'게임화(Gamification)'를 통한 한국어 교수·학습 모형 개발 연구 : 중도 입국 아동을 대상으로

김수정 韓國外國語大學校 KFL大學院 2020 국내석사

This study has developed and proposed a teaching and learning model to help to design a gamified Korean language teaching plan for immigrant children in Korea effectively. In keeping with the trend of the Fourth Industrial Revolution to meet the needs of the changing generation of learners, a new paradigm of teaching methods in the education is needed to nurture people with creativity and problem-solving skills. In addition, the traditional cramming method may push the special target with low age and little learning motivation and few opportunities for exposure to Korean language, called ‘Immigrant Children’. Accordingly in an attempt to bring the fun of games into Korean language education and to improve the immersion in classes and the effectiveness of learning, ‘Gamification’ is applied to classes. Gamifying classes provides more language input and output opportunities for immigrant children, and makes language learning interesting and natural. It also reduces the fear of failure and improves the problem-solving ability. Not that games have not been introduced in Korean language education so far, but they have only been used as a part of the repeated pattern, ‘Warm up-Presentation-Practice-Use-Follow up’. It is the difference between the model of this study and traditional Korean teaching methods, that this model proposed a teaching method which will draw interest from the beginning to the end of the class from learners who are not motivated to learn. And thus it will achieve high immersion and learning effects by learner's voluntarily participation in the class without noticing that they are learning. This also means the development of a education model which is applicable to the education sector in the classroom. In order to prepare systematic and specific guidelines that facilitate the gamification by shortening time and human efforts, this study proposed a complete process model to help develop the education plan for gamification. Park Seong-jin & Kim Sang-kyun(2018)’s ‘4F Process’, consisting of ‘Figure Out, Focus, Fun Design and Finalize’ stages, was applied to the Korean language education field. The implementation phase of the class in this model is a five-step learning process of ‘Intrinsic and Interactive Motivation’, ‘Understanding Principles Voluntarily’, ‘Internalizing(Practice-Feedback), Use(Challenge-Collaborative Solution-Feedback), and ‘Assessment of Learners(By Themselves-By Mates-By Teacher)’. In order to induce the learner’s intrinsic motivation, this study intended to present the gamification elements of ‘cooperative learners interaction, positive reinforcement, and self-expression’ at the implementation stage. Until now, studies on game-based learning(GBL) using software have been actively conducted in the Korean language field, but there have not yet been studies neither related to gamifying school classes in the form of Alternate Reality Game(ARG) nor on gamification for immigrant children. Therefore, this study can find significance in that it developed the first Korean teaching and learning gamification model for school classes for immigrant children. In order to provide enough time to practice and use Korean for immigrant children who have less chance of input/output of Korean language, this model is designed to organize the whole class as a game, and to draw on various elements in games that immigrant children are interested in. In addition, this study is distinct from the others that designed independent games as part of the exercise and use stages, as we have done in traditional ways. In contrast, this model attempted to gmify an entire course to induce a strong immersion of learners from the beginning to the end of the class. Lastly, this model is also meaningful in that it provides systematic and specific guidelines for gamifying Korean classes to shorten teachers' time and human efforts. This model, however, is the nature of basic research that begins the study of gamification in the Korean language education field, leaving it as a future task of expansion studies to validate the effectiveness of gamification objectively. It is also regrettable that it was impossible to personalize individual learners, as software games create diversity and spontaneity from learners, in the face of the restriction that teaching and learning are conducted simultaneously in the classroom. The researcher hopes that this study will be initiating more interesting and diverse studies related to the gamification in the Korean language education field.

읽기 쓰기 통합교육을 통한 한국어 연어 교육 방안 : 영어권 학습자를 중심으로

한경희 한국외국어대학교 KFL대학원 2023 국내석사

본고의 목적은 읽기와 쓰기를 통합하여 교육하는 프로그램에서, 학습자가 목표어인 한국어와 모어의 차이점을 인식하면서 읽기 자료에 나타난 연어 표현들을 알아차리고 스스로 쓰기 과제게 사용하도록 교사가 안내하는 방법을 제안하는 것이다. 연어 목록을 일방적으로 제시하는 방법이 아닌, 실제 읽기 지문에서 학습자가 연어 표현들을 알아차리고 스스로 생산하는 글에 직접 쓰기를 시행하도록 교육하는 법을 제시한다는 점에서 본고의 의의가 있다. 학습자가 스스로 연어 표현들을 알아차리게 하기 위해 교사는, 한국인의 말뭉치에서 의미의 중심인 ‘동사’를 기준으로 한국인의 실생활에서 추출된 초급 연어쌍을 미리 제시하고 결합하는 단어들을 살펴볼 수 있도록 미리 주의를 환기시킨다. 학습자들은 알아차린 연어 표현들을 모어와의 차이점을 구분하여 누적적으로 공책에 기록한다. 연어 표현들은 ‘강한 결합’과 ‘약한 결합’으로 분류하여 기록하고, 교사는 지속적인 피드백을 제공한다. 마지막으로 읽기의 이해도를 측정할 수 있는 ‘요약하기’와 습득된 연어 표현을 활용하여 자신의 글을 쓰는 ‘종합하여 쓰기’를 시행하여 학습자가 연어 표현을 의사소통에 직접 사용하게 한다. 읽기와 쓰기는 상호 보완적 관계로 읽기와 쓰기를 통합하여 교육하는 것은 의사소통 교육법의 취지에 부합한다. 그 중에서도, 연어를 읽기 자료로부터 배워서 쓰기에 활용하는 것은 정확하고 경제적으로 연어 표현을 익히고 사용하게 한다는 점에서 바람직하다. The purpose of this study is for Korean teachers to lead foreign learners to notice Korean collocational expressions on reading materials, then to write summary utilizing Korean collocation obtained by integrated reading and writing. This method is of significance in that learners themselves perceive Korean collocation on reading materials and write them. Teaching Korean collocation by integrating reading and writing is as follows. Teachers should offer core verbs of level 1 and level 2, and call foreign learners attention to combined words based on the offered verbs. After that, learners notice combined words as Korean collocation and write down them on their notebooks cumulatively while distinguishing Korean collocation from mother tongue in order to prevent the negative effect of their mother language. Also, learners sort often present Korean collocation into strong combined Korean collocation, Korean collocation combined sometimes with other words into weak combined collocation. During this process, teachers should give their feedback to learners continuously. At the final stage, learners in person write synthesis writing as well as summary from the reading materials using obtained collocational expressions. This summary writing is a useful tool for measuring how much learners grasp the reading passage. Integrating reading and writing match up with Communicative Language Teaching approach based on the fact that reading and writing is mutually reciprocal relationship. In addition, teaching Korean collocation by integrating reading and writing is desirable in terms of prompting learners to notice and practice Korean collocation accurately and economically.

비대면 한국어 수업에서 말하기 능력 신장을 위한 플립 러닝 활용 연구 : -말레이시아 중등학습자를 중심으로-

서지연 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this study is to address the problems of learning that occur in remote education situations and to enhance the speaking abilities of Korean language learners. Malaysia has been conducting a Korean language teacher dispatch program, so Malaysian middle and high school students were selected as the subjects of this research. Currently, many people in Malaysia have a great interest in Hallyu, such as K-culture, K-pop, and K-dramas, and the number of candidates taking the Test of Proficiency in Korean (TOPIK) within Malaysia is increasing. As the number of learners studying Korean continues to grow, research on Korean language learners in Malaysia is necessary. The unprecedented pandemic that hit the world unexpectedly has led the education sector to resort to alternative options, and one of them was remote classes. These classes were made possible by utilizing computers or easily accessible smartphones available in each household, along with online platforms that facilitate teaching and enable network connections between instructors and all learners. The problems with remote learning include reduced exposure to Korean language for learners, ineffective learning processes, decreased speaking abilities of Korean language learners, and learning disparities among learners. To address these issues, the "ARCS Theory" was introduced, and a teaching-learning model was designed, applying Flipped Learning to expand Korean language exposure through pre-learning before class and assignment activities after class. By using the ARCS Theory, the lesson structure was designed to motivate learners through four stages: attention, relevance, confidence, and satisfaction, aiming to enhance learners' self-efficacy. Before this course takes place, learners are encouraged to independently perform vocabulary and grammar learning to pre-understand the learning content and actively participate in the course. Additionally, an online bulletin board was operated to facilitate smooth communication between instructors and learners during remote classes. Despite being a remote class, efforts were made to make the lessons enjoyable and interesting for learners, minimizing the problems associated with remote learning. This research holds value as a reference material for overseas Korean language learners during the past two years of remote class periods, and it is hoped that it will be helpful to many teachers conducting research on remote learning.

베트남 학습자의 제3언어로서의 한국어 기능동사 습득 연구 : 제2언어로서 영어의 영향을 중심으로

임현정 한국외국어대학교 KFL대학원 2023 국내석사

Considering the language environment of each country, it can be seen that it is unlikely that Korean will become a second language in reality. This is because English is actually placed as a second language in non-English-speaking countries, just as English is the first foreign language learned in elementary, middle, and high schools in Korea. Therefore, it is reasonable to say that the Korean language acquired by non-English-speaking foreigners entering Korea is a third language rather than a second language. In this paper, 'second language' is limited to the language acquired or learned in the country after the mother tongue and distinguished from the second language in bilingual situations. The purpose of this study is to understand the impact of the proficiency of the second language when learning Korean as a third language after learning it in a second language (English), which has a wider range of use. In this study, the subjects of the experiment were limited to Vietnamese learners, and the study was conducted using 'support verbs' that show differences in contrast analysis between Vietnamese and Korean. Among the verbs that currently exist in Vietnamese, verbs with the character of 'support verbs' are not identified. Therefore, in this study, we would like to learn about the 'support verbs' of Vietnamese, which have a narrow range of 'support verbs', and the impact of learners learning English with a larger range of 'support verbs' as a third language.

베트남인 학습자를 위한 한국어 부정 의문문 사용 및 응답 양상 분석 연구

Hoang Thi Minh Hang 한국외국어대학교 KFL대학원 2023 국내석사

본 연구는 베트남인 한국어 학습자의 부정 의문문 사용과 응답 양상을 분석하는 것을 목적으로 한다. 베트남인 한국어 학습자가 부정 의문문을 사용하는 표현은 모어의 영향으로 인식의 차이에 의한 오류를 범하기 쉽다. 이에 모어 화자와 한국어 학습자를 대상으로 한국어 부정 의문문의 기능별 사용과 응답에 대한 설문조사를 실시하여 그 결과를 통해 화자의 발화 의도에 대한 인식의 차이를 살펴보며 베트남인 한국어 학습자가 실제 상황에서 부정 의문문 표현을 사용하는 데에 한국인과 다른 차이를 일으키는 원인을 밝히도록 한다 Nowadays, a large number of people learn Korean for various purposes, such as studying overseas, working abroad, travelling, etc. Therefore, proficiency in Korean is the major objective that many learners want to pursue. Although negative statements are so familiar to many learners, negative questions, which are commonly used by native Korean speakers, are rarely mentioned in many current textbooks and curriculums. Owning to the lack of detailed information in teaching and learning, as well as the distinctions between the two languages, are the main reasons why Vietnamese learners are incapable of using Korean systematically. So far, there are relatively few papers that study Vietnamese learners’ application of Korean negative interrogative sentences. Hence, this paper can be used as a premise for other researchers to study this proposition thoroughly in the future. This research was designed based on the analysis of negative interrogatives in Korean and Vietnamese via various concepts involving definitions, categories, pragmatic function, and even measures to use this grammatical point. Subsequently, a survey of the understanding and utilization of negative questions between native speakers and Vietnamese learners was conducted. After carrying out the survey, at this stage, the findings are analyzed based on each function of the negative interrogatives. Eventually, we compared the distinctions in how to ask and answer negative questions by each function in order to determine the causes that make learners use negative questions in a way that is different from native Korean speakers. The result of this study showed that learners were deficient in the speaker’s intentions through various aspects of functions, namely asking, confirming, requesting, ordering, reporting, and recalling. With a variety of functions for various communicative circumstances, learners may misunderstand the concept that speakers try to convey, which causes difficulties in mutual understanding between speakers and listeners. Hence, this paper promises to contribute to reducing learners’ hurdles in utilizing Korean negative questions and simultaneously provide them with comprehensive knowledge of negative interrogatives systematically, particularly for Korean and Vietnamese language researchers.

한국어 담화 표지 '아니' 사용을 위한 연구 : 방송 토크쇼와 교재 분석을 중심으로

구영선 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this paper is to study how foreign learners can use the discourse marker ‘Ani’ to distinguish it from the negation ‘Ani’. To this end, the discourse marker ‘Ani’ was analyzed by comparing the discourse marker ‘Ani’ of Korean mother tongue speakers in broadcasting talk show with the one in textbooks used in university institutions. Chapter 1 stated the purpose and need of this thesis. It presented the fact that the discourse marker ‘Ani’ has the same appreance as the negation ‘ani’ and that foreign learners may misinterpret the discourse marker ‘Ani’ as the negation ‘Ani’ if they do not study separately. Also explained how this thesis will be organized. Then explained the previous research on discourse markers and discourse marker ‘Ani’ and previous research on discourse markers and discourse marker ‘Ani’ in Korean language teaching. Chapter 2 analyzed the use of discourse markers by Korean mother tongue speakers and foreign learners through the definition of discourse markers, the functions of discourse markers, the function of ‘Ani’, and the use of discourse markers in Korean. In the study of foreign learners’ discussion discourse, the most frequent function of discourse markers was ‘Time-gaining’, and they did not use discourse markers for other functions. This result showed that native Korean speakers used the discourse marker ‘Ani’ with high frequency, while the foreign learners rarely used the discourse marker ‘Ani’. However, the frequency of using the discourse marker as a ‘Time-gaining’ function shows that their understanding of the discourse marker is potential. This suggests that the use of ‘Ani’ needs to be taught. Chapter 3 analyzed Korean broadcast talk shows to classifiy and analyze the functions of the discourse marker ‘Ani’. The analysis showed that the discourse marker ‘Ani’ was used more in private and intimate relationships, while discourse markers such as ‘Ani Geunde’, ‘Ani Geureomoun’ in its made up of more than two words were used more strategically in public relationships. Chapter 4 analyzed the discourse marker ‘Ani’ in four types of Korean textbooks used in university institutions. The discourse marker ‘Ani’ presented in the textbooks differed in frequency from the discourse markers used by actual Korean mother tongue speakers, and there were differences between the textbooks as some textbooks presented more discourse markers and other presented fewer. In chapter 5, Intoduced the discourse marker ‘Ani’ as a way to present it in textbooks, and how to use it multiple times in a conversation in more than one form, and how to present the background of a conversation. Chapter 6 concludes that it is necessary for faculty members to make efforts to present the discourse marker ‘Ani’ without diviation in various textbooks so that learners in which institution can learn the discourse marker ‘Ani’. Also acknowledged that the statistical data in the paper was limited to institutional discourse, and that future experiments on background presentation are needed. However, it was found that if the functions of ‘Ani’ necessary for foreign learners to learn the discourse marker ‘Ani’ are well presented in textbooks, communication with Korean mother tongue speakers will be smooth.

이주 노동자의 건강문해력 향상을 위한 과제 중심 교수 방안 연구

배혜진 한국외국어대학교 KFL대학원 2023 국내석사

Migrant workers have a strong personal responsibility for their health. Because they leave their native country and move to other countries for economic activities. As they adapt to changing environments, workplaces, and tasks, they face potential health risks. Hence, health literacy - the ability to understand their health status, access necessary medical services, and make appropriate medical decisions - is crucial for migrant workers. However, according to previous studies, immigrant groups, including migrant workers, have shown low health literacy due to language barriers and cultural differences. As a countermeasure, this study perceived the need to improve the health literacy of migrant workers through Korean language education. Based on previous studies, the study explored the concept of health literacy and task-oriented teaching methods and analyzed their characteristics. Then using the items of the health literacy measurement tool as a standard for analysis, the study investigated the components of health literacy reflected in Korean textbooks: "Sejong Korean", "Aza Aza Korean", and "Standard Korean Textbook". The analysis revealed that while specific components of health literacy are intensively addressed in the Korean textbooks, some components were found to be inadequately covered. Moreover, it was confirmed that the current health literacy components being addressed are not presented in a progressive manner according to the learner's proficiency level. Based on these results, the study suggested specific task-based teaching plans for migrant workers at beginner, intermediate, and advanced levels. Although the validation process to determine the effectiveness of the specific teaching plans proposed in this study on improving health literacy of migrant workers has not been conducted, it is expected that continuous follow-up studies such as the development of educational materials and the establishment of communication strategies to enhance health literacy of migrant workers will be continuously conducted.

한국 영화 광둥어 자막번역의 문화소 번역 전략 연구 : 영화 <1987>을 중심으로

엽청문 한국어외국어대학교 KFL대학원 2023 국내석사

Movies can be seen as an important mediator of spreading modern pop culture. With the development of the era, movies are playing an important role in delivering their own culture to viewers in the countries as a measure of cultural exchange and dissemination. Therefore, not only does movie subtitle translation require accurate delivery of content, but it also requires preserving source text’s cultural elements and not feeling sense of difference in terms of culture and context for target text viewers. In this study, Cantonese subtitles of the Korean film <1987> were used as the subject of study to analyze the translated subtitles from the perspectives of domestication and foreignization strategies. Due to the cultural differences, the process of translating cultural elements is the most difficult part of translation. When the translator used a domesticated translation strategy to increase readability then target text viewers can feel familiar or using foreignized translation strategy to maintain the characteristics of source text’s cultural elements. This study examines how domestication and foreignization translation strategies are applied in Cantonese subtitle translation and analyzes the specific domestication and foreignization strategies. In the future, it is expected to provide reference value for translation related to film subtitles of cultural contents between Korea and Hong Kong and help research on cultural exchanges and translation between Korea and Hong Kong.

한국어 관형사형 전성어미 ‘-(으)ㄹ’과 ‘-는’ 대조 연구 : 일본어권 학습자 오류 분석을 바탕으로

이리에 아키코 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this study is to find and clearly present the basic meanings of “-(으)ㄹ” and “-는” in non-tense areas that are difficult for international learners, especially Japanese learners, and to guide them to reduce errors. The analysis of Japanese learners' errors in this study revealed that many errors occur in non-tense areas. Although the difference in tense between Korean and Japanese is one of the causes of errors, it was not so much the difficulty in using “-(으)ㄹ” because of the lack of future tense in Japanese, but rather the complexity of the role of “-는” that prevented learners from correctly understanding the meaning of the words “holistic” and “general” in particular, resulting in the errors. This study investigated the “것”, “만큼”, and “때”, which are commonly mistaken by learners in Japan, by examining example sentences in existing studies and textbooks and actual examples used in the Sejong Corpus. The result was that “-(으)ㄹ” has a generic role, as in “먹을 것” and “볼 것”, while “-는” has the role of referring to the object itself, for example, to distinguish between objects. In addition, “-(으)ㄹ” plays the role of presumption and assumption, while “-는” is used in cleft sentences to point to the object and to express the speaker's assertion. The roles of “-(으)ㄹ” and “-는” derived from existing research and this study are organized as follows. The role of “-(으)ㄹ” is, first, to indicate a situation that does not occur, second, to assume a situation that does not occur or to indicate presumption or intention toward a situation that does not occur. Third, it has the role of referring to an object collectively. The role of “-는” is, first, to indicate that an action is in progress and second, to indicate repetitive action. Third, it indicates a normative or immutable fact, fourth, a character or attribute, and fifth, a default fact. And sixth, it distinguishes and points to an object from others. In the case of “-(으)ㄹ”, except for “-(으)ㄹ 때”, it is difficult to translate into “テイル(teiru)”, while “-는” can be translated into both “ル(ru)” and “テイル(teiru)” depending on the context, but is closer to the concept of “テイル(teiru)”. As for “때”, “-(으)ㄹ 때” can be translated to “テイル(teiru)” in that the time represented by “-(으)ㄹ 때” is longer than that of “-는 때”. Such a contrast with the Japanese adnominal forms would be easier for learners to understand if it were implemented in Korean language education. In Korean language education, adnominal endings are a grammar dealt with at the beginner level, but when learners go to the advanced level with unclear understanding, errors become fossilized and even advanced learners use them with confusion. Teaching many roles at the beginner level can be burdensome for learners, but it is important to have opportunities to teach about the roles of “-(으)ㄹ” and “-는” other than their tenses.

재외동포 아동의 기초 문식성 발달을 위한 가정학습용 교재 및 지침서 개발 방안

이희정 한국외국어대학교 KFL대학원 2023 국내석사

With increased globalization and growing numbers of overseas Koreans, the need for Korean language learning among overseas Korean children has been increasing. However, due to various practical reasons, adequate education for Korean language learning among overseas Korean children is not readily available. Therefore, this study aims to develop Korean language learning materials specifically designed for home use and educational guidelines to help parents guide their children's education in a more systematic manner, considering the characteristics of elementary school-aged overseas Korean children. To achieve this, the literature review on Korean language materials for overseas Korean children, home-based Korean language learning, previous studies on literacy skills, and the development of educational guidelines was conducted, followed by the characteristics of overseas Korean children, foundational literacy skills, and children's literature. Survey questionnaires using 5-likert scale and multiple options were conducted among parents living abroad whose children are under the age of 18 and Korean adults who have have lived abroad with their families during the early elementary school years to analyze the needs for developing foundational literacy skills among overseas Korean children. The main research findings for developing home learning materials and guidelines for enhancing the foundational literacy skills of overseas Korean children are as follows: First, the primary motivation for Korean language education among overseas Korean children is the cultivation of identity. Second, the majority of Korean language education for overseas Korean children takes place within the home environment. Third, the most significant challenge in Korean language education for overseas Korean children is their inability to focus solely on language learning due to their environment. Fourth, parents in overseas Korean households find difficulties in providing additional learning materials and teaching grammar in Korean language home learning. Fifth, Korean language education for overseas Korean children requires a broader and more diverse cultural education, incorporating a cross-cultural perspective. Sixth, elementary school-aged overseas Korean children prefer a natural approach to learning Korean as they face academic burdens and concerns about further education. Seventh, parents tend to believe that their children have a better understanding of Korean than they actually do, highlighting the need for tools to assess children's comprehension accurately. The findings have significant implications for providing a development direction and presenting practical examples of home learning materials and guidelines that are essential for foundational literacy skills, which will contribute to the academic achievement of elementary school-aged overseas Korean children and their parents. 세계화로 인해 국가 간 교류가 활발해지면서 가족 단위의 한국인 해외 진출이 증가했다. 한국인들은 유학, 이민, 취업, 해외 주재원, 국제결혼 등 다양한 이유로 여러 나라로 진출하여 자신이 속한 사회에서 열심히 살아가고 있다. 외교통상부에서 조사한 국가별 재외동포 현황 자료에 따르면 세계 각국에 거주하는 재외동포는 2021년 기준 약 732만 명에 이른다. 코로나 이후로 근소한 감소세를 보이나 세계화의 흐름에 따라 재외동포의 수는 계속해서 증가할 것으로 보인다. 언어는 공동체를 구성하고 유지하며 고유의 문화를 공유하기 위해 필수적인 요소이다. 재외동포 아동의 언어 경험은 이들을 이중언어 화자로 성장하게 할 토대가 된다. 재외동포의 이중언어 능력은 세계화 시대 국가 경쟁력의 필수 요소임이 틀림없다. 또한 김경령 외(2017)에 따르면 아동기에 한국어 습득의 기회가 있었던 아동은 중고등학교 시기에 한국어를 학습을 잠시 멈추게 되더라도 성인이 되어 다시 한국어를 배울 때 아동기의 한국어 학습경험이 큰 도움이 된다. 재외동포의 한국어 교육을 위해 각 국가에 한글학교가 있지만 많은 경우 영세하여 교육 환경이 열악하거나 같은 교실의 학습자들끼리도 한국어 능력이 서로 다르고 양질의 교육 자료와 교사 확보의 어려움 등 현실적인 어려움이 있다. 한국어 교육 시수도 일주일에 한 번 2~3시간에 그친다. 그러나 이마저도 접근성의 문제로 한글학교에 아예 가지 못하는 경우도 있고 학령기가 되어 학교에 다니기 시작하면서 진학에 대한 부담으로 한글학교를 그만두는 경우도 있다(고명지, 2012). 그 결과 재외동포의 구어-문어 능력에 불균형이 있고 취학 전 한국어 능력 수준에 머물러 있음을 많은 연구에서 지적한다(김윤주, 2012). 이런 현실적인 어려움으로 인해 재외동포 아동들은 주로 가정에서 부모와의 상호작용을 통해 한국어를 배우게 된다. 이 때문에 많은 논문에서 재외동포 아동의 한국어 교육에는 가정의 노력이 중요하다고 말한다. 하지만 실질적으로 가정에서 부모가 아동에게 제공할 수 있는 한국어 교육에는 한계가 있다. 그렇기에 재외동포 부모들이 자녀에게 효과적으로 한국어를 교육할 방안이 필요하다. 교수자의 전문성 확보와 교육을 위해 많은 한국어 교재가 지침서를 함께 제공한다. 그러나 출판된 재외동포 아동 한국어 교재의 지침서는 모두 한글학교의 교사를 대상으로 한다. 가정에서 부모가 한글학교에 주어진 지침을 따라가기에는 어려움이 있다. 따라서 재외동포 부모를 위한 교육용 지침서 개발은 가정에서 더욱더 효율적이고 체계적인 한국어 학습 지도를 위한 해결책이 될 수 있다. 또한 재외동포 아동의 특성과 환경을 고려한 교재가 필요하다. 재외동포 아동은 성인이 학습하는 방법과는 다른 방법으로 지식을 습득한다. 사회에서 한국어로 생활하며 다양한 경험을 쌓을 수 있는 국내 다문화 가정 아동과도 한국어 학습 환경이 다르다. 하지만 아동의 발달 과정과 맞고 재외동포 가정에서 이루어지는 한국어 학습에서 실질적으로 활용할 수 있는 교재는 부족한 상황이다. 재외동포 아동은 학교에 들어가고 사회 활동을 시작하면서 한국어를 사용하는 가정과 다른 언어를 사용하는 사회에 적응해야 하는 어려움에 부딪히게 된다. 서로 다른 언어를 사용하는 두 생활 영역에서 마주치게 되는 많은 정보를 효과적으로 얻고 사용하기 위해서는 기초 문식성을 길러야 할 필요가 있다(전다애, 2020). 한 언어의 문식성은 커민스의 ‘함께 공유하고 있는 능력 모형’에 따라 다른 언어로 전이될 수 있다(정다운, 2020). 한국어 학습을 통해 다른 언어의 발달과 인지적 발달을 함께 이룰 수 있는 것이다. 또한 공교육이 시작되는 초등학교 저학년 시기 기초 문식성 성취 여부가 교과 학습의 성패를 좌우하므로 이는 재외동포 아동에게 매우 중요한 능력이다(이경화, 2006). 다문화 가정 아동을 대상으로 한 기초 문식성에 대해서는 많은 논의가 이루어졌으나 재외동포 가정에서 아동의 발달 단계에 맞는 기초 문식성 교육을 제공할 수 있는 연구는 아직 부족한 상황이다. 따라서 이 논문에서는 이러한 문제를 해결하기 위해 선행연구 검토와 교재 분석, 요구조사를 통하여 다양한 숙달도를 가진 초등학교 저학년 재외동포 아동이 가정에서 꾸준히 한국어를 학습할 수 있고 기초 문식성을 기반으로 균형 잡힌 이중언어 화자로 성장할 수 있는 기반을 제공하는 가정학습용 한국어 교재와 지침서 개발 방안 제안하고자 한다.