과학⋅기술 특성화 대학 한국어 프로그램 현황과 학습자 특성 연구

The aim of this research is to conduct an in-depth analysis of life experiences of foreign graduate students in regards to limited Korean language proficiency. Narrative inquiry was employed to elicit how the students’ Korean proficiency level is affecting their life throughout graduate school. The analysis of data is divided into two parts; domain analysis and taxonomic analysis. That is, analyzing the field text which is within the background of the whole text. As a result, the students had the following common experience: difficulties due to insufficient Korean proficiency, confusion between Korean and English, inefficiency of Test of Proficiency in Korean and efficiency of Korean language courses. This research is useful and helpful for the graduate international students who will be studying in Korea and for management and support in order to establish strategy for attracting more international students in the future.

Objectives This study aims to design and implement a Korean language course applying the Selection, Optimization, and Compensation (SOC) theory for Japanese elderly learners, and to explore the effectiveness of this instructional approach. Methods For this purpose, Korean language classes were designed and conducted, based on a 5-session course, targeting five elderly learners residing in Tokyo, Japan. To assess the outcomes of class operation, learner inter-views were conducted and qualitatively analyzed. Results Analysis results showed several key findings. Firstly, allowing learners to choose topics they are genuinely interested in led to higher satisfaction levels among learners. Secondly, adjusting the level and scope of learning activities to match the learners' proficiency level during class design and operation resulted in increased sat-isfaction with the learning process. Thirdly, using familiar and comfortable tools to assist learners' memory and fa-cilitate information retrieval also contributed to higher satisfaction with the learning process. Fourthly, learners ex-pressed satisfaction with Korean language classes applying the theory of Selection-Optimization-Compensation (SOC), noting minimal physical exertion and the possibility of review. Lastly, by completing learning activities, learners not only experienced psychological satisfaction but also a sense of achievement in learning. Conclusions It was confirmed that Korean language classes applying the theory of Selection-Optimization- Compensation(SOC) improved the learning autonomy, interest, and satisfaction of elderly learners.This study contributes by addressing Korean language learning for elderly learners aged 70 and above, a topic not extensively explored in Korean language education research. Furthermore, it provides foundational data for designing and op-erating Korean language classes for elderly learners based on SOC theory.

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.

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 research is to suggest contents, class models and examples of related subjects to educate Korean culture as Korean language classes are increasing in Cambodia while using Korean TV Programs. Education for Korean culture will not be a supplementary idea to help with improving Korean language, but as an independent idea to recognize diverse cultures and to widen the understanding the concept of mutual culture. To achieve the purpose, surveys of demands were given to Korean language teachers and students in Royal University of Phnom Penh. Based on the result, exemplary class was presented in ‘Korean False Promise Greeting Expressions’ with William(1983) model to appropriate Korean cultural education.

Commentary: COVID‐19 Pandemic and Higher Education: International Mobility and Students’ Social Protection

This study investigates the determinants of the international promotion of the Korean language at the cross-country level. The analysis is based on candidate data drawn from the Test of Proficiency in Korean (TOPIK) and uses a cross-country panel data model to measure how several factors affect Korea's international promotion. To mitigate sample selection bias, we estimated the model using the Heckman two-step method. The findings show that factors such as the Hallyu (or “Korean Wave”), international business, motivation to migrate to South Korea, motivation to study in South Korea, and Korean language learning resources play essential roles in the international promotion of Korean. The development level of the sample countries influenced the importance of each factor. For example, Hallyu, often regarded as important for the international promotion of Korean, was shown to be statistically significant only in the sample of developed countries. In addition, a shortage of Korean language learning resources has been identified as a major impediment to the promotion of Koreans in developing countries. These results provide new insights that can assist in formulating policies to promote the Korean language worldwide.

This study investigated experience and willingness to learn Korean, awareness of the necessity of learning Korean, and important factors when learning Korean through surveys and individual interviews conducted on young adults and adolescents of Koryeoin living in Uzbekistan and Kazakhstan. A total of 113 people participated in the survey, and among them, 108 people(95.6%) have learned Korean and only 5(4.5%) responded that they had never learned Korean. Also, the 74 people(65.5%) who are currently learning Korean continued to learn Korean because of their plans to study abroad or to move to Korea, and their interest in Korean language and culture. Also, the survey participants answered 3 or more out of 5 points on average when asked about the necessity of learning Korean for young adults and adolescents of Koryeoin, and there were various reasons for thinking that learning Korean was necessary, such as plans to study abroad or to move to Korea, justification as a Korean, and in order to get a job in the local area. In addition, ‘professor's professionalism' and ‘speaking' accounted for the highest proportion of the questionnaire on the most important elements and areas of learning Korean, and these results were also consistent with the results of individual interviews conducted on a total of 10 young people and adolescents of Koryeoin in their 10-20s. Also most of the young people and adolescents of Koryeoin who answered that they had learned Korean studied Korean for less than three years, and among the areas of learning Korean culture, the importance of ‘popular culture such as K-pop' was perceived as the lowest compared to ‘modern society and culture', ‘history' and ‘traditional culture'. Through this, this study was able to find out the perception of young adults and adolescents of Koryeoin living in Uzbekistan and Kazakhstan on Korean language, and based on the main results, this study suggested the direction of Korean language education in the corresponding area in the future.

The primary purpose of this paper is to analyze the current condition of how foreign students adapt to Korean culture and learners’ demand for a cultural adaptation program. Korean cultural adaptation criteria and a survey were utilized to analyze the present situation and demand and a cultural educational program design was proposed. To analyze how foreign students adapt to Korean culture, “Criteria of Korean cultural adaptation for foreign students” was employed on foreign students of B university located in Busan. Examination of the current cultural adaptation situation between each subordinate element indicated the following sequence: “Understanding and familiarity with Korean customs” ＞ “Social and personal relationship with Koreans” ＞ “Understanding and familiarity with Korean pop culture” ＞ “Familiarity with the Korean language” ＞ “Social utilization of the Korean language.” The survey on programs considered most necessary for Korean cultural adaptability revealed increasing demand for “Program on social interchange and personal relationship with Koreans” and “Program on understanding and experiencing traditional Korean culture.” Based on these results, this paper proposed various Korean cultural and educational programs. This paper discusses a variety of concrete program development features to ensure adaptability continues, reflecting the current situation and demand of foreign students who are the learners.

The goal of this study is to analyze the correlation between writing anxiety and anxiety factors in Korean and mother language writing of learners of Korean for Academic Purposes. In order to do this, we used a correlation analysis on the basis of the results of the factor analysis on writing anxiety of Park (2018, in press). The correlation analysis was carried on upon the results of the analysis of the correlation between anxiety factors and writing anxiety. The survey used for the analysis was based on the 26 items in David and Miller’s (1975) WAT (Writing Apprehension Test) with two more items added from Cheng (1998) for a total of28 items, and it was administered to 55 undergraduate foreign students of Korean. First, the analysis shows a meaningful correlation between all the 28 items of the anxiety scale and writing anxiety in Korean as well as in the mother language. Moreover, a meaningful correlation was found also between the factors related to writing in the mother language and in the Korean language. In the case of writing anxiety in the Korean language, among the anxiety items and factors with a strong correlation with writing we found “fear of the Korean writing class” and “lack of confidence”. In the case of writing anxiety in the mother language, on the other hand, we found “lack of confidence in writing down my thoughts”and “unwillingness to express myself and to share”. This paper is a follow up of Park (2018, in press) and aims at understanding in detail which factors influence anxiety in the writing of Korean as a foreign language student. Therefore in this paper we clearly demonstrate which factors influence writing anxiety and make an argument for positive feedback and a writing process aimed to foster self-confidence. Also, since writing in the mother language is correlated to writing in the foreign language, we also advocate for more opportunities to create a positive perception toward writing in general.

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)

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)

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 study aims to assess the level of teaching anxiety among non-native Korean language teachers in Uzbekistan and explore solutions and support measures. For this purpose, the survey was conducted with 40 local teachers, and interviews were conducted with 5 of them. As a result, the level of anxiety among Uzbek teachers was not high overall, but anxiety was relatively high in classroom situations, writing instruction, and pronunciation. This can be attributed to the teaching environment in Uzbekistan, where teachers primarily handle beginner levels, as well as the respondents’ high educational background and proficiency in Korean. In addition, there were some items in which the respondent’s educational experience, Korean language proficiency and study abroad experience significantly affected teaching anxiety. Finally, this study suggested ways to reduce teaching anxiety: including teacher education that considers local situations, strengthening writing and pronunciation education, providing opportunities for training in Korea, and supporting a cooperation system with fellow teachers. This study can be used as basic data for setting the direction of Uzbek local teacher education and designing the curriculum in the future.

Korean immigrant churches are not only a place of worship, but a central place that provides cultural and social services as well. With Korean language education not widely available in US public schools, many Korean immigrant churches operate heritage language schools. This paper examines the experiences of biracial Korean American university students at Korean immigrant churches and church-based Korean heritage language schools; their experiences learning Korean before entering and during university; and how those experiences relate to their identities. Most participants perceived Korean immigrant churches as highly racialized and exclusive, and reported church-based Korean heritage language schools to lack resources, effective curricula, and cultural inclusion. The findings also show that the university setting was a space where participants felt safe to explore their Korean identities and learn the Korean language.