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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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ABSTRACT 7

1. 서론 10

1.1. 연구 목적 및 필요성 10

1.2. 연구 내용 및 방법 14

1.3. 선행 연구 검토 15

2. K-드라마를 활용한 한국어 교육 자료의 현황 및 문제점 19

2.1. K-드라마를 활용한 한국어 교육 자료의 현황 19

2.1.1. 오프라인 교육 자료 19

2.1.2. 온라인 교육 자료 23

2.2. K-드라마를 활용한 한국어 교육 자료 분석 27

2.2.1. 기존 교육 자료 분석 27

2.2.2. 문제점 및 개선 방향 34

3. K-드라마를 활용한 학습자 주도형 교육 자료 개발 원리 38

3.1. 학습자 주도형 교육 자료 38

3.1.1. 학습자 주도형 교육 자료의 개념 38

3.1.2. 학습자 주도형 교육 자료의 특징 40

3.2. K-드라마를 활용한 학습자 주도형 교육 자료 개발 원리 44

3.2.1. 학습자 주도형 교육 자료로서 K-드라마의 가치 44

3.2.2. 학습자 주도형 교육 자료의 개발 원리 46

4. K-드라마를 활용한 학습자 주도형 자료 개발 방안 51

4.1. SNS 자료 개발 방안 51

4.1.1. SNS와 소셜 미디어 51

4.1.2. SNS와 웹 2.0의 원리 54

4.1.3. SNS 자료 개발의 실제 57

4.2. 오프라인 교재 자료 개발 방안 65

4.2.1. 오프라인 교재 자료의 개념 65

4.2.2. 오프라인 교재와 학습자 주도형 자료 66

4.2.3. 오프라인 교재 자료 개발의 실제 68

5. 결론 81

참고문헌 84

초록보기

This study aims at investigating the use of K-drama for the acquisition of Korean as a Second Language for Learner-directed learning. The goal of this study is to present an effective method for the application of K-dramas and various supplementary materials for more effectively learning the Korean language. The contents of each chapter are summarized below.

In the First chapter, the research objective reveals why K-drama and Learner-directed learning are necessary. Through prospective studies, the research confirms that there are only two types of study materials that have previously been developed. First, some materials have been developed for use within classrooms as in-class materials. Second, other materials have been developed that focus on Teacher-directed lecturing - a one-sided transfer of knowledge to students.

The Second chapter analyzes previously developed Korean learning materials. Many of the contents and structure of previously developed materials are Teacher-directed. Not only Korean teaching books and DVDs, but also online materials are often developed in such a way as to follow a typical form that is not Learner-directed.

Chapter Three first defines "Learner-directed learning", and then lays out the principles for the development of these types of materials through the use of K-drama. The research examines K-drama's educational value for Learner-directed learning and presents a standard for the selection criteria of K-dramas that are most useful for this model.

Chapter Four combines the research presented in chapters Two and Three, and proposes a suggestion for the utilization of K-dramas in Learner-directed learning through the development of two kinds of example materials: Social Networking Services (SNS) and Textbooks. SNS is very important in Learner-directed learning for three main reasons: user interaction, content sharing, and collaboration. Textbook may also be developed in a different format. For example, there is a textbook simmilar to "user manuals", which makes Learner-directed students to study Korean language more effectively through K-drama.

In the fifth chapter, the research summarizes the previous contents in this paper and concludes by pointing out the limitations of this approach and suggesting the remaining assignments for the future.

The best and most important Learner-directed materials are those that are easily acquired but also provide high educational value. This objective can be achieved by developing a Learner-directed Korean language learning process through K-drama. Both online and offline materials are represented in this study and although there are limitations to each, the expectation remains that a thorough Korean language learning process may be developed through the use of K-drama.

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