브이로그 제작 과제를 활용한 한국어 교육 연구 = A Study of Teaching Methods of Korean through Making Vlog

다국어 초록 (Multilingual Abstract)

Most of the learners at Korean language institute in Korea are teenagers and twenties. This study designed the Vlog production task and presented it with a specific instructional model. The task reflects the characteristics of learners, commonly called Generation Z's, and can motivate them to learn Korean.
Vlog is a compound word of video and blog, which can be defined as a diary to be recorded as a video. The theme of Vlog is what happens in daily life, so learners can create various Vlog by applying a variety of lessons learned in the classroom. Because the composition and format of the text are relatively free, and the method of production is simple, it can ease the burden on learners. In addition, sharing daily life through Vlogs can increase interaction between learners and form a bond.
The Vlog production task is based on constructivism that features learner-centeredness, authenticity, cultural assimilation. Also, it is project-based learning that is effective in developing problem-solving skills and enhances the learner's sense of accomplishment by completing one learning output.
Before presenting the Vlog production task, this study conducted a survey to check the necessity and feasibility of the task. In addition, a textbook analysis was conducted to check the current status of using textbooks and tasks at field of Korean language education. Based on the results of the survey and textbook analysis, this study presented a instructional model of Korean language using the Vlog production task that reflects the characteristics of the Generation Z's learners and promotes learners to use the Korean language outside the classroom.
Korean language classes through the Vlog production task is effective in improving Korean speaking and writing skills, and promote learners' use of Korean outside the classroom. And it narrows the gap between language learning and language using. It has the affective effects as well as the effect of the language learning. By going out of the classroom to shoot Vlogs and experiencing Korean society and culture, learners can understand this more. This task also allows learners to interact with peer learner and form a bond.
This study is significant in that it present a instructional model of Korean language using Vlog production tasks that reflects the characteristics of the Generation Z's learners and promotes learners to use the Korean language outside the classroom. The Vlog production task presented in this study will give learners the achievement and pleasure of learning Korean.

목차 (Table of Contents)

• ABSTRACT vi
• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 연구 대상과 방법 3
• 1.3. 선행 연구 검토 5
• 2. 이론적 배경 9
• 2.1. 브이로그의 개념과 특징 9
• 2.2. 구성주의 학습의 특징 12
• 2.3. 프로젝트 기반의 한국어 수업 17
• 3. 설문조사 및 교재 분석 21
• 3.1. 브이로그 제작 과제 설계를 위한 사전 설문조사 21
• 3.1.1. 설문조사 대상 및 방법 21
• 3.1.2. 설문조사 구성 22
• 3.1.3. 설문조사 결과 23
• 3.2. 한국어 교재의 과제 분석 30
• 3.2.1. 분석 대상 교재 및 과제의 범위 31
• 3.2.2. 과제 분석 기준 35
• 3.2.3. 교재 및 과제 분석 결과 36
• 3.2.4. 한국어 교재의 동영상 제작 과제 46
• 4. 한국어 교육을 위한 브이로그 제작 과제의 설계와 실제 53
• 4.1. 브이로그 제작 과제의 구성 요소 53
• 4.2. 브이로그 제작 과제를 활용한 한국어 수업 모형 58
• 4.2.1. 과제 전 활동 61
• 4.2.2. 과제 활동 65
• 4.2.3. 과제 후 활동 75
• 4.3. 브이로그 제작 과제의 교육적 가치와 문제점 80
• 4.3.1. 교육적 가치와 효과 81
• 4.3.2. 문제점과 해결 방안 82
• 5. 결론 85
• 참고문헌 87
• <부록 1> 설문지 90
• <부록 2> 브이로그 제작 계획서 93
• <부록 3> 브이로그 제작 과제를 활용한 한국어 강의 지도안 예시 94