• 한국어교육
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• 제28권1호
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• pp.113-139
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• 2017

Since the enactment of the "Framework Act on the Korean Language (herein after "Act ), researchers have focused their studies on measuring whether the Act played a huge role in providing Korean education. This can be confirmed by many, that the Act has indeed played a huge part in providing Korean language education. However, little attention was given to the validity of the education curriculum for prospective Korean language teachers as provided by the Act. Therefore, this survey has been conducted to provide an insight to teachers' perception of the Korean language curriculum for prospective teachers and will test whether such perception meets the standards in which the Act has been enacted. In this survey, we have received response on the importance of each domain and subject in the areas of Korean language education as viewed by the Korean language teachers. The results revealed the importance in the following order: Teaching Practice, Korean Linguistics, Korean Educational Linguistics, General Linguistics, and Korean Culture. These results strongly suggest that there is a need for the current curriculum, laid out by the Act, to be reconsidered to stress different levels of importance and time assignment for each category. The survey analysis shows the disparity in importance within the curriculum between the Act and the views in which the Korean language teachers perceive Korean language education. While further research is needed to confirm the analysis of this survey, this area of research will be instrumental in determining the suggestive shapes of the curriculum governed by the Act in the years to come.

• 한국어교육
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• 제23권1호
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• pp.257-282
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• 2012

Sakhalin, Russia is a very specific area for Korean language education. The imposed separation and isolation in this region means the language in Sakhalin is mixed with South Korean, North Korean, Gyeongsang Province dialect, Japanese, and Russian. Scrutiny of the use of the actual language of Sakhalin Koreans is needed, and it is required in supporting Korean language education. In this study, I will cover: 1. Approach should differ depending on the situation of Korean, foreigners, Korean Language School(Hangeul Hakgyo) and Korean classes in local Schools. 2. Tailor-made textbooks for Sakhalin are required. 3. Korean textbooks to match local circumstances are needed. There should be a basic writing text written by a local Korean department professor and supervision or modification, supplements from Korean language education researchers in Korea. 4. Enlarged Korean training programs are needed. Furthermore, if Korean and Russian university students are to study in Korea, there should be programs offering a dual degree among other things. 5. Methodical, overall examination of overseas Korean regions like Sakhalin is necessary. Also in the case of far east Russia, connectivity between Vladivostok, Khabarovsk and Sakhalin needs to be strengthened.

• 한국어교육
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• 제28권3호
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• pp.153-180
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• 2017

This research examined compound particles, which have not been properly addressed in existing studies on particle combination education, from the perspective of Korean language education as a second language. First, existing research was examined with the understanding of the issue that there is a lack of discussion in existing studies on the education method of either including the compound particle in particle combination or excluding it all together. In the next chapter, an examination was made on the concept and usage of terminology for compound particles in the field of Korean linguistics. Following a summary of this information, a review was made on the list of compound particles established in Korean linguistics. Thus, seven compound particles were identified for Korean language education considering discriminant standard and educational effectiveness from the perspective of Korean language education. The researcher proposes that the compound particle should be taught as an extension of particle combination education and that its concept should be clearly outlined as a direction for future education.

• 한국어교육
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• 제29권1호
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• pp.25-52
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• 2018

This study purposed to discuss and suggest how to apply the internationally circulated standard Korean language curriculum to the fields of education. For this purpose, principles of the curriculum development that use reference of criterions like setting the education goals and stages of the Korean as second foreign language at the Korean foreign secondary school with the cases were reviewed. Studies about the curriculums of Korean language as an unit of state were began at 2010 and being continued in 2017. These researches pointed out a standard of the Korean language education, which influenced the development of curriculums, evaluations, and textbooks. Korean language teachers need lots of informations how to adjust the curriculums because they recognize that the curriculum as a reference of criteria is very difficult to be utilized. Roles of the reference of criteria that were extracted from the review on the curriculum development of the Korean as a second foreign language are providing a content basis for setting the goals of the curriculum and setting the stages connected with the operation of semesters. After the macroscopic development, plans for the phase of a syllabus run along. At this stage, sources of the items of education should be offered and elaboration of the education contents may design the syllabus. Finally, through a series of process, programs for Korean language education and textbook will be completed. Through this whole process, standard curriculum provides orientation and guidelines for the process of the development.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.123-130
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• 2015

For effective science learning, teachers need to rearrange scientific language so that students can understand the contents with their incomplete language resources. Interlanguage is the interplay between everyday language and scientific language. The purpose of the study was to analyze the patterns of interlanguage during 4th grade science class to learn "Heat and Temperature" and to find the features of meaning sharing inside classroom in which a teacher and students participated. The data analysis shows that elementary students' interlanguage has different features compared to scientific language that involves passive voice and content-specialized nouns. Students' interlanguage implied the quality of class community's knowledge-sharing, according to the degree of how students can connect scientific language and everyday language in more effective ways. The implication to elementary science education was discussed.

• 한국어교육
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• 제28권2호
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• pp.113-153
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• 2017

This thesis is an analysis of research topics among doctorate research papers in Korean education from 1990 to 2016. The purpose of this paper is to keep up with current trends of Korean Language Education research in South Korea and China. The study aims to provide relevant information to researchers majoring in Korean language education and to determine future directions of Korean language education. In this study, among a total of 1709 Korean and Chinese studies of Korean language education, a final selection of 444 doctoral thesis (which consist of a total of 389 papers in Korea and a total of55 papers in China) were chosen from 1990 to 2016. The final selection of 444 papers was classified by year, topics and methodologies with a detailed analysis of the content. In addition, a detailed analysis of future directions and challenges for Korean education within South Korea and China is provided.

• 수산해양교육연구
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• 제28권3호
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• pp.808-817
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• 2016

This study aims at reviewing differences of awareness toward speech-language therapy according to background variables of child-care teachers, and establishing a basic data necessary for special education support programs afterwards based on child-care centers and its characteristics with the results. Researcher carried out a survey by objecting child-care teachers of Chungcheongbuk-do, Korea, and looked into existence of some differences through SPSS 20.0 for Window, independent sample t-Test, ANOVA, Scheffe post verification on background characteristics such as level of education, working career, license grade, whether or not to have objects of speech-language objects in the class. Research results are same as follows. First, significant differences in awareness of child-care teachers toward speech-language therapy appeared from license grade among characteristics like level of education, license grade, whether or not to have objects of speech-language therapy in the class. Second, significant differences were displayed from whether or not to have objects of speech-language therapy in the class among characteristics such as level of education, working career, license grade, and whether or not to have objects of speech-language therapy. When putting these results together, a conclusion could be made such like awareness of child-care teachers toward speech-language therapy and therapists is able to be different a little according to background variables of teachers.

• 비교문화연구
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• 제36권
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• pp.149-173
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• 2014

This paper examines language policies of Ghana and Tanzania (former British Colonies) since independence. The view that language use in education is a problem for African countries is evident in the ever changing language in education policies in many African countries. Because of the inevitable multilingual situation in many African countries, there are unavoidable challenges in their quest to adopt a language policy that works for the entire country since it is not practical to adopt all the languages spoken in the country as Media of Instruction. Ghana is not immune to this challenge and has fallen victim to this tendency to change the language in education policy from time to time in an attempt to adopt a satisfactory policy which would yield the intended results. Tanzania, however, is one of the few African countries that have found a sustainable language in education policy since independence. Nonetheless, it has its fair share of challenges as a consequence of the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possible future perspectives for the two countries.

• 한국어교육
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• 제28권4호
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• pp.87-119
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• 2017

The purpose of this study is to classify research methods used in Korean language education studies with a focus on identifying how and what quantitative research methods are utilized in these studies. Analyzing articles published in the Journal of Korean Language Education from 2005 to 2016, we found a trend that as a replacement for secondary research, primary research played a more prominent role after 2010, as the number of quantitative studies and studies using mixed methods increased. We also found that within quantitative studies of Korean language education, research themes and statistical analyses became diversified after 2010. In order for quantitative research to contribute continuously to Korean language education, the quality of research has to improve. In particular, quantitative researchers in this area should: (a) increase their general understanding of statistical methods, (b) conduct "power analysis" to determine the appropriate sample size for hypothesis testing, and (c) be aware of measurement issues such as measurement equivalence and DIF when measuring latent psychological constructs. It is also important to notice that these points above should be considered carefully in the planning and designing stage for researchers.

• 한국생활과학회지
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• 제13권4호
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.