays. The argument showed that the writing block frequency was significantly higher than the frequency of the writing pause, and that the frequency of the writing block was significantly higher for those who were not experienced, and for those groups who were assumed to be proficient.
The frequency of writing block among genres was significantly the argument higher than the essay. However, the frequency of writing pause was high in some groups but not significant. However, it was found that the frequency of stop writing was high.
The difference between groups of unexperienced and experienced authors was found to be significantly higher in the incidence of writing block from unexperienced writers than experienced ones, without first distinguishing between genres. However, it was found that the frequency of writing pause was high or significant for experienced writers.
However, it exposed the limitations that the learners of the study were limited to a certain age and level, and that the genre of the writing was only explored in two genres.

KCI등재

4중학생이 쓴 글의 분량 연구 - 쓰기 과제 구성 요소로서 시간을 중심으로 -

저자 : 김경환 ( Kim Kyoung Hwan )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 95-118 (24 pages)

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This study observed the amount of writing produced by middle-school students in Korea during time-directed writing tasks. Time-directed writing tasks on familiar topics (e.g., movies, sports) were assigned to first- and second-year middle school students, with time limits of 10, 20, and 30 minutes. There were four significant findings. First, the average of number of Korean characters produced was 261.2 in 10 minutes; 325.5 in 20 minutes; and 571.7 in 30 minutes. The number of t-units was 7.6 in 10 minutes; 10.2 in 20 minutes; and 15.6 in 30 minutes. Second, the amount of writing increased according to the time allowed to the writing task. Third, there was no significant difference in the amount written by first- and second-year students, except when the writing task was limited to 10 minutes. Fourth, the amount of writing was higher among the female students than the male students.

KCI등재

5중국 재외 동포 작가 아동 문학 텍스트에 나타난 어휘 사용 양상 분석

저자 : 오현아 ( Oh , Hyeonah

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 119-155 (37 pages)

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This study explored Korean language education by Koreans overseas from sociolinguistic and textual linguistic perspectives by analyzing the linguistic characteristics of children's literature written by Chinese- Koreans in China, Japan, and Russia. Designed as a special subsidy project for national character publications by Yanbian People's Publishing House, a representative overseas Chinese publishing house, the study was intended to extract linguistic aspects from 20 volumes of a Chinese-Korean picture book series published in 2017. The vocabulary dimensions were distinguished as follows: (1) vocabulary only in Chosun-eo; (2) vocabulary in North Korean, (3) vocabulary listed in standard Korean language dictionaries but not common in Korean daily life; (4) Chinese characters; and (5) vocabulary used in another linguistic register. The study identified some linguistic peculiarities of Korean children's literature by Chinese-Koreans at the phenomenological level, and it established a basic research method to qualitatively analyze interpersonal interviews of Chinese-Korean generations. Despite its limitation of not achieving the status of a full sociolinguistic study, it should help to revitalize discussion of the issue.

KCI등재

6한국어의 호·지칭어에 대한 심층 면담 조사 연구 - '서방님, 도련님, 아가씨'를 중심으로 -

저자 : 신호철 ( Shin Hocheol )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 157-187 (31 pages)

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This study used an in-depth interview survey to examine and analyze people's perceptions of the decline in the use of the terms of address, seobangnim, doryeonmin, and agassi in the Korean language. We sought to determine the degree of and reasons for Korean people's unfamiliarity and/or dislike of the terms, with an eye toward restoring them to common usage. We compared our results with those of Na Yoon Jung et al.'s study on standardized speech (2011) and survey results (2017). The combined results suggest that seobangnim, doryeonnim, and agassi no longer function properly as the terms of address and reference, as summarized in the following findings: (1) seobangnim, once commonly used between spouses to refer to parents, friends, or a spouse when calling or pointing, is no longer common; (2) the use of doryeonnim for addressing or referencing a husband's brother(s) is disappearing and is now being viewed negatively; (3) agassi, once a common term used to address and reference a husband's sister, has fallen from favor and is viewed negatively; (4) the most common reason for the declining use and negative associations is that these terms have connotations of gender and status inequalities. Our results support those found by Na Yoon Jeong et al. (2017).

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This study investigated how the use of context-based learning with multimedia tools affected second-language (L2) learners' acquisition of Korean vocabulary. The recently developed Motion Dictionary (MD) is a video-based dictionary that searches an entire video library (e.g., TV, drama, movies) and returns every video clip related to a specified word. The MD was initially developed to provide students with relatable examples of vocabulary usage that are rich in context and culture. In this study, we focused on Chinese learners of L2 Korean who used self-regulated learning with three different multimedia variants: videos, information quantity, and meta-cognition.
In regard to videos, we found that effect on vocabulary learning varied depending on whether viewers were familiar with a video or not; those who were familiar with a video displayed the characteristics of vividly remembering the scenes and lines they saw while studying, even after the end of the learning period. Next, with regard to quantity of information, all the learners who participated in the study were interested in what was provided by all the multimedia learning tools, but in some cases, it was difficult for them to focus on it. We pointed out that these problems were caused by the way information is presented rather than by the amount of information. We could also find interesting examples such as: If the learner is not provided with the relevant information, or if the information they want is not presented, the motivation for learning will rather increase, and the learners will find the dictionary. Finally, with respect to meta-cognition, we found that significant learning occurred, as well as increased learning motivation, when the background knowledge of the learners enhanced but also differed from the new information provided during the learning process. Further studies should be conducted with groups of participants with different demographics to further the discussion of self-regulated learning courses based on multimedia learning tools in Korean language education.

KCI등재

8사회통합교육을 위한 이민자 대상 한국어 교재의 개발 방향 연구 - 호주의 AMEP 사례를 중심으로 -

저자 : 오지혜 ( Oh Jihye ) , 심상민 ( Sim Sangmin ) , 이미향 ( Lee Mihyang )

발행기관 : 한국어교육학회(구 한국국어교육연구학회) 간행물 : 국어교육 164권 0호 발행 연도 : 2019 페이지 : pp. 227-262 (36 pages)

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This study explored how the Korea Immigration and Integration Program (KIIP) might better develop its textbooks for immigrants to conform to the paradigm of the immigration policy of encouraging social integration, using the textbooks of the Australian Adult Migrant English Program (AMEP) as examples and a case study of language education programs for immigrants. Our analysis of AMEP textbooks found educational content in four integrated areas: society, culture, economics, and politics. The textbooks' social education included content such as social activities necessary in private and public areas; food, clothing, and shelter (the necessities of life); public welfare and convenience facilities; leisure and travel; health and medical care; electricity; transportation; communication media; and security. The cultural education included on geography, climate, history, art, religion, marriage, four ceremonial occasions (coming of age, weddings, funerals, and ancestral rites), and national and regional symbols. Education on the economy included content on currency transactions, consumption activities, job searches, jobs, and job performance based on mathematical ability. Finally, education on politics included content on agencies and activities at the legal, national, and community level.

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(2006)홍길동 외 1명심리학41회 피인용

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