대만 한국학 전공자들의 진로 탐색 연구: 한국 관련 업무 종사자 및 한국학 대학원생을 대상으로 한 내러티브 탐구를 중심으로

The burgeoning influence of Korean culture, propelled by the Korean Wave, has transcended geographical boundaries, including Türkiye. Despite the geographical distance between Türkiye and Korea, cultural and linguistic similarities have fostered a sense of closeness between the two countries. As the Turkish and Korean languages belong to the same language family, both countries retained similarities in their ways of thinking and even traditional customs. Influenced by such similarities and also by the social and economic growth of Korea, the number of people in Türkiye who wants to learn Korean has recently increased. This paper delves into the current context of Korean language learning in Türkiye, probing into learners’ perceptions, motivations, aspirations, and visions concerning the learning of the Korean language. Through a comprehensive survey, this study unveils the multifaceted dimensions of learners’ perceptions, motivations, and learning preferences regarding the Korean language and set to understand their needs in relation to Korean language learning. The findings contribute to a nuanced understanding of Turkish learners’ motivations, enriching the global picture surrounding Korean language and culture learning.

Korean Studies in Kazakhstan received scholarships or support and benefits to study in Korea andwere able to make great progress in a short period of time. Of course, the role and contribution of theKazakhstan government, which opened the way for Korean Studies education at universities, legally andinstitutionally through education policy, is also absolutely important. However, despite this series ofachievements, Korean Studies have been receiving great attention and love from many Kazakhstanians,but the current legal status of Korean in elementary, middle and high schools does not extend to thesecond foreign language. Therefore, based on the development of Korean Studies for nearly 30 years, Ihave now developed a plan so that graduates who especially majored in “korean language” can work inelementary, middle, and high schools using their majors rather than simply in commercial workplaces.As an alternative, first, through continuous contact at the government level, efforts are made to adoptKorean as a second language, and based on this, a pedagogical curriculum and appropriate experts are recruited. In addition, the Korean government should provide support for graduates and teachers em-ployed in the program, even for a certain period of time, and establish a system for joint management of the program between Korean Education Center in Almaty and the Department of the Far East(KoreanStudies).Key words: Korean Studies, Korean Language, Al-Farabi Kazakh National University, Department ofthe Far East(Korean Studies), Korean Education Center in Almaty.

The Social Integration Programs run by the Ministry of Justice play an important role in coping with growing immigration in Korea. All immigrants joining the Program use two kinds of textbooks: (1) Korean Language and Culture and (2) Understanding Korean Society. In December 2020, the newly revised textbooks were published; it is necessary to examine if they are assisting immigrants’ anticipatory socialization into Korean society.
 This study aims to analyze the two newly revised textbooks used for the social integration programs run by the Ministry of Justice and to suggest implications on how to further improve them. For this purpose, the content on Korean society and culture in the revised textbooks were analyzed. These are the major findings. First, Korean Language and Culture mostly deals with Korean society and culture while rarely touching on Korean politics, laws, history and geography. Second, both textbooks partly reflect the comparative view of culture. Third, the holistic view of culture can be found only in the second book (Understanding Korean Society), but not very often. Fourth, Understanding Korean Society covers more current issues and statistics than Korean Language and Culture while Korean Language and Culture deals with more useful items for daily lives and traditional Korean culture than the other. Fifth, considerable relevance when it comes to topics has been found between the two textbooks.
 In order to develop further improved textbooks on Korean society and culture for future immigrants, the developers of the textbooks should select more current and useful materials on Korean society and culture with holistic and comparative views of culture. In addition, it is necessary for the developers of each book to work in closer cooperation with one another.

Recently, as the number of Korean learners with various backgrounds and purposes has increased, the number of Korean language learners from European countries is also increasing. However, studies on Korean language learners from European countries mainly focus on curriculum, textbook development, and teaching methods, and there are not many studies that focus on the learner itself to identify the motivation for learning. Therefore, this study attempted to investigate with what motivation European Korean language learners, who wanted to learn Korean in South Korea, had through narrative research. As a result, it was found that learners, who were exposed to several languages due to the regional specificity of Europe, had a strong interest in learning a new language. Also, through various occasions, they became curious about Korean culture, and their interest in the language and their curiosity about culture led them to start learning Korean. In this process, various experiences in life in South Korea were working as another strong motivation for learning Korean. In addition to this, the social context that did not adequately cope with the unstable public security or the pandemic in Europe became one of the factors that encouraged learners to come to South Korea to study Korean. This study is significant in that it studied learners’ learning motives from various linguistic and cultural backgrounds and can be a reference for the composition of educational content for Korean language learners from European countries. (Yonsei University)

Культурная политика Республики Корея, связанная с продвижением корейской массовой и традиционной культуры, корейского языка, стимулировала интерес к получению профессионального образования по специальностям, связанным с Кореей. Значительная часть студентов образовательных программ бакалавриата увлекается музыкальным жанром К-поп, сериалами (дорамами), кинематографом, корейскими комиксами манхва. Настоящее исследование на основе результатов социологического опроса дает ответы на вопросы: какой процент студентов на программах с изучением корейского языка в качестве основного могут составлять К-поп-фанаты; какова их мотивация к изучению языка в университете? Результаты исследования подтверждают детерминированность выбора профессиональной траектории обучения увлеченностью популярной корейской музыкой и культурой. Эмоциональная вовлеченность и самостоятельный опыт получения информации о феноменах корейской культуры формируют долгосрочную мотивацию к изучению языка. Будущие специалисты-востоковеды должны будут стать эффективными посредниками в российско-корейском межкультурном диалоге. The cultural policy of the Republic of Korea, aimed at promoting Korean popular and traditional culture as well as the Korean language, has encouraged students to pursue university degrees in Korean studies. Many undergraduate students demonstrate keen interest in K-pop music and culture, Korean TV series, cinema, and Korean manhwa comics. This study, based on the findings of a sociological survey, aims to address two key questions: what proportion of students majoring in Korean identify themselves as K-pop fans, and what motivates them to pursue Korean as their university major? The results of the study reveal that students' choice of educational path is driven by their passion for popular Korean music and culture. Emotional engagement and independent exploration of Korean cultural phenomena contribute to their sustained motivation to learn the language. It is anticipated that future experts in Asian studies will have to play pivotal roles as effective mediators in fostering Russian-Korean intercultural dialogue.

This study explores enhancing experiential learning in Korean language and culture for overseas students through immersive VR content focused on cultural heritage, leveraging affordable VR headsets and resources from public institutions. It aims to broaden students’ knowledge and practical skills in Korean studies by integrating immersive technologies into education. A classroom model utilizing VR in Korean education was tested at Chinese Culture University in Taiwan, assessing its educational impact and student satisfaction through surveys. Results showed that VR increased student engagement and knowledge, piqued interest in cultural heritage, and offered career insights. However, challenges such as fatigue from extended VR use, the difficulty of content, and limitations in academic assessment were noted. Despite these issues, the study underscores VR’s potential in enriching learning about Korean cultural heritage, highlighting the importance of balancing technological integration with interactive education principles. This research contributes to the development of immersive content in educational settings, suggesting pathways for future advancements.

Journal of the International Network for Korean Language and Culture 16-2, 93-119. This paper suggests a practical way to implement smart learning in Korean language classes: smart classroom response system. A Classroom response system is a pedagogical tool that enables students to use a keypad in order to respond to questions posed in class through the use of a digital presentation. The Smart Classroom Response System is a smartphone-based Classroom Response System. The rapid development of Information Communication Technology(ICT) has changed educational concepts and methods of learning. Korean language learners who are digital natives prefer digital devices such as computers, smartphones, tablets and personal computers to textbooks and lectures. It is necessary to look for an alternative teaching-learning tool that meets learners’ needs. This paper provides an overview of the Smart Classroom Response System, including its definition, functions, selection criteria, and expected pedagogical effectiveness. Further, it proposes a teaching-learning model for intermediate level Korean reading classes using Kahoot, a Smart Classroom Response System tool.(Sangmyung University)

This study conducted a qualitative case study to explore the Korean language learning experience of female marriage immigrants from Vietnam by life cycle. In this study, the Korean language learning process, Korean language learning experience, and expectations for Korean language learning of female marriage immigrants were set as research problems by life cycle (early entry, before and after childbirth, raising children, and employment). To this end, three Vietnamese female marriage immigrants living in Gwangju Metropolitan City were selected as purposeful sampling and in-depth interviews were conducted, and the collected data were analyzed by applying Stake’s (1995) case study method. As a result of the study, the Korean language learning process of female marriage immigrants was analyzed under the central theme of ‘repeatedly starting and stopping’, the Korean language learning experience was ‘growth as much as difficulty’, and the expectations for Korean language learning were ‘expectation for a better life’. Their Korean learning process showed a pattern of limited persistence depending on the circumstances of each life cycle. In addition, it was confirmed that they gradually developed linguistic and cultural competencies despite various difficulties. Through the study, it was found that they dreamed of a better life, and this desire was expressed as a desire for learning Korean for each life cycle. Based on the findings of this study, Korean language education for female marriage immigrants should be practically operated by reflecting the characteristics and life context of the life cycle, and the necessity of developing textbooks for each life cycle, including the stage of learning Korean before entering the country, and designing Korean language curriculum was suggested.

Purpose - The purpose of this research was to assess how French people’s Korean cultural content, Korean new media consumption, distance proximity, cultural familiarity, and the country’s image affect the intention to visit Korea and the intention to purchase products from Korea.
 Design/Methodology/Approach - Ten hypotheses were developed. To verify the study hypothesis, a questionnaire surveyed French people with some interest and affection to the Korean culture through social media which are Facebook, Kakaotalk, and Hellotalk from August to September 2022. The statistical analysis of the data collected with the questionnaire was done by the SPSS 24.0 software. Confirmatory Factor Analysis and Regression Analysis were performed to verify the questionnaire’s reliability and to confirm the hypotheses.
 Findings - Korean cultural content, cultural familiarity, and the country’s image have a positive influence on the intention to visit Korea. Whereas the result for the variables, K-new media, and the distance show no significant influence on the intention to visit Korea. Korean cultural content, cultural familiarity, the country’s image, and distance have a positive influence on the intention to purchase a product. Whereas the result for the variable K-new media shows no significant influence on the intention to buy a product from Korea.
 Research Implications - As cultural familiarity seems to be variable with the most influence on intention to visit and purchase intention, cultural familiarity should be the main focus for the tourism industry and any international trade institutions. Korean language learning is also a factor boosting cultural familiarity by creating more language institutions overseas, especially in France where Korean language presence is growing every year.

본 연구는 유학생 대상 교양 교과목에 적용할 수 있는 동영상 광고 활용 한국언어문화 교수 · 학습 모형을 개발하는 데 그 목적이 있다. 이를 위해 한국 언어문화 교육 제재로서 동영상 광고가 갖는 교육적 의의를 검토해 보고 모형을 개발하여 학부 유학생 대상의 교양 교과목에서 실제 수업을 실시하였다. 교수 · 학습 모형은 준비 단계, 창조 단계, 심화 단계로 구성하였으며 준비 단계는 ‘배경지식 활성화, 언어적 준비 학습’, 창조 단계는 ‘스토리 만들기, 발표하기’, 심화 단계는 ‘문화 비교하기, 통합적 생산’을 주요 학습 활동으로 배치하였다. 이와 같은 모형으로 유학생 대상의 교양 교육 과목에서 수차례 수업을 진행하였다. 이 중 가족 문화를 주제로 한 수업 사례를 살펴본 결과 학생들은 광고의 주요 장면들을 논리적으로 연결하여 스토리를 만들어 나가는 과정에서 서로의 사고방식과 문화 차이를 확인할 수 있었으며 심화 단계에서 자국 문화의 시각으로 한국의 현재 문화를 이해하면서 현재의 가치 문화와 행동 양식에 대해 비판적으로 사고하는 모습을 보였다. 본고는 학생들의 반응과 산출물을 질적으로 살펴봄으로써 동영상 광고를 활용한 언어문화 교육이 유학생 대상의 교양 교육에 긍정적으로 적용될 수 있음을 확인하였다.The purpose of this study was to develop a teaching and learning model of video advertising for Korean language and culture education for international students. To explore the topic, we examined the educational significance of video advertising as a sanction of Korean culture education and developed a teaching and learning model using video advertising after which we implemented the plan in actual classes in the undergraduate curriculum for international students. The teaching and learning model using video advertising comprised three stage: preparation, creation, and intensification. The main activities in the preparation stage were “activation of background knowledge” and “linguistic preparation learning” ; the activities in the “creation stage” were “creating stories” and “presentation”; those in the intensification stage were “cultural comparison” and “integrated production”. The main learning activities in the preparation stage was “activation of background knowledge” and “linguistic preparation learning” and those for “learning” in the in- depth phase were “cultural comparison” and “integrated production”. Several classes were held in liberal arts courses for international students using this model. After examining the case study under the theme of family culture, students were able to identify the way of thinking and cultural differences in the process of creating stories by connecting the main scenes of advertising logically. Students were able to successfully criticize the value and behavior of the contemporary Korean culture by applying the perspective of their own culture background. This study confirms that language and culture education using video advertising can be positively applied to liberal arts education for international students by looking at students’ responses and outputs in a qualitative way.

This paper aims to bring attention to language education in Taiwan through a case study of English majors' Chinese proficiency by way of their use of classifiers.Due to the increasing exposure to English learning environments in university, the Chinese proficiency of English learners might be influenced.This study is a first longitudinal investigation into English majors' use of Chinese classifiers in translation.Chinese classifiers are words that occur in the form of a numeral followed by a classifier before a noun the classifier modifies.The lack of awareness of Chinese classifiers causes a variety of problems in English-Chinese translation.English-majored students under investigation were put to tests during their second and fourth years in university with elicitation materials designed by the researcher.Findings show a similar tendency towards the use of Chinese classifiers for the two tests, even misconceptions of some homophonic classifiers.

This article explores recent developments in English language education in Taiwan, situating them within broader sociopolitical shifts and demographic changes. It begins by outlining the emergence of English in Taiwan’s education system before presenting the formulation and objectives of the Bilingual 2030 policy. The article then analyzes how this national initiative has reshaped English language education across educational levels. In particular, it highlights the expansion of English–medium instruction (EMI) in higher education as a central feature of Taiwan’s bilingualization agenda. Finally, it discusses two key developments influenced by the policy: the internationalization of higher education as a response to demographic and policy pressures, and the resulting expansion of EMI courses as a central strategy for attracting global talent and sustaining university enrollment.

This comprehensive gem of a book is designed as a “textbook… intended for courses for prospective and in-service KFL teachers” (p. x). The book consistently combines theory and research with elements of practical application in each of its eight well-planned, thoughtfully discussed chapters that center on the following “key issues”: SLA (Second Language Acquisition), pedagogy, language in use, culture, heritage language learners, literacy and multiliteracies, assessment, and program building. These eight chapters collectively constitute Part I of the volume. Each chapter provides a basic overview of the topic, cites selected prior literature and research central to that topic, specifies with concrete illustrations how such issues emerge in the Korean as a Second Language classroom, and concludes with between five and 12 discussion questions, designed to encourage readers to: synthesize the contents and importance of each chapter, imagine themselves in the topic-specific contexts of learning and teaching, and expand their critical understanding of the chapter beyond the specific details provided therein. Part II is a robust assemblage and review of 524 research pieces (495 peer-reviewed journal articles and 29 doctoral dissertations), organized according to the focus areas of each of the eight chapters in Part I. The full volume showcases the academic expertise and practical experience of 18 contributors, all of whom are deeply involved in and committed to Korean language pedagogy, theory, and research, from such fields as linguistics, applied linguistics, literature, culture, civilization, and intercultural communication.Chapter 1 (Kim) provides a historical overview of the field of SLA, in general terms, but more specifically in relation to theories, approaches, and factors related to the teaching and learning of Korean as a Second Language (e.g., L1 influences in developmental sequence of grammatical forms and phonological (dis)similarities, implicit vs. explicit instruction, etc.). The chapter sets the groundwork by appealing to the classic SLA literature, including Kellerman (1979) and Krashen (1982), and building toward more current theories (e.g., Ortega, 2007; Spada & Tomita, 2010; White, 2007), and offers a wide range of application to multiple areas of Korean SLA (e.g., Ahn, 2015; Jeon, 2004; Kim H-Y, 2012; Lee, 2012).Chapter 2 (Park, Choi, and Ko) provides a view into the theoretical backgrounds and implementation of various Communicative Language Teaching (CLT) methodologies, focusing the discussion on where and how each approach is currently being applied in Korean language education programs. In this review of task-based language teaching, content-based instruction, and technology-enhanced language instruction methodologies, the reader finds an overview of current approaches in the field of Korean language education (e.g., Cheon, 2007; Kim, Choi, Yun, Kim, & Choi, 2020; Kong, 2012; Lim & Lee, 2015; Noji, Yuen, & Yuen, 2012; Roh & Kim, 2019).Chapter 3 (Kim and Yoon) reviews how “linguistic, pragmatic and interactional” features of Korean are used in “managing topic and reference” for coherent communication (e.g., Kim, 1999; Kim H-Y, 2012; Oh, 2007), “organizing discourse” according to interactional goals (e.g., Hwang, 2015), and “performing social actions” in terms of both speech act and stance expression (e.g., Kim, 2020; Lee, 1999; Park, 1999; Yoon, 2019). These patterns of usage are linked to a speaker's interactive competence (Young, 2008; Hall & Pekarek Doehler, 2011), and activity ideas for Korean language classes are included.Chapter 4 (Brown and Yoon) complexifies issues of culture in relation to language teaching, by first underscoring the assumed primacy of grammar in both SLA and language pedagogy. The authors propose multiple perspectives on “culture” and the multivariate ways in which culture is defined and discussed (Byram, 2008; Herron, Cole, Corrie, & Dubreil, 1999; Walker, 2000). Supplementing the more traditional, pragmatically grounded explanations of Korean society and culture, the authors also address issues of identity (“Korean adoptee returnees,” Higgins & Stoker, 2011) and note the use of media-based materials (advertisements) and pop culture, as resources for language-culture content, while also pointing out drawbacks of how culture is introduced and taught in Korean textbooks (Choo, 1999; Ree, 2000).Chapter 5 (Kim) reviews the characteristics of Korean heritage learners in terms of error types and cognition of language processing as compared to those found in L2 learners and bilingual Korean-English speakers (e.g., Kim, 2008; Kim H, 2012). Through this discussion, heritage learners' unique learner profiles are explained by their tendencies of attending to (Zyzik, 2016) and noticing (Schmidt, 1990) language patterns, which are informed by their background knowledge (Gass, 1988, p. 201) and history of Korean language input. Implications of these findings on Korean Heritage Language education are suggested in terms of concrete teaching approaches, feedback methods, and subject matter.Chapter 6 (Suh and Jung) centers on literacy and multiliteracies as conceptualized in the Korean L2 classroom. The authors underscore the fact that literacy extends far beyond reading, writing, and orthography in all L2 education. Rather, literacy and multiliteracies are grounded in the various layers of meaning within texts (explicit, implicit, and cultural). Literacy practices are also related to critical thinking, in the sense that texts are imbued with multiple voices and perspectives that are then decoded and subsequently appropriated by language learners. Crucially, the chapter underscores the robust ways in which literacy is social action (Kim, 2018), as enacted in TV dramas (Lee-Smith & Roh, 2016), Public Service Announcements (PSAs) (Lee-Smith, 2016), peer review in composition assignments (Byon, 2005), and overall writing skill development.Chapter 7 (Shin and Lee) considers timely issues in both standardized and classroom-based assessments of Korean language. An overview of standardized assessments particularly focuses on the contexts and limitations of prominent Korean language exams. The discussion of classroom assessments points out essential considerations such as the distinct needs of heritage versus nonheritage learners (Brinton, Kagan, & Bauckus, 2008; Cho & Chun, 2015; Kondo-Brown, 2005; Lee & Kim, 2008; Sohn & Shin, 2007; 손성옥, 2005) and the alignment of assessments with classroom instruction content (Norris, 2016). The creation of criterion-referenced tests for achievement assessments is suggested, and a framework for such assessments is described in detail (Davidson & Lynch, 2002). Finally, helpful guidelines are put forth for the creation of achievement assessments that mirror actual language usage as closely as possible, and alternative forms of assessment are also described.Chapter 8 (Yu Cho, Lee, and Wang) lays out the history and development of Korean language programs in higher education and at K-12 levels, underscoring such factors as the National Standards for Korean Language Education and the invaluable support by the Korea Foundation. The authors provide an overview of the various Korean language programs in North America, while illustrating the current Korean as a foreign language (KFL) faculty profiles and discussing the various types of professional development opportunities for preservice and in-service KFL teachers and their importance to continued growth and success (Im, Suh, Jung, Shin, & Choi, 2013; Kim, 2017). At the heart of successful Korean language programs are the KFL instructors.Part II of this volume is an extensive and detailed annotated bibliography consisting of 524 research pieces, of which 495 are peer-reviewed journal articles and 29 are doctoral dissertations. The journal articles were culled from 35 major journals that specialize in foreign language pedagogy, each of which has published at least one article on Korean foreign language education in English. Of these, 21 were published in North America and 14 in South Korea. Part II opens with a quantitative summary of relevant KFL-related research topics from the past 2.5 decades, a qualitative compilation of topic-based research trends, a brief discussion on the evolution of scholarship in Korean as a Heritage Language, and a summary of more recent research trends in KFL scholarship more generally. Following this introduction, the actual annotations to relevant research articles and dissertation appear in the same order and under the same headings as the chapter headings for the eight chapters in Part I. The annotated bibliography is designed as a “useful and ready-to-use resource” (p. 206).One drawback to the annotated bibliography is that the authors have designedly excluded such academic publications as “book chapters” (and thus also full book-length publications) because they are “not easily downloadable from online databases.” This focus may skew both the overall findings as well as the summaries of research trends, since much seminal research on Korean, Korean applied linguistics, Korean pragmatics, Korean language pedagogy, socialization, and so forth (written in English) also appears as chapters in important edited volumes, including the full series of Japanese-Korean Linguistics and the full series of conference proceedings from International Circle of Korean Linguistics (ICKL).Overall, this book is a welcome addition to the growing body of publications on Korean language pedagogy and professional development that serves multiple purposes: It is an invaluable resource for classic and more recent theoretical trends in linguistics, applied linguistics, sociolinguistics, pragmatics, literacy, multiliteracies, and language socialization.It provides insights into critical topics related to KFL issues and how such issues have been investigated and analyzed.It provides practical, concrete examples for potential application in the KFL classroom.It is user-friendly and includes discussion questions for readers to develop their own understandings of the eight key issues beyond the content and limitations of each individual chapter.

Korea and Mongolia are geographically close, and exchanges are deep historically, and language and culture exchanges are still actively taking place today. This paper analyzes the current development status of the Korean language major of the University of Mongolia, including the history of Korean language education in Mongolia, the current status of Korean language major students and teachers at universities, and the current status of Korean language education at universities. Combining analysis examples, we will discuss the direction of education development and the actual status of Korean education in Mongolia. Specifically, focusing on the Korean language major of universities in Mongolia, the current status of Korean language education, students and teachers majoring in Korean language, the current status of academic performance of universities, and comparison of curriculum of major universities are discussed. In order to examine the current situation and develop Korean language education in Mongolia in the future and move it to a new stage, I would like to present the following tasks. In other words, develop the capabilities of Mongolian universities, increase the capabilities of teachers, and develop the teaching methods that meets the needs of students with various degrees of Korean learning. In addition, efforts are made to ensure that interest in Korean language studies leads well to master's and doctoral courses, tasks such as promoting diversity in curriculum operation were presented.

대만과 한국은 일제강점기와 민주화라는 유사한 근대화의 역사를 지닌 국가로 오랜 기간 동안 우호적인 관계를 유지해왔다. 1993년 한・중 수교로 갑작스럽게 단교하게 되면서 사실상 공식적인 교류가 힘들어졌지만, 그럼에도 불구하고 대만 은 ‘한류(韓流)’의 주도국으로 손꼽힌다. 최근 대만에서는 ‘한국어’와 ‘한국어문학’ 전공의 위상이 매우 높아졌다. 이는 한 국에 대한 대만의 뜨거운 관심을 방증하는 것이며, 이로써 대만에서는 한국학 연 구가 더욱 활발하게 진행될 수 있는 토대가 형성되었다고 해도 과언이 아니다. 대만 한국학 연구의 중심에는 ‘중화민국한국연구학회(Chinese Association for Korean Studies, 이하 CAK)’가 있다. 1980년 3월에 창설된 중화민국한국연구학회 (中華民國韓國硏究學會)는 한국어와 한국어교육, 한국 문학, 한국 문화, 한국 역사, 한국 정치, 한국 외교, 한국 경제 등 대만 내 한국학 전 분야의 연구자가 활동하고 있는 대표적인 한국학 연구 단체이다. 중화민국한국연구학회에서는 한국학보라 는 학술지를 발간함으로써 대만 내 한국학 연구의 성과를 가시화하고 있는데 한 국학보는 현재까지 총 35집이 발간되었다. 대만에서 한국학 연구가 진행된 지 40년이라는 시간이 흘렀음에도 불구하고 아 직까지 한국어문학 및 한국문화 관련 연구의 경향을 파악하려는 시도가 이루어진 적은 없었다. 그러나 최근 한국학에 대한 관심이 높아지며 다양한 분야와 주제로 한국어문학 및 한국문화 관련 연구가 진행되고 있기에 현재는 이러한 연구의 경향 과 앞으로의 방향을 살피기에 적절한 시점이라 하겠다. 본고에서는 2010년 이후 한국학보에 수록된 ‘한국어와 한국어교육’, ‘한국 문 학’, ‘한국 문화’ 등 인문학 분야의 논문 52편을 살펴 최근 10년 동안 대만에서 이루 어진 한국어문학 및 한국문화 관련 논문 의 내용과 경향을 확인하고, 대만 내 한국 학 연구가 나아가야 할 방향을 모색하고자 하였다. 이로써 대만에서의 한국학 연 구의 가능성과 향방을 가늠하게 되기를 기대한다.