To achieve educational goal of borrowed word more effectively, one has to realize the goals pertaining to the coherence of the organization goal of education, specify educator preparation content, compile practical textbook, based upon the correct con...
To achieve educational goal of borrowed word more effectively, one has to realize the goals pertaining to the coherence of the organization goal of education, specify educator preparation content, compile practical textbook, based upon the correct concept of borrowed word,
Borrowed word can be defined as to be "brought from foreign territories, only to be used for explaining new things or concepts that cannot be substituted with appropriate Korean, after being assimilated into Korean phonological structure, then accepted in Korean dictionary. However, over the history, borrowed words have been useful for communication during cultural trade and mutual contact which, in turn, has a positive role in helping the Korean language to explain new concepts and open to recognize the world and beyond. Therefore, borrowed word has to be viewed as a part of Korean language, a subject to the educational purpose apart from foreign language
An overwhelming amount of usage of foreign language and borrowed word is found in teenage life style in various fields including media, culture, mutual communication, etc. in Korea.
Study performed to middle school students on the recognition of borrowed word found that, in between students, foreign language had more new and luxurious feeling thus use of foreign language has less rejection, while the phonetic notation about borrowed word is not known well. Therefore, the need to educate phonetic notation for borrowed word is critical, which can be achieved more effectively by being incorporated into the textbooks.
The effective change in middle school education of borrowed word starts from the right concept of Korean based on the love for Korean, then the need for setting guideline is necessary, which emphasize the importance of drawing sharp line between borrowed word and foreign language in daily life through encouraging positive role of borrowed words in making Korean more abundant.
To achieve goals above, four points below have to be followed :
The attitude towards Korean language, foreign language recognition, attitude toward foreign language, and the use of correct Korean usage practice.
To summarize the study, the significance is as follows:
Borrowed word's negative impact of hindering Korean language is reviewed as it is caused by the lack of distinction between borrowed word and foreign language. Study has been done to explain how the increased percent of middle school student's daily usage and exposure to borrowed word and foreign language has influence on the recognition to the borrowed word of middle school students. Third, issues at the 7th educational process of foreign language study goals and the borrowed words listed within the textbooks are reviewed so that in the future, middle school students' borrowed word education guideline for improvement can be made.
學校에서의 效果的인 外來語 敎育을 위해서는 外來語에 대한 올바른 認識과 槪念을 바탕으로, 敎育課程에서 一貫的이고 體系的인 敎育 目標와 具體的인 敎授 學習 內容을 提示하고, 實質的...
學校에서의 效果的인 外來語 敎育을 위해서는 外來語에 대한 올바른 認識과 槪念을 바탕으로, 敎育課程에서 一貫的이고 體系的인 敎育 目標와 具體的인 敎授 學習 內容을 提示하고, 實質的으로 活用 可能한 敎科書를 編纂하는 것이 基本이다.
外來語는 ‘새로운 槪念이나 事物을 나타내기 위해 外國에서 들여온 말 중 우리말로 代替할 單語가 適切하지 않아 그대로 쓰되, 國語 音韻 體系에 同化를 거쳐 辭典에 收錄되어 國語로 認定된 것’으로 定義할 수 있다. 이들은 나라간 文物을 交換하고 相互 接觸하는 가운데 自然스럽게 들어온 것으로, 國語가 表現하지 못하는 새로운 槪念과 認識의 世界를 넓혀 주는 肯定的인 役割을 한다. 따라서 外來語는 國語의 一部分으로 國語 敎育의 對象이 되는 것이 當然하며 外國語와는 區別되어야 하는 것이다.
靑少年 生活 全般의 外來語 使用 實態를 보면, 放送, 文化, 商號 등의 여러 分野에서 外來語와 外國語가 지나치게 많이 使用되고 있다.
中學生들을 對象으로 實施한 外來語 認識에 관한 設問調査에 의하면, 外來語가 在來語보다 더 高級스럽고 새로운 말이라 느껴 外來語 使用에 拒否感도 적다. 그리고 外來語 表記法이 있는지조차 모르는 學生들이 많아 外來語 表記法에 대한 敎育이 時急하며, 이는 敎科書를 통하는 것이 效果的이다.
效果的인 外來語 敎育 改善 方向은 國語 사랑을 바탕으로 한 國語에 대한 올바른 槪念과, 外來語는 우리 國語 안에서 語彙를 豊富하게 해 주는 肯定的인 要素라는 認識을 심어 주되, 日常 言語生活에서 外來語와 外國語를 區別해서 使用해야 함을 强調하는 外來語 敎育의 目標를 設定하는 것으로 整理해 볼 수 있다. 이와 같은 目標 達成을 위한 外來語 敎育의 敎授-學習 內容으로는 , ‘國語에 대한 態度 敎育, 外來語의 槪念 定立, 外來語에 대한 態度 形成, 바른 國語 生活의 實踐’이라는 네 段階를 提示하였다.
본 硏究의 意義는 다음과 같다. 첫째, 그간 外來語에 대한 槪念의 混亂으로 外來語와 外國語가 區分되지 못하여 外來語가 國語의 否定的인 要素로 指摘되어 온 데 대한 問題點을 提起하고 外來語와 外國語의 區別을 하고자 했다. 둘째, 日常生活에서 쓰이고 있는 外來語의 比率과 中學生의 外來語 認識을 調査하여, 外來語와 外國語가 靑少年들의 外來語 認識에 어떤 影響을 주고 있는지 밝혀 보았다. 셋째, 第 7次 敎育課程의 外來語 敎育 目標와 學習 內容, 敎科書 收錄 外來語의 問題點을 찾고, 앞으로 中學生을 對象으로 한 外來語 敎育의 改善 方向을 提示하였다.
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