한국어 학습자의 실제적, 자연적 언어 습득 메커니즘 분석 및 통합 교수-학습 모델 연구
Keywords:
한국어 교육, 제2 언어 습득, 과제 중심 교수법, 입력-출력 균형, 교정적 피드백, 언어 내면화Abstract
본 연구는 한국어 학습자의 실제적 언어 내면화 메커니즘을 규명하고 통합적 교수-학습 모델을 제안한다. Krashen의 입력 가설, Swain의 출력 가설, Long의 상호작용 가설을 종합하여 한국어 교육 맥락에서 분석하였다. 실증 연구 결과, 학습자는 조사와 종결 어미에서 높은 오류 빈도를 보이며(Jin, 2021; Park, 2007), 효과적인 피드백 전략이 내면화 성공률을 결정한다. 과제 중심 교수법(TBLT)이 전통적 PPP 모델보다 유창성과 복잡성 발달에 우수하며, 입력-출력 균형 설계가 필수적이다. 초급 단계에서는 사용 기반 접근과 내러티브 구성, 중급 단계에서는 TBLT 기반 복합 기능 통합과 협상 피드백을 강조하였다. 본 연구는 SLA 이론과 한국어 교육 실천을 연결하는 이론적·실천적 기반을 제공한다.
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