Earticle

국어원에서는 국가 어문 정책 차원에서 국어 문법의 표준화 방향 을 제시하고, 국민들의 언어생활에 기준 및 참고가 될 수 있는 문법 체계를 개발하기 위하여 국어 문법의 표준화 작업을 진행하고 있다. 이번 기획논문은 ‘표준 국어 문법의 개발과 활용’이라는 사업 명으로 개발 중인 표준 국어 문법에 대하여 다룬다. 음운론, 형태론, 통사론, 담화론으로 나누어 세부 영역별 주요 쟁점을 살펴보고 한국어 교육 에 주는 시사점에 관해 조망해 보고자 하였다. 표준 국어 문법 개발 사업에 참여해 온 각 분야의 전문가들이 사업의 주요 내용에 대해 개관한다. 먼저 한신대학교의 한재영 선생님이 표준 국어 문법의 개발 과정 과 개발의 의미를 밝힌다. 전남대학교의 이진호 선생님은 음운론 분 야에서 반모음의 위상, 음운 변동의 유형, 평파열음화 같은 용어 등 을 고찰한다. 이어 서울대학교의 구본관 선생님이 ‘이다’의 품사상의 위상, ‘부사형 전성 어미’의 체계상의 위상, ‘한자어 단어 형성’의 기 술 방식 등의 문제를 기술한다. 연세대학교의 유현경 선생님이 명사 절의 가술, 존대법의 체계, 미래 시제의 인정 여부 등 통사론 분야의 주요 쟁점을 다룬다. 마지막으로 연세대학교의 강현화 선생님이 장 르별 담화 자료, 담화 기능, 담화표지, 담화 전략, 담화문법 등 담화 론의 주요 논의를 기술한다.

This study, presented in a form of an interim report, is focused on the process of developing a standard Korean language grammar. It aims to examine processes of developing grammatical systems which could be standardized and referenced in Korean linguistics, Korean language education, teaching Korean as a foreign language or simply the language use of the general population. For the aim we examine concepts, characteristics, grammar describing attitude and spectrum of the standard grammar development. We also examine basic principles required for a standardized grammar terminology proposal which is to form a foundation of the standard grammar’s description. Phonology, morphology, syntax and discourse theory related content that has been dealt with up to now is also briefly introduced in the study.

The study aims at diagnosing current state of research on Korean intonation for teaching KFL and teaching materials for both KFL teachers and learners and providing implications for teaching intonation. For this, the study, first, categorizes the functions of Korean intonation into four: grammatical function, attitudinal/affective function, discourse function, and sociolinguistic function. The study examines the previous research on interlanguage intonation of Korean, comparative studies between Korean and other languages, and the research on teaching Korean intonation in terms of the four functions. The study also analyzes four introductory textbooks on teaching pronunciation for KFL teachers and two KFL textbooks for the learners. The study, finally, reveals that disparities across the functions in both research areas and teaching materials, and proposes some implications for teaching Korean intonation to KFL learners.

The purpose of this study is to look into the live ordeals of 4 Korean language teachers who have lived as the witnesses of the history of Hangeul education in Sakhalin of Russia. The experiences of Korean language teachers gained from this study were looked at in two parts: The first part consisted of the life of Korean teachers before the closing down of Chosun schools in 1963, and the second part consisted of the life of teachers who taught their mothers tongue which they attained in their twilight years after the year 1988. The life of Korean teachers before closing down of Chosun schools was arranged into “my parents are my first Hangeul teachers”, “plowing the field of Korean education on frozen soil”, “Korean education which lost without the chance of blooming”. As for the life of teachers who attained their mother tongue in their twilight years after 1988, they were composed of “the echoing sound of reading Hangeul after 25 years”, “the struggle for the competence strengthening of the teachers of the mother tongue”, “advocating ethnic pride through Korean education.” The experiences of Korean teachers in this study made it possible to escape from the paternalistic views of studies previously done on Sakhalin Koreans.

The purpose of this study to determine Korean language institutes’ needs of Korean teacher’s qualifications through an analysis of recruitment notices for Korean language teachers (total 283 cases) and the recruiting processes of major Korean language institutes (application review, teaching demonstrations, and interviews, 9 cases). Based on this analysis, this study recommends content and methods for Korean language teacher training. Through an examination recruitment notices, approximately 82% of the notices required teaching experience, and 61% of the notices mention foreign language skills as mandatory or preferred qualification. Therefore, it is necessary to establish a practical system to practice teaching in an authentic Korean class situation for the students who are major in teaching Korean language to obtain ‘work experience.’ Also, foreign language related subjects must be offered to satisfy the needs of recruitment notices, and to develop a ‘learner’s perspective experience.’ The most important element of the application review is one’s teaching Korean career. One’s major is second, and one’s teaching qualifications or teacher training certification is considered third. The most important elements of the recruitment notices are the Korean teaching experience and major. As for the teaching demonstration, explaining the grammar effectively, the power of delivery with voice and way of applicant’s speaking, preparation, and teaching style which is suitable for its institute were considered important. For the interview, the applicant’s attitude was considered the most important, and the answer for the question is considered second, and the applicant’s enthusiasm and personality are ranked equally. The current curriculum for Korean language teaching and Korean teacher training are organized based on the standardized curriculum established by the Framework Act of the National Language Enforcement. However, it differs from what the academic research or the Korean language institutes wants for their Korean teachers’ qualifications. The expectation of this study is that its contents are reflected on the curriculum of Korean language teaching departments and teacher training, so that it can help to equip higher qualifications for Korean teachers.

While some organizations show a tendency of reinforcing education for translation talent in the work force, the reality is even such curriculums emphasize the practical skills related to the cultural linguistics and skills necessary for employment post graduation. It can be said, that there is a necessity to foster translation talent in China who can ensure readability beyond genre in the future. This study, with vested interest in the fostering and vitalization of translation talent for Korean in China, assessed and sought the issues and needs of fostering plans for translation talent in Chinese Universities. Primarily, suggestions for infrastructure including participants in the education (the students an the instructors), education process and objectives, curriculum (text and lesson plan) have been made as well as those of the external structures such as educational resources (joint efforts with the graduate studies, programs for supplementary education, learner participatory programs, and building a network of translators have been suggested. Having numerous talent translating Korean literature in China means there will be an elevation in status of Korean culture in China. There is a need for continued interest in developing plans to foster and raise translating talent in efforts of strengthening and broadening the Korean-Chinese relationship.

This paper is based on the view that hangeul is itself one of the most significant culture codes of Korea. According to Hunminjeongeum, hangeul is created upon the traditional Korean cultural ideas such as Yin-Yang and Five Elements code. Thus, for more effective learning of hangeul and Korean traditional culture, especially for the students from western cultures, first thing would be not so much to teach them technical or theoretical features of hangeul as to let them acquainted with Korean culture codes explicated in Hunminjeongeum. This can contribute to their more effectively overcoming the language ‘interference’ coming from the difference between their native language and hangeul. Moreover, letting the learners exposed to living cultural features which reflect hangeul’s culture codes would help them see hangeul not just as a symbolic sign system but as one of the most effective living communication tools through which they can appreciate not only hangeul but also diverse traditional Korean cultures.

This study aims to apply cultural intelligence (CQ: Cultural Quotient) which is a more developed concept from intercultural competence to Korean Culture Education. CQ is the capability to enhance your effectiveness working and living in culturally diverse situations. CQ is something to be developed and learned through education. To prove this, we conducted an experimental class in korean culture education. How to manage our cultural stereotyping was the topic of the class, as stereotyping is one of the main issues to be handled in culture education. Participants took a CQ test before and after the class. As a result of the experiment, participants showed the significant improvement of the scores of their cultural strategy and total CQ. As an efficient addressing method of diversity in this ‘Glocalization’ world, CQ deserves to be more systematically researched and adapted in Korean Culture Education.

This study seeks to find ways to improve debate skills using flipped learning. Learners of Korean for Academic Purpose (KAP) are required to go through more extensive steps in order to debate in Korean compared to the native speakers of Korean for they need logical and linguistic abilities along with comprehension. Therefore, a flipped learning-based lesson plan, which is a more learner-centered approach, is proposed to aid the learners. For step-by-step learning of debate skills, the learners preview the lesson and hold a discussion in class with the instructor for any questions or difficulties they have encountered. The education model consists of ‘pre-class activity’, ‘in-class activity’, and ‘after-class activity’. Pre-class activity is comprised of online provision of information on the topic and video lectures about expressions and structure. The learners then compose a rhetorical writing stating their stance on the topic. In-class activity is comprised of questions and answers component to confirm their level of understanding. The learners holding the same opinion are grouped together to have a discussion to better prepare for the debate, which is followed by the actual debate. After the debate, the instructor provides feedback and evaluation of the learners’ performance. After-class activity is comprised of the revision of their rhetorical writing based on the newly acquired information or perspectives. Finally, a practical example of a lesson that is based on flipped learning is proposed in order to realize such education model in an actual classroom.

Despite of the accumulation of discussions, We still can’t confirm the consistent identity of the popular art. Up to recently, Most researchers have depended on the inductive analysis of the concrete works to find the identity of the popular art. But now we need to check carefully if the term ‘popular art’ has any problems or not. ‘popular art’ as a term has two kinds of abstract contradictions in its concept and the ambiguity of referent. The first contradiction is that the concept of the past connoted in this word is not valid any longer in these days. And the second is that the word has implied contradiction from the first. And because of the term means an abstract notion, that can not represent any substance entirely. That is also a limitation of the ‘popular art’ as a term. In addition, it is a problem of this term that the identities of the ‘masses’ changes a lot of at latest. With researching these points, this study was able to show how incongruent the term ‘popular art’ is nowadays.

The Purpose of this research is categorizing the meaning of Korean Conjunctive Endings “～ eunde/neunde’ by situations and finding the presenting sequence of situations. This research adopted the theory of figure-ground for analyzing meaning by situations and the theory of subjectification for finding the presenting sequence. As a result, this research finds meanings by situations, comparison, turning-over, explanation, order, suggestion, unexpected situations, question. This research proposes the presenting sequence for Korean education materials which are unexpected situation – explanation – question - turning over situation – comparison – order and suggestion. This presenting sequence based on a person’s cognition could be used for making education materials and could be helpful for learners to understand satiations where “～eunde/neunde’ can be used.