포스트휴먼 시대 한국어 학습자의 다중문식성 교육

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

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

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

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

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)

This study examines the functions of meta-language and meanings of Korean in activating the relationship between Korean language learners and English teachers in the process of learning about globalization. As a special case, when a professor who uses English as a first language lectures to a student who uses Korean as a first language, he / she learns Korean for the purpose of improving the achievement of the lecture. It serves as a special mediator for class achievement. Therefore, as a special language need for Korean is on the rise, it is possible to use Korean as an additional function for accomplishing its class as an English professor besides Korean objectivity. This can be seen as an extension of the meaning of Korean language education in that Korean is used as a tool for the achievement of the occupation of English users in addition to the need for Korean purpose. The learning motivation of learners who learn Korean as a foreign professor at university is special. First, it is assumed that the achievement of the target language can be improved when the teacher uses the learner’s native language, Korean, as a communicative language in his / her class, in the interrelationship between the English - speaking instructor and the learner with the native language of Korean. The learner who speaks Korean as their mother tongue has the emotional intimacy with the teacher when they use the Korean even though it is a short sentence in the class during the lesson. And the Korean learner, the professor, could use the goal of activating the class atmosphere in the special professional environment as a new learning motive. Therefore, we examined the mutual psychological reaction of the learner’s learner’s theories of the native language, and accordingly the instructor who uses the Korean learner and the native speaker of the Korean language. This discussion is a new observation and application of Korean learning motivation. It is a consideration of the mediating characteristics of Korean language, and it is worth contributing to the activation of Korean language education as a new function and meaning of Korean language.

This study aims to discuss teaching and learning strategies for enhancing intercultural competence among Korean language learners. While cultural education in Korean language instruction has been a topic of extensive discussion, it often remains limited to teaching traditional culture, posing challenges in improving learners' intercultural competence. Therefore, it is essential to prioritize understanding intercultural interactions among learners in the context of Korean language education, given the presence of learners from diverse national backgrounds. this manuscript, firstly, we review literature related to intercultural education and summarize the need for this study based on previous research. Secondly, we aim to propose strategies that can actually help learners develop intercultural competence and implement them in real classroom settings, subsequently seeking to validate their effectiveness.

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)

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.

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 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 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 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.

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.