This study aims to examine the listening and speaking experiences that students perceived as meaningful, and determine how students are growing as speakers. For this purpose, middle school seniors were asked to recall and record positive and negative experiences of listening and speaking, and then to describe the most influential experience. The results are presented so as to reflect the overall trend, and categorize and describe the characteristic parts. Students generally recalled more positive experiences, but there were instances when negative perception increased as the environment and interpersonal relationships changed. Private speaking was more influential than public speaking, and girls were more sensitive to relations than boys. The recognition characteristics of the experiences were recognition of discourse type, efficacy in speaking, intentions of interpersonal relationship, recognition of oneself as a speaker, recognition of places for listening, and speaking experience.

The purpose of this study was to analyze the survey tools and results of the 2018 survey on the general public's listening ability and to provide information on people's overall listening ability through comparison with the 2013 results. This study investigated listening ability associated with linguistic understanding of 3,000 people aged 20 to 69. The average listening score of the 3,000 subjects was 98.58 out of 150, and the standard deviation was 32.84, which means that the average listening ability of Korean adults can be interpreted as “Level 3.” There was no significant difference in listening ability level according to gender. The lower the age group and higher the education level, the higher the listening ability level was. Nevertheless, to compare the results of the 2018 survey with the results of the 2013 survey, equipercentile equating was conducted. The average listening score in 2013 was 96.2, a difference of about 2 points from the average listening score in 2018, which was 98.20, indicating that the overall listening ability of Korean adults had increased by about 2 points. Since these changes were similar in the analysis of most variables such as gender and age, it can be indirectly confirmed that the listening ability of Korean adults in 2018 increased slightly compared to 2013.

The purpose of this study is to analyze the current status of Korean adults' speaking ability of the Korean language and compare it with results from 2013, based on the findings of “The 2018 National Assessment of Korean Language Ability (NAKLA),” to determine academic and educational implications. This study examined the speaking ability of 2,939 people aged 20 to 69 years, sampled by probabilities proportional to size. The level of speaking ability was analyzed based on variables such as age group, gender, district size, occupation, level of education, major, reading amount, and internet usage. The analysis of differences by demographic characteristics found statistically significant differences in the variables of gender, age, occupation, and level of education, but not in district size. Furthermore, an analysis by background variable found statistically significant differences in the variables of reading amount and internet usage, but not in major. The study was meaningful as 2,939 adults in Korea were selected using a “sampling with probabilities proportional to size” method to directly evaluate their speaking ability. The implementation of the assessment and grading can contribute to basic data at both educational and policy levels as a wide variety of group variables has been established on a national scale to identify differences between the groups.

Hate speech is a verbal act that shows negative feelings for minority groups. This research examined and categorized hate speech based on its frequency in the discourse of mothers-in-law and daughters-in-law in multicultural families. The results showed- the following responses by foreign daughters-in-law' to unilateral expressions by Korean mothers-in-law' rebuttal, avoidance, resignation, complaints, rejection and so on. Previous studies have shown that hate expressions are not explained by logical relationships between premises and conclusions, but, rather, by personal prejudice. Generations learning based on national curriculum must identify the premise of negative emotions that occur against hate speech and analyze the validity of the conclusions drawn from the premise. In addition to the issue of communicating with immigrants, there are many conflicts between generations and age groups. Therefore, it is necessary to make an effort to judge and control the indiscriminate and inappropriate use of hate speech in various situations through linguistic logic (the relationship between premise and conclusion). The researcher proposes that educational contents can be organized based on linguistic logic through intercultural communicative competence, -knowledge, skills and attitudes. That is, linguistic logic builds the competence necessary to recognize users' identities, facilitate communication, coordinate, and manage conflicts.

This study reviewed the Australian EAL/D curriculum to critically examine the contents of the revised Korean as a Second Language(KSL) curriculum. First, through a review of related studies of the KSL curriculum, the need for research on achievement standards was confirmed. The EAL/D curriculum was divided among the characteristics of EAL/D learners and the composition and characteristics of curriculum contents. The overall contents of the KSL and EAL/D curricula were compared, and achievement standards in listening and speaking areas at the beginning stages were compared and discussed. As a result, it was found that both the KSL and EAL/D curricula attempted to link the learners' target language proficiency level and achievement level. In addition, in the case of the EAL/D curriculum, it was found that a number of achievement standards related to non-verbal elements, imitation learning, and cultural variables were presented. This suggests that, in addition to linguistic elements, non-verbal, learner, social, and cultural factors are important in language education for learning the target language, and these factors should be reflected in KSL curriculum achievement standards.