어휘망을 활용한 어휘 교육 방안

Abstract

The objective of Korean language education is the extension of the ability to use the language. In order to achieve this goal, the extension of the ability in using the language by way of vocabulary training is essential. The purpose of this paper thus is to recognize the importance of vocabulary training in Korean language education and suggest a vocabulary training scheme using a lexical network. The new educational curriculum for Korean language was amended in 2011. In the revised curriculum of 2011, the existing ten-year period of the common educational course was reduced to nine years, and the entire curriculum of high school is changed to a selective curriculum. The shortened period of the common curriculum in consequence highlighted the importance of vocabulary training at the middle school level further. The rationale was that vocabulary training in middle school education helps to integrate the learning from the common curriculum and consequently serves as a basis of vocabulary training in high school education. Taking a position that vocabulary training in middle school plays a crucial role in bridging elementary school and high school, this paper designed a vocabulary training scheme on the basis of semantic relations in the contents of middle school vocabulary training. The theory of lexical network takes a position that sound, form, meaning, etc. are forming a certain network around a focal concept. Learning semantic relations of vocabulary training using the lexical network not only provides a learning opportunity about various semantic relations that words have and a wide range of knowledge related to the words but also can help to build ability of choosing an appropriate word that suits the context. Including such a theory, this paper designed learning contents and the entire lessons of the semantic relations unit to present a vocabulary training scheme. This paper has significance in that it reviews the content system in the grammar area of the revised 2011 educational curriculum and how the contents of vocabulary training are hierarchized here; analyzes the semantic relations unit of textbooks reflecting the 2011 revision; and presents a vocabulary training scheme that enables a systematic vocabulary training using the lexical network. Nevertheless, this paper fails to look at vocabulary training contents of other areas in the Korean language educational curriculum and review middle school textbooks generally as a whole. And, as the designed vocabulary training scheme has not been applied in the actual educational scene yet, it needs to be validated in the future.