Volume 7, Supplement , June 2010
Research on error analysis in Korean language learning focuses on the judging and recording of manifested errors within learners’ written works. To assess error frequency, error analysis targets local errors (errors that are ‘understandable’ or ‘anticipatory’ from students of various levels while learning to write). However, in foreign or second language learning, where achieving communicative competence is the primary goal, uncovering/identifying those factors that ‘minimize’ proper communication is of utmost importance. Among Chinese learners, for instance, we discover global errors. These errors are committed by learners due to the differences in the basic understanding and use of those words that are based on the fundamentally different etymology of Chinese characters. For this paper, 500 compositions by Chinese students were analyzed and compared. Assessed errors were classified as spelling errors and content-based errors; the latter category was then divided further into native language-influenced errors and developmental errors. In short, the ratios of the different classes of errors classes at various levels were as follows: 1) Spelling errors to content-based errors for beginners 78%:23%, for intermediate 20%:80%, for advanced 36%:64%; and 2) Native tongue interference errors to developmental errors to unique errors for beginners 11%:87%:2%, for intermediate 21%:69%:10%, for advanced 29%:71%:1%.
Research has shown that motivation is a major determinant of success in second and foreign language learning. This article focuses on Singapore students’ learning motivation: Why do university students in Singapore decide to learn the Korean language? There is anecdotal evidence that Hallyu or the Korean Wave might have
promoted a keen interest in Korea and its culture, and encouraged many to learn the Korean language. This same enthusiasm inspired by the Korean Wave might also have a bearing on the learning motivation of Korean as a foreign language (KFL) students at the university level. However, till date, there have been no research studies that investigated the motivation of Korean language learners in Singapore and provided insightful empirical data. This study was designed to fill this void and examined the learning goals of university KFL students in Singapore. The study involved a total of 80 students who responded to a questionnaire on their learning goals. Factor analyses conducted on the data collected revealed five factors among students’ learning goals, namely “pop culture,” “career,” “achievement,” “academic exchange,” and “foreign languages and cultures.” The presence of the major factor “pop culture,” which accounted for the largest percentage of the total variance, indicates that the Korean Wave had indeed provided the motivation for many to learn Korean. The article will also discuss the implications of the study’s findings for the teaching practice and curriculum development at the NUS and beyond, e.g. with regard to how teachers can sustain and increase students’ learning motivation as well as better align their learning goals with the teaching objectives of academic institutions. In addition, suggestions for further research will be presented.
Korean Language and Korean Studies in Hong Kong (1998–2009) (pp. 141–153)
Hong Kong has a relatively short history of Korean Studies, although Hong Kong has had strong economic relations with Korea for more than 50 years. The main purpose of this study is to examine the development of
Korean language learning and Korean Studies in Hong Kong. For this, a series of surveys were conducted among Korean language learners in Hong Kong. From the surveys, it was found that most Korean language learners have a strong interest in Korean popular culture. It was also found that due to the Korean wave (Hallyu), the image of Korea and its people has improved significantly over the last decade. However, the strong interest in Korean popular culture and Hallyu is not sufficient for Korean Studies or Korean major programs to grow further. In order to attract more students into these programs, it may be necessary to cooperate with Korean firms in Hong Kong to provide students with more employment opportunities.
본 논문에서 논의하고자 하는 비정규교육기관의 한국어 교육은 외국어로서의 한국어(조선어)교육을 가리킨다. 그리고 여기서 비정규교육기관이라 함은 민간 설립의 외국어학원, 외국어연수학원, 한국어 자습대학, 직업기술학교, 각 대학의 국제교류학원과 독립학원, 외국어학습반(한국의 학원과 비슷함), 야간대학 등을 가리킨다. 중국에서의 비정규교육기관의 한국어 교육은 1992년 8월 중･한 수교를 계기로 나타났고 그때부터 현재까지 17여 년의 발전 노정을 걸어왔다. 비정규교육기관의 한국어 교육이 급성장한데는 여러 가지 요인들이 있겠지만 가장 중요한 것은 중․한 수교 이후, 한국의 대 중국 투자가 늘어나고 양국 간의 경제무역 및 문화교류가 활발해진 것과 밀접한 관계가 있다. 현재 전국적으로 80여 개의 4년제 정규대학교에서 한국어전공 또는 학부를 설립하고 한국어교육을 실시하고 있는 상황에서도 비정규교육기관의 한국어교육은 놀라운 속도로 발전하고 있는 바, 전국에 한국어교육을 실시하고 있는 3년제 대학만 해도 120 여 개에 달한다. 이는 비정규한국어교육도 그 나름의 발전이유와 전망이 있음을 보여준다고 할 수 있겠다. 갈수록 경쟁이 치열한 현실에서 규모가 있으면서도 질적으로 향상된 교육, 그리고 정규교육기관보다 신축성이 있는 관리시스템을 바탕으로 한 특성화된
한국어교육은 점차 그 우위를 자랑하고 있으며 배출되는 졸업생의 취업도 순조로운 편이다. 그렇지만 아직도 비정규교육기관의 한국어교육은 개선해야 할 부분들이 적지 않다. 특히 학과설립과 커리큘럼, 교수진 수준향상,
교재개발 등 면에서 보완해야 할 점들이 많다. 그리고 비정규교육기관의 한국어교육도 정규교육기관의 한국어교육과 마찬가지로 경제적, 정치적 상황에 따른 지나친 팽창, 또는 위축현상이 나타날 수 있기 때문에 그 수량이나 규모를 신중하게 고려하여 균형에 맞게 탄력적으로 확장할 필요가 있다. 현시점에서 볼 때 이에 대비하여 시급한 대책마련이 필요함과 동시에 보다 안정적이고 합리한 발전모식을 탐색, 제시함이 필요하다고 본다. 본 논문은 상기한 상황들을 감안하여 산동성을 중심으로 한 비정규교육기관의 한국어교육 현황 및 그 문제점들을 총괄적으로 살펴봄으로써 중국에서 비정규교육기관의 한국어교육의 미래에 대해 나름대로 새로운 방향을 제시해 보고자 한다.