Tandem學習法用漢語叫‘互助學習法’。本來的意思是說‘兩個人一起騎 的自行車’, 或者說‘一起騎自行車的行爲’. 後來就發展成表示兩個人通過互相 幫助而協助謀事的意思。把這樣的方法應用到外國語學習上的, 就稱爲 Tandem學習法。就是不同母語的兩個人組成一個組, 像兩個人一起騎自行 車一樣, 以50:50爲基本原則, 每個人一面當學習者, 一面當敎師, 互相學習, 互相敎授。Tandem學習法起源於1980年代德國的Bochum大學. 現在是在歐 洲很受歡迎的一種外國語學習法. 但是國內漢語敎育學界很少有人知道。 現在國內的外國留學生當中, 中國留學生佔的比率最高, 他們都要學習 韓國語與韓國文化, 也都很需要韓國人的幫助, 韓國漢語系的學生也都要學 習漢語與中國文化, 因此這兩國的學生都是一個通過互助自己學習目標語的 很好的學習條件。中國留學生都很願意交韓國朋友, 韓國的漢語系學生也是 如此. 如果硏究出讓這兩國學生能够撘配起來的敎學法的話, 這兩國學生們 就能够非常有效地達成自己的學習目的, 也對外國語學習法會有很大的幫 助。 本硏究從這一思路出發, 要找出可以把這樣的條件活用到外國語學習上 的具體方法。所以筆者通過這篇文章, 給國內學者介紹Tandem學習法, 而 且說明Tandem學習法在國內漢語敎學上採用的必要性和具體運作上要解決 的問題。我很希望今後國內學者們能共同關心, 共同硏究, 幷爲本國的外國 語學習者所用, 能够開發出適合韓國的韓國式Tandem學習法。

This study aims to investigate the learning style preferences of KFL Leaners. For this I investigate the learning style preferences of 52 Polish and 43 Chinese learners by Cohen, Oxford, and Chi's (2002) LSS (Learning Style Survey). Research questionnaires consist of 11 parts, I categorized these as Sensory Type, Personality Type, Desired Degree of Generality based on Oxford (2003). The major findings analyzed by statistical program are as follows: First, in each part, three dimensions of Concrete-Sequential vs. Random-Intuitive, Impulsive vs. Reflective, Global vs. Particular were significant within the level of p

Despite the advantages of the shadowing method in language learning, there has been little research on the use of the method in Japanese language education. Therefore, the current study investigated the effectiveness of shadowing for the pronunciation and listening skills of Korean learners of Japanese. The study was conducted with the beginner and intermediate learners of Japanese in a college in the second half of the academic year (September to November, 2007). The results indicate an　improvement of the listening skills for 80% of the students (20 students). Furthermore, the false using of the pronunciation in 7 categories disappeared. The study suggests implications for the adequate application for Japanese education in Korean universities.

This study quantitatively investigates foreign learners" acquisition of double particles in Korean. Some of the particles in Korean are jointly used with other particles and some are not, and the sequence of the particles determines the grammaticality of the double particles. Chinese and Japanese learners of Korean participated in the experiment in which they were asked to judge the grammaticality of a combination of a noun and double particles. The participants" judgment of the grammaticality of the double particles and their reaction time for the judgment were analyzed. The results of the study revealed that Japanese learners whose native language has a particle system similar to that of Korean performed better in the grammaticality judgment than Chinese learners whose native language shows no use of double particles. The advanced learners of Korean, regardless of their native languages, showed better judgment on the grammaticality of the use of double particles. This study also found that the type of double particles also affected the learners" judgment and that in the grammaticality judgment of ungrammatical joint of adverbial particles, most of the participants, regardless of their native languages and their Korean proficiency, scored much lower than in the judgment of the other types of double particles. The analyses of the participants" reaction time for the judgment showed congruent results with those of their grammaticality judgement.

중국어 모어 학습자들을 대상으로 한국어를 교육할 경우 부딪히게 되는 대표적인 문제로는, 발음 교육에서는 유음 ㄹ, 연음, 모음 ㅡ, ㅢ, 후설모음 ㅓ, ㅜ, ㅗ 등의 발음이 어려움으로 대두될 수 있다. 또한 문법 방면에서는 무엇보다도 조사의 활용이 학습자로 하여금 어려움을 느끼게 하는 요소이며, 그 중에서도 ‘은/는’ 과 ‘이/가’의 구분이 더욱 어려움을 느끼게 한다. 물론 위에서 제시한 문제 외에도 중국어에는 없는 종성의 발음 문제, 종성 대표음의 발음 문제, 경어 활용 등등 더 많은 문제들이 있는 것이 사실이다.드라마에서 학습자들이 접하게 되는 동사/형용사의 형태들은 이미 여러 가지 형태 변화 과정을 거치고 난 것이어서 초급이나 중급 수준의 학습자가 그것을 보고 기본형과 그 어미를 분리해내는 일은 매우 어려운 일이기 때문이다. 또한 잘 분리해내었다 하더라도 그 어미가 나타내는 어감과 의미를 알아내기도 어려운 일이다. 예를 들어 학습자가 드라마에서 ‘하렴’, ‘하려무나’, ‘하게’, ‘해야지’ 등등의 표현을 접하고 그 어감과 의미의 차이를 알아내는 일은 상당한 노력이 필요한 일일 것이다. 그러한 노력을 덜어주는 것이 사전의 역할일 것이다. 그러나 실제로는 중국어 모어 학습자들은 의미를 파악하기 위해 사전을 찾고 싶어도 기본형을 분리할 수 없기 때문에 찾을 수 없거나 찾아도 사전에 나와 있지 않아서 답답하다는 불만을 토로하는 경우가 많다. 중국어 모어 학습자들의 학습 편의를 도와주고 궁극적으로는 중국에서의 한국어 학습 수준을 제고시키는 데 유용하게 쓰일 수 있는 중국어 학습자를 위한 한국어 어휘사전, 한국어 학습 사전, 그리고 한국어 역순 사전 등이 나오기를 기대한다.

본 논문은 기계 학습 기법 중에서 메모리 기반 학습을 사용하여 범용의 학습 가능한 한국어 문장 경계 인식기를 제안한다. 제안한 방법은 메모리 기반 학습 알고리즘 중 최 근린 이웃(kNN) 알고리즘을 사용하였으며, 이웃들을 이용한 문장 경계 결정을 위한 스 코어 값 계산을 위한 다양한 가중치 방법을 적용하여 이들을 비교 분석하였다. 문장 경 계 구분을 위한 자질로는 특정 언어나 장르에 제한적이지 않고 범용으로 적용될 수 있 는 자질만을 사용하였다. 성능 실험을 위하여 ETRI 코퍼스와 KAIST 코퍼스를 사용하 였으며, 성능 척도로는 정확도와 재현율이 사용되었다. 실험 결과 제안한 방법은 적은 학습 코퍼스만으로도 98.82%의 문장 정확률과 99.09%의 문장 재현율을 보였다.

Jin, Jae-Hee. 2004. Aspects of Teacher-centered Communication in Conversations between Teachers and Learners in the Korean Language Classroom. Sociolinguistic Journal of Korea, 12(2). This paper examines how and why asymmetrical relationships are constituted through verbal interactions between teachers and students in the Korean language classroom. According to van Dijk (1989), 'power' in institutions such as hospitals or classrooms is best conceptualized as ‘group power asymmetrical relations’ between groups. As is the case for institutional members, members of dominant groups may derive their individually exercised power from the overall power of the group to which they belong. Speakers often possess an institutional role and their conversations are backed by the power or authority of the institution. From this perspective, this paper examines how power is being exerted and assigned in conversations between teachers and students in the Korean classroom. First, this research examined if the turns at talk for the participants (teacher and students) were equally distributed. The results showed that the teacher took about 50% of the total turns at talk, which is about eight times as many turns taken by each student. This indicates that the flow of classroom conversation starts from the teacher, or in other words, is teacher-centered communication. Second, this research considered inequality that occurs during problem solving meaning negotiation. Research results also showed that in 165 negotiated exchanges, over 85% were initiated by the teacher, which underscores the extremely asymmetrical instigation of conversation in Korean language classrooms. Student deficiencies in fluency and initiation, teacher questioning methodology and dialogue guidance, the teacher's almost exclusive right to choose the topic, the excessive adaptation of students to the classroom environment as well as the nationality of students were all factors contributing to this phenomenon.

When we closely look into Korean particle usage of Korean learners, we can find many misuses in Japanese language learners even if Japanese language has similar word order and particles structure as well as English Korean language learners whose language is different to Korean in language order and no particles structure. The purpose of this study is to find out the actual condition, how the Korean particles education for Korean language learner is being processed to make clear how various type of misuses in particles usage of Korean language learner are resulted from the Korean language education locale, the correlation between manifold particles misuse and korean language learning contents in language learning locale. To bring these actual Korean particles education condition, firstly we are going to examine the frequent Korean particles misuse of Korean language learners, and then compare the Korean education locale for particles. These comparison will be helpful to suggest the efficient method of Korean particles education to prevent misuse in Korean particles of learners and make good material for the meaningful learner centered education for Korean particles.

Hong, Eun-jin. 2004. An Analysis of Vocabulary Errors by Japanese Learners of the Korean Language. The Sociolinguistic Journal of Korea, 12(1). This paper examines vocabulary errors, especially focusing on replacement errors in writing, of Japanese who learn the Korean language. Through the analysis of these vocabulary errors in writing, it was found that the important causes of the errors are native language influence, target language influence, and educational curricula, etc,. This study attempts to explain the errors through a contrastive analysis of Korean and Japanese. The results of the analysis are presented with the error list, the error correction list, and the study list for objective research. The findings of this research can be summarized as follows: First, errors with nouns that aren’t used in the target language are caused by the transfer of the native language. Second, errors with adverbs occurred in relation to sentence meaning rather than word meaning itself. Third, errors with number adjectives appeared in the combinations of ‘native Korean numeral + Chinese-origin noun’, or ‘Chineseorigin numeral + Chinese-origin noun’. The teaching of combination rules about these sequences will help Japanese learners of Korean to decrease these errors. Fourth, many errors with verbs and adjectives were found to come from meaning similarity that exists between the native and target languages. Fifth, errors with collocations were due to the transfer of Japanese to the target language and also to similarities in meaning.

This study investigated the relations among Korean phonological processing skills, English vocabulary knowledge, and the learning of new English words in 6th grade children. The children were tested in phonological awareness, phonological short-term memory, and naming speed tasks, as well as English vocabulary and paired-associate learning of Korean-English word pairs. Most tasks were significantly correlated with English vocabulary and paired-associate learning. In regression analyses, phonological awareness, short-term memory, and naming speed significantly predicted English vocabulary; and English vocabulary and naming speed predicted paired-associate learning. These results suggest that Korean phonological awareness, naming speed, and short-term memory are associated with English vocabulary knowledge and learning. These findings support the transfer of phonological processing skills across second languages.

본고는 한국 내 태국인 한국어 학습자용으로 편찬, 출판된 교 재 분석을 목적으로 한다. 교재 현황을 살핀 결과 1998년부터 2010년 까지 출판된 4권의 교재가 선정되었고 교재의 특징과 내적, 외적 구성 분석의 결과는 태국인 학습자를 위한 교재 연구에 기초자료로 활용될 것으로 기대한다.