고려인 청소년 및 청년들의 한국어 인식과 태도 연구

Aging can reduce the specificity with which memory episodes are represented as distributed patterns of brain activity. It remains unclear, however, whether repeated encoding and retrieval of stimuli modulate this decline. Memory repetition is thought to promote semanticization, a transformative process during which episodic memory becomes gradually decontextualized and abstracted. Because semantic memory is considered more resilient to aging than context-rich episodic memory, we hypothesized that repeated retrieval would affect cortical reinstatement differently in young versus older adults. We reanalyzed data from young and older adults undergoing functional magnetic resonance imaging while repeatedly viewing and recalling short videos. We derived trial-unique multivariate measures of similarity between video-specific brain activity patterns elicited at perception and at recall, which we compared between age groups at each repetition. With repetition, memory representation became gradually more distinct from perception in young adults, as reinstatement specificity converged downward toward levels observed in the older group. In older adults, alternative representations that were item-specific but orthogonal to patterns elicited at perception became more salient with repetition. Repetition transformed dominant patterns of memory representation away and orthogonally from perception in young and older adults, respectively. Although distinct, both changes are consistent with repetition-induced semanticization.

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 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.

This piece of work is a systematic review that critically appraises past research studies, not later than five years that is directed towards investigating the knowledge, awareness, behaviour, attitudes and perception of young people in Nigeria towards HIV/AIDS and its prevention. Young people’s knowledge, awareness and perceptions have been identified in different levels and categories. Young people’s preventive awareness level and risk perceptions have also been revealed. Conclusively, the findings from the different studies selected for the systematic review have shown varying degrees of HIV knowledge among young people. This is to address the perceptions of young Nigerian adults towards HIV/AIDS. Significantly, the systematic review undertaken confirms the original theme of the study identifying and exploring the knowledge, attitudes, behaviours and perceptions of young adults to address the aim of the study. The results have, therefore, indicated that those in the colleges and universities were more knowledgeable than those that were not. Understanding of the virus helped to influence young people in their attitude towards infected people. Furthermore, understanding of HIV/AIDS and its prevention also differed among young adults; those in the university had better understanding compared to those in the colleges and dropouts.

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.

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.

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.

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

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

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 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.

Objectives This study explores a relatively under-researched aspect of Korean language programs tailored for international students in science and technology institutes. The objective is to contribute to a broader understanding of various types of Korean language programs within this unique academic environment.
 Methods We present an overview of the curriculum and analyze learner characteristics within the Korean language program at K University. Specifically, we conducted an analysis of a survey involving 145 students enrolled in Korean language classes at K University.
 Results International students at K University predominantly enroll in Korean language courses due to graduation requirements, with their motivation for learning Korean primarily stemming from integrated factors. At K-University, since more than 80% of classes are taught in English, the direct impact of students' proficiency in Korean on their academic performance is minimal. This circumstance has the potential to diminish their enthusiasm and inclination to learn Korean.
 Conclusions In conclusion, the Korean language program at K University should adapt to the diverse levels and needs of international students by offering courses in both Korean language and culture. We provide recommendations for enhancing the program, including diversifying the range of Korean courses, introducing cultural immersion initiatives, and adopting a flipped learning approach.

This study analyzes the discourse functions of ‘ne’ with a focus on the aspects of how these markers are demonstrated in the Korean language learners corpus. Then, it examines the variances manifested in their discourse functions according to the learner’s level of Korean proficiency. With the basic meaning of giving an affirmative response, the Korean response markers ‘ne’ are used to reply in the affirmative to another speaker’s question. In the Korean learners corpus, ‘ne’ usage reveals a variety of aspects in addition to their function as response markers. The study finds that ‘ne’ are also used as non-response markers to fulfill functions other than providing affirmative response. This study classified the ‘ne’ usage expressed in learner's free speech into [+Response Marker] and [-Response Marker], which are then specified in accordance with each discourse function. The results of the analysis show that beginner learners tend to use ‘ne’ to deliver to the speaker a signal that he/she is being perceptive to their speech as a lingual response. For intermediate and advanced learners, the discourse function of ‘ne’ varied. Basically, however, the use of ‘ne’ was aimed as a strategy to keep up the cooperative conversation by carrying on the function of affirmative response to the speaker's speech. This study is significant in that it establishes pragmatic descriptions applicable to Korean language education as well as providing useful educational information for Korean learners.