Korean Language Learners Research Articles

Designing new Korean mothers, daughters-in-law, and wives: an analysis of Korean textbooks for newly arrived marriage migrants in South Korea

Abstract Textbooks are sociocultural materials, reflecting political decisions, educational beliefs and priorities, cultural realities and language policies. As part of a larger ethnographic study which investigated the multilingual socialization of foreign wives in South Korea, I present the nature and extent of the gender-making process through an analysis of Korean textbooks for recently arrived female marriage migrants, which provides an understanding of the extent to which gender and race are ingrained in shaping linguistic nationalism in globalized times. I first introduce a four-stage life cycle designed by the South Korean government and situate Korean textbook series called Korean Language Learning With International Marriage Migrant Women as an intervention used early in the settlement period for foreign mothers. Then, I analyze the textual and multimodal representation of family identities taken from six textbook series, focusing on lessons, dialogues, and characters that are presented. The results of the study demonstrate how the state presents its attempts to transform foreign wives into a new type of ‘wise mother good wife’ in the globalized, multilingual world. I demonstrate the ways in which state-driven gender identity production is not simply (re)producing the gender divide but also aligned with nation-making processes that are facing challenges in these globalized times.

Online Literacy Instruction for Young Korean Dual Language Learners in General Education.

English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children’s school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.

‘I read webtoon every day!’: young adult k-pop fans’ language learning and literacies with korean webcomics

ABSTRACT This paper considers the transnational multimodal literacy practices of non-Korean college students in America who use the webtoon app, which showcases Korean webcomics (also called webtoons). The findings suggest that these practices promoted agency in reading, learning the Korean language, and developing critical cultural awareness. Along with the burgeoning outgrowth of Korean pop culture in the United States, Korean webtoons have become popular among adolescents and young adults. Yet, there is no literacy research on webtoon readers in a Western country. This qualitative study is drawn from three cases of non-Korean avid webtoon readers to examine their experiences. The findings showed that these young adults do not read webtoons just for pleasure. They had an explicit learning goal related to improving their Korean language skills and learning about Korean culture, which they had little opportunity to learn about during primary and secondary school. The purpose of this paper is to reiterate the importance of out-of-school literacy and transnational multimodal literacies by introducing how webtoons promoted reading and learning for its readers.

A Study on the Graded Education of Dependent Noun Word Spacing for Chinese Korean Language Learners

목적 본 연구는 중국인 한국어 학습자를 위한 의존명사 띄어쓰기의 등급화 기준을 설정하여 이에 따라 등급별 교육 방안을 제시하고자 하였다. 방법 이를 위하여 한국어 의존명사 띄어쓰기 등급화 기준의 설정 방법을 검토하고, 설정된 기준을 토대로 설문 테스트를 설계하였다. 중국인 학습자 초급 20명, 중급 20명, 고급20명 총 60명을 대상으로 조사를 실시하였으며, 형태⋅의미적 원리와 규범적 원리 두 가지 측면으로 나누어 조사 자료를 분석하였다. 결과 본 연구에서는 의존명사 띄어쓰기의 등급화 기준을 객관적 기준(학습자의 객관적 사용 능력)과 주관적 기준(학습자의 주관적 인식)으로 설정하였다. 이해도, 숙달도과 난이도에 따라 중국인 학습자를 위한 의존명사 띄어쓰기 등급별 교육 목표와 교육 내용을 모색하였다. 초급 단계에서는 의존명사 띄어쓰기의 기본 원칙을 인식하게 하고, 기본적인 문법 개념을 알아보도록 한다. 중급 단계에서는 의존명사의 형태와 의미를 정확하게 분석하고 구별할 수 있게 지도해야 한다. 고급 단계에서는 의존명사 띄어쓰기에 내재된 표기 원리를 판단할 수 있으며 원리에 적용하는 능력까지 배양해야 한다. 결론 본 연구는 한국어 교육에서 띄어쓰기 등급화하는 연구로서 의존명사를 중심으로 중국인 학습자의 실제적인 사용능력을 고려하여 교육용 어휘 선정부터 규범적 원리를 제시하는 데에 이르기까지 단계적인 교육 방안을 마련한다는 점에서 의의가 있다.

Exploratory Research on Bilingual Korean Classes for International Students: Focusing on Beginner Level of Korean Language Learners in a Korean University

Exploratory Research on Bilingual Korean Classes for International Students: Focusing on Beginner Level of Korean Language Learners in a Korean University

A Study on the Errors in Notation Judgment of Chinese Korean Language Learners

목적 본 연구는 중국인 한국어 학습자의 한글 맞춤법 관련 표기 판단의 오류 양상을 분석하여, 표기 판단에 있어서 겪는 문제점과 부족한 문법 지식을 고찰하는 데 목적을 둔다. 방법 이를 위하여 중국인 학습자 120명을 대상으로 표기 판단에 관한 설문조사를 실시하였다. 표기형의 선택 이유를 확인하는 설문지를 구안하여 학습자들의 표기 판단 과정을 알아보았다. 표기 선택 테스트, 문장 띄어쓰기 테스트 등 문제 형식을 사용하여 학습자들이 표기를 어떻게 선택하고 판단하는지를 확인하였다. 결과 연구 결과, 문법 지식을 중심으로 형태·음운적 오류(소리에 대한 변별 실패, 발음에 국한된 소리 초점화), 형태·의미적 오류(시각적 인지 중심의 형태 구조화, 연상을 통한 어휘 기반 의미화), 형태·통사적 오류(문법 개념에 대한 인식 실패, 규범적 지식에 대한 이해 부족) 세 가지 오류 유형을 세분화하였다. 결론 본 연구는 표기 형태에서 벗어나 그 동안 한국어교육 관점에서 거의 연구된 바 없는 학습자의 표기 판단 과정에 중점을 두었다. 이는 그간의 논의들을 보충하여 중국인 학습자를 위한 한글 맞춤법 교육 내용을 선정하는 데 실제적인 근거를 마련해 줄 수 있다.

A preliminary study on the effect of improving Korean language proficiency of foreign SNS users

본 연구의 목적은 한국뿐만 아니라 세계적으로 영향력이 큰 SNS를 이용한 한국어 능력향상 효과를 몇 가지 요인별로 나누어 통계기법을 사용하여 결과를 예비적으로 검정하고자 한다. 이를 위해 선행연구에서 SNS를 이용한 한국어 학습자들에 관한 통계적 문헌들을 살펴보고 어느 요인들을 한국어 능력향상과 연관성이 있도록 설정할지를 고찰하였다. 연구의 목적을 위해 베트남을 비롯하여 전남 나주권에 거주하는 다양한 국적과 직업군의 외국인 한국어 학습자가 일상생활에서 학습 도구로 사용하는 주요 SNS매체들을 우선 선정하였다. 이러한 SNS 매체들을 중심으로 SNS 속성요인과 SNS의 매개 요인을 구성하여 SNS의 한국어 능력향상 효과를 통계적 기법으로 검정해 보았다 먼저 설문지를 구성할 요인별 항목을 선행연구를 고찰하여 선정하였고 100명의 전남 나주시 거주 외국인 한국어 학습자들을 중심으로 한 달 동안 설문지의 답변을 받아 통계에 적합한 83부를 사용하였다. 여기에서는 지면상 앞으로 검정할 가설 중에서 두 가설만을 살펴서 향후 계속 연구할 논문 전개의 예시 부분으로 삼을 것이다. 논문의 구성과 그에 따른 새로운 가설은 이 두 가설을 통계적으로 검정하고 문제점을 수정 보완하여 차후의 논문에서 본격적으로 상세하게 다루어 가고자 한다.The purpose of this study is to examine the results using statistical techniques by dividing the Korean language learning effect using SNS, which has great influence not only in Korea but also around the world, into several factors. To this end, statistical results on Korean learners using SNS were examined in previous studies, and which factors related to Korean learning were examined. For the purpose of the study, major SNS media used by foreign Korean learners from various nationalities and occupational groups living in Naju, Jeollanam-do, including Vietnam were first examined. Focusing on these SNS media, I would like to empirically verify the efficacy of learning Korean of SNS by constructing SNS attribute factors and mediating factors of SNS. First, the items of all the factors in the questionnaire were selected by considering previous studies. 83 copies out of 100 were used for statistics. We will look at only two hypotheses among the hypotheses to be tested in the paper and we will use them as examples of future research. By statistically testing these two hypotheses, the overall hypothesis, composition, and statistical tests will be dealt with in detail in future papers.

A Study on Korean Language Learning Using MALL: Focused on Advanced Learners in Overseas

목적 본 연구는 MALL(Mobile-assisted Language Learning)을 활용한 자기주도학습으로 한국어 고급 학습자들이 한국어 학 습을 지속할 수 있는 방안을 제시하는 것이 목적이다. 이에 해외 학습자들을 대상으로 모바일 기기를 활용해 시공간 등 물리적인 제약을 극복하고 한국어문화 능력과 상호문화능력 향상을 이끄는 방안을 모색하고자 한다. 방법 이를 위하여 대만과 홍콩 고급 수준의 학습자 7명 대상으로 질적 연구의 하나인 실행 연구를 진행하였다. 구체적인 연구는 실행연구의 과정인 계획-실행-반성-평가의 순환적 과정을 따랐으며 기간은 3개월로 1, 2, 3차에 나누어 진행하였다. 이 연구에서는 사전 설문 조사, 학습자 쓰기 결과물, 포커스 그룹 인터뷰, 학습자 성찰 노트를 분석 대상으로 하였다. 결과 3개월 동안 진행한 MALL 활동의 의의는 다음과 같다. 첫째, MALL은 학습자들에게 비형식 학습의 틀을 제공한다. 둘째, MALL은 학습자들의 상호문화 능력을 향상시킨다. 셋째, MALL은 꾸준한 한국어 학습을 하게끔 학습자들을 이끈다. 넷째, MALL에서는 학습자들의 협력학습을 기대할 수 있다. 결론 본고의 MALL 활용 한국어 학습 교육 방안은 정규과정에서 한국어 학습을 지속할 수 없는 고급 학습자들이 학습자 주도적으로 참여할 수 있다는 장점이 있으며, 시간과 장소에 구애를 받지 않는 모바일 기기의 이점을 활용하여 학습자가 원하는 시간에 학습을 진행할 수 있다. 이로써 다양한 수준의 학습자들은 교수자들과 함께 자발적으로 한국어 지식 및 정보를 공유함으로써 협력 학습을 지향해 학습효과를 극대화할 수 있을 것이다.

A Study on the History of Korean Language Textbooks for German-speaking Korean Language Learners

목적 본고의 목적은 독일인 한국어 학습자를 위한 한국어 교육 자료를 사적 고찰하는 데에 있다. 방법 국내외 대표적인 서점 7곳의 웹 사이트에서 접근 가능한 교재들을 조사하여 총 10종 12권의 교재들이 분석 대상으로 선정되었다. 시기 구분론에 따라 사회적 상황이나 한국어 교육사적 유의미한 사건과 주요 언어 교수 접근법을 분석 기준으로 하여 외적 분석과 내적 분석을 하였다. 결과 분석 결과, 1기는 문법 번역식 접근법의 시기로, 상세한 목표 문법 항목 설명, 탈맥락적 어휘 제시, 수준이 고려되지 않은 인위적인 텍스트, 번역 과제가 특징적이었다. 2기는 문법 번역식에서 청각 구두식 접근법으로 이행하는 과도기로, 정확한 발음 연습, 카세트테이프나 시디를 이용한 모방 과제, 기계적인 문형 반복 훈련, 귀납적인 문법 학습, 맥락이 고려되지 않은 인위적인 텍스트가 유행하였다. 마지막 3기는 청각 구두식에서 의사소통 중심 접근법으로 이행하는 과도기로, 담화 층위에서 언어학적 지식 제공, 의사소통적 활동, 네 가지 언어 기술의 통합, 문화 영역 삽입 등이 발견되기 시작하였다. 결론 독일인을 위한 한국어 교재의 최신 교수 접근법 적용이 시급함이 논의되었으며 현 전환기에서 다음 시기로 이행하기 위하여 담화 화용적 능력, 문화적 능력, 전략적 능력 향상을 돕는 교재 개발이 더욱 강조되었다. 아울러 독일어 모어 화자들에게 특화된 교재 개발이 강구되며 선제적으로 요구 분석과 상황 분석 등의 기초 연구들이 필요함을 밝혔다.

AN INVESTIGATION INTO VOCABULARY LEARNING STRATEGIES OF KOREAN AND UZBEK LEARNERS OF ENGLISH

Vocabulary learning strategies facilitate the language learning process and help learners to improve their language proficiency. This study focused on investigating the least and most commonly used VLS by Korean and Uzbek learners of the English language and discovering the differences in the use of VLS between two ethnic groups. The data was collected through an online questionnaire which was adopted from Schmitt's Vocabulary learning strategy taxonomy. The subjects of the study consisted of 236 Korean and Uzbek English language learners. After the collection of data, descriptive and frequency analysis were conducted on SPSS to find statistically significant differences according to ethnic groups. Results reveal some interesting findings. Korean and Uzbek respondents showed a similar preference in their responses in the memory and metacognitive domains. Differences were found in the use of individual items of vocabulary learning strategies.

Mobile-Assisted Language Learning in L2 Korean Using WeChat: A Case Study

Abstract—Learners studying Korean as a foreign language have a long-standing problem in language learning: less exposure to the target language and a lack of communicative learning opportunities. This study attempts to explore how these challenges can be solved by incorporating mobile technologies—especially WeChat—into Korean language learning. By examining the implementation of the WeChat Project’s five components, this study reports on the advantages and disadvantages of using mobile technologies for students who learn an intermediate Korean language course at a liberal arts college in China. A total of 16 students participated in a one-semester study, and they were asked to complete an end-of-semester questionnaire and attend a follow-up interview. The questionnaire’s results revealed that students generally welcomed the WeChat Project and that they positively perceived the usefulness of the five components of the WeChat Project. In the interviews, the students reported four major benefits of using WeChat in their Korean learning: increased learning time, an acquisition of linguistic knowledge, the Korean language community, and the convenience of using WeChat. The disadvantages and suggestions for improvements are discussed.

Crosslinguistic Influence in the Discrimination of Korean Stop Contrast by Heritage Speakers and Second Language Learners

The present study examines the extent of crosslinguistic influence from English as a dominant language in the perception of the Korean lenis–aspirated contrast among Korean heritage speakers in the United States (N = 20) and English-speaking learners of Korean as a second language (N = 20), as compared to native speakers of Korean immersed in the first language environment (N = 20), by using an AX discrimination task. In addition, we sought to determine whether significant dependencies could be observed between participants’ linguistic background and experiences and their perceptual accuracy in the discrimination task. Results of a mixed-effects logistic regression model demonstrated that heritage speakers outperformed second language learners with 85% vs. 63% accurate discrimination, while no significant difference was detected between heritage speakers and first language-immersed native speakers (85% vs. 88% correct). Furthermore, higher verbal fluency was significantly predictive of greater perceptual accuracy for the heritage speakers. The results are compatible with the interpretation that the influence of English on the discrimination of the Korean laryngeal contrast was stronger for second language learners of Korean than for heritage speakers, while heritage speakers were not apparently affected by dominance in English in their discrimination of Korean lenis and aspirated stops.

한국어 학습자의 그릿과 자기효능감이 한국어 능력에 미치는 영향 - 태국인 한국어 학습자를 중심으로 -

The purpose of this study is to examine factors, such as grit and self-efficacy among Thai students learning Korean as a foreign language. In addition, the study will explore the complex correlation between these concepts’ subfactors and the students’ proficiency in Korean. To address the goal, a survey and statistical analysis were carried out with 295 learners studying Korean in Thai middle schools, high schools and universities. The results attained were as follows: First, as subfactors consisting of Korean learners’ grit, two factors, consistency of interest and perseverance of effort, were found, and as the subfactors of self-efficacy, three factors were extracted as task difficulty preference, self regulatory efficacy, and self-confidence. Second, each of the subfactors consisting of Korean learners’ grit and self-efficacy differed by their educational background or grade. In particular, the undergraduate group exhibited a high level of grit and self-efficacy compared to the other groups. Third, various correlations were observed between the Korean language learners’ grit, self-efficacy and Korean proficiency. It was observed that, perseverance of effort, the subfactor of grit influenced the learners’ Korean proficiency significantly, whereas consistency of interest did not. It was also observed that, all three subfactors of self-efficacy had a positive influence on the Korean proficiency of the learners. When self-efficacy was inserted as a parameter, it was observed that, self-confidence mediated the correlation between consistency of interest and Korean proficiency. In addition to this, the mediating role of self-regulatory efficacy and task difficulty preference in the relation between perseverance of effort and Korean proficiency was also brought to light. This study is significant as it provides insights into the subfactors of grit and self-efficacy of Korean language learners in Thailand and examines the complex correlation between each of these factors and the learners’ proficiency.

Motivations and Experiences of Non-Korean Heritage Language Learners of Online Korean Language Classes at a U.S. University

ABSTRACT Due to the COVID-19 pandemic, the majority of U.S. universities transitioned from face-to-face classes to remote classes after March 2020. Despite this sudden transition, the number of students taking Korean language courses online increased. Many attribute this surge in Korean language learners to the spread of Korean popular culture and the influence of Hallyu (Korean Wave). This article examines the experiences and motivations of 14 non-Korean heritage language (non-KHL) learners who took online Korean language courses at a U.S. university after March 2020, using participants’ written responses and interviews. This study’s findings suggest that a desire to connect with Korean people and culture influenced non-KHL learners to initiate Korean language learning. Results also showed that learners’ orientations and motivations were complex, as they overlapped and emerged simultaneously. Additionally, participants reported the benefits and challenges of learning Korean online, pointing out the importance of the teacher, learner autonomy, and Korean popular culture as factors that influenced their learning journeys and helped sustain their motivation of language learning. These findings suggest a need to further explore the diversity of Korean language learners, learner motivations, and how various aspects of Korean culture interplay in the process of Korean language learning.

Language Anxiety and Cultural Adjustment of Female Marriage Immigrants

본 연구는 여성결혼이민자의 문화적응과 언어불안 양상을 논의하기 위해서 베트남과 중국 출신 여성결혼이민자대상으로 설문조사를 실시하였다. 먼저 언어불안과 문화적응에 대한 평균값을 측정하였으며, 이후 여성결혼이민자의 각 변수(국적, 거주기간, 한국어 학습기관, 한국어 학습기간)의 집단 간 유의한 차이를 검증하기 위해서 t검정과 일원배치 분산분석을 실시하였다. 연구 결과, 국적, 한국어 학습기간에 따른 차이가 나타나지 않았다. 거주기간에 따라 문화적응(F=3.076,p<.05)에서만 유의한 차이를 보이는 것으로 나타났다. 한국어 학습기간에서는 언어불안(F=2.829, p<.05)에서만 유의한 차이를 나타났다. 또한 언어불안과 문화적응과 각 변수 간의 상관관계를 측정한 결과, 여성결혼이민자의 국적, 거주기간, 한국어 학습기관, 한국어 학습기간이 문화적응과 언어불안 간의 상관성은 나타나지 않았다. 그러나국적별로 분리하여 상관성을 측정한 결과, 베트남 출신 여성결혼이민자의 경우, 언어불안과 문화적응이 양(+)의 상관성을 나타냈으며, 중국 출신 여성결혼이민자의 경우, 언어불안과 문화적응이 음(-)의 상관성을 보였다. 이러한 결과는 중국 출신 여성결혼이민자는 문화적응이 높아질수록 언어불안이 낮아지지만, 베트남 출신 여성결혼이민자는문화적응이 높아져도 언어불안은 낮아지지 않는다는 것을 의미한다. 즉 여성결혼이민자의 국적별로 언어불안과 문화적응의 상관성은 차이가 나타났으나, 결국 여성결혼이민자의 거주기간, 한국어 학습기간, 한국어 학습기관은 문화적응이나 언어불안 간의 상관성을 보이지 않았다. 앞서 살핀 본 연구 결과가 의미하는 바는, 단순히 제2언어 환경에 단순히 노출되는 상황이 지속 되더라도, 문화적응을 높이면서 언어불안을 낮추기 위한 개인적 및 사회적인 노력이 필요함을 보여준다.This study conducted a survey to discuss cultural adjustment and language anxiety of femalemarriage immigrants targeting female marriage immigrants from Vietnam and China. To begin with, average values of language anxiety and cultural adjustment were measured andafterwards, in order to verify significant group differences in each variable of female marriageimmigrants(nationalities, length of residence, Korean language learning institution, length of Koreanlanguage learning), the study carried out t test and One-way ANOVA. The results came up withsignificant differences only in residence-length-based cultural adjustment(F=3.076, p<.05) while nodifferences in nationalities and length of Korean language learning were observed. Regarding lengthof Korean language learning, only language anxiety presented significant differences(F=2.829, p<.05). In addition, when the study investigated correlations of language anxiety, cultural adjustment andeach of the variables, it learned female marriage immigrants nationalities, length of residence, Koreanlanguage learning institution and length of Korean language learning would not affect correlationsbetween cultural adjustment and language anxiety. However, the nationality -based correlationsurvey showed that as for the female marriage immigrants from Vietnam, their language anxiety andcultural adjustment have a positive(+) correlation when language anxiety and cultural adjustmentof the female marriage immigrants from China have a negative(-) correlation. Those results confirmthat as for the female marriage immigrants from China, the higher their cultural adjustment gets,the lower their language anxiety gets while in terms of the female marriage immigrants fromVietnam, even when their cultural adjustment increases, their language anxiety doesn’t decrease. In other words, the nationalities of the female marriage immigrants lead to correlations with languageanxiety and cultural adjustment and yet, no correlations with cultural adjustment and languageanxiety were caused by the female marriage immigrants’ length of residence, length of Koreanlanguage learning and Korean language learning institution. What the results above signify is thatin spite of exposure to the second language learning environments, personal and social efforts shouldbe required not only to increase cultural adjustment but also to decrease language anxiety.

A contrastive analysis of Korean-Indonesian phonological structures

This paper discusses the contrastive analysis of Korean-Indonesian phonological structure. The contrastive analysis here covers phonological correspondence and phonotactic structure between Korean and Indonesian. It also provides implications to pronunciation learning, especially Korean language learners in Indonesia. This paper is a descriptive qualitative research, using literature study from books, journals, and other related resources. This study revealed that Korean had more monophthongs and diphthongs than Indonesian, with Correspondence between Indonesian’s ‘ə’ and Korean’s ‘ɨ’, Korean’s ‘ə (ㅓ), o (ㅗ)’ and Indonesian’s ‘o’, and Korean’s ‘e (ㅔ), ɜ (ㅐ)’ and Indonesian’s ‘e’. However, Korean and Indonesian had different classification of consonant’s manner of articulation, especially on correspondence between voicing and affricative markedness. On syllable structure, Korean was considered to have stricter syllable structure than Indonesian, as seen on constraint applied on syllable. These findings will help instructor create more effective pronunciation learning, with a comprehensive syllabus in using phonological theory and language skills. However, the suprasegmental aspect and phonological process are excluded from this research.

포스트휴먼 시대 한국어 학습자의 다중문식성 교육

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)

청소년 학습자 대상 한국어교육을 위한 관련 연구 동향 분석 - 비한국계 청소년을 중심으로 -

Along with an expanded interest in Korean, the number of adolescent Korean language learners has been increasing: as of February, 2020, about 145,000 learners in 1,635 secondary schools in 30 nations are taking Korean language classes. On top of that, if we include young people who learn Korean from online K-culture contents outside school, the number will rise more. So far, Korean language education has been mainly for immigrant youth (i.e. adolescents from foreign countries, multi-cultural families, and North Korea) and overseas adolescent Koreans. However, as many researchers now realize that systemic research on Korean language education for non-Korean adolescent is also needed, a lot of studies supported by the government are on-going. Reviewing research trends in Korean language education for the adolescent, this paper attempts to find a way that Korean language education for adolescent KFL learners would move forward. For this, 218 papers published in the last twenty years were reviewed, and 35 of them, the topics of which are adolescent KFL learners, are closely analyzed. As a result, it is turned out that research for practical curricula and materials for non-Korean adolescent Korean language learners is required. The primary research here means language knowledge (i.e. vocabulary, grammar, and pronunciation), the four language skills, language development, and the analysis of affective variables. (Seoul National University of Science and Technology)

A Narrative Study on Korean Language Learning Perceived by Female Marriage Immigrants

목적 본 연구의 목적은 대표적인 질적 연구 방법인 내러티브 방법을 통해서 여성 결혼이민자들에게 한국어 학습이 가지는 의미를 구체적으로 규명해 내는 데에 있다. 방법 본 연구는 한국어 학습이 여성 결혼이민자들의 생애에 어떠한 의미를 갖는지 알아보기 위한 기초 조사의 일환으로 경기도 D시 거주 베트남 출신의 여성 결혼이민자 6명을 대상으로 심층 면담을 실시하고 연구 참여자의 개별적 특성을 참고로 하여 질적 분석을 실시하였다. 결과 심층 면담을 통해 수집된 여성 결혼이민자들의 이야기를 분석한 결과, 이주 초기 단계와 국적 취득 준비 단계, 그리고 국적 취득 이후 단계에 따라 한국어 학습이 갖는 의미가 바뀌는 것을 확인할 수 있었다. 즉, 이주 초기 단계에서 한국어 학습은 생존을 위한 필수 전략으로 인식되는 한편, 국적 취득 준비 단계에서 한국어 학습은 여성 결혼이민자가 한국 사회에서 삶을 성공적으로 영유하기 위해 한국인의 정체성을 갖기 위한 전제조건으로 인식하고 있었다. 마지막으로 국적 취득 이후 단계에서 한국어 학습은 여성 결혼이민자들이 자신의 목표를 실현하기 위한 수단으로 인식되었다. 결론 이러한 연구 결과는 향후 여성 결혼이민자를 위한 한국어 교육과정의 설계 및 개발을 위한 기초 자료로서 활용될 수 있다는 데 의의가 있다.

A study on applying the living lab method to Korean language educations

The goal of this study is to understand the needs of international undergraduate learners and students from multicultural background, and to develop and evaluate a learner-centered Korean language education program based on the method of the living lab. The living lab activity implemented with members of a university Korean language and literature club, who were required to conduct a need analysis of international learners and, divided into four teams, create a living lab program. The goal of the four teams was 1) to develop Korean language material which included characteristics of the regional area, 2) foster cultural understanding through the development of a multicultural narrative collection, 3) create videos dealing with idiomatic expressions for advanced Korean language learners, and 4) run a counseling community for peers. Analysis and evaluation was conducted on two groups, and demonstrated that participants engaged in active and spontaneous learning. This study contributes to the literature in Korean language education by demonstrating a learner-centered approach based on the living lab method. Considerations on the program expansion and sustainability remain as future task.