국립국어원이 기획한 『새터민을 위한 한국어 어휘 교육』. 2010년 국립국어원에서 수행한 '새터민 어휘 학습 교재 개발을 위한 기초 연구'에 바탕을 두되, 그를 대폭 수정ㆍ보완한 것이다. 새터민의 남한 적응을 돕는 한국어 어휘 교육에 대해 연구하고 있다. 타학문 분야의 새터민 관련 연구뿐 아니라, 독일의 통일 이후 언어 문제에 문제를 반영한다.

- 발간사·5
- 머리말·6

Ⅰ. 새터민 대상 한국어 교육·11
 1. 새터민 대상 한국어 교육의 특수성·················································································· 12
 1.1. 난제·································································································································· 12
 1.2. 교육의 다층성················································································································ 16
 2. 새터민의 남한 적응 실태···································································································· 18
 2.1. 새터민의 사회 적응 실태···························································································· 18
 2.2. 새터민의 언어 적응 실태··························································································· 22
 3. 새터민의 한국어 교육 현황······························································································· 26
 3.1. 하나원 언어 적응 교육 프로그램 ············································································· 26
 3.2. 국립국어원의 연구·조사 및 교육 과정 운영 현황············································· 32

Ⅱ. 새터민 대상 한국어 어휘 교육 내용·37
 1. 어휘 선정 범주를 위한 문헌 검토···················································································· 37
 1.1. 의사소통 상황················································································································ 37
 1.2. 어휘································································································································· 44
 1.3. 화용 표현 ······················································································································· 50
 2. 새터민 대상 학습 어휘······································································································· 53
 2.1. 조사 방법 ······················································································································· 53
 2.1.1. 선행 연구 검토 및 조사 방법론 확정 ······································································ 54
 2.1.2. 면담용 어휘 목록 확보 ································································································ 55
 2.1.3. 면담용 설문지 작성 ······································································································ 60
 2.1.4. 면담 진행 ························································································································ 63
 2.1.5. 새터민 검증단의 어휘 최종 검증 ·············································································· 71
 9
 2.2. 조사 결과 ······················································································································· 72
 2.2.1. 새터민의 다문화적 배경 조사 결과 ·········································································· 72
 2.2.2. 새터민 의사소통 적응 분석 결과 ············································································ 154
 2.2.3. 어휘 최종 확정 ············································································································ 167

Ⅲ. 새터민 대상 한국어 어휘 학습 교재 개발·177
 1. 교재의 개발 방향 및 집필 기준······················································································ 177
 1.1. 교재의 개발 방향········································································································ 177
 1.2. 교재 집필 기준············································································································ 178
 2. 교재의 특성························································································································· 180
 2.1. 대상적 특성················································································································· 180
 2.2. 내용적 특성················································································································· 182
 2.3. 구성적 특성················································································································· 183
 3. 교재 개발 내용 구성 틀 ··································································································· 184
 3.1. 어휘······························································································································· 184
 3.2. 의사소통 상황·············································································································· 191
 3.3. 국어 문화 ····················································································································· 193
 4. 교재의 교육 내용··············································································································· 194
 4.1. 어휘······························································································································· 194
 4.2. 의사소통 상황············································································································· 199
 4.3. 국어 문화 ···················································································································· 200
 4.4. 익힘 문제 ····················································································································· 201
 4.5. 마무리 ··························································································································· 201
 4.6. 쉬어 가기····················································································································· 202
 10
 5. 교재의 구성 체제··············································································································· 202
 5.1. 단원 구성의 방향······································································································· 202
 5.2. 단원 구성의 원리······································································································· 205
 5.3. 단원의 구성 체제와 그 특징··················································································· 208
 5.4. 예시 단원 ····················································································································· 214

Ⅳ. 독일의 통일 관련 참조 논의·225
 1. 통일 전 동독의 공식적인 담화에서의 특징 ·································································· 227
 2. 통일 전 동독의 일상 담화에서의 특징········································································· 233
 3. 독일 통일 직전 전환기(Wende) 담화의 특징····························································· 234
 4. 통일의 언어적 도전 ··········································································································· 243
 5. 의사소통의 간극 ················································································································· 248
 5.1. 텍스트 장르와 사회 변화························································································· 248
 5.2. 통일 이후, 구동독의 ‘텍스트 장르’ 목록 재구성················································ 248
 5.3. 구어 장르에서의 변화······························································································· 250
 6. 언어적 변이와 사회적 변동····························································································· 253

Ⅴ. 결과의 활용 방안 및 향후 과제·257
- 참고 문헌·261
 <부록 1> 의사소통 상황별 면담 설문지·267
 <부록 2> 새터민 어휘 학습 교재 개발을 위한 어휘 조사 결과·272