한국어의 위상이 높아지면서 외국어로서의 한국어 교육에 대한 연구가 활발히 진행되어 오고 있다. 외국어로서의 한국어 교육의 목표는 외국인 학습자가 자유로운 의사소통을 하는 데에 있...
한국어의 위상이 높아지면서 외국어로서의 한국어 교육에 대한 연구가 활발히 진행되어 오고 있다. 외국어로서의 한국어 교육의 목표는 외국인 학습자가 자유로운 의사소통을 하는 데에 있다. 이를 위해서는 학습자가 단어의 의미만이 아닌 구(句)나 절, 문장 전체의 뜻을 파악해야 하는 경우가 있는데, 그 중의 한 분야가 바로 관용어이다. 관용어의 사용은 한국어 표현을 감칠맛 나게 만들고 함축적인 의미를 표현하는 데에 있어 아주 유용하지만 뜻을 유추하기가 어려우므로 외국인 학습자들에게 교육이 이루어져야한다.
관용어의 의미를 이해하는 데에 있어 살펴보아야 할 부분이 바로 관용어의 이론적 배경들이다. 먼저 첫 번째 이론적 배경으로 다의어 이론을 제시하였다. 두 번째로 제시된 이론은 사회․문화적 배경 이론이다. 그 다음에 제시된 관용어의 이론적 배경으로는 인지언어학의 주요 이론 중의 하나인 Fauconnier & Turner가 주창한 개념적 혼성 이론(conceptual blending theory)이다. 개념적 혼성 이론은 두 개 이상의 입력공간과 하나의 총칭공간, 혼성공간으로 이루어진다. 혼성공간 속에 나타난 새로운 정보는 관용어의 고착된 의미를 설명하는 데 유용한 이론이 되겠다. 교육 방안 모색에서는 이러한 관용어의 다의어 이론, 사회․문화적 이론과 개념적 혼성이론을 순차적으로 반영하여 교수 방안을 제시하였다.
관용어의 범위 선정을 위해 현재 한국어 교육을 실시하고 있는 기관에서 사용하고 있는 교재를 분석하고, 한국어능력시험(TOPIC)에 실린 관용어를 조사하여 이를 바탕으로 중급 학습자들에게 교수해야 할 관용어 목록을 선정하였다.
교육 이론으로는 관용어 교수․학습에 적합한 새로운 SPE 모형 이론에 대해 논의하였다. 그 다음 의사사통 능력을 강화하기 위한 교육 방법으로 과제 중심 교수법을 제시하였다. 본고에서는 드라마 재현을 과제로 수행하게 함으로써 말하기, 듣기 기능을 향상시키는 교육 방안을 제시하였다.
본고에서는 학습자들의 관용어의 의미 이해를 돕고 나아가 관용어를 활용할 수 있는 데에 초점을 두는 교육 방안을 제시하고자 하였다. 그러나 아쉬운 점은 교육 방안을 제시하였으나 실제 교육현장에서 활용한 후 얻을 수 있는 효과에 대해서는 검증하지 못했다. 이러한 교육 방안이 학습자들에게 미치는 영향과 효과에 대해 앞으로도 더 많은 연구가 이루어지길 바란다.
Korea’s place in the world is rising. As a result, the study of Teaching Korean as a Foreign Language has also increased in importance. The purpose of teaching Korean as a Second Language is to allow international students to converse fluently in Ko...
Korea’s place in the world is rising. As a result, the study of Teaching Korean as a Foreign Language has also increased in importance. The purpose of teaching Korean as a Second Language is to allow international students to converse fluently in Korean.
If students wish to communicate at an advanced level, they need to master the basics of Korean including the following: elementary vocabulary, social customs and culture, and daily interactions. Students also need to master phrases, clauses and sentence structure. Furthermore, students also need to know the hidden meanings in words and phrases; one aspect I will explore of this is idioms. The use of idioms by students allows for a greater variety of expressions, and allows students to have implied meanings in their speech. The subtleties of idioms are hard to understand for Korean language learners; therefore, teachers of Korean need to address this problem by teaching idioms in the classroom.
So far, there exists a large amount of research about how to teach idiomatic phrases. However, the majority of the methods used to teach Korean idioms in the classroom rely on a dominant method. First, the researchers recommend explaining the idiom’s historical origins, normally followed by one or two activities to practice. In my thesis, I will explain the relationship between the hidden meaning of the idioms and the literal words in the idiomatic phrase. I will also recommend an educational method which allows the students to use the idioms in real life situations.
In order to unlock the meaning of idioms, students need to first understand the meaning of the literal words in the idiomatic phrase. Consequently, the focus of my thesis is for intermediate level international Korean students. Students at a lower level do not benefit from the methods outlined below without prior knowledge of the meaning of basic words.
In my thesis, I discuss three different theories and their backgrounds. The first theory is Polysemy. An example of this theory can be used in the following sentence: “Babeul meokda” (Have a meal). In this case, meokda (eat) retains its basic meaning. However, in the sentence “Naireul meokda”, “meokda” has an expanded meaning of “to get older, to age”. This is one example of how basic words can progress into idioms.
The second theory I examine is the Social-Cultural context. This theory can be analyzed in the following sentence: “guksureul meokda” (Toeatnoodles). Because of the historical and social significance of eating noodles at weddings, the whole expression changes to the question “Are you going to get married soon?” or “When will you get married?”. This is yet another example of how basic phrases can change into idiomatic phrases.
The final theory I look at is called conceptual blending (Fauconnier & Turner). This theory is derived from cognitive linguistics, and is useful in explaining the meaning of idioms. The theory proposes four spaces in the mind to construct meaning and understanding in language learning. When the learner encounters a new word or expression, the brain has two input spaces. Each side contains new words or materials of expression which the brain connects with mapping. In the third space, the generic space, there is an abstract concept derived from the two input spaces. In the final sequence, the mind has a blended space; inside a word or expression is formed from putting the existing elements together. The blended space contains new information in the learner’s mind. In this blended space, the understanding of idioms comes together in the learner’s mind. This is another way in which a language learner takes basic words and turns them into an idiomatic expression.
Following the discussion of the theories mentioned above, I will proceed to explain the teaching method of each in the following order: Polysemy, Social and Cultural, and Conceptual Blending. I will explain how each can be applied in the classroom.
In order to narrow the focus of idioms to an intermediate level in my , I researched Korean Language textbooks currently used at the college level (Seoul University, Yonsei University, Sogang University, etc.) along with the Intermediate TOPIK test material (grammar, writing, listening, reading and listening script).
Finally, I also explain the appropriate educational approach to use in the classroom: SPE. (Showing & Stimulation, Production, Evaluation) First, the Showing & Stimulation step generates student interest in the target language. Then, in the Production step, the students use the material introduced in the first step to actively study the material. Finally in the Evaluation step, the students’ understanding of the new material is checked to ensure effective learning has taken place. To improve student’s ability in conversation, I also show why using Task-based Language Teaching in the classroom is the proper approach to teach idioms. In my I show how to use this method by reconstructing Korean dramas. This approach has been shown to improve student’s listening and speaking ability.
The purpose of the is to show the most effective educational method to allow students to properly understand and use idioms in their language studies. Unfortunately, this ’s theory has yet to be applied to real world classroom experience; as such, there has been no observations as to the effectiveness of my ’s method. It is my hope that in the future there will be further research into the effects that this method will have student’s abilities to learn and use idioms in their studies.
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