22 research outputs found
(A)Study of modern Korean education formation at the end of 19th century : with the view of material evaluation theory
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Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :κ΅μ΄κ΅μ‘κ³Ό νκ΅μ΄κ΅μ‘μ 곡,2005.Maste
A Comparative Study on the North Korean KFL Textbook for Beginners - Comparing Kim Il-sung University Press Edition(1999) with Kim HyΕng-jik Pedagogical University Press Edition(2005) -
λ³Έ μ°κ΅¬μμλ νμ¬ λΆνμ μ£Όμ 2κ° λνμμ μ΄λ£¨μ΄μ§κ³ μλ μΈκ΅μΈμ λμμΌλ‘ ν μ‘°μ μ΄κ΅μ‘μ μν΄ μ μλ μ΄κΈ μμ€μ κ΅μ¬λ₯Ό μνΈ λΉκ΅νμ¬ κ° κ΅μ¬μ νΉμ±μ λΆμνκ³ κ΅μ¬λ‘ μ μΌλ‘ μ ν¨ν μμ¬μ μ κ³ μ°°ν΄ λ³΄μλ€. μ΄λ₯Ό μν΄ λ¨Όμ μΈκ΅μΈμ λν μ‘°μ μ΄ μ°μ κΈ°κ΄μΌλ‘μ κΉμΌμ±μ’
ν©λνκ΅μ κΉνμ§μ¬λ²λνκ΅κ° κ±°λ‘ μ΄ λλ μ΄μ μ λν΄ κ·Έ λ°°κ²½μ μ€λͺ
νκ³ , μ΄ λ κΈ°κ΄μμ λ°νν μ‘°μ μ΄ νν κ΅μ¬μ μΆν νν©μ λν΄μ λ
Όμλ₯Ό μ κ°νμλ€. μ΄μ΄ 본격μ μΌλ‘ λ κΈ°κ΄μ μ΄κΈ νν κ΅μ¬λ₯Ό λΉκ΅, λΆμν΄ λ³΄μλ€. κ·Έ κ²°κ³Ό λ κ΅μ¬μ λ°ν λͺ©μ μ κ·Όλ³Έμ μΌλ‘ κ°μ§λ§ κ΅μ‘μ μν μ κ·Ό λ°©λ²κ³Ό μ΄λ₯Ό ꡬννκΈ° μν κ΅μμλͺ©μ μμ΄μλ λͺ
μ§ν μ°¨μ΄κ° μ‘΄μ¬νκ³ μμμ νμΈν μ μμλ€. κΉμΌμ±μ’
ν©λνκ΅μ νν κ΅μ¬λ μ΄κΈ λ¨κ³μμ μΈκ΅μ΄ νμ΅μλ₯Ό κ³ λ €νμ¬ λ¬Έλ² νλͺ©κ³Ό λ¨μ΄λ₯Ό ν΅μ νλ λ°©μμ κΈ°ννκ³ μλ λ°λ©΄ κΉνμ§μ¬λ²λνκ΅μ νν κ΅μ¬λ μ€μ μ±μ΄ λμ λ¬Έμ₯ μ€μ¬μ λνλ¬Έμ ν΅ν΄ μλΉν μμ λͺ©νμ΄ λ
ΈμΆμ μ 곡νλ €λ μλλ₯Ό 보μ΄κ³ μμλ€. ν₯ν λ μΈλ°νκ³ λ€μν κΈ°μ€μΌλ‘ λ κ΅μ¬λ₯Ό λ©΄λ°ν μ΄ν΄λ³΄λ ννΈ μ΄μΈ κ΅μ¬μ λν λΆμκ³Ό μ°Έμ¬ νμ΅μμ μ 보λ₯Ό μ’
ν©νμ¬ λΆνμ μ‘°μ μ΄κ΅μ¬μ λ©΄λ©΄μ ꡬ체μ μΌλ‘ μ¬κ΅¬μ±ν΄ λκ° νμκ° μλ€.
The purpose of this study is to analyze and evaluate representative North Korean KFL(Korean as a Foreign Language) textbooks for beginners. To achieve this, not only research of the present state in North Korean KFL education was carried out throughout leading study, but also comparative analysis and evaluation of selected two textbooks were operated. In the first place, this study investigated the reason why the two universities β Kim Il-sung University and Kim HyΕng-jik Pedagogical University β became official and representative institution of North Korean KFL training program. Subsequently, this study tried to compare Kim Il-sung Universitys textbook with Kim HyΕng-jik pedagogical Universitys, and find out some significant facts such as while the one suggested structured and grammatical syllabus the other adopted situational-topic syllabus based on pattern drills
A Study On the Korean Heritage Speakers Word Recognition : Analyzing 'Korean word speed quiz' of KBS Broadcasted Materials
λ³Έκ³ μμλ KBS νκ΅λ°©μ‘μμ λ°©μλ μ μ½λ λλμ΄λ₯Ό λ§μΆ°μ β
‘' μ½λμ μΆμ°ν μ¬λ―Έ κ΅ν¬ νμμΈ λμ½μ λ¨μ΄ μ€λͺ
λ°ν μλ£λ₯Ό νμ©νμ¬ μμ΄κΆ κ΅ν¬ νμμ μ΄ν μΈμ μμμ μ΄ν΄λ³΄κ³ μ ννλ₯Ό μλν΄ λ³΄μλ€. μ΄ 42ν λΆλ, 9μκ° 43λΆμ λ°©μ‘ λΆλμ λμμΌλ‘ μ΄ν΄λ³Έ κ²°κ³Ό, λ€μκ³Ό κ°μ κ²°κ³Όλ₯Ό μ»μ μ μμλ€.
첫째, μ¬λ‘λ‘ μ΄ν΄ λ³Έ κ΅ν¬ νμλ λ¬Έμλ‘ μ μλ μ΄νμ μ² μλ₯Ό κ°λ
μΌλ‘ λ°λ‘ μ°κ²°μν€μ§ λͺ»νκ³ λ΄μ λ°ν(inner speech)λ‘ μμ±ν(vocalization)λ₯Ό ν ν μΈμ§λλ λ©μ΄λ¦¬λ₯Ό μ€μ¬μΌλ‘ ν΄λ
μ μμνλ λͺ¨μ΅μ 보μλ€.
λμ§Έ, μ΄νλ ₯μ΄ λΆμ‘±νκ³ μ΄νλ₯Ό λ¬Έλ²μ(ννμΒ·μ΄νμ)λ₯Ό μ€μ¬μΌλ‘ λΆμνλ λ©νμ μΈ μΈμμ΄ νμ±νλμ§ λͺ»νμ¬ ν΄λ μκ°μ μ§μ²΄(ι²ζ»―)κ° μΌμ΄λκ±°λ ν΄λΉ λ΄μ©μ μ λͺ» μ΄ν΄νλ μμμ 보μλ€.
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μ§Έ, μ°κ΅¬ λμμ ν΅ν΄ λ¬Έμ μΈμ΄μ μμ± μΈμ΄ κ°μ κΈ΄λ°μ±μ΄ λ¨μ΄μ§κ³ κ²½μ°μ λ°λΌμλ λ¬Έμ μΈμ΄κ° μΈμ΄λ‘ λ
ν΄λμ§ μκ³ μΌμ’
μ λμ(εε)μΌλ‘ μ΄ν΄νλ κ²½ν₯μ 보μ΄κΈ°λ νλ€. μ΄λ λͺ¨κ΅μ΄ νμλ μΈκ΅μ΄ νμμκ²λ μ λνλμ§ μλ νμμΌλ‘ λ
νΉν νΉμ§μ΄λΌκ³ ν μ μλ€.
This study purposed to analyze the English-use Korean heritage speaker aired KBS(Korea Broadcasting System) TV program 'Star Golden Bell - Korean Word Speed Quiz'. Starring in this program, Jung Nicole, a famous Korean pop singer born in US, shows a unique approach to Korean language use in word explanation. Total amount of 42 times, 9 hours 43 minutes broadcasted materials are analyzed to classify the features of Korean heritage speaker, the following results were obtained.
First, looking into the case as a heritage speaker suggested that the spelling of words not to link directly to the concept, only after trying inner speech to silent vocalization connect the individual lexeme or morpheme.
Next, a lack of vocabulary and grammatical morpheme mainly to analyze the given words or phrases Is not enabled meta language perception as a chunk or grammatical pattern.
Also, the study case showed a strong gap between oral and written language of heritage speaker. Even though they are fluent in oral language, they are not able to connect the sound to spellings and same in reverse. In the case, Korean heritage speaker Nicole is likely to perceive a characters(Hangeul) as a decomposed graphic icon. This phenomenon is worth giving attention for it is rare in foreign language speakers
A Study on Korean Learners' Error Evaluation - Comparison NS and NNS Teachers' Error Evaluation
λ³Έ λ
Όλ¬Έμ μΈκ΅μ΄λ‘μ νκ΅μ΄λ₯Ό λ°°μ°λ νμ΅μλ€μ΄ μμ°νλ μ€λ₯μ λν΄ νμ μ λ΄λ¦¬κ³ λΆλ₯νλ©°, κ΅μ‘μ μ²μΉλ₯Ό κ³ μνλ κ΅μ¬ λ° μ λ¬Έκ° μ§λ¨μ λμμΌλ‘ νμ¬, κ·Έλ€μ΄ λ΄λ¦° μ€λ₯ λΆμμ λ€μκΈ νκ°νλ μ€λ₯ νκ°(error evaluation)μ λν λ
Όμλ₯Ό λ€λ£¨μλ€. μ΄λ₯Ό μν΄ μ€λ₯ νκ° μ§λ¨μΌλ‘ νκ΅μ΄ μμ΄λ―Ό(NS)μ λΉμμ΄λ―Ό(NNS) μ λ¬Έκ°(expert; λλ κ΅μ¬) μ§λ¨μ μ΄ν΄λ³΄μλ€.
μΈμ΄κ΅μ‘ λ° μΈμ΄μ΅λ μ΄λ‘ μμ κΈ°μμ μ μν΄ μλ κ²μ²λΌ λΉμμ΄λ―Ό μ λ¬Έκ° μ§λ¨μ΄ ννμ λ¬Έλ², κ΅μ§μ μ€λ₯(local error)λΆλ¬Έμμ μμ΄λ―Ό μ λ¬Έκ°λ³΄λ€ λμ± μ격ν νμ μ λ΄λ¦¬κ³ , μλ―Έ λ° ν¬κ΄μ μ€λ₯(global error)μμλ λ€μ λκ·Έλ¬μ΄μ§ κ·Έ μμμ μ§κΈκΉμ§ νκ΅μμ μ€λ₯λΆμμΌλ‘ νμ λ
Όλ¬Έμ μ μΆν μ°κ΅¬ μλ£λ₯Ό λμμΌλ‘ λ©ν λΆμνκ³ , λμκ° λ¬Έμ΄ λ° κ΅¬μ΄ μ€λ₯ μλ£μ λν΄ NSμ NNS μ λ¬Έκ° μ¬μ΄μ μ΄λ€ μ°¨μ΄κ° μλμ§ μ€νμΌλ‘ κ²μ¦ν΄ 보μλ€.
1μ°¨μ μΌλ‘ μνν λ¬Έν μ°κ΅¬λ₯Ό ν΅ν΄ β NNS μ§λ¨μ ννμ λ¬Έλ²μ μ€λ₯μ λ―Όκ°νλ€λ μ , β‘NNS μ§λ¨μ μ¬μ©μ μ μ μ± λ΄μ§λ λ¬Έμ₯ λ° λ΄ν ꡬμ±μμ μ€λ₯μ λν΄μλ μλμ μΌλ‘ λκ°ν μ μλ€λ μ , β’NNSκ° μννλ μ€λ₯ μ°κ΅¬, λλ μ€λ₯ μμ§μ΄λ νμ λ±μμ μμμ±μ νΌνκΈ° μν NSμ 보쑰μ μν μ΄ νμνλ€λ μ λ±μ λ°νλ€.
μ΄μμμ μ μν κ°μ€μ λͺ
μ λ€μ κ²μ¦νκΈ° μν΄ NS 29λͺ
, NNS 22λͺ
μ λμμΌλ‘ μ€νμ μ€μν΄ λ³Έ κ²°κ³Ό, νκ΅μ΄ μ λ¬Έκ° μ§λ¨μ μμ΄μλ ν΅κ³μ μΌλ‘ μ μλ―Έν μ€λ₯ μΈμμ μ°¨μ΄λ₯Ό λ°κ²¬ν μ μμλ€.
In 1970s the concept of "Error evaluation" was raised and has worked within many studies in SLA field, The purpose of this study is to adopt " error evaluation" to KFL, context and to examine different tendency between NS and NNS teachers. As a hypothesis refining step, by qualitatively meta- evaluation 15 thesis which include Korean learners' error evaluation conducted by NS(N-5) or NNS(N-10) researchers, we could see some examples which could show us differences according to the evaluator, NNS or NS. To examine it empirically, we asked Korean teachers to error-evaluate respectively oral and written production of Korean learner and answer some questions about their attitude towards error ebaluation and treatment in classroom. The subject of the study were NNS(N=22) and NS(N=29) Korean teachers who are now studying or studied in major of KFL in korea or are working as a Korean teacher. Participants responses were quantitatively analyzed using descriptive statistics and t-test by SPSS 12.0 and also categorized and discussed qualitatively by linguistic units. The results showed that NS teachers are more generous to oral error but less in written error the NNS teacher and NS emphasized global error in appropriateness while NNS were more sensitive to local error in accuracy
Diachronic review on KFL/KSL Material Evaluatioo
λ³Έ μ°κ΅¬μμλ νμ¬ νκ΅μ΄κ΅μ‘μμμ κ΅μ¬ νκ°λ‘ μ μμκ³Ό μ°κ΅¬ μ±κ³Όλ₯Ό κ²ν νκ³ μ ν΅μμ μΈ μ°κ΅¬μ¬λ₯Ό μ€μ¬μΌλ‘ λ
Όμμ νλ¦μ μ΄ν΄λ³΄κ³ ν₯ν μ λ§κ³Ό κ³Όμ λ₯Ό κ³ μ°°ν΄ λ³΄μλ€. μ΄λ₯Ό μν΄ λ¨Όμ μΈκ΅μ΄ κ΅μ¬ μ΄λ‘ μμμ κ΅μ¬ νκ°λ‘ μ μ§μμ μ¬μ (ε²η) μ κ° κ³Όμ μ μ§μ΄λ³΄κ³ , μ΄μ΄ νκ΅μ΄ κ΅μ¬μ κ΄λ ¨λ λ
Όμλ₯Ό μ κ°νμλ€. νκ΅μ΄ κ΅μ¬ νκ°λ‘ μ 본격μ μΈ λ
Όμκ° νμ±λκΈ° μ μ κ΅μ¬ νκ° κ΄λ ¨ λ
Όμλ λ°κ° λ° κ°μ κ΅μ¬μ μ¬λ‘λ μλ¬Έ λ± μ 보 κΈ°λ‘μ μ΄ν΄λ³΄λ λ°©λ²μ μ·¨νμκ³ , νκ΅μ΄ κ΅μ¬λ‘ μ λν λ΄λ‘ μ΄ νμ±λκΈ° μμν μ½ 1990λ
λ νλ°λΆν°λ μ°κ΅¬ λ
Όλ¬Όλ€μ μ€μ¬μΌλ‘ κ·Έ νλ¦μ νμΈνμλ€. κ·Έ κ²°κ³Ό μ΄κΈ°μ νκ΅μ΄ κ΅μ¬ νκ°μ κ΄λ ¨λ λ
Όμκ° κ΅μ¬ μ νλ‘ μ κ΄μ μμ κ΅μ¬λ₯Ό λΆμνμ¬ κΆκ·Ήμ μΌλ‘λ κ΅μ¬λ₯Ό κ°λ°νλ λ°μ μ΄μ μ΄ λ§μΆμ΄μ§ λ°λ©΄, 2005λ
μ λμ΄μλ©΄μ κ΅μ¬μ μ μ보λ€λ κΈ°μ‘΄μ κ΅μ¬λ₯Ό ν©λ¦¬μ μΌλ‘ μ ννλ λ°©λ²μΌλ‘μμ μ μ κΈ°μ€μ λν λ
Όμκ° λ³Έκ²©νλμμμ λ³Ό μ μμλ€. λν νκ΅μ΄λ λ€λ₯Έ μΈκ΅μ΄μλ λ¬λ¦¬ μ μ±
μ μΈ‘λ©΄μ΄ κ³ λ €λμ΄ μκ³ λ°λΌμ κ΅μ¬μ μ μ μ λμ΄ μΈμ¦ λλ μΆμ² λ±μ μ λμ μ±κ²©μ μ§λκ³ μμΌλ―λ‘ λμ± κ°κ΄μ μ΄κ³ μ λ’°ν μ μΌλ©° μ μ© κ°λ₯μ± λμ νκ° κΈ°μ€ λ§λ ¨μ μ°ν΄ μμΌλ‘λ κΉμ΄ μλ λ
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