한국어 말하기 활동 요구조사 및 분석－대학정규과정 한국어 학습자 중심으로

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.

The scholarly interest in the field of foreign language teaching and learning has recently widened its scope within the competence-paradigm from learners’ competences to competences of teachers. Foreign language teacher education has thus been subject of many international and national publications and studies. Focussing on the situation of foreign language teacher education in Germany, results of international research can only partly be applied. This is primarily due to different standards in certain phases of teacher education. From a national perspective, one of the challenges in foreign language teacher education is rooted in the federal system: The 16 federal states of Germany have different regularities concerning the second phase of teacher education (in-service training). Looking at national research on foreign language teacher education, emphasis on investigating knowledge of foreign language teachers based on concepts of pedagogical content knowledge (Shulman) has to be noted. Throughout this article, we would like to critically evaluate underlying competence models, and establish lesson planning as a key category of identifying competence development of foreign language teachers. Lesson planning is conceptualised as an activity that requires language teachers to draw upon all areas of their knowledge. Presenting results of an empirical research study conducted with teacher trainees, the article concludes with relevant research foci that should be addressed in the field of foreign language teacher education.

İnsanlar, geçmişten günümüze kadar çeşitli sebeplerle kendi dillerinin dışında farklı diller öğrenme ihtiyacı duymuşlar ve yeni bir dil öğrenmek-öğretmek için de ders kitaplarından yararlanmışlardır. Bu nedenle de çeşitli kurum ve kuruluşlar da dil öğretimiyle ilgili olarak seviyelere göre ders kitapları hazırlamaktadır. Ancak bu kitaplar hazırlanırken dikkat edilmesi gereken en önemli hususların başında temaların ve bu temalara uygun kelimelerin tespit edilmesi gelmektedir. Son yıllarda Türkiye ve Güney Kore hem siyasi hem de ticari alanda büyük gelişme kaydeden iki devlettir. Buna bağlı olarak dünyada hem Türk kültürü hem de Kore kültürü merak edilmektedir. Bu nedenle iki kültürü yakından tanıyabilmek ve öğrenebilmek için insanlar; Kore ve Türk dizilerini izlenmekte, şarkılarını dinlemektedirler. Ayrıca Türk ve Kore kültürüne ilgi duyan insanlar Türkçe ve Korece öğrenmek için dil öğreten kurum ve kuruluşlara başvurmaktadırlar. Yunus Emre Enstitüsü; Türk tarihini, kültürünü, sanatını yurt dışında 58 kültür merkezi aracılığıyla tanıtmakta ve bu merkezlerde Türkçe öğretmektedir. Kore Hükümeti Kültür, Spor ve Turizm Bakanlığı tarafından desteklenen Kral Sejong Enstitüsü de 60 ülkedeki 180 enstitüsünde Yunus Emre Enstitüsü gibi Kore kültürünü tanıtmanın yanı sıra Korece öğretmektedir. Bu çalışmada her iki ülke enstitüsünün dil öğretimi için A1 seviyesinde hazırladıkları ders kitaplarındaki temalar ve kelimeler incelenip karşılaştırılacaktır. Yedi İklim Türkçe Öğretimi A1 kitabı ile Sejong Hangugo Korece Öğretimi 1A-1B kitapları karşılaştırılarak bundan sonra kitap hazırlayacaklara yardımcı olmak amaçlanmaktadır.

Learning and teaching languages in technology-mediated environments : why modes and meaning making matter

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.

The purpose of this study is to analyze various issues and problems related to Korean language education inherent in the experiences of Korean teachers who teach immigrant students in public education, as well as teachers' multicultural reflection. The experiences of five Korean language teachers as research participants were collected and analyzed through in-depth interviews, and core themes were derived from five categories, and 15 major themes were classified and organized. At the beginning, a Korean language teacher entered the school with curiosity, excitement, and confidence, but was a stranger who was not welcomed, and the educational environment was unprepared. The various students who cannot speak Korean or do not want to study were stressed and uncomfortable, and at the same time, the participants expressed regret and concern for the situation of their students. The participants educated the students with recognition, praise, encouragement, and expectation, which are the core of multicultural education teaching methods, and changed educational goals. They showed pride in contributing to the growth and development of the students and Korean society, recognizing them as beings who accompany students, mediators, and becoming a home for them. While, they endured difficulties in the face of inappropriate treatment of them and system of Korean language education in public schools. This study is meaningful in that the participants partially practiced special teaching methods based on multicultural education perspective in guiding immigrant students, rediscovered the role of Korean language teachers for the students, and the importance of Korean language education. Accordingly, changes and innovations in public education for Korean language education and students were suggested.

The purpose of this study is to examine how Korean language learners’ grit and self-regulatory efficacy influence their grades. To address the goal, this researcher selected two groups of foreign undergraduates (105) taking Korean classes and measured their grit and self-regulatory efficacy. After conducting statistic analysis, this author gained following results. First of all, regarding predictability about each group’s variable, grades, in group A that has learned Korean for a long period, grit and self-regulatory efficacy predict grades; however, in group B that has learned Korean for a short period, no variables predict grades. Also, despite the fact that grit is a task-general factor, it is found to influence Korean grades, a task-specific area, significantly, Lastly, in the process of grit influencing Korean grades, self-regulatory efficacy mediates grit completely, which verifies grit’s transferability. This study is significant in that it introduces the concept of grit that has not been dealt with in Korean language education and has multi-dimensionally verified correlation between the affective area and grades which has not been studied sufficiently in Korean language education.

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.

This study addresses the development of a new educational direction for Korean language education in the post-human era, namely, the development of multiliteracies education. As the world is now enveloped in COVID-19, all fields are seeking new breakthroughs, and education in particular is the first to adapt to the post-epidemic era. This prepares new types of human resources for the post-human era, and actively responds to new concepts such as environmental mutations and the AI era at a later stage. Based on the above, this study takes Korean language education as an example of a humanities subject, and discusses how it can find its own new point of development and adapt to its surroundings in a way that provides a new concept of education. The study of multiliteracies in Korean language education has evolved in recent years, largely due to the development of science, technology and multimedia. This external environment has necessitated changes in traditional language education and has urged educators to reconsider educational goals such as the overall literacy of students. The New London Group, the first to propose multiliteracies, redefined the concept in 2013 and added elements of social activism and ethics in the virtual society to it. These two concepts are, of course, at the forefront of the future development of multiliteracies education in Korean language education, which is to prepare students to think about harmonious relationships with non-humans and nature based on a human-centred approach, and to articulate new ethical and moral concepts within the social framework of the virtual space. In line with this educational objective, researchers should take into account the diversity of today’s Korean language learners, the diverse requirements of the learners’ learning purposes, and the specialised and complex dimensions of teaching content. Furthermore, in terms of changing ethical and moral concepts within the virtual space, researchers should focus on developing learners’ ability to identify social issues through the media and how to deal with these social issues in concrete behavioural terms. (Seoul National University)

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.

The purpose of this study is to examines what is the Korean language education as a foreign language in DPRK and examines the differences between the Korean language education as a foreign language in South Korea in terms of composition and content. For this purpose, in this study, the composition and contents of Korean language education as a foreign language were examined with a focus on studies related to Korean language education as a foreign language published in DPRK. As a result, in terms of content, it was found that Korean language education was composed of ‘Theory of Korean Language Skills Education’, ‘Theory of Knowledge Education of Korean Language’, and ‘Theory of Education on Korean Language Culture’. It can be seen that it is composed of ‘Education Evaluation Theory’, ‘Theory of Korean Language Teaching Materials’, and ‘Theory of Korean Language Teachers’. The study of Korean language education as a foreign language in DPRK is not yet known in detail in South Korea and there are many things that need to be revealed. (Yonsei University)

In this thesis, we look at the current status of 'learning Korean language education' for students entering midway and from foreign families, and suggest ways to develop their skills of learning Korean language. Since Midway Immigrant students and students from foreign families have to study, not only communication-oriented Korean language education but also learning Korean language education for academic performance is needed. Therefore, the current status of Korean language education support conducted online and offline is examined. Compared to the total number of immigrants and foreign students, fewer students were receiving Korean language education support. In addition, there is a large imbalance in areas in the Korean language curriculum. Focus is placed on communication and Korean language education support for immigrants and students from foreign families, but learning Korean language education is neglected. Communication between students from multicultural families Compared to Korean language education, it is difficult to carry out Korean language education as a school class. In this paper, a “web-based learning Korean language education platform” is proposed as a way to teach Korean language to students entering Korea midway and from foreign families. The ‘web-based learning Korean language education platform’ can eliminate problems such as class composition and educational accessibility. In addition, by applying the customized coaching service to the web-based learning Korean language learning platform, learners can acquire systematic and active self-directed learning ability.

The purpose of this study is to investigate research for Japanese educational practice. We used the grounded theory approach to analyze ”purposes”, ”research methods”, and ”conclusions” of the Journal of Japanese Language Teaching published by the Society for Teaching Japanese as a Foreign Language since 2001 and from four papers published by Waseda University regarding the teaching of Japanese. Our results show that the ”purpose” for educational practice research was divided into ”teaching effects” and ”teaching proposals”. We extracted ”data collection method”, ”analysis technique”, and ”data analysis type” from ”research methods”. Moreover, from ”conclusion”, we found there were many suggestions to the study of educational practice in the future regardless of whether the achievement or not. Using this type of educational practice information sharing method helps the teachers who are practitioners and gives a lot of suggest ions to JFL teachers. Moreover, we can provide learners a better learning environment according to conduct the classroom activities which reflect this result.

Now the problem of learner autonomy acquires greater significance in the view of increasing needs of the state in highly qualified specialists, able to perform lifelong learning. Contemporary pedagogical elaborations based on traditional theoretical concepts become an essential prerequisite for this. Currently in Russia and abroad, a considerable number of works devoted to learner autonomy development while language teaching and learning were published. However, most of these studies cover basically language skills development in terms of autonomous learning. In the article, a generalized description of the concept «learner autonomy” is given, a brief overview of research work is presented. Along with that, solutions of the problem are suggested, as well as the educational model, being the basis of the technology of learner autonomy development, is thoroughly described.

This study aims to analyze research trends in politeness in the field of Korean language education, focusing on academic journal articles and theses published in Korea between 2012 and May 2025. A total of 177 studies were collected and categorized according to publication year, type of publication, research subjects, and research topics. The analysis revealed that 74 journal articles, 82 master’s theses, and 21 doctoral dissertations on politeness were published, and that research was most active between 2016 and 2019. In terms of research topics, studies on speech acts by Korean language learners were the most frequent, while studies on teaching materials were relatively limited. The research subjects were heavily concentrated on Chinese-speaking learners and those at intermediate to advanced proficiency levels, indicating a lack of studies targeting beginner-level learners or learners from diverse language backgrounds. Based on these findings, the study proposes three future directions for research on politeness in Korean language education. First, developing or improving systematic learning materials tailored to politeness education. Second, conducting empirical studies to evaluate the effectiveness of instructional approaches. Lastly, expanding the scope of research to include learners of various linguistic backgrounds and proficiency levels, particularly beginner learners. These suggestions aim to diversify and deepen the scope of politeness research in Korean language education.