Korean Literacy Research Articles

외국인 중급 유학생의 한국어 음소 인식 및 철자 능력 분석 연구

This study aimed to explored the relationship between basic Korean literacy skills and Korean language proficiency among international students who are learning Korean in a university language institute. Participants’ basic Korean literacy skills were measured by a set of tests including phonemic awareness and spelling. One hundred and eight international students who attended intermediate level Korean language classes participated in this study. The results showed that there was a significant correlation between their basic Korean literacy and Korean language proficiency. In particular, notable correlations with Korean language procificency were observed for basic vowels and the diphthongs ㅑ (ya) and ㅘ (wa), which are integral components of phonemic awareness and spelling tests conducted in a one-syllable (CV) structure. Furthermore, participants’ average accuracy in phonemic awareness test was only 59.92% and the average accuracy in spelling test was 72.48%. Considering that the test items were constructed with basic phonetic features of Korean language and orthography, their Korean literacy skills were found to be pretty limited, which were comparable to the native first-graders in Korea. Authors also compared the basic Korean literacy test scores between two groups who passes language course and who failed the course. The findings revealed that the basic literacy skills of the failed group was significantly lower than that of the passed group, indicating that phonemic awaeness and spelling abilities may affect Korean language proficiency and academic achievements. Authors discussed that Korean literacy of the foreign Korean language students are in needs of atttention among educators and researchers

Exploring the influence of the home literacy environment on early literacy and vocabulary skills in Korean-English bilingual children.

Studies have emphasized the significance of maintaining a heritage language for various reasons such as the establishment of linguistic and cultural identity, as well as socio-emotional development. Despite the crucial role that literacy development in a heritage language plays in language preservation, there is a scant research that explores the impact of home literacy environment and literacy development in children with a heritage language. This study aimed to examine the home literacy environment and literacy-related skills in 4-to 5-year-old Korean-English bilingual children living in an English-speaking country, Australia, whose heritage language is Korean, and to investigate the relationships among the home literacy environment factors and the child-internal literacy-related skills. The study employed parental questionnaires and video analyses of parent-child shared book reading sessions to assess the Korean and English home literacy environment. Children's early literacy skills in Korean and English, along with their Korean, English, and conceptual vocabulary skills, were measured as literacy-related skills. The findings indicated that parents utilized an indirect approach for Korean literacy practices, in contrast to a more direct and explicit method for English literacy practices. However, active and direct literacy practices were found to be essential for Korean early literacy development, while indirect methods are sufficient for English early literacy skills. Moreover, the availability of abundant Korean literacy resources at home had a positive impact on the development of Korean and English, as well as conceptual vocabulary skills. In conclusion, this study underscores the importance of providing a robust literacy environment in a heritage language in bilingual families to promote language proficiency in both the heritage language and the dominant social language, while also supporting the development of conceptual language skills.

한글 문해 앱(App) 제작에 기반한 스마트폰 교육프로그램 개발과 활용 가능성 탐색

Objectives This study is the development of a program in which literacy learners participate as subjects of education based on the production of a Hangul literacy app. By using the app as a learning tool, Korean literacy education and smartphone education can be provided simultaneously, and the possibility of a program using the app, a new learning tool, is explored to diversify teaching and learning methods. Methods This study was conducted as an action research method, and an application software production tool called App Inventor was used for app production. The research participants consisted of six literacy learners, researchers, and joint researchers. In the first stage, a detailed research plan was established through an elite interview, observation of participation in the computer basic class and smartphone class, and the performance of an assistant teacher, and the recruitment and selection of research participants were made. In the second stage, the researcher creates an app as a learning tool that is considered suitable for literacy learners and develops a program to apply it to smartphone education. And then, In the last third stage, the opinions of literacy learners were obtained through group interviews with learners to determine whether the program was generalized. Results First, it was confirmed that the smartphone app was useful as a learning tool to solve the learner's problem, and it was possible to develop a learning tool based on the app creation. Second, if a learning tool is created with an app, it is possible to develop an education program that can complement Korean literacy education and resolve learners' desire to learn smartphones. If you develop a program based on making an app, you can use it as follows. First, learner-independent classes are possible, so it will be an interesting education for learners. Second, as the teaching area expands to the production of apps, it is possible to develop programs that reflect professionalism and diversification of teaching methods, and Third, it will become a basic data for follow-up research that utilizes smartphone apps as learning tools or grafts them into programs. Conclusions In the field of lifelong education, program development based on app production may seem a bit unfamiliar, but the concept of literacy is rapidly expanding into the digital realm, and the needs of learners are diversifying. For the social and cultural participation of literacy learners, it is necessary to develo

Adolescent Korean returnees’ perceptions of the change of language learning contexts as bilingual learners

Abstract There are growing populations of Korean children who studied abroad in the English as a second language (ESL) context and had to return to Korea for various reasons before reaching college age. These returnees are concerned about how to maintain (or improve) their English proficiency in the EFL (English as a foreign language) context. The purpose of this qualitative case study was to investigate two Korean-English bilinguals who recently returned to Korea after learning English in the US for more than four years. The research questions were as follows: 1) How do Korean returnees perceive the change of learning status as Korean-English bilinguals in the US and Korea, and 2) What motivated Korean returnees to sustain their English proficiency while acquiring academic literacy in Korean? By using the case study method, an extensive and in-depth description of two Korean returnees’ English language learning experiences was provided. Data were collected through semi-structured interviews and observation. The analysis showed that the switch from ESL to EFL learning environments, which includes the change of language, culture, and social contexts, influenced how Korean returnees maintain/improve their English proficiency, specifically with their language learning strategies (LLS).

과제 순서 선택과 시각적 활동 스케줄이 지적장애 수반 ADHD 장애학생의 과제 수행 행동에 미치는 영향

This study examined effects of providing choices in sequencing tasks and using a visual activity schedule in a six-graders with ADHD and intellectual disabilities. The study was conducted in a special education classroom of a general elementary school. Prior to an intervention, the participant completed a training for pre-requisite skills which were required in using a visual activity schedule. During intervention phase, he was provided with choices in sequencing tasks and the sequence was displayed in an activity schedule. After the participant completed making the visual activity schedule, he was required to follow the schedule. Data were collected during Korean literacy classes and math classes and a multiple baseline across settings design. was used. The results of the study showed that intervals when the participant showed task performance behavior were increased and the change of the behavior maintained in two weeks. The change was generalized in his general education classes.

국민 건강수준 향상을 위한 국외 헬스리터러시 정책 동향 및 함의

Objectives: Health literacy has become an important issue in the filed of public health. The World Health Organization (WHO) recently established a strong global mandate for public policy action on health literacy by positioning it as one of three key pillars for achieving sustainable development and health equity in the Shanghai Declaration on Health Promotion. A number of countries implemented national health literacy policies, with many others expected to develop them in the immediate future. However, national policies and strategies for health literacy in Korea is still limited and underdeveloped. The aim of this study was to suggest policy directions to improve health literacy in Korean through reviewing international health literacy polices and strategies at the national level. Methods: In terms of the literature in U.S, Canada, Australia, and European countries, government policy reports and research papers were reviewed. For systematic comparison, the criteria for analyzing and extracting data from policy documents suggested by previous study was employed. Results: Based on the literature review, document review on international efforts to improve health literacy, and survey results, we suggest the following policy recommendations: (1) developing an official term of health literacy in the Korean language to help stakeholders and the public better understand the comprehensive, multi-dimensional concept, (2) monitoring of the health literacy level among Koreans, and (3) coordinating with government, healthcare sector, academia, etc. to develop intersectoral strategies aiming at improving health literacy as well as achieving health equity. Conclusions: For the development of effective health literacy policies and strategies at the national level, health literacy needs to be understood as a key determinant of health, and inter-sectoral efforts should be considered to improve health literacy.

구어와 문어의 사용 실태로 본 우즈베키스탄 학습자의 문식성 연구

본고는 중앙아시아 지역에서 온 한국어 학습자의 쓰기 수행을 통해, 학습자의 한국어 문식성 습득 양상을 알아본 것이다. 학문목적 한국어 학습자에게 사회적 상호작용으로서의 문식성 확보는 매우 중요하다. 이에 우즈베키스탄 학습자 26명이 제공한 구어와 문어를 비교함으로써, 구술문화권 학습자의 문식성 사용 실태와 한계점을 확인하였다. 언어 지식 측면에서 학습자들은 구어에서 생략한 조사를 넣고, 줄임말을 지양했다. 또한 대화문을 서술문으로 전환할 수 있었고, 구어와 문어에 달리 쓰이는 어휘와 문법을 구별하였다. 언어 사용 기술 측면에서는 서술 주체와 주인공을 분리하여 객관화하고, 문어 사용에 맞게 주어를 갖추어 표현하였다. 입말을 글로 전환할 때 시점의 변화와 간접인용법을 적용하였고, 응집성을 높이는 문장부사도 사용하였다. 이와 달리, 학습자들은 언어 사용 기술 측면에서 한계를 보였다. 가장 큰 문제는 문어 텍스트의 완결성이 부족하고 텍스트에서 논리성이 고려되지 않은 것이다. 그리고 문어 텍스트에서도 상대방을 설정한 채 높임법을 쓰는 등 구어 소통과 같은 방식을 취하고 있었다. 중요한 것은, 언어 지식 측면에서 학습자의 구어적 표현은 명시적 교수 학습을 통해 비교적 명료히 교정되는 반면에, 언어 사용 기술 측면에서는 쉽게 인지되지 않는 부분이라는 점이다. 이를 통해 구술문화권 학습자를 대상으로 사회문화적 소통 능력을 갖춘 문식성을 지향하려면 언어 사용 기술 측면에서의 교육 내용과 방안을 마련하는 것이 필요하다고 제언하는 바이다.

카자흐스탄 중도 입국 중학교 학습자를 위한 학습 목적 한국어 교수 학습 실행 양상에 대한 질적 분석

The purpose of this study is to find measures to improve Korean literacy for foreign-born middle-school immigrant students. Participatory Action Research (PAR) was conducted for about five months on a ninth-grade Kazakhstan-born immigrant student at an all girls middle school. Data were collected using participant observation, interviews, a performance log, and field notes and analyzed with a focus on the dimensions of reading, writing, listening, and speaking. The results of this study are as follows. In terms of reading, no problem was found in communication, but it needs reading-aloud practices and reading strategies focused on context-based comprehension. As for writing, there was a strong tendency to avoid it. As to listening and speaking, the process of listening and understanding was slow; the participant often avoided speaking. The improvement of pronunciation accuracy through reading textbooks and learning background knowledge helped the student be confident and participate in class. Positive changes were found in academic literacy through emotional support, individual/customized education, and continuous guidance on language function of the research subjects.

The Chronological Development of Korean Literacy and the Appearance of the Korean Poet, Yoon, Dong Ju

This study aims to clarify the general principle of the pattern where traditional conceptual literacy is advanced to the advanced level, focusing on the ability to understand and use spoken and written words by the media of Korean alphabet phonemes and characters. And this study analyzes the contribution of a poet Yoon, Dong Ju to raise the level of aesthetic literacy of the Korean discourse community. To this end, it will first identify the general principles of literacy development, and classify the rhetoric applied in Yoon, Dong Ju’s poems as Mimesis, Allegory, and Irony. Through this analysis, it aims to reveal the value that intellectuals of the 21st century can gain by improving Korean literacy.

Exploring What it Means to Teach Reading Underachievers in Elementary School

This study aims to identify how the professional teaching of Basic Korean Literacy begins and develops by analyzing the experiences and perceptions embedded in the narratives of teachers as educational agents. In order to achieve the purpose of the study, the researchers conducted in-depth interviews with 10 elementary school teachers who were tutoring “reading underachievers” after school in North Jeolla Province. Their narratives, obtained from two-month interviews with the researchers, are the most important sources of this study. These data were analyzed by the thematic analysis and the causal chain analysis. The main research results show that these teachers began to actively cultivate their “specialty in teaching elementary level reading” after encountering their fateful reading underachievers and face serious reading problems of the learners. Also, teachers were well aware that reading underachievers were not confident in their learning, which may cause many difficulties throughout their school lives. Because of their poor academic performance, underachievers may not be likely to have a good relationship with their peers. Learners who fail to read properly will not be able to keep up with subsequent Korean curricula or other subjects. Thus, the primary role of elementary school teachers is to find reading underachievers as early as possible and minimize learning deficits by finding the most appropriate teaching methods to solve their problems. This study suggests that teaching reading underachievers is as important as defining one’s identity as an elementary school teacher.

A Comparison of Adult Literacy Policies of UK and Australia

민간 주도로 오랫동안 실시되던 문해교육이 2006년 성인문해교육지원사업을 필두로, 성인문해교육 학력인정제도, 국가 및 지자체의 문해교육센터 설치 등을 통해 빠른 속도로 제도화되고 있다. 이에 본 논문에서는 성인문해교육정책을 선도 해온 영국과 호주 사례를 분석하여 우리나라 문해교육 정책이 현대사회의 문해교육 요구를 적절히 담고 있는지를 검토하고자 하였다. 비교 준거로서 국가문해교육정책의 중심이 되는 4개 요소(문해교육 추진기반, 문해교육 지원정책, 문해교사 자격정책, 성과관리정책)를 검토하였다. 분석 결과, 우리나라의 경우 2007년 평생교육법 전부개정을 통해 문해교육사업 및 학력인정문해교육제도에 대한 프레임웤을 마련하면서 단 기간에 외형적으로는 영국과 호주에 준하는 문해교육지원체제를 구축했다고 평가할 수 있다. 그러 나 모든 성인의 역량 개발을 지원하는 양국에 비해 우리나라 문해교육 대상은 저학력 중고령층이고, 문해교사제도 및 성과관리 등이 형식적으로 이루어지는 경향이 있다. 이에 따라 우리나라에서도 영국과 호주처럼 성인 모두의 역량 개발을 지 원하는 방향으로 문해교육 패러다임을 혁신하고, 그에 맞추어 문해교육정책 전반을 재구조화할 필요가 있다.Social changes have added to new challenges to adult literacy policies in Korea. These changes not only require most adults to improve their literacy skills, but also require them to learn new competencies. In this context, this study aims to examine whether the Korean literacy policy has properly responded to the new literacy needs. For this purpose, this study not only aims to examine the adult literacy policies of UK and Australia, but also plans to suggest implications for the Korean government. The findings of the study are as follow. Both UK and Australian governments have developed literacy education funding programs, performance management system, and professional development program for literacy educators, all of which are needed for the provision of high quality adult literacy programs. The Korean government has also implemented the similar system since it formulated the adult literacy policy in 2006. However, there are significant differences between the Korean case and those of Australia and UK. Where both UK and Australia governments target every adult who has needs for literacy education, the Korean government only targets the poorly-educated elderly. Accordingly, the Korean government has failed to accommodate various literacy needs of adults. As a way of addressing the limitations of the Korean policy, the government should innovate the adult literacy policy in a way that it helps every adult develop knowledge and skills at anytime and anywhere.

Bad and Good Inequality in the Advance of the Korean Literacy

This paper identifies two distinct types of inequality affecting the advance of the Korean literacy in opposite ways. Literacy improvement in colonial Korea was checked by the presence of landed elite with pre-colonial origins, but helped by the development of profit-seeking land tenancy associated with contractual formalization. Abolishing both the aristocratic and market-oriented landlordism, the post-colonial land redistribution accelerated the advance of literacy by destroying the structural inequality, rather than by reducing the market inequality. It is thus imperative for policymakers to identify the nature of inequality they face before embarking on redistribution.

Colonization and education: exploring the legacy of local elites in Korea

AbstractIn this article we examine the impact of pre‐colonial educated elites and colonization on modernization. Using the case of Joseon, as Korea was known before being colonized by Japan in 1910, we investigate how the civil exam system and scholarly traditions, as well as the provision of public schools under Japanese colonial rule, influenced levels of literacy in the colony. We introduce novel data from Joseon's historical court examination archives, colonial education records, and censuses dating back to 1930. Our findings suggest that the spread of Korean literacy during the early colonial period was strongly correlated with the historical presence of civil exam passers from the Joseon Dynasty. Regions with a greater presence of educated elites later had higher numbers of Korean teachers, as well as more private schools established as alternatives to the colonial public schools.

Heritage language proficiency in relation to attitudes, motivation, and age at immigration: a case of Korean-Australians

ABSTRACTThis study investigated Korean heritage speakers’ Korean language proficiency (i.e. morphosyntax, collocation, and lexicon) in relation to their attitudes, motivation, and age at immigration (AI). Seventy-six adult Korean-Australians with Korean literacy participated. Overall, participants showed high levels of Korean proficiency in all three linguistic areas (over 80% of accuracy), and exhibited features of successful second/foreign language learners: a positive attitude toward learning Korean, strong interest in foreign languages, high motivation and self-efficacy, and low speaking anxiety. Their relatively high level of Korean proficiency can be explained by the crucial role of the family in maintaining the heritage language, supported by successive Australian governments’ positive attitudes toward multiculturalism and active support from the local Korean community. Late-childhood bilinguals (AI: 9–12) were found to be the ‘ideal 1.5 generation’, having the most positive attitudes and strongest motivations among the groups, while maintaining relatively high levels of Korean proficiency. This may be a result of frequent use of Korean at home and their self-perceived high proficiency in both Korean and English. Korean speaking anxiety was found to be the best predictor of Korean proficiency, implying room for instructional support. Providing explicit form-focused instruction and using Korean pop culture materials were discussed as pedagogical implications.

외국인 이주노동자의 구강건강수준과 치과 의료이용 관련요인

Objectives: The purpose of the study is to investigate the related factors to dental care utilization, oral health behaviors, and oral health status in immigrant workers in Korea. Methods: The subjects were 504 foreign immigrant male workers over 20 years old who visited Daegu labor consultation center for oral health survey and oral examination. The questionnaire included 5 questions of socioeconomic characteristics, 8 questions of oral health practice behavior, 6 questions of dental clinic visit, 8 questions of social relations and Korean language proficiency. The question for health behavior was measure by body mass index(BMI). Social relations and Korean language proficiency instrument was modified by Seol from "Family welfare survey in Korean international marriage" and scored by Liker 5 scale. Results: The oral health examination of the immigrant workers was as follows: decayed teeth - 76.6%, filling teeth - 27.4%, missing teeth - 69.8%, dental caries experience above five or more - 60.2%, periodontal pocket tissues - 58.9%. Simplified Oral Hygiene Index was very poor and accounted for 49.0%. Dental care utilization experience was closely associated with social relation indexes including attendance in family events, household stuff help, financial help and counseling for hard work(p<0.01). Dental care utilization experience proportionally increased with proficiency in Korean literacy including speaking, listening, and writing abilities of Korean language(p<0.01). Conclusions: In order to improve the oral health condition of the immigrant workers, it is important to provide social network, Korean language proficiency support, and health insurance coverage through economic burden reduction by the Korean government.

South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction

We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and cultural boundaries are discussed. For example, despite reporting greater impact of obstacles and less technical support than their US counterparts, South Korean teachers reported using ICTs more frequently than teachers from the USA.

Critical Examination on Whole Language Approach for Korean Literacy Education for Children

Critical Examination on Whole Language Approach for Korean Literacy Education for Children

Comparisons of Korean Literacy and Cognitive-Linguistic Skillsamong Preschool Children from Rural and UrbanCommunities and Multicultural Families

Comparisons of Korean Literacy and Cognitive-Linguistic Skillsamong Preschool Children from Rural and UrbanCommunities and Multicultural Families

Heritage language literacy maintenance: a study of Korean-American heritage learners

How heritage learners successfully maintain their heritage language (HL) and literacy is a significant topic of discussion in the field of bilingual education. This study examines what factors are most closely associated with literacy competence by inspecting Korean heritage learners’ language and literacy practice patterns and their literacy performance. Using language background surveys and Korean writing samples gathered from 56 Korean-English bilingual students in grades 4–12 and university undergraduates, it was discovered that participants’ levels of Korean literacy were positively associated with home Korean language use and focused Korean language practice, whereas they were negatively correlated with years of US stay, years of schooling in the USA, and home English language use. A regression analysis revealed that the quality and range of HL practice was the only significant predictor of HL literacy skills. In addition, a one-way ANOVA indicated no significant difference for HL writing scores across four age groups (i.e. elementary school, middle school, high school, and college), which implies that HL literacy does not necessarily develop or accumulate with cognitive maturity or length of schooling, a finding dissimilar to conventional native language and literacy development.

Software Review KoreanClass101.com

KoreanClass101.com is a website for self-learning where learners can select the curriculum and customize their learning with simple and easy interface. Focusing on oral and aural skills, all the lessons are delivered via audio blog, and the lesson files and lesson notes are downloadable even in mobile devices. However, because there is no pressure for learning, the program requires high motivation with self-discipline. Moreover, since the program mainly for developing oral and aural skills, advanced level learners who also need to develop literacy in Korean may not fit the program. Nonetheless, the program deals with contemporary up-to-date Korean language and cultural events, which usually cannot be taught in regular classroom-based courses.