형태초점교수를 활용한 한국어 담화표지 교육 연구
A study on Korean discourse marker education based focus on form
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study analyzed the phenomenon that occurs when teaching Korean discourse markers ‘이’ and ‘이러-’ to advanced Korean learners by using the Focus on Form teaching method. Discourse ability is one of the skills that advanced learners must master in second language education, and the focus of this paper is the ability to deal with cohesion. Korean discourse signs ‘이’ and ‘이러-’ appear frequently in Korean texts, and knowing exactly what the two discourse covers indicate is essential to understanding the text. This study analyzed the language phenomena that occur when performing the consciousness-reinforcing task and input-reinforcing task for 24 students in 3rd and 4th grades who are expected to have advanced level of Korean proficiency. As a result of the study, both tasks appeared to have a positive effect on the acquisition of discourse markers to some extent, but the effects of the two tasks were not equal. While the input reinforcement task non-explicitly promoted the learner's attention to the discourse marker to a certain level, the consciousness-raising task was more effective in attracting the learner's attention to the form, meaning, and use of language. In particular, the learner negotiated the meaning of the form of the second language while performing the consciousness-raising task.
Abstract
This study analyzed the phenomenon that occurs when teaching Korean discourse markers ‘이’ and ‘이러-’ to advanced Korean learners by using the Focus on Form teaching method. Discourse ability is one of the skills that advanced learners must master in second language education, and the focus of this paper is the ability to deal with cohesion. Korean discourse signs ‘이’ and ‘이러-’ appear frequently in Korean texts, and knowing exactly what the two discourse covers indicate is essential to understanding the text. This study analyzed the language phenomena that occur when performing the consciousness-reinforcing task and input-reinforcing task for 24 students in 3rd and 4th grades who are expected to have advanced level of Korean proficiency. As a result of the study, both tasks appeared to have a positive effect on the acquisition of discourse markers to some extent, but the effects of the two tasks were not equal. While the input reinforcement task non-explicitly promoted the learner's attention to the discourse marker to a certain level, the consciousness-raising task was more effective in attracting the learner's attention to the form, meaning, and use of language. In particular, the learner negotiated the meaning of the form of the second language while performing the consciousness-raising task.
참고문헌 (34)
- 김은희, "한국어 학습자의 문어텍스트에 나타난 결속성 기제 분석", 석사, 외국어로서의한국어교육, pp.2007
- 김수진, "문학작품을 활용한 한국언어문화교육 연구 -맥락 활성화에 기반한 수업사례를 중심으로-", 한국어교육, 20(3), pp.31~58 (2009), 국제한국어교육학회[DOI]
- 김정은, "문화이해와 소통을 위한 한국어교육내용 -통합교재의 대화문과 문화영역을 중심으로-", 이중언어학, (53), pp.25~53 (2013), 이중언어학회[DOI]
- 김지영, "한국어교육 연구에서의 응집성(coherence) 개념에 대한 고찰", 국제한국어교육학회 학술대회논문집 (2013)
- 김성경, "숙달도에 따른 한국어 학습자의 문어텍스트 응결장치 사용 양상 연구 : 중국인 한국어 학습자의 논설텍스트를 중심으로", 석사, 한국어교육, pp.2009
- 김진웅, "대학생 글쓰기에 나타나는 결속기제의 양상－연세대학교 1학년 즉시 쓰기 과제를 중심으로－", 새국어교육, (97), pp.143~170 (2013), 한국국어교육학회[DOI]
- 김혜영, "한국어 교육에서 문학 교재 개발의 방향", 새국어교육, (94), pp.361~388 (2013), 한국국어교육학회[DOI]
- 노미연, "한국어 중급 학습자의 응결 장치 사용 연구 -발표 담화 분석을 중심으로-", 문법 교육, 14, pp.181~208 (2011), 한국문법교육학회
- 민주희, "한국어 학습자 쓰기 텍스트에 나타난 결속기제 사용 연구 : 중국인 학습자를 중심으로", 석사, 외국어로서의한국어교육, pp.2011
- 박민정, "한국어 중급 학습자의 쓰기 텍스트에 나타난 응집성 저해 양상 분석", 석사, pp.2017
- 박혜진, "한국어 학습자의 쓰기 텍스트에 나타난 응결성과 응집성의 상관분석", 우리말글, 73, pp.133~157 (2017), 우리말글학회[DOI]
- 이미향, "한국어 교수 설계를 위한 상호작용적 관점에서의 언어문화 考 - 외국인 저술 초기 한국어 교재를 중심으로", 한국언어문화학, 8(2), pp.113~141 (2011), 국제한국언어문화학회
- 이보라미, "태국인 한국어 학습자의 텍스트 응집성 인식 양상 연구", 이중언어학, (48), pp.181~206 (2012), 이중언어학회[DOI]
- 이선영, "학문 목적 한국어 학습자의 토론 수행에서 주제 친숙도가 담화 응집성에 미치는 영향", 한국어교육, 26(4), pp.191~214 (2015), 국제한국어교육학회[DOI]
- 정대현, "입력강화를 통한 한국어 문법 형태 습득 및 본문 이해 양상 연구 : 관형사형 어미를 중심으로", 박사, 한국어교육, pp.2008
- DeKeyser, Robert M, "Learning second language grammar rules: An experiment with a miniature" (1995)
- Doughty, Catherine, "Focus on form in classroom second language acquisition" (1998), Cambridge University Press
- Ellis, Rod, "Instructed second language acquisition: Learning in the classroom" (1991), Wiley-Blackwell
- Ellis, Rod, "SLA research and language teaching" (1997), Oxford University Press
- Ellis, Rod, "Language policy and pedagogy" (2000)
- Ellis, Rod, "Task-based language learning and teaching" (2003), Cambridge University Press
- Foster, Pauline, "A classroom perspective on the negotiation of meaning", Applied Linguistics, 19, pp.1~23 (1998)
- Fotos, Sandra, "Consciousness-raising and noticing through focus on form:Grammar task performance vs. formal instruction", Applied Linguistics, 14, pp.385~407 (1993)
- Kowal, Maria, "Using collaborative language production tasks to promote students’ language awareness", Language Awareness, 3, pp.72~93 (1994)
- Golding, Folwler, "The limited facilitative effect of typographical signals", Contemporary Educational Psychology, 17(2), pp.99~113 (1992)
- García Mayo, "The effectiveness of two form-focused tasks in advanced EFL pedagogy", International Journal of Applied Linguistics, 12, pp.156~175 (2002)
- Jourdenais, René, "Attention and awareness in foreign language learning" (1995)
- Long, Michael, "Focus on form in classroom second language acquisition", pp.15~41 (1998), Cambridge University Press
- Pavlenko, Aneta, "Educating for advanced foreign language capacities: Constructs, curriculum, instruction, assessment", pp.105~117 (2006), Georgetown University Press
- Robinson, Peter, "Learning simple and complex second language rules under implicit, incidental, rule search, and instructed conditions", Studies in Second Language Acquisition, 18, pp.27~68 (1996)
- Schnell, T. R., "A Comparison of Underlying Strategies for Improving Reading Comprehension and Retention", Reading Horizons: A Journal of Literacy and Language Arts, 18(2) (1978)
- Swain, Merrill, "For H. G. Widdowson: Principles and practice in the study of language", pp.125~144 (1995), Oxford University Press
- Williams, Jessica, "Learner-generated attention to form", Language Learning, 49, pp.583~625 (1999)
- Williams, Jessica, "Focus on form in classroom second language acquisition", pp.139~155 (1998), Cambridge University Press