• 한국어교육
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• 제23권1호
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• pp.283-306
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• 2012

This study dealt with an issue of teaching Korean as a foreign language in North Korea through textbook analysis. The literature in this field has been quite rare compared to that in other fields in Korean language education, which is due to the adverse circumstances under which research into North Korea is currently carried out. The textbooks analyzed were 조선말회화(1) and 조선말회화(3) and the two learners who had studied Korean with these textbooks were interviewed. The main results show that (a) the grammar points in each chapter are unevenly distributed in 조선말회화(1), which makes it not look learner-centered; (b) each chapter in 조선말회화(1) is composed of speech acts, topics and situations, which renders it useful to its learners; (c) 조선말회화(3) emphasizes Korean oral discoursal features as a conversational textbook; and (d) 조선말회화(3) also covers much of reading comprehension-focused contents, which its learners may find burdensome. Foreseeing a possibility of teaching Korean as a foreign language in a reunified Korea makes it critical to carry out research into teaching Korean as a foreign language in North Korea. This calls for future collaborative research into this issue between two Koreas.

• 한국어교육
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• 제28권2호
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• pp.89-112
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• 2017

Grammar has long been regarded as an important element in foreign language learning and has received a lot of attention from foreign language learners and researchers. However, in the process of learning, learners will confront an increasing number of words some of which may have multiple meanings. It is not easy for language learners to memorize and master the correct use of these words, especially in terms of pragmatics. Some learners may use the grammar correctly, but their writing or utterance may feel unnatural in discourse. In Korean, '나다, 들다' are two basic verbs, but they have many different meanings which cause a lot of confusion among learners of Korean as a foreign language. In this article, the writer attempts to make a distinction between the collocations of the two verbs '나다, 들다' and provides an effective method for teaching the learners of Korean in China.

• 비교문화연구
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• 제35권
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• 영어어문교육
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• 제6호
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• pp.219-239
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• 2000

There has been a growing enthusiasm in Korea for the early education of English as a foreign language (EFL). The present study examined the validity of the Critical Period Hypothesis in terms of the Universal Grammar (UG), in three different types of learning contexts - first language (L1), second language (SL), and foreign language (FL) learning contexts. While previous research findings in L1 and SL learning contexts suggest that UG principles and parameters are accessible to language learners only for the early years of lifetime, this article argues that their results - and even the methods - cannot be applied to EFL settings and that independent studies on the EFL context are, required. It also proposes the recent UG notion of functional categories as the most appropriate subject in the discussion of Korean EFL learners' access to UG. Findings on foreign language contexts, including the author's own, strongly indicate that UG is not sensitive to learners' starting ages in FL settings. If young children in FL contexts cannot develop their interlanguage grammar based on UG, the existing teaching methods for young children should be revised.

• 영어어문교육
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• 제11권2호
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• pp.91-110
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• 2005

Many Korean EFL (English as a Foreign Language) students do not have sufficient opportunity to develop cultural knowledge and information in their classrooms. EFL teachers also tend to ignore the teaching of culture. Even though culture is taught, it simply tends to deliver "fact-only" information from the viewpoint of a "tourist level rather than cultural awareness by comparing native with target cultural references. Teaching target cultural knowledge and information should be delivered within the native cultural frame, and teaching of culture must be an integral part of teaching and learning English. The research methodology was quantitative. Quantitative data was gathered from 83 Korean EFL teachers and 286 EFL students by questionnaire. Findings indicated that three of these independent variables (cultural inequality, English-only instruction, and Unoism) were significantly and inversely related to integration of culture.

• 한국어교육
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• 제28권3호
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• pp.105-126
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• 2017

Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there are few empirical studies that focus on the intelligibility of Korean learners' pronunciation. Therefore, this mixed-methods study examined the relationship among native-like pronunciation, intelligible pronunciation, phonological fluency and comprehensibility. Furthermore, this study investigated how native-like pronunciation and intelligible pronunciation are measured differently in terms of actual pronunciation skills. In addition, this study examined how these two pronunciation styles mutually influence each other. The results of this study show that achieving native-like pronunciation is a much more difficult goal than achieving intelligible pronunciation. It further shows that foreign accented pronunciation has little to do with comprehensibility while better intelligibility is needed for clearer comprehensibility. To achieve better intelligibility, this study recommends pronunciation teaching based on segments, suprasegmentals and fluency as the focus on suprasegmentals and fluency teaching are more important to achieve a native-like pronunciation. Besides the focus on phonology, there are other social factors which could influence the evaluation of native-like pronunciation, but are not part of this study. These findings are expected to contribute not only to a better understanding of pronunciation, but also to a more comprehensive reevaluation and informed direction of pronunciation teaching and research.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 3월 학술대회지
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• pp.103-104
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• 2000

As the role and status of English as an international language(EIL) have been widely discussed, studies need to be done to find out new issues and concerns related to teaching EIL In Korea. This presentation will review the changes in teaching English in Korea, teaching pronunciation, in particular, focusing on its goal and major instructional approaches. Suggestions will be made on developing a learner-centered communicative model for teaching English pronunciation and on training both Korean and foreign teachers of English to teach English pronunciation.

• 한국콘텐츠학회논문지
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• 제9권8호
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• pp.423-432
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• 2009

본 연구는 외국어로서 한국어 연구 중에서 언어와 성의 문제를 분석하기 위하여 교육콘텐츠와 교사-학생의 인식의 관계를 조사하였으며, 또한 외국어 교육에 영향을 미치고 있는 성별언어의 역할을 연구하였다. 성별언어에 대한 교사의 인식과 교육콘텐츠에 대한 균형 있는 시각 및 교사, 학생의 소통은 언어습득의 효과적 결과를 가져올 수 있다. 19명의 교사와 71명의 학습자와의 인터뷰, 설문지 조사를 실시하여 교사는 89.4%가 여성언어가 존재함을 인정하였고, 학생은 49.6%가 성별언어에 대하여 차이점을 인식하고 있었다. 과거보다 언어가 중성화되고 았으며 굳이 남녀 성별언어를 구별하지 않는 이유는 여성의 사회활동 증가에 기언하는 사회적인 영향으로 보고 있었다. 그러므로 문화를 통한 언어교육이 교육콘텐츠의 역할이므로 경우와 시기에 따라 적절하게 이해되어야 할 필요가 있다. 아직 편향된 여성의 지위, 역할, 언어 등이 교재내용에 나타나 있으므로 이는 교사, 학생들의 이해와 수용이 필요하고 교육콘텐츠 개발에 반드시 반영되어야 할 부분이다.

• 중국학논총
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• 제66호
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• pp.85-103
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• 2020

We use prototypes (also known as referent in semiotics) when we understand the outside world. Different language users use different prototypes to decode the same sound. When we learn Chinese language as a foreign language, during it's sound perceptual process, Korean learners' target language prototypes are different from Chinese native speakers'. The purpose of the paper is to examine the theory of speech perception and the theory of constructivism teaching, and to suggest to the Chinese language teachers to have Cunstructivist approach while they design there teaching course. For this, we concerned three things: First is to review speech perception theory and constructivism teaching theory. Second based on the preceding study, we review that learner's prototypes are different from Chinese native speaker and this cause the error of listening and pronunciation. Finally, we introduced two simple speech visualization programs developed to help us learn pronunciation.

• 정보관리학회지
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• 제30권4호
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• pp.195-213
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• 2013

이 연구에서는 프로파일링 분석과 동시출현단어 분석을 이용해 인접 학문과의 연관성을 바탕으로 한국어교육학의 정체성을 분석하고자 하였다. 먼저, 한국어교육학, 국어교육학, 국어학 학술지의 논문에서 추출한 주제어를 기반으로 저널 프로파일링 분석을 수행하였고 그 결과 한국어교육학 분야의 학술지들이 하나의 독립된 군집을 형성하는 것으로 나타났다. 그리고 학문 분야 프로파일링 분석과 동시출현단어 분석을 이용해 학문 분야 간 관계를 분석한 결과 한국어교육학이 국어학보다 국어교육학과 더 큰 유사성을 가지는 것으로 나타났다. 마지막으로, 동시출현단어 분석을 통해 세 학문 분야의 지적 구조를 비교 분석하였다. 이를 통해 한국어교육학에서만 출현한 주제들을 확인함으로써 인접학문들과의 관계 속에서 한국어교육학이 드러내는 정체성을 파악할 수 있었다.