This paper aims to investigate students’ perceptions on online learning which was provided to students due to the outbreak of COVID-19 pandemic. In order to examine the practices of online learning in a university, a total of 120 university students participated in the study. A questionnaire, comprised of 29 items seeking students’ perceptions was used. Students were sent a link to the website that contains the questionnaire, and asked to complete it online. Results revealed that there were slightly more synchronous online classes offered than asynchronous online classes. In examining online classes satisfaction level, the level of satisfaction for synchronous classes was slightly higher than that of the asynchronous classes. Also, students reported that they have a high level of ICT literacy skills, indicating no problem with the use of devices necessary for online learning. With respect to the quality of online classes, more than the half of the students expressed a view that professors’ preparedness for classes, professors’ ICT skills and type of online classes attributed differences to the quality of classes. However, students were in favor of face-to-face classes, for they can interact with their professors and their peers in class. Also, students reported that the school should be equipped with a reliable online learning system and a standardized curriculum to facilitate students learning.

This paper would like to share the operational experience of non-face-to-face real-time online Korean language classes conducted entirely at the institutional level, and suggest future improvements for the first time in Korea. COVID 19, which occurred in 2019, forced education around the world to undergo rapid changes with non-face-to-face education. The institute where this research was also conducted ran classes using real-time video class applications for learners throughout the entire course. A survey of 335 learners and 93 teachers was conducted after a real-time Korean language class in a semester. The investigation found problems in the psychological aspects, such as difficulties in technical aspects and learners’ understanding of class, and the weakening of class atmosphere and motivation. To improve this, it is necessary to strengthen the pre-education and supplement the manpower that solves technical problems, provide diverse and rich teaching materials and expand the opportunity for students to ask questions and speak, create a free and active teaching atmosphere, and make efforts to motivate the learners by the teachers. Furthermore, It is expected that non-face-to-face real-time classes will be established as new courses for various learners, not as an alternative to offline ones.

The purpose of this study was to examine college students' satisfaction with online classes and online tests. The survey was conducted online, with 141 respondents to the class and 121 to the test. The results revealed the following: First, the students were highly satisfied with full-scale online classes and it was recognized that the 25 minutes of video lecture per credit was appropriate, the difficulty of the class and the supplemental tasks for online learning activities were also appropriate. Second, they reported that self-directed learning habits have been formed and motivated while studying online classes, there were no major difficulties in interactions with their professor and they preferred the video lecture to the real-time online class. Third, the advantages of online classes were that they could study the lectures over and over and they were free from studying time constraints. Fourth, regarding online test administration, 73.7 percent were satisfied with the online test, they thought the short test time would result in fairer test results. It can be concluded that the students were satisfied with the online classes and test, but a blended format is preferred to enhance interaction.

임진왜란(壬辰倭亂, 1592) 이후에 중국과 일본의 공식적인 외교가 단절되었다. 그러나 한국과 일본은 여전히 공식적인 외교관계를 유지하였고, 에도막부(江戶幕府)의 장군이 즉위할 때마다 축하사절인 통신사(通信使)를 파견했다. 통신사를 통해서 일본은 조선의 문화뿐만 아니라 중국의 문화도 계속 받아들였다. 류큐(琉球) 왕국도 에도막부에 사절단을 파견했다. 동아시아의 동쪽 끝나라 일본과 류큐의 문화가 조선의 통신사를 통해서 중국 북경을 거쳐 서쪽 끝나라 베트남까지 이어졌다. 이 여러 나라의 언어(言語)는 각기 달랐지만, 한자(漢字)라는 공동문자를 통해서 다양한 형태로 문화를 교류했다. 서적을 통한 간접교류로 시작하여 사행(使行)과 표류(漂流)를 통한 직접교류, 필담과 척독을 통한 문학 교류에 이르기까지, 한자 기록을 통한 동아시아인들의 문화교류는 다섯 가지 층위로 이루어졌다. 이같이 복잡다단한 문화교류 양상을 언어와 문자가 다른 현대의 여러 나라 학자들이 공동 연구하려면 디지털 데이터베이스를 구축하여 한문 원문과 다양한 이미지를 서로 제공하고, 같은 공간에서 의견을 교환하며 연구를 진행하는 것이 효과적이다.

One of the most dominating characteristics among Eastern Asian countries is that they used Chinese characters for centuries. This shared feature allowed them to overcome the language barrier and enabled the brisk cultural exchange concerning study-abroad and books. In the Ming Dynasty, only the envoys(使臣) and the drifted(漂流人) could experience life in foreign country due to the block of the free traffic imposed by foreigners. In order to convey what they have experienced overseas to the nation and neighbors, they recorded the full particulars in the form of a journal of envoy(使行.) or a document of drift(漂流記). While the envoys shuttled between the capitals of the two countries following the designated path, the drifted unintentionally experienced the very isolated region even without a interpreter(譯官). As a result, the documents of drift hold up a true mirror to the region which a journal of envoy cannot present. As the drifted gave general description(供述) of their documents to both civil servants in the land they reached and Chosun, it is possible to confirm the accuracy of the documents by comparing these two records. Compared with the journal of the envoy that was written unilaterally after they returned, the record of the conversation by writing(筆談) secures more reliability in the fact that it was recorded bilaterally, both by a foreign traveler and a local. The documents of the conversation by writing conducted in China by Korean were compiled as the part of the travelogue of Hong Dae-Yong(洪 大容) and Park Ji-won (朴趾源) and failed to become widely known in China. On the contrary, the records of the conversation of writing carried out in Japan were promptly published by Japanese publisher and were widely read. More than two hundred kinds of collection of these records of conversation by writing are prominent in that they are the bilateral record of intellectuals from both Korea and Japan. While this document of conversation by writing can be summarized as a record of meeting each other in fixed time and place, the letter(尺牘) is a record of cultural exchange undeterred by temporal and spatial limitations. Owing to this feature, the letter even broadens the horizon of cultural interchange. In order to conduct overall research on the East Asian cultural interaction carried out in various levels as mentioned above, it is fundamental to build the database of visual materials. The DB will allow world-wide scholars to feel free from language barriers to research of East Asian cultural interaction.

본고는 새로 쓰게 될 21세기 한국한문학사의 서술에 여성문학사가 어떤 기여를 할 수 있을까 탐색해본 논의이다. 한국한문학사와 여성문학사는 쉽게 제휴하기 어려운 태생적 기반을 지닌다. 한국한문학의 자료와 역사는 남성문화에 기반을 둔 것이기 때문이다. 따라서 오랜 여성배제의 결과이기도 하다. 최근 여성문학사에 대한 관심은 한국한문학사에서도 여성의 흔적을 찾는 일을 진행시켜왔고, 무시하기 어려운 성과를 거두고 있기도 하다. 그러나 여성문학사의 성과를 기존 한국한문학사에 단순히 기입해 넣는 방식의 제휴는 문학사의 기본 성격을 간과한 것이라는 것이 본고의 주장이다. 문학사란 무엇보다도 사관의 산물이고, 사관에 따른 전적으로 새로운 구성과 논의의 장을 요구하는 것이기 때문이다. 따라서 본고에서는 한국고전여성문학사와 한국한문학사의 병립이 바람직하다고 주장하였다. 각각 남성젠더적, 여성젠더적 성격을 분명히 하고 상호 참조하는 방식으로 병립하는 것이 가장 효과적이고, 덜 폭력적인 방식이라는 주장이다. 상호참조를 통해 젠더적 균형감각을 획득하는 것은 남성젠더로서의 한국한문학사의 서술에서도 필수적이라고 생각된다. 이 점이 한국고전여성문학사가 21세기 한국한문학사 서술에 기여할 수 있는 가장 바람직한 방식이라는 것이 본고의 잠정적 결론이다.

This article aims to explore what women`s literary history can contribute to writing new Sino-Korean literary history in 21 century. The fundaments of Sino-Korean literary history and women`s literary history hamper collaboration between the two. That is because materials and history of Sino-Korean literary history are based on male culture. The field is a consequence of the long exclusion of women. Admittedly, recent attention for women`s literary history has been discovering the traces of women in the history of Sino-Korean literature, and made achievements which cannot be ignored. However, simply writing achievements of study of women`s literary history into the history of Sino-Korean literature cannot be the desirable method of collaboration. We should not neglect the intrinsic nature of literary history. Literary history is a product of certain view of history above all, and it demands an entirely new structure and field of discussions. Thus, it is desirable that the history of women`s literature and that of Sino-Korean literature stand side-by-side. It must be the most effective and least violent way if each of them clarify their masculine or feminine gender qualities and refer to each other. Obtaining balanced sense of gender through cross reference would also be essential for writing masculine gendered history of Sino-Korean literature. It is the provisional conclusion of this article that this is the most desirable method that the history of Korean women`s literature can contribute to writing the history of Sino- Korean literature in 21 century.

This study investigates real cases of operating two core courses, Contrastive Linguistics and Teaching Methods of Understanding Korean by adopting a Problem-Based Learning approach: PBL. The study shows concrete and practical examples of when to begin and end the module including PBL issues, the teaching and learning activities that take place in the module process, the final presentation, and the evaluation plan after the presentation, etc. The research like this is essential at the time when the importance of an education model for reinforcing core competencies and job skills comes to the fore. It is also meaningful in that the study considers developing a PBL problem-solving curriculum out of core courses for educating Korean language teachers. In the situation of universities’ sudden shifting to non-face-to face education policies with the recent impact of COVID-19, it is somewhat difficult to continue problem-based learning methods. This study will also cover some empirical tips to lead learners to self-directed problem-based learning while proceeding the Korean Semantics course non-face-to-face during this semester. The study concludes that learners of PBL subjects will be able to achieve the group’s common goal of cooperating with members and develop skills for better mutual communication by cultivating teamwork competency through actual performance-oriented team activities. (Sun Moon University)

This study investigated the teachers' perception of real-time remote Korean language classes. The Korean teachers’ perception in the study included how they evaluated the effectiveness of real-time remote Korean language classes and how they perceive the changing educational environment. 60 Korean teachers participated in the online survey and they were divided into 3 groups according to their teaching experiences (1-5 years, 6-9 years, and 10 years above). The results showed that Korean language teachers had generally negative perception of the real-time remote korean language classes and the change to the online classroom environment regardless of their teaching experience. For the evaluation of real-time classes, they showed a negative perception of interaction, assessment implementation and excellence, learning performance and satisfaction, and the time and effort in preparing or teaching classes except teaching grammar and comprehension skills. For changing educational environment, they responded that they were adjusting to the online class environment, but they still felt uncomfortable about the change, lacking the sense of reality in class, and anxious about their job security as a teacher. In result, they recognized that they needed to focus their efforts on developing their capabilities to adopt to the changing educational environment. (Ewha Womans University)

문장 유형은 화행과 관습적으로 연관된 문법적 형식에 의해 표시되며, 일정한 체계를 이루고 상호 배타적이라는 특징이 있다. 한국어도 이러한 정의에 따른 다수의 문장 유형이 존재한다. 한국어에서 문장 유형의 일차적 분류 기준은 간접인용절에도 나타날 수 있느냐 높임, 중간, 안높임의 세 화계에 두루 나타나느냐의 두 가지이다. 이에 따라 한국어는 평서문, 의문문, 명령문, 청유문의 4가지 문장 유형을 설정할 수 있다.
한국어 문장 유형은 주로 종결어미에 의해 표현되고 특징적인 억양 패턴이 이에 동반된다. 종결어미가 나타내는 문장 유형의 문법 범주는 서법에 포괄될 수 있다. 의미상 서법은 단언적인 것과 대립되는 측면뿐만 아니라 평서적인 것과 대립되는 측면이 있으며 분포상 필수성과 상호 배타성을 띠기 때문이다. 서법은 크게 서실법과 서상법으로 나뉘는데, 평서문과 의문문은 전자에, 명령문과 청유문은 후자에 속한다고 할 수 있다.
한국어에서 평서문은 다른 문형에 비해 무표적이지 않으며 반말체에서는 담화 참여자 간의 담화적 관계에 따라 세분되는 모습을 보인다. 감탄문은 독자적인 문형으로 간주할 만한 근거가 충분치 않으며 평서문의 일종으로 볼 수 있는데, 이는 경계문이나 약속문도 마찬가지다.
의문문은 크게 판정의문문, 선택의문문, 설명의문문으로 나뉘는데, 판정의문문은 화자가 어떠한 답변을 기대하는지에 따라 중립 의문문과 편향 의문문으로 나뉜다. 판정의문문과 달리 의문사가 쓰이는 설명의문문은 억양 패턴이 평서문과 동일하다. 의문사는 그대로 부정사(indefinites)로 쓰이거나 ‘-ㄴ가’나 ‘-ㄴ지’가 붙어 부정사로 쓰일 수 있다. 그리고 설명의문문에 부정극어가 나타나면 반대의 극성을 단언하는 수사의문문으로 해석이 고정되는 모습을 보인다.
명령문은 수행 주체의 인칭에 따라 세분되기도 하나 한국어는 명령문과 청유문이 독자적인 문형으로 간주될 수 있다. 명령문의 서술어는 주로 동사이지만 사람의 성품이나 태도를 나타내는 형용사에는 명령형 어미가 결합할 수 있다. 또 기원이나 허락을 나타내는 문장도 명령문의 일종으로 볼 수 있다.
한국어는 개별화되지 않은 청자에게 쓰이는 문장들이 존재하는데 평서문은 ‘-다’ 형이, 의문문은 ‘-ㄴ가’ 형이, 명령문은 ‘-으라’ 형이 이를 담당한다. 그리고 청유문은 화자와 청자의 공동 수행뿐만 아니라 화자나 청자의 단독 수행 장면에도 쓰이는데, 이는 1인칭 복수의 특수성에 기인하는 현상으로 볼 수 있다.

New Korean national curriculum was announced in 2015. This curriculum followed the framework of the 1st curriculum and reflected on the research result of Korean education`s theory and reality. We now have to reflect on the 2015 curriculum`s revision process and start future-oriented discussion for the next curriculum revision. This paper looks at how general idea and purpose of Korean education are formed, and it provides agenda for professionals to review. First, related to general idea of the ``Korean`` subject, topics on morality and community spirit were passed on to the introduction of the national curriculum, and they were depicted again in order to highlight the characteristics of ``Korean`` subject. Second, related to the purpose of Korean education, functions of general purpose and detailed objectives are divided and it was depicted again based on the axis of ``thinking-communication-culture`` and ``knowledge- skill-attitude``. After constructive discussion on the Korean education, I only hope for the technical and perfunctory guideline adjustments when national-level curriculum revision takes part.