북한 외국어로서의 조선어교육학 분석 연구 - 외국어로서의 한국어교육학과의 비교를 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.

This paper researches to view the problems of a multicultural society, which is an emerging global problem, from the view of multicultural education. First, I analyzed the various aspects of Korean language education taking place within the scenes of multicultural education. For the analysis, international understanding education of the 7th national curriculum was taken into account during the process until multicultural education bacame reflected in the 2007 revised national education curriculum. Furthermore, I revealed that different methods and goals existed according to the students who learn multicultural education, the education content, and the scent of the education. Also, I suggested that content and method of language education as part of multicultural education should be divided into different types, including Korean language education as a mother tongue, Korean language education as a second language, bilingual education, and Korean language as a foreign language, according to the student, the contents that are taught and learned, and the scene of teaching and learning. Lastly, I emphasized the fact that in multicultural education, practive is more important that exercise, and also an educational method of practice based on assumption should be sought after. Also, I argued that the direction of education needs to be shifted, to a form that teachers about understanding minorities to a student group of the majority. From this point of view, we emphasized the need to remember the idea of 'thinking globally, acting locally.'

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 Korean language instruction for Air Crew Majors in colleges and universities primarily relies on theoretical knowledge textbooks. While these textbooks include airport-related content, most of the material only scratches the surface of vocabulary and grammar, lacking depth and alignment with the unique characteristics of the Korean language. Due to the cultural differences between China and South Korea and the influence of cultural migration, language misunderstandings when interacting with Koreans are inevitable. However, few of the school study contents address the cultural differences between China and Korea, as well as the practical application of Korean in real-life scenarios. As a result, students are more likely to make cultural mistakes when interacting with Korean passengers after working at the airport. This requires designing Korean language teaching under the action-oriented pedagogy. Based on the current situation of Korean language learning for Aviation Service students in colleges and universities. This paper presents a preliminary study on the design of Korean language teaching for Air Crew Majors using the action-oriented teaching method. It also highlights several key issues that need to be addressed when implementing this approach to Korean language teaching.

In this article, the author presents the methodology of organizing and conducting distance Olympiads in Korean as a second foreign language in the process of professional training of foreign language teachers.The purpose of the study is to examine specifics of second foreign language distance Olympiads organization in the context of professional training, main objectives of the Korean language Olympiad (increasing motivation, interest in learning Korean, exposure to Korean culture, etc.), and to analyze the main requirements for distance Olympiad tasks of the first round (tests), and tasks of the second round, which are aimed to identify the level of communication abilities. Interview, testing and observation are used as the main methods of research.Results. The methodology proposed by the author was tested in groups of 3–4 year students of Sarsen Amanzholov East Kazakhstan University (educational program 6B01703 foreign language: two foreign languages). The article presents analysis of the distance Olympiad’s results, examples of tasks for each round and the main criteria for evaluating the tasks. The requirements to the second foreign language Olympiad tasks implied: possibility of mass coverage of students with Olympiad tasks; compliance of the tasks with the curriculum; time limit; relying on the students’ experience, including their native language skills and abilities; increasing tasks complexity; variety of tasks forms and content, the tasks contents and novelty; problem nature tasks to stimulate students thinking, language guess; using authentic material for the Olympiad tasks; the use of local history and extralinguistic material. The general complexity of the tasks, and difficulties associated with the nature of the linguistic material were also taken into account.Conclusion. According to the results of the experimental work, the author comes to the following conclusion: the leading principle of organizing distance Olympiads assumes that the university faculty will be focused on the timely identification of the future teachers’ interest to the Korean language, their involvement in preparation for the Olympiad, thus forming their interest in Korean culture and language. Olympiad assignments should be creative so that students learn to find their own ways of solving problems and develop self-education skills. Participation in the Olympiad increases students’ learning motivation, broadens their horizons, and develops their ability to express their opinions. The variety of requirements to the work of participants makes the assessment of each member of the jury quite subjective, but the collective nature of the evaluation procedure ensures correctness and objectivity of the final decision, allows participants to familiarize with the results of their work and consider appeals after each round of the Olympiad participants.

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.

This paper examines a New York Korean immigrants’ movement to promote the Korean language in American schools. This movement includes the efforts of Korean community leaders to include the Korean language in the SAT II tests and to promote it to public schools as a foreign language in the New York–New Jersey area. This movement involves lobbying the College Board, school administrators and school board members, and collecting donations from Korean immigrants and the Korean government to cover expenses for the College Board’s creation of the Korean-language test and public schools’ adoption of the Korean language. Korean-language leaders have depended upon many different organizations and groups, such as Korean parents, Korean churches, Korean-language teachers, the Korean Cultural Center, Samsung, and Korean government agencies for the movement. This paper is significant because no previous study has shown a similar example of an immigrant group’s movement to promote its language in American public schools. It also contributes to transnational studies by documenting the emigrant state’s financial and technical support of its emigrants’ effort to promote the language and culture in a settlement country.

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.

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.

Using OpenAI’s ChatGPT to determine the Korean language ability of gener ative artificial intelligence, this study analyzes the results of solving items in the Korean language area of the 2024 CSAT as well as the types of errors found in the process. Therefore, the researchers designed prompts suitable for solving items and collected the basis for the noon judgment for each option based on the correct answer to the question and the content of the text from ChatGPT. Prior to the full-scale analysis, ChatGPT’s tendency toward correct answers for each items was examined, and the percentage of correct answers was confirmed to be higher in the reading area than in literature and in items requiring vocabulary, concepts, and factual understanding rather than inferential and critical understand ing. Additionally, ChatGPT’s error types for item solving were largely categorized into two types: one in which the basis for the noon judgment of the item was not found within the text, and the other in which the meaning of the text was incorrect ly constructed. Furthermore, in the latter case, ChatGPT was divided into cases in which only the accumulative meaning intervened in the process of constructing the meaning of the text to create the wrong meaning, or the wrong meaning was constructed by not connecting or incorrectly connecting the information within the text. The results of these studies are significant as they empirically analyze and exam ine the Korean language ability of generative artificial intelligence and suggest the role of readers and writers in this era of generative artificial intelligence. Based on this study, conducting a comprehensive comparative review of the Korean language capabilities of generative artificial intelligence in the future is necessary. Moreover, as the time difference between the Korean language phenomenon and Korean lan guage education has intensified owing to the recent development of technology, discourse related to generative artificial intelligence will need to be triggered and discussed in the future to support readers and writers in the ever-changing literacy environment.

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.

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)

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.

This article aims to consider the pronunciation types of consonantal sequences, and to propose a teaching plan for Korean as a foreign language by taking advantage of them. The pronunciation of consonantal sequences is considered by dividing them into two groups; namely the case of no phonological changes such as Chinese and Vietnamese, and the case of consonantal assimilation such as Japanese, English, Hindi, and Korean. The consonantal assimilation is discussed in terms of the place of articulation and the manner of articulation. The former is quite common in languages, whereas the latter is not. Korean has both processes, even if the pronunciation with the application of place assimilation is not regarded as standard Korean. The consonantal assimilation in terms of manner of articulation in Korean appears to be nasalization and lateralization. Since the processes, both nasalization and lateralization, are marked compared to other languages, and the phonological environment of the two processes is so complex, Korean language learners may have some difficulty in the acquisition of Korean. Therefore, it is strongly recommended that teachers present the data which are involved with consonantal assimilation one by one, and provide explanations to the learners by contrasting the target language, Korean, and the learner’s native language.

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)