새터민은 북한이탈주민을 가리키는 용어이다. 이는 ‘북한을 탈출하여 새로운 터전에서 삶을 시작하는 사람들’의 의미로 2005년부터 사용하기 시작한 우리말이다. 2011년 현재 국내 유입된 새터민의 수는 2만 3천여 명으로 그 수는 앞으로도 더 늘어날 것으로 전망된다. 그러나 많은 새터민들이 남한에 들어온 이후 언어문제로 인해 여러 가지 어려움을 겪고 있다. 그로 인해 사회 적응에 실패하는 사례도 많다. 이주 여성이나 이주 노동자, 기타 외국인 유학생들을 위한 한국어 교육 연구는 나날이 발전하지만 새터민을 위한 한국어 교육은 턱없이 부족하기 때문이다. 통일을 준비해야 하는 우리의 입장에서 새터민에 대한 연구는 매우 유의미하다. 통일 이후 언어 문제 역시 지금부터 준비해야 한다. 새터민에 대한 연구는 통일을 준비하는 한 가지 방식일 수 있다. 이 책은 2010년 국립국어원에서 수행한 ‘새터민 어휘 학습 교재 개발을 위한 기초 연구’에 토대를 두되 이를 대폭 수정·보완한 것이다. 우리는 이 연구를 수행하기 위해 정기적인 연구 모임을 진행하였고, 수십 명의 새터민과 면담을 진행하였으며, 통일 후 독일의 언어 문제를 다룬 책을 번역하였다. 새터민 관련 연구가 부족했기 때문에 우리는 타학문 분야의 새터민 관련 연구와 독일의 통일 이후 언어 문제에 관한 논저들을 충분히 음미하려 노력했다. 그럼에도 연구 과정에서 여러 가지 어려움에 부딪혔던 것이 사실이다. 이 책은 우리가 고민했던 여러 가지 논의들에 대한 우리 나름의 답이며, 한편 여전히 남아 있는 해결하지 못한 문제들의 현장 보고이다.새터민을 위한 어휘 교육은 엄밀하게 말하면 국어 교육의 영역에 속한다고 보는 것이 타당할 것이다. 그런데 현재 새터민이 처한 상황은 이주 여성이나 이주 노동자 등과 크게 다르지 않다. 남북한 사회문화적 차이로 인해 새터민이 남한 사회에서 받는 충격은 이주 여성이나 이주 노동자가 받는 문화적 충격과 유사할 것으로 판단된다. 따라서 한국어 교육 관점에서 혹은 다문화 교육 관점에서 새터민의 남한어 적응 문제를 논하는 것도 의미가 있다고 생각한다.
❒ 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
