Earticle

본 연구의 목적은 숙달도별 한국어 학습자가 작성한 논설문에 나타난 문법적 은유로서 명사화 표현의 사용 양상을 분석함으로써 한국어 학 습자의 발달 단계의 양상을 파악하는 데 있다. 본 연구는 혼합 연구 방 법을 통해 명사화 표현의 빈도를 산출하는 양적 연구와 명사화 표현의 의미 기능(간결화, 객관화, 응집화)에 따라 학습자의 글을 살피는 질적 연구를 병행하였다. 그 결과, 명사화 표현의 빈도는 ‘초급 < 중급 < 고 급’ 학습자 순으로 높아졌으며 의미 기능도 숙달도가 높은 학습자가 대체로 능숙하게 사용하였다. 그러나 일부 고급 학습자는 명사화 표현 의 의미 기능을 능숙히 사용하지 못하여 의미 기능 중심의 교육이 필 요함을 확인하였다. 또한 문법적 은유와 희미한 은유가 학습자의 언어 발달 단계를 확인하는 하나의 텍스트 평가 도구로 활용될 수 있음을 확인하였다.

This study aims to identify KFL learners’ language development by analyzing the use of nominalization as grammatical metaphor. Both quantitative and qualitative methods were used to examine 45 essays written by KFL learners. The results showed that the frequency of nominalization increased in the order of learners’ proficiency levels. The semantic functions were generally mastered by learners with high proficiency. However, some advanced learners were still unskilled in using the functions, suggesting the need for semantic-function-focused instruction. Furthermore, grammatical metaphor and faded metaphor can be used as a textual evaluation tool to identify KFL learners’ language development.

본 연구는 미국 대학에서 활발히 이루어지고 있는 CLAC(Cultures & Languages Across the Curriculum)프로그램을 통해 문학 작품과 연계하여 한국 언어 문화를 교수하는 방안을 제안해 보고자 했다. 이를 위해 구체적으로 아래와 같은 연구 문제를 살펴보았다. 첫째, 다른 문학 교수와 차별화되는 CLAC의 특성을 변별하고자 했다. 둘째, CLAC 프로그램의 구체적인 적용 사례를 분석하고 언어 문화 교육에서의 함의를 찾고자 했다. 셋째, CLAC 프로그램의 만족도를 진단하고, 문학 작품을 이용한 문화 및 언어 교수에의 적용 방안을 모색하고자 했다. 선행연구에서 나타난 미비한 교육과정, 작품 선정의 근거 마련, 구체적인 교수 방법 제안 등의 문제들은 CLAC 프로그램을 통해 어느 정도 보완할 수 있으리라 본다. 본고에서 적용한 CLAC 프로그램은 수업의 매개어를 모국어로 사용하여 이해도를 높일 수 있고 문학 작품 혹은 영상 자료를 통해 내용 자체를 파악하게 하여, 학습자의 흥미를 제고하는 데에 효과적이다. 아울러 문학 작품이나 역사적 배경의 소개에 그치지 않고, 이에 부가되는 언어적 요소를 교수함으로써 자연스럽게 언어 학습에 연계되게 병행 수업을 설계한 점도 문화와 언어 학습 모두에서 효과적이다.

This study aims to propose an alternative method for teaching Korean and Korean literature and culture through the Cultures and Languages Across Curriculum (CLAC) program. The CLAC program is an approach to language use and cross-cultural skills in which students learn to combine culture and languages. This study introduces application examples such as the curriculum and the syllabus of the Korean CLAC program in order to distinguish between the CLAC program and other literature, culture, and language classes. This survey reveals the extent of the students’ satisfaction with the program and their needs. The survey also reveals that Korean learners can improve their ability and understanding of Korean literature when their native language is used as the intermediary language . It also reveals that when students read and listen to the same content shared in the Korean literature classes, such as Korean excerpts, it enhances their Korean language skills. Finally, general knowledge of Korean literature and Korean society helps reduce difficulties in studying the history of Korean literature in the Korean language, understand the socio-cultural background, and appreciate literary works. In addition, high-level cultural terms and contents will become easily ccessible. If the proposed CLAC program is accepted into a variety of Korean courses, it will ensure efficient learning of the Korean language and Korean culture simultaneously.

The purpose of this study is to analyze part of speech distribution according to proficiency level in 66 Korean textbooks used in major Korean language institutes. Since the number of Korean learners with instrumental motivation has significantly increased, it becomes a very important issue to evaluate their Korean proficiency levels measured through the official assessment of Korean Proficiency Test (TOPIK). Language teaching is subject to certain target learners, and it is necessary to proceed along with studies on them by considering the utilization of their research results. With regard to the distribution of different parts of speech throughout the proficiency levels, 593,100 nouns accounted for 47.86% of the total, 267,334 verbs accounted for 21.57%, and 108,593 adjectives accounted for 8.76%. Other than these three major parts of speech, those that modify other elements of a sentence show a comparatively high percentage. Although many parts of the textbooks contain dialogues or conversational sentence examples, the percentage of abbreviated words or exclamations that represent the characteristics of the spoken language were not very high.

Kang Hyoun hwa. 2010. A Study on a New Direction of Culture Education: By Discussion of Controviersial Issues on Current Culture Education. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 1-30. This study attempts to investigate several issues featured in Korean culture education and suggest a future direction in which cultural education should be oriented within the context of language education. In this paper, the following results are obtained by analyzing the previous studies and examining controversial issues about culture education. First, there has been a lack of discussion about the concept of culture and its scope that should be dealt with in language education. The scope of culture education can be differentiated by the purpose of learners as well as the target of education, which is associated with the learners' demand regarding culture education. Therefore, future discussions on culture education should be based upon the purpose-driven and target-specific approach rather than general discussion over the all aspects of the culture education. Second, by a comparative analysis of domestic and international studies, this study finds that there is also a relative lack of discussion about inter-cultural and ethnographical cultural studies, and that a research focus should be placed on culture education contents that can cause communication problems. In addition, depending on the international influence of the so-called target culture and whether or not a learner has prior knowledge, there should be a discussion about what should be benchmarked and how to differentiate among a variety of foreign culture education methodologies. Third. this study tries to differentiate between culture education contents associate with language education and independent culture education and identify their methodological differences in culture education. A further discussion in this way can contribute to establishment of contents in cultural education within the context of language education.(Yonsei University)