Korean Skills Research Articles

언어·문화 통합 교육을 위한 한국어 등급화 텍스트 활용 요구분석 연구

The purpose of this study is to examine the applicability of Korean Graded Readers (KGR) into Korean Language and Culture Integration Education in Vietnam. KGR has attracted great attention from foreign language education researchers, including Korean as a Foreign Language education, as it can reduce the literary language burden for learners. However, it still lacks research on how to use KGR in teaching in practice. In Korean as a Foreign Language education, reflection of learners’ needs plays a crucial role when introducing a new learning material. Therefore, this study discussed the direction of application and usability of KGR based on the survey results of learners' preference and receptivity for literature learning and reading materials. According to the analysis results, learners are interested in literary works, but many works have an impression that literary texts are difficult to understand, an while approaching literary works, students who are more fluent in Korean, tend to learn cultural/literary content rather than Korean Language skills. Moreover, Korean learners in Vietnam also face the problem of lack of diversity in reading materials. Therefore, the appearance of Korean Graded Readers is necessary and possible. Here, when introducing Korean Graded Readers to help learners access literature by stages, we should selectively implement the goals of learners’learning and their Korean skills rather than completely replacing literature works. In case of presenting the original literary work, attaching Korean Graded Readers as an appendix can help learners understand not only the core content of the work but also the social and cultural knowledge contained in the work more easily.

고등학교 국어 교사의 수업의 질 인식에 대한 잠재프로파일 양상 및 영향 요인

The purpose of this study is to explore the patterns of instructional quality and their influential factors with teacher and school factors in Korean language instruction. To this end, a 3-step multilevel latent profile analysis was conducted for 1,220 high school Korean language teachers using PISA 2018 data. The results are as follows. First, three latent profiles such as ‘high(16.4%)’, ‘middle(62.2%)’, and ‘low(21.3%)’ groups were derived. Second, it was found that ‘satisfaction with the teaching profession’, ‘perception of importance on Korean skills’, and ‘teacher collaboration’ were more related to the ‘high’ group rather than the ‘middle’ or the ‘low’ group. Also, the teachers were more likely to belong to the high group rather than the low group when teachers were required to participate ‘professional development’. Third, ‘level-differentiated classes’ among school factors predicted more positive groups. Finally, educational implications for improving the quality of Korean language instruction are discussed.

A Study on the Translation Pattern of '이/가, 은/는' and Perception Patterns in the Back-Translation of the Korean Language

The purpose of this paper is to look at how foreigners with advanced Korean skills translate 이/가 and 은/는 in original Korean text in the back-translation of B(Korean) → A(mother tongue) → B(Korean) and examine their perceptions in two surveys based on it. A look at the use and recognition patterns of top-notch Korean learners in translation majors shown showed the type of translation into 이/가 and 은/는 and the type of translation into 이/가 → 은/는 ‘은/는 → 이/가 and there were examples of translations that were unusually omitted. First, the type translation into 이/가 → 은/는 showed that learners would recognize the meaning function of contrast by relying on a word with the opposite meaning and would unconditionally translated it as 은/는 without recognizing the relationship between subject and descriptive language. The second type of ‘은/는 → 이/가 translation, 은/는 is a translation of old information into 이/가 . Becourse simply recognizing the meaning function of the old information as a simple subject. and because of a weak perception of the subject of the sentence, the main word of the sentence was translated as 이/가 rather than 은/는. Finally, the type of omission that does not translate to 은/는 or 이/가 is a 은/는 , which is not replaced by 이/가’. Through the analysis of the reverse translation, the learners could see that they were interpreting and translating with an emphasis on meaning. Korean learners were able to check the semantic functions of ‘은/는’ they had not been exposed to in the course of learning Korean. This study may be meaningful in that it was conducted on top-notch learners of Korean language using a learning translation method called back-translation. Furthermore, the fact that the researchers analyzed the text of the Korean-More speaker in reverse translation, rather than using arbitrary sentences as an analysis target, is different from the discussions of ‘은/는’ and ‘이/g가’ so far.

Designing fundamental Korean education research process of improving Korean skills for foreign faculty

Designing fundamental Korean education research process of improving Korean skills for foreign faculty

한국거주 외국인유학생들의 한국어능력별 영어에 대한 태도변화

Choi, Jin-sook. 2017. “International Students' Attitude Changes towards English as per their Korean skills”. The Sociolinguistics of Korea Journal 25(3). 327~349. This study aims at identifying the international students' attitudes towards English change as per their Korean skills after learning English over one semester. Sixty international students, who consisted of three groups as per their Korean skills, participated in the questionnaire survey at the beginning stage of the class. After one semester, the same questionnaire was given to the participants. Two questionnaire surveys showed similar results: the participants with a higher level of Korean skills demonstrated more favorable attitudes towards English and were less fearful in learning English, compared to those with a lower level of Korean skills. The attitude changes were also different as per the Korean skills: when compared to the attitudes at the beginning, while the participants with a higher level of Korean skills changed more favorably towards learning English, the participants with a lower level of Korean skills showed no attitude changes or picked up less favorable attitudes, and their fear about learning English rather increased. This study implies that English learning may improve English skills for the international students with a higher level of Korean skills but does not affect those with a lower level of Korean skills.

An analysis on the relationship between English skills and Korean skills among the international students

An analysis on the relationship between English skills and Korean skills among the international students

An analysis of the relationship between Chinese students' Korean skills and their part-time work

An analysis of the relationship between Chinese students' Korean skills and their part-time work

The Relationship between English Skills and Korean Skills among University Students: based on Attitudes towards English

The Relationship between English Skills and Korean Skills among University Students: based on Attitudes towards English