지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The demand for Korean education for children is increasing and research is being conducted based on varying types. Nevertheless, ‘Korean education for child learners’ has been established without a super ordinate concept so only individual spheres of discussions taking place. However, the field of ‘Korean education for children’ categorized as one theory, must be conceptualized so future Korean education and methodology can be built systematically and developed.
Hence, in this paper, education dissertations and research papers in the debated field of children’s Korean have been sampled so again research types, time frames and topics have been analyzed and trends and future challenges were identified. Also, the point of previous studies was based on the type of child learner’s category and perspectives were drawn from these and through a concept that encompass all so that ‘Korean Language Background" was proposed. As for "Korean language background", it means all conditions which relate to Korean language; Korean language environment, degree of exposure to Korean, opportunity to use Korean, motivation to learn Korean etc. If children learning Korean are divided into categories based on their background in Korean language, they can be divided according to their area of residence; domestic or foreign residency. Domestic students can then be categorized as either ‘A transnational child born in Korea’, ‘A child who came to Korea after being born and raised for some time in their foreign parent’s country,’ ‘A child of a foreign couple’, ‘A Korean child who lived abroad for some time and returned to Korea, and "Children of North Korean defectors". Students residing abroad can be categorized as ‘Overseas Korean Children’ and ‘Foreign Children’. Next, learners were divided and categorized based on their Korean ranking and according to this a conforming educational approach for each was proposed.
This paper’s proposed categorization of child learners, the category distinction, Korean education for child learners approach overall looked at the field of Korean education for child learners. This paper is meaningful in the work necessary for systemization.
Hence, in this paper, education dissertations and research papers in the debated field of children’s Korean have been sampled so again research types, time frames and topics have been analyzed and trends and future challenges were identified. Also, the point of previous studies was based on the type of child learner’s category and perspectives were drawn from these and through a concept that encompass all so that ‘Korean Language Background" was proposed. As for "Korean language background", it means all conditions which relate to Korean language; Korean language environment, degree of exposure to Korean, opportunity to use Korean, motivation to learn Korean etc. If children learning Korean are divided into categories based on their background in Korean language, they can be divided according to their area of residence; domestic or foreign residency. Domestic students can then be categorized as either ‘A transnational child born in Korea’, ‘A child who came to Korea after being born and raised for some time in their foreign parent’s country,’ ‘A child of a foreign couple’, ‘A Korean child who lived abroad for some time and returned to Korea, and "Children of North Korean defectors". Students residing abroad can be categorized as ‘Overseas Korean Children’ and ‘Foreign Children’. Next, learners were divided and categorized based on their Korean ranking and according to this a conforming educational approach for each was proposed.
This paper’s proposed categorization of child learners, the category distinction, Korean education for child learners approach overall looked at the field of Korean education for child learners. This paper is meaningful in the work necessary for systemization.
목차
1. 서론
2. 연구의 방법
3. 연구 동향 분석
4. 한국어 아동 학습자 범주별 특징 및 연구 과제
5. 아동 학습자 대상 한국어 교육의 범주
6. 결론
참고문헌
참고문헌 (23)
참고문헌 신청
1. [학술지(정기간행물)] - 강승혜 / 2003 / 한국어 교육학의 학문적 정체성 정립을 위한 연구 - 하위 학문 영역 구축을 위한 귀납적 접근 - / 외국어로서의 한국어교육 28 : 37 ~ 60
2. [학술지(정기간행물)] - 강현화 / 2008 / 한국어교육학 내용학의 발전 방향 모색 / 한국어교육 19 (2) : 1 ~ 20
3. [기타자료] - 국립국어원 / 2012 / 다문화 가정 학생을 위한 한국어 교재 개발 공청회 자료집
4. [보고서] - 김경근 / 2008 / 재외 비정규 한글학교용 표준교육과정 체제 개발 연구
5. [보고서] - 김선정 / 2010 / 해외 초․중등학교 한국어 표준교육과정 개발 연구
2. [학술지(정기간행물)] - 강현화 / 2008 / 한국어교육학 내용학의 발전 방향 모색 / 한국어교육 19 (2) : 1 ~ 20
3. [기타자료] - 국립국어원 / 2012 / 다문화 가정 학생을 위한 한국어 교재 개발 공청회 자료집
4. [보고서] - 김경근 / 2008 / 재외 비정규 한글학교용 표준교육과정 체제 개발 연구
5. [보고서] - 김선정 / 2010 / 해외 초․중등학교 한국어 표준교육과정 개발 연구
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UCI(KEPA) : I410-ECN-0101-2015-800-001020085