Korean Language Textbooks Research Articles

한국어 중급 교재의 대화문에 나타난 대인적 기능의 실현 양상 분석

Objectives This study aimed to analyze the realization patterns of interpersonal functions in dialogues of inter-mediate Korean language textbooks from the perspective of Systemic Functional Linguistics. Methods This study analyzed the interpersonal functions and their realization patterns in dialogues from Korean intermediate integrated textbooks published in the late 2000s. By establishing two main analytical categories—mood system and mood metaphor—and conducting distribution and realization pattern analyses for each cat-egory, we explored the linguistic characteristics of textbook dialogues from the perspective of Systemic Functional Linguistics. Results In the textbook dialogues, declarative sentences were most frequent, followed by interrogative, imper-ative, and suggestive sentences. For honorific forms, the combination of ‘하십시오체+해요체’ was most common, followed by ‘해라체+해체’, with the ‘하게체’ being least frequent. For mood metaphors, interrogative forms func-tioning as statements or commands were most frequently observed. Conclusions The study confirmed that the analyzed Korean textbook dialogues accurately reflect the language us-age patterns of native Korean speakers, and demonstrated the effectiveness of the Systemic Functional Linguistics approach in textbook analysis.

A critical analysis of Korean culture represented in the Korean language textbooks developed in Thailand

A critical analysis of Korean culture represented in the Korean language textbooks developed in Thailand

언어 간 대조를 근거한 한국어 교재 개발

Objectives This study uses the results of contrasting contents of communication skills improvement of ‘-을, -는’ and the teaching contents of ‘-u-type’ to develop Korean textbooks considering the difficulty level. Methods When contrasting contents of communication skills improvement of ‘-을, -는’ and the teaching contents of ‘-u-type’, contents of communication skills improvement of ‘-을, -는’ are largely classified as responding and not responding..The frequency of appearance, number of existing classifies the contents of communication skills improvement of ‘-을, -는’ as case of one-on-one response, case of no one-on-one response, case of no response. Results Contents of communication skills improvement of ‘-을, -는’ were distributed in a balanced as case of one-on-one response, case of no one-on-one response, case of no response. Case of one-on-one response are low in difficulty and case of no response have a high level of difficulty. The contents of communication skills improvement of ‘-을, -는’ is arranged in case of one-on-one response, case of no one-on-one response, case of no response. Conclusions The The Korean language textbook to be developed should be phased from the contents of communication skills improvement of ‘-을, -는’ to case of one-on-one response, case of no one-on-one response, case of no response.

Developing Tasks for Real-Life Kiosk Transactions for Elementary Korean Learners

ABSTRACT This study proposes a task-based teaching approach to assist Korean language learners in effectively navigating kiosk interactions. With the growing expansion of non-face-to-face transactions, particularly driven by development in the service industry and the COVID-19 pandemic, there has been a remarkable surge in kiosk installations worldwide. This study analyzed the language commonly used in kiosk settings and introducing tailored teaching methods and materials for beginner and intermediate Korean learners. The study comprises two main parts: data analysis and the proposal of teaching content. The data analysis section examines how the task of “ordering” is presented in Korean language textbooks and refines corpus data sourced by the National Institute of Korean Language (2022). Specifically, the study analyzes kiosk language, identifying lexical morphemes (nouns, verbs, and adjectives), significant collocations, verb endings, and dependent nouns based on frequency. In the teaching content section, the study presents educational materials grounded in task-based teaching to facilitate direct engagement with kiosks for practicing ordering food and beverages in authentic scenarios. The significance of this study lies in its exploration of pervasive kiosk-related issues in Korea, providing learners with practical language skills essential for navigating modern society.

한국어 실시간 온라인 수업에 나타나는 교사의 명령하기 헤지 표현에 대한 연구 -한국어 고급 수업을 중심으로-

In this study, we examined the actual speech patterns of teachers' commanding hedge expressions in real-time online classes in Korean for advanced learners. As real-time online classes have increased due to COVID-19, various aspects that have not appeared in general face-to-face classes have emerged. One of them is that more attention is needed so that the face of the learner is not damaged when the teacher orders or instructs them. Therefore, in this study, through the analysis of teachers‘ speech, I examined how teachers perform commands to learners in real-time online classes in Korean language. In the actual Korean class, a sentence type that has the meaning of command pragmatically appears. As a result of the class analysis, strong commanding hedging expressions rarely appeared due to the characteristics of the Korean language class and the relationship between teachers and learners, and there were speech patterns that appeared because it was a Korean class. The command is given by quoting the learner's words directly, and it can be assumed that this remains the teacher's habit of trying to avoid difficult sentence patterns when speaking. Since learners tend to learn Korean by imitating the teacher's speech, teachers should use various command hedge expressions to avoid pragmatic failures when learners actually speak Korean. If the research results are used for Korean language textbooks and class materials, it will be helpful for Korean learners' actual utterances.

전래동화에 나타난 승려 이미지 재고

“Hyonyeo Simcheong” is one of the most popular folktale pieces listed in Korean language textbooks and literature. Hence, as a well-known folktale, the image of the monk character in “Hyonyeo Simcheong” may influence the image of Korean Buddhism. This is because monks are a fundamental subject of Buddhism. Of course, the “Simcheongjeon” tale has a strong emphasis on the protagonist Simcheong’s Confucian filial piety, so one may not focus on the monk’s appearance within the story. For international students who have relatively limited opportunities to encounter the diversity of Korean literature, the image of the monk in “Hyonyeo Simcheong” could lead to a negative perception of Korean Buddhism The monk character of “Hyonyeo Simcheong” in Korean language textbooks is an unidentified entity. He is merely depicted as a passing monk or even just a passing pedestrian. It may seem like the names of places or people have disappeared from the background story, transforming naturally as folktales are passed on. However, the absence of the monk’s depiction who plays an important role in the work, should be reconsidered. The problem is that the “Hyonyeo Simcheong”, the children’s version of “Simcheongjeon” in Korean language textbooks, does not effectively reflect current generational perceptions, yet has maintained a fixed negative image of the monk under the excuse of being a folktale. The proposal is to reconsider the fact that the monk remains a character who lies without reason, without minimal considerations of probability. The paper aims to examine the history of Korean monks, alongside how the image of monks in Korean traditional literature has changed over time. The paper also seeks to analyse the portrayal of the monk character within “Hyonyeo Simcheong” listed in Korean language textbooks, thereby exploring approaches for improvements.

이해중심 교육과정에 기반한 국어과 의사소통 역량 단원 실행 연구

Objectives This study aims to implement the unit of Korean Language Education Communicative Competency, focusing on discussions using generative AI. Methods This study formed a theoretical background by examining the characteristics of understanding by design, the concept and process of discussions, the utilization of generative AI for discussions, Critical Reflection on the Discussion Unit in the Korean Language Textbook, and the structuring of units based on Korean Language Education Communicative Competency. After establishing a research procedure based on the ADDIE model, constructing an implementation model, selecting measurement tools, organizing a research group, and establishing a plan for effectiveness verification, this study was conducted by applying the unit design developed by Ryu (2023). Results Utilizing the Wilcoxon signed-rank test, the study confirms a significant improvement in the study group's communicative competency in all sub-factors from pre-test to post-test. Through reflective discussions and analysis of learner portfolios using analytical rubrics, it is confirmed that by engaging in discussion activities utilizing generative AI based on inclusiveness and initiative, the communicative competency and discussion skills of the research group have positively improved. Conclusions Hopefully, this study will have implications for the role of Korean Language Education to respond to changes in the future educational environment and contribute to the research and practice of competency-based Korean language education.

웹드라마를 활용한 한국어 준말형 조사 교육 연구

Objectives The purpose of this study is to consider the theory of abbreviated form of particles, to analyze the frequency of use and to identify limitations or problems in the current state of education to propose an effective educational plan for abbreviated form of particles, which are difficult and colloquial grammar for foreign learners. Methods First, information about Korean abbreviated form of particles was organized based on previous research and the contents of Korean orthography. And based on it the subject of this study was selected. Subsequently, the forms and frequency of abbreviated forms of particles used by native Korean speakers in their daily lives were examined through web drama script analysis. In addition, in order to propose efficient education content for foreign learners, the actual state of abbreviated forms of particles in the dialogues in Korean language textbooks was analyzed. And it was also confirmed whether the explanation of the ‘abbreviated forms of particles’ was presented in the ‘grammar’ section. Subsequently, after comparing abbreviated forms of particles that appeared high in web drama and Korean textbooks, teaching and learning procedures were systematically proposed. Results The results are as follows: firstly, it was confirmed that native language speakers frequently use abbreviated form of particles through analysis of web dramas. Especially the abbreviated form of the particle ‘eun’ is used most frequently. On the other hand, the frequency of use of the particle ‘i’ was the lowest. Subsequently, in Korean textbook dialogues, abbreviated form of particles appeared with a similar frequency of use. However the forms of combinations such as ‘statement + particle’, ‘verb + particle + particle’ or ‘verb + ending + particle’ in web-dramas were more diverse. Unfortunately, in Korean textbooks these various forms of abbreviated form of particles was not appear frequently, and there was almost no explanatory section or materials showing how to use them. Conclusions Currently, there is a lack of presentation or explanation of various types of abbreviated form of particles in Korean language textbooks. Accordingly, in this paper, we recognized the need for education on abbreviated form of particles that are actually frequently used by native Korean speakers. In order to teach abbreviated forms of particles frequently used in spoken Korean, a framework for educational content was proposed by analyzing web drama lines, which are actual data.

한국어 교사, 한국어 학습자, 한국인 모어 화자의 단어 연상 의미 관계 비교 연구

Objectives This study investigates the semantic relations of associated words between Korean language teachers, Korean language learners and Korean native speakers through word association test. Methods This word association task was conducted with 3 subject groups. They were given 10 stimulus words which were derived from the novice level in Korean language text books, then they were asked to associate and write 3 associative words to 10 stimulus words. Results This study reveals three important results. First, Korean native speakers’ group showed the most associated words among the 3 groups. Second, Korean language teachers’ group showed the least number of associative words. Third, Korean language learnes’ group and Korean teachers’ group had the the most common associated words. Conclusions The result that Korean teachers’ group showed that least number of assciated words suggests that the diversity of associative words may have emerged due to occupational influences but it also means that the trained teachers focused on the language learners’ proficiency and associated the words which they use in teaching or from textbooks. Second, whereas the associative words of native Koreans are very authentic and various, other two groups’ associative words seemed more focused on the vocabulary in the textbook so they had more associated words in common. Therefore, in order to teach and use the authentic Korean words to foreign Korean language learners, we may utilize the word association test to find and develop more ways to use the authentic words which are frequently used in each field.

Trends in Research on Korean Language Textbooks Published in China

Trends in Research on Korean Language Textbooks Published in China

Historical Aspects of Novel Reconstruction Education and Vision of Creative Writing Education - Focusing on the Korean Language Textbooks of Middle and High Schools in the 7th-2015 Curriculum -

Historical Aspects of Novel Reconstruction Education and Vision of Creative Writing Education - Focusing on the Korean Language Textbooks of Middle and High Schools in the 7th-2015 Curriculum -

근대 시기 서양인 한국어 학습자 관점에서의 한국 문화에 관한 연구

This study analyzed the Korean cultural elements found in Korean language textbooks used by Western learners during the modern era. By examining their perceptions of Korean culture as portrayed in their writings, the study investigated the question: 'What aspects of Korean culture have foreign learners observed, and from what perspective have they viewed it?' Through examples, the study confirmed the conscious culture, behavioral culture, and conceptual culture perceived by foreign learners in Korean language textbooks. Additionally, analyzing works by Western learners of Korean according to the stages of intercultural sensitivity development, the study observed a progression from the 'denial' stage to the 'integration' stage. Based on these analyses, the study proposed the necessity of incorporating the demands and experiences of foreign learners into the selection of Korean cultural content in teaching and learning designs. Furthermore, the study suggested the need for cultural attitude education to approach other cultures through the process of intercultural awareness.

한국어 교재 내 역할극 활동에 대한 비판적 고찰

The purpose of this study was to critically review and provide implications for role-playing activities used in Korean language textbooks. A theoretical review of role-playing activities, review of the stage of Korean language development, and analysis of role-playing activities in Korean language textbooks were conducted. In Korean language education, role-playing is a highly utilized activity as a speaking activity and is implemented in various ways in most textbooks. However, there are considerations to be made in order to organize the activities in accordance with the original purpose and characteristics of role-playing. This study examined these areas and suggested the elements of role-playing that can be used according to the stage of Korean language development and the points to consider when constructing role-playing in the future.

Cultural Education and Intercultural Competence in Korean Language Textbooks : Focusing on Textbooks Published in Hungary

Cultural Education and Intercultural Competence in Korean Language Textbooks : Focusing on Textbooks Published in Hungary

표준 한국어 교재 분석 연구

This study aims to analyse the incorporation of multicultural education (ME) elements in the content and objectives of “Standard Korean”, a textbook series for primary students in the 2017 Korean curriculum. The criteria for content analysis of ME include rules/etiquette; intercultural understanding; utilisation of culture as a tool; Korean culture-centred; and others. The textbook strongly emphasises the understanding of the cultural background of Korea as a key content element. Activity analysis was conducted based on three criteria derived from content analysis: comprehension, experiential learning, and internalisation. The activities predominantly leaned towards a comprehensive aspect. To better address the cognitive development levels of the learners, including communication and experiential activities should be further incorporated. The reflective aspects of ME in “Standard Korean” appear to fall short of adopting a predominantly intercultural perspective overall. Korean language textbooks should evolve into customized resources capable of accommodating the diverse cultures of a variety of learners.

교과융합을 위한 초등학교 사회과 교육과정과 국어 교과서의 연계성 분석

Purpose: This study presents basic research to find a way to effectively form subject knowledge, skills, values, and attitudes by converging subject education so that education for the purpose of learner holistic growth can be realized. The purpose of this study was to analyze the implementation aspectsof the Social Studies Curriculum in Korean textbooks.
 Methods: After a Doctor of Education examined various materials presented in elementary Korean textbooks and reviewed documents classified according to the Social Studies Curriculum content system the distribution of social studies curriculum areas and core concepts, and the placement and contents of grade groups in Korean language textbooks were analyzed.
 Results: A total of fifty-nine pieces of material related to the Social Studies Curriculum included in Korean textbooks appeared in all areas, but only 47.7% of the core concepts were covered. In particular, the core concepts of a “sustainable world” and “sustainable environment” were most often addressed. However, only one 'economy' area was included. The data included in the 5th and 6th grades were 1.68 times more than the 3rd and 4th grades. The content data of the Social Studies Curriculum assigned to Korean textbooks in the same grade were 74%. Among the materials contained in the Korean textbooks in the 3rd and 4th grades, 50% dealt with the contents of the 5th and 6th grades of the Social Studies Curriculum.
 Conclusion: The contents of the Social Studies Curriculum were not reflected in the materials included in the Korean textbooks in a balanced manner, and in some cases were not suitable for the grade group hierarchy. In terms of subject convergence, it is a desirable form of subject convergence toplace materials that deeply expand what is learned in Social Studies in the same grade group or to experience it before learning about it in Social Studies. This is expected to not only be an opportunity to reduce the learning burden on learners, but to inspire interest in learning. Accordingly, it is proposed to elaborate the criteria for selecting the content to be dealt with in Korean language textbooks for each area of the Social Studies Curriculum and selecting specific target areas for Korean language textbooks.

국어과 교과서 학습활동 진단과 정교화의 지침

The aim of this paper is to propose measures to refine activities in Korean language textbook learning, making them suitable for learner-participatory instruction. Firstly, the foundations and orientations of learner-participatory method were examined, through which the problem awareness present in major learner-participatory learning models was identified. Based on this, the essential core principles of learning innovation proposed by these major learnerparticipatory learning models in response to their respective problem awareness were extracted. Lastly, by incorporating these identified problem awareness and innovative ideas through the approach of 'drawing upon,' guidelines were formulated to refine textbook activities from the perspective of implementing learner-participatory instruction. The practical implementation of refining activities in Korean language textbooks using these guidelines is illustrated.

한국어 교재의 지명 분석과 기능 연구

The purpose of this study is to analyze the place names in Korean textbooks and to examine the role of the place names in the textbooks The subjects of the study are ‘Seoul University Korean’ and ‘Sejong Korean’. The place names were based on the classification of place names in the National Atlas and were classified into natural place names, human place names, and administrative place names. Natural place names and administrative place names appeared evenly in the two textbooks, but humanities place names showed large regional deviations and differences. The place names in the textbooks show not only the geographical location but also the changes of society, symbolize the times, and let us know the history, tourism and food culture of our country. This study can not only provide a way to reflect various place names in textbooks in a balanced way, but can also be used as basic data to reveal changes in place names in Korean language textbooks.

중고등학생을 위한 표준한국어(KSL) 교재의 문화 항목 내용 분석

Objectives By analyzing the cultural section in the Standard Korean Language (KSL) curriculum for middle and high school students, our objective is to propose improved approaches to cultural education and offer guidance or ef-fective Korean language education.
 Methods will analyze the cultural section in the Standard Korean Language textbooks for communication pur-poses (KSL for Communication 1, 2, 3, 4 targeting middle and high school students, excluding the supplementary learning tools focused on enhance. since they are intended for integrated learning in the curriculum. Instead, we will focus on analyzing the cultural section overed in Standard Korean Language for Communication 1, 2, 3, and 4, specifically targeting middle and high school students.
 Results When we analyzed the cultural section in the textbooks, we found that they were divided into daily cul-ture, peer culture, play culture, and literature, and that daily culture and peer culture were mostly presented, and literature was not presented at all. In the culture section, middle and high school students described cultures and peer cultures related to their daily lives and school life, but the content was biased toward everyday culture and peer culture. In addition, at a time when multicultural education was changing to interculturalism, it was regret-table that the mention of other cultures was only one line at the end of the cultural section.
 Conclusions To facilitate effective communication among multicultural high school students, it is necessary to in-crease the emphasis on cultural section and include literature aspects. Moreover, there should be specific in-clusion of different cultures to foster mutual understanding from an intercultural perspective.

Dreams of Socialism Reflected in a 1947 North Korean School Textbook

In 1945, with the participation of the Soviet Union, which sent naval forces to the northern coast of the Korean peninsula as well as paratroopers to Pyongyang, Korea was liberated from Japanese colonial rule. A limited contingent of Red Army units was dispatched in the northern part of the Korean peninsula to accept Japanese surrender and maintain law and order until the establishment of the national administration. From 1945 to 1948, Soviet citizens who worked in North Korea and the new North Korean authorities both made efforts to propagate a positive image of Soviet socialism. Their efforts would be successful among the lower classes of Korean society. The middle school textbook the “Kugŏ (Native Speech 국어),” published in 1947 in North Korea, provides a clear example of how the positive image of the USSR, when it came to village development, was presented to the Korean younger generation in the framework of traditional dreams about the lives of peasants. In particular, the Korean language textbook broke down the Japanese perception of the socialist village where, according to the former Japanese colonial authorities, peasants have no private property. The “Native Speech” textbook stated that the “peasants who choose socialism will own their land themselves and will be able to have private property.”