Earticle

본 연구의 목적은 이중언어교육 연구물 분석을 통해 결혼이주여성의 자녀 교육 경험 을 종합적으로 분석하여 이중언어교육의 발전 방안을 모색하는 데 있다. 이를 위하여 질적 메타분석 방법을 실시하였으며, 총 19편의 연구물을 6단계에 걸쳐 비교 및 분석하 였다. 연구 결과 결혼이주여성의 자녀 이중언어교육 경험의 종합적 의미는 ‘자녀의 이 중언어교육 경험을 통한 재발견’으로 도출되었다. 재발견은 긍정적 인식과 부정적 인식 으로 발견되었으며 긍정적 인식에는 이중언어교육의 필요성과 교육 방법, 이중언어 공 동체 그리고 자녀의 내적 성장이 포함되었다. 부정적 인식에는 가족의 반대 및 사회의 차가운 시선, 빈약한 환경에 대한 두려움, 자녀의 거부 그리고 이중언어에 대한 낮은 인 식 등이 나타났다. 연구 결과를 바탕으로 결혼이주여성의 지역사회 참여, 지역기관 이 중언어교실 활성화, 공교육에서의 이중언어교실의 활성화를 제언하였다. 본 연구는 결 혼이주여성의 자녀 이중언어교육을 위한 인식 및 방법에 대한 재고와 질적 수준을 향 상하는 데 활용될 것으로 기대한다.

The purpose of this study is to comprehensively analyze the experience of bilingual education for children of married migrant women to seek ways to for children of married migrant women.develop bilingual education. To this end, a qualitative meta-analysis methodwas conducted, and a total of 19 studies were compared and analyzed in six stages. As a result of the study, the comprehensive meaning of marriage migrant women's experience in bilingual education for their children was derived as 'rediscovery through their children's bilingual education.experience'. Rediscovery was found as both positive and negative perceptions. The positive perception included the need for bilingual education and teaching methods in daily life, the support of bilingual communities, and the internal growth of children. On the other hand, the negative perceptions included family opposition and cold eyes from society, fear of poor environment, rejection of children, and low awareness of bilingualism. Based on the results of the study, it was suggested that married migrant women participate in the community, revitalize bilingual classes at local institutions within the public education domain. This study is expected to be used to improve the level of reconsideration and quality of awareness and methods for bilingual education for children of married migrant women.

본 연구의 목적은 이중언어교육 연구물 분석을 통해 결혼이주여성의 자녀 교육 경험 을 종합적으로 분석하여 이중언어교육의 발전 방안을 모색하는 데 있다. 이를 위하여 질적 메타분석 방법을 실시하였으며, 총 19편의 연구물을 6단계에 걸쳐 비교 및 분석하 였다. 연구 결과 결혼이주여성의 자녀 이중언어교육 경험의 종합적 의미는 ‘자녀의 이 중언어교육 경험을 통한 재발견’으로 도출되었다. 재발견은 긍정적 인식과 부정적 인식 으로 발견되었으며 긍정적 인식에는 이중언어교육의 필요성과 교육 방법, 이중언어 공 동체 그리고 자녀의 내적 성장이 포함되었다. 부정적 인식에는 가족의 반대 및 사회의 차가운 시선, 빈약한 환경에 대한 두려움, 자녀의 거부 그리고 이중언어에 대한 낮은 인식 등이 나타났다. 연구 결과를 바탕으로 결혼이주여성의 지역사회 참여, 지역기관 이 중언어교실 활성화, 공교육에서의 이중언어교실의 활성화를 제언하였다. 본 연구는 결 혼이주여성의 자녀 이중언어교육을 위한 인식 및 방법에 대한 재고와 질적 수준을 향 상하는 데 활용될 것으로 기대한다.

The purpose of this study is to comprehensively analyze the experience of bilingual education for children of married migrant women to seek ways to for children of married migrant women.develop bilingual education. To this end, a qualitative meta-analysis methodwas conducted, and a total of 19 studies were compared and analyzed in six stages. As a result of the study, the comprehensive meaning of marriage migrant women's experience in bilingual education for their children was derived as 'rediscovery through their children's bilingual education.experience'. Rediscovery was found as both positive and negative perceptions. The positive perception included the need for bilingual education and teaching methods in daily life, the support of bilingual communities, and the internal growth of children. On the other hand, the negative perceptions included family opposition and cold eyes from society, fear of poor environment, rejection of children, and low awareness of bilingualism. Based on the results of the study, it was suggested that married migrant women participate in the community, revitalize bilingual classes at local institutions within the public education domain. This study is expected to be used to improve the level of reconsideration and quality of awareness and methods for bilingual education for children of married migrant women.

본 연구의 목적은 자녀를 양육하고 있는 중국계 결혼이자들은 어떻게 자녀에게 이중언어 교육을 실시하고 있는지, 이중언어 교육에 있어 어떠한 어려움이 있는지, 그리고 그들이 이중언어 교육을 위해 무엇을 기대하고 있는지 등을 탐색하여 지속발전 가능한 이중언어 교육의 방안을 제안하는 것이다. 이를 위해 2017년 11월부터 2018년 1월까지 중국계결혼이주여성 6명을 대상으로 내러티브 연구방법을 적용하여 이야기식 인터뷰로 자료를 수집하였다. 연구 결과, 3개의 주제 영역과 의미와 이에 따른 10개의 하위 주제 의미로 나누어 기술하였다. 첫째, 결혼이민자들이 자녀의 이중언어 사용에 대해 우려하는 바는 ‘자녀의 언어 발달지체에 대한 우려’, ‘학교 및 사회에서 차별에 대한 우려’, ‘가족구성원의 부정적 인식’ 이다. 둘째, 결혼이민자 자녀의 이중언어 교육 환경은 ‘조선족 발음과 사투리에 대한 우려’. ‘경제로 인한 사교육의 한계’, ‘사회적 지지기반 빈약’, ‘결혼이민자의 자존감 부재와 교육방법의 미숙’으로 나타났다. 셋째, 모국을 활용한 자녀의 이중언어 교육은 ‘자녀를 중국으로 유학을 보내고’, ‘방학을 활용하여 친정 방문’, ‘외할머니를 초청’하여 모국어를 가르치는 것으로 나타났다.

Journal of the International Network for Korean Language and Culture 15-1, The objective of this study is to suggest the sustainable bilingual education measures by exploring the methods, difficulties, and expectation of bilingual education for children of Chinese married immigrants. Applying the narrative inquiry method to total six Chinese married immigrant women from November 2017 to January 2018, data was collected through storytelling interview. In the results of this study, it was divided into three themed areas and meanings, and then ten sub-themed meanings. First, the married immigrants' concerns about their children's bilingualism included ‘concern about delayed language development', 'concern about discrimination at school and society', and 'family members' negative perception'. Second, the bilingual education environment for children of married immigrants included ‘concern about pronunciation and dialect of Korean-Chinese people', 'limitation of private education by economy', 'poor basis of social support', and 'absence of self-esteem and unskilled education methods of married immigrants'. Third, the bilingual education for children with the use of native country included 'sending children to China for language training', 'visiting parents' home in China during vacation', and 'inviting maternal grandmother'.

The advancement of Internet technologies has provided a new and effective way to cultivate international talents. To investigate the effect of native English teachers' online synchronous classes on Chinese primary school students' oral English improvement, an 18-month quasi-experimental study was conducted on 300 primary school students in China. The experiment and control groups were provided biweekly synchronous online classes with native and non-native English teachers. SPSS was used to conduct Paired Sample T-Tests and analyze performance differentials. The results showed that online classes taught by native English teachers perform better than non-native English teachers in three areas: vocabulary accuracy, average sentence length, and phonological intonation.

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This study investigates the phonetic realizations of Korean vowels /ㅔ/ and /ㅐ/ produced by Chinese and English learners of Korean at beginner and advanced levels of proficiency. Further, it tests the extent to which acoustic similarity between L1 and L2 sounds is crucial in predicting easy/difficult perception and production of L2 sounds. Although Korean vowels /ㅔ/ and /ㅐ/ used to be two separate phonemes in Korean, Korean speakers no longer distinguish them due to the merger of these two vowels. The results from this production study reveal two findings. Firstly, the L1 influence on L2 production is partially supported for learners of Korean in that English learners of Korean do not differentiate Korean [에] and [애] in durational and spectral cues in their production. Secondly, the advanced Chinese learners exhibited hypercorrection in that they produce the Korean vowel /ㅔ/ very distinctively from /ㅐ/. These findings suggest that acoustic similarity alone cannot predict the likelihood of easy/difficult production of L2 sounds contra Flege’s (1995) Speech Learning Model (SLM) and Escudero et al.’s (2004) Second Language Linguistic Perception Model. They indicate that teaching method also plays a crucial role in second language acquisition.

This study investigates Taiwanese university student attitudes toward native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) and examines the fallacy of native speaking from a student perspective. In total, 206 university students from Northern Taiwan responded to the questionnaire. The results suggest that (a) language skills, (b) purposes, and (c) levels of learning affect student selection of language teachers. More important, NNESTs were believed to be better at various aspects of learning, especially test preparation. This study examines NESTs and NNESTs from a student perspective and reminds English educators and parents that they should re-examine the role and influence of NESTs, especially in English as a foreign language contexts.

This report provides an overview of English education policy in Korea following the sixth national curriculum, which focused on promoting the Communicative Language Teaching (CLT) ethos. Considering the complexity of implementing CLT in English as a foreign language (EFL) contexts, this paper focuses on native-speakerism in CLT as a framework of inquiry to shed light on how language ideology interacts with English education policy in Korea. Given that the direction of educational policy typically reflects the educational priorities of the national government, this paper first maps out the educational landscape in Korea with a focus on the College Scholastic Ability Test (CSAT). Then, drawing on previous scholarly work, It examines the persistent divide between the issues affecting native and non-native English teachers as reflected in educational policies guided by CLT principles. In identifying the key factors that influence language policies involving CLT, this paper concludes with a discussion of the implications of the dichotomy between native and non-native English teachers and with suggestions for the direction of future research.

This case study demonstrates how the identity of a Korean nonnative English-speaking teacher (NNEST) was continuously negotiated and resituated according to how she positioned herself and how she perceived others positioned her in educational and social contexts. To explore her fluid and multiple identities as a nonnative English speaker (NNES) in English education, data sources included initial and follow-up individual interviews, group conversations, and artifacts (e.g., drawings and reflective memos). Analysis focuses on how a NNES’s self-image as an English language teacher can be transformed by participation in critical practices. This study reveals that critical practices can help demystify the ideology of native speakerism and concludes that language teacher education programs should provide NNESTs with frequent and consistent opportunities to raise their critical awareness of how language and ideology are structured by social and political practices and how those practices are (re)produced by power relations in society.

This qualitative study explores the teacher identities of three Korean English language teachers(KELTs) in higher education by delving into how they perceive the current college English education policy in favor of native English speaking teachers(NESTs); and themselves as non-native English speaking teachers. Data was collected mainly through interviews and teaching journals. A grounded theory approach was used to analyze the data. While teacher participants recognized that NESTs have been recently on the increase in universities, they perceived that there are problems with the overall employment policy of NESTs such as doubt on effectiveness of NESTs’ classes and their qualifications as college professors. With regard to KELTs’ teaching and status, they felt insecure and thus wanted to reinforce their qualifications as language teachers, and also frustrated with the situation that would limit themselves to partaking just a supporting role in classes taught by NESTs. Based on the findings, pedagogical implications on teacher education programs are provided.

본 연구는 모국어 경험이 중국어 성조의 지각에 주는 영향을 알기 위해서 중국어를 배운 경험이 없는 한국 표준어 화자(서울)와 방언 화자(부산)를 대상으로 중국어 성조 지각 실험을 진행하여 중국어 모국어 화자와 대조하였다. 실험1은 식별실험으로서 피실험자들은 두 개의 음성 자극에 대하여 “같다” 혹은 “다르다”를 선택하였고 이에 대한 반응시간과 민감도를 측정하였다. 실험2는 음성 유사도 판단으로서 피실험자들은 두 개의 음성 자극 간 차이 정도에 대해 응답을 하였다. 실험은 다음과 같은 결과를 얻었다. 첫째, 한국어 모국어 화자는 보통화 성조 간의 차이를 구분할 수 있었으나 표준어 화자(서울)는 방언 화자(부산)보다 성조 간 차이에 덜 민감했다. 둘째, 한국인 학습자들은 성조의 음높이 차이(음평과 상성, 거성과 상성)에 대한 민감도는 높았지만, 조형 차이(음평과 양평, 음평과 거성, 양평과 거성)에 대한 민감도가 낮았는데 특히 음평과 상성 간 구분을 가장 어려워했다. 방언 화자(부산)는 표준어 화자(서울)보다 성조 간 차이에 더 민감했는데 이것은 방언의 영향으로 음높이가 중국어 성조를 식별하는 중요한 기제로 작용하였기 때문이다.

The present study investigated Mandarin tone perception by Korean listeners with different language/dialect experience (Seoul Korean vs. Busan Korean). Two experiments were conducted: in Experiment 1 (AX discrimination test), listeners were asked to discriminate two sound stimuli as “different” or “same”; in Experiment 2 (degree of difference test), listeners were asked to rate the degree (from 1 to 5 point) of difference between two sounds. The results show that: 1. Korean listeners can discriminate Mandarin tones to some degree. However, Seoul Korean listeners were less sensitive to Mandarin tones than Busan Korean listeners; 2. Korean listeners were more sensitive to tones with different pitch height (T1 vs. T3, T4 vs. T3), than tones with different pitch direction (T1 vs. T2, T1 vs. T4, T2 vs. T4), and T2 vs. T3 was the most difficult one to master. These results suggest that, the perception of Mandarin tones was influenced by listeners’ native language/dialect experience. Firstly, with the experience of the prosodic characteristics in Korean, listeners were more sensitive to pitch height rather than pitch direction. Secondly, relative to Seoul speakers, Busan Korean speakers were more successful in discriminating Mandarin tones, which may due to the role of pitch height in Busan dialect (as a distinctive feature).

This study investigated how Japanese learners of Korean perceive the similarity of stop sounds between the Korean and Japanese languages. The results found, compared to the beginner’s group, the advanced group showed a lower rating value for the similarity for the same stimulus sound, and the learners with a higher perception ability distinguished lower similarities, even among the inner groups of the beginner’s and advanced group. This study also investigated how the related information in the native language affects how the learners perceive lenis consonants in word-medial position in the Korean language, as Japanese stop sounds are divided into two sounds depending on [±voiced] feature, whereas Korean stop sounds do not have a voiced sound in word-initial consonantal context, but the lenis consonants go through voicing in word-medial position. In result, Japanese learners tend to perceive the lenis consonants in word-medial position much better than other sounds, and it was shown that the related information in native language had played a positive role in perceiving Korean word-medial consonants.

By this time, there have been many studies about effective grammar teaching, and a lot of methods have been presented based on the results. Nonetheless, along with former generations, current students still have trouble when studying English grammar due to the abstractions made in grammar terminology that the students find difficult to understand. This paper aims at finding the methods of grammar presentation which can make learners approach grammar without anxieties, which grammar terminology gives to learners, especially for learners who are in the beginning courses of studying English. To reduce uneasiness of grammar terminology, I have suggested the similarities between Korean and English through contrastive analysis and used the usage of a native language in step with grammar presentation. In addition, I applied two activities, Input Enhancement and Recast, for learner's consciousness raising. The results of this study showed that teaching gerund with the usage of a native language was more effective than teaching with grammatical terminology in a traditional method. In other words, the effects lead students to approach grammar without reluctance. This approach proved to be effective in understanding and learning grammar concepts, triggering the students’ interest at the same time. The research results suggest that this grammar teaching method could help learners approach grammar easily who previously felt grammar to be boring and difficult.

The main purpose of this study is to suggest the implications for ESP learners based on Corpus by constructing the text and analyzing the airline’s English materials. Linguistic corpus for ESP study has been increasing a lot, as it was frequently applied to English education and related research. Checking the high- frequent vocabulary is a basic way to start airline English for those who want to be a flight attendant. So it could be an efficient approach to introduce contents for ESP-related discipline. Therefore, 6 different airline english books from native countries were used to make a list and extracted from corpus program called AntConc 3.5.8.version. The total number of word types from text was 222,899 while token numbers was shown 22,908. First of all, total number of 50 vocabulary list was produced according to the order of high frequency. Secondly, lexical bundle list was extracted either 3 or 4 words. Lastly, the concordance list of vocabulary ‘you’ and ‘have’ was checked. Through the results of this research, developed lists could be used as an useful tool for those who are studying in Aviation service major at college in the ESP classes or who is about to fly under the training at Airlines. This study has showed a practical way of ESP class by checking on high-frequency vocabulary from data used in real site which is Airlines.

본 연구는 국내 참가자 164명을 대상으로 목격자 기억에 영향을 미칠 수 있는 청각적인 요인에 대하여 조사하였다. 본 연구에서는 무관련 소리 효과를 근거로 범죄 목격 당시 목격자가 사람의 말소리를 듣게 되면 범인의 얼굴에 대한 목격자의 기억 정확도가 저하될 것이라 예상하였다. 또한 말소리의 유형을 모국어 말소리와 비모국어 말소리, 범죄를 목격하는 상황적 맥락과 일치 또는 불일치하는 말소리로 세분화하여 그 효과를 알아보았다. 본 연구는 말소리의 종류(4: 말소리 부존재, 비모국어 말소리, 의미일치 모국어 말소리, 의미불일치 모국어 말소리) x 영상의 종류(4: 편의점 배경 영상, 집 배경 영상, 동아리방 배경 영상, 피씨방 배경 영상) x 라인업 내 진범 존재 여부(2: 진범 존재, 진범 부존재)의 혼합 설계였다. 참가자간 변인은 말소리의 종류였으며, 참가자내 변인은 영상의 종류와 라인업 내 진범 존재 여부로, 각 참가자는 총 4번의 식별 시행을 경험 하였다. 연구 결과, 목격자 기억에 대한 말소리 종류의 유의미한 효과는 나타나지 않았다. 그러나 본 연구에서 나타난 말소리 종류의 무효과(null effect)가 반복되는 시행으로 인한 연습 및 학습효과, 습관화 때문일 가능성을 고려하여, 첫 식별 시행에 대한 결과만을 대상으로 탐색적 분석을 진행하였다. 탐색적 분석 결과, 비모국어 말소리 집단이 말소리 부존재 집단에 비해 유의미하게 낮은 기억 정확도를 보임을 확인할 수 있었다. 반면 모국어 말소리 집단들과 말소리 부존재 집단 간 차이는 유의미하지 않았다.

This study investigated the auditory factors that could influence eyewitness memory, using 164 domestic participants. The study hypothesized that the presence of human speech during a crime witness event would reduce the accuracy of the eyewitness's memory of the perpetrator’s face, based on Irrelevant Sound Effect. It also examined the effects of speech types, including native and non-native speech, and speech that was either congruent or incongruent with the crime context. The study employed a mixed design with four speech types (no speech, non-native speech, congruent native speech, incongruent native speech), four video backgrounds (convenience store, home, club room, PC room), and two conditions for the presence of the perpetrator in the lineup (perpetrator present, perpetrator absent). The study found no significant effects of speech types on eyewitness memory. However, considering that the null effect observed might be due to practice and learning effects or habituation from repeated trials, an exploratory analysis was conducted focusing only on the results from the first identification trial. The exploratory analysis revealed that the non-native speech group showed significantly lower memory accuracy compared to the no-speech group. In contrast, there was no significant difference between the native speech groups and the no-speech group.

한국계 미국인 작가 이창래는 Native Speaker에서 자전적 경험을 바탕으로 이민자로서의 정체성 혼란과 언어의 문제를 다룬다. 언어의 불완전성 때문에 겪는 정체성의 혼란, 완벽한 언어를 구사함으로서 주 류사회에 편입하고자 했던 주인공 Henry Park의 갈등과 노력은 작가 자신의 실질적 경험이었으며, 이주민들이 흔히 겪어야하는 불안과 열망 이라고 할 수 있을 것이다. 본 논문은 이 작품의 주인공 Henry Park 의 한국계 미국인으로서의 정체성 발달과정과 언어를 통한 인식의 변화 문제를 살펴본다. 주인공 Henry Park은 미국국적, 좋은 학벌, 유창한 영어실력을 갖 추고 있으나, 완전한 백인사회로 동화되지 못하는데서 오는 좌절감과 정체성의 갈등을 경험한다. 언어에 대한 자의식으로 인하여 이러한 정 체성의 혼란을 겪게 되지만, 주체적 의식을 회복함으로써 정체성을 찾 게 된다. 이를 통해서 이창래가 보여주려 한 것은 결국 언어는 한 인간 의 자아를 포함한 실재를 완벽하게 재현해내지 못하며, 그렇기 때문에 사람 사이의 의사소통도 완벽할 수 없고, 인간세계에서 타인과의 완전 한 의사소통은 불가능하다는 것을 상징적으로 보여준다. 그럼에도 불구 하고 언어는 타인에게 자신을 보여주고 그를 통해 자아를 구성하는 가 장 근원적인 수단이 된다.

The Korean American writer Chang-rae Lee expresses the life of racial minorities in a non-white American voice and shows how they try to form a new image and identity of multicultural America in his novel. The writer is acclaimed for having successfully described the psychological growth and establishment of self of a Korean American by means of developmental changes in his own language patterns in his first work Native Speaker. This study focuses on the fact that the novel reveals the changes in interpersonal relationships of the protagonist in relation to the procedure of self recognition, in addition to his linguistic transformation. This study also examines the confusion of the identity the protagonist experiences as an immigrant in the American society and the process in which he tries to overcome linguistic subconsciousness to achieve his self-identity.

본 연구는 한국어 원어민 화자의 외국인 어투에 대한 언어 태도를 알아보고자 하는 데 목적이 있다. 지금까지 외국어 교육의 많은 연구들에서 외국인 어투에 대한 부정적인 언어 태도가 사회적인 편견이나 차별을 만들어 낼 수 있음을 지적해 왔음에도 불구하고 아직까지 한국어교육에서는 이에 대한 연구가 미흡한 것이 현실이다. 본고에서는 한국어 원어민 화자의 외국인 어투에 대한 언어 태도를 밝히기 위한 기초연구의 일환으로 Ura(2015)가 외국인 어투로 인한 언어 편견 측정을위해 제안한 설문지를 기반으로 32 문항의 설문지를 제작하여 161명의 한국어 원어민 화자에게 설문조사를 실시하였다. 그 결과 한국어원어민 화자들은 어느 정도 외국인 어투에 대한 부정적인 태도를 가지고 있는 것으로 나타났으며, 성별, 연령, 직업 별로 언어 태도에 차이가있는 것으로 나타났다. 본 연구 결과는 한국 국적을 취득하고자 하는외국인과 한국에서 직장을 갖거나 학업을 지속하여 장기 체류하고자하는 외국인이 늘어나는 상황에서 이들에 대한 한국인들의 태도에 대한 이해를 도움으로써, 이들에 대한 낙인, 차별, 편견을 방지하고 나아가 이에 대한 적절한 대처 방안을 강구하는 데 도움을 줄 수 있을 것이라고 본다.

The purpose of this study is to discover the language attitudes of native Korean speakers toward non-native foreign accented Korea language speakers using a survey method based on the Measure of Prejudice Against Accented English(Ura, 2015). For this research, 161 participants answered 32 questions using the six-point Likert Scale. The results show that native Korean speakers generally have negative attitudes toward non-native foreign accented Korean speakers. In addition, some of the questions resulted in conflicting results based on participants job, gender and age. Most notably, increasingly negative attitudes were found among native Korean speakers over the age of 50.