The purpose of this study is to examine the language ability of Korean people in various fields of their lives and formulate future language policy based on this knowledge.
To achieve this goal, we must first prepare research tools with a sufficient degree of validity and reliability. In this study, research tools were designed based on the results of a 2017 study, and the questions were formulated to reflect the reality with increased accuracy because the previous study was criticized for its inaccurate depiction of reality. In the grammar section, the evaluation framework was significantly revised, and questions were supplemented to determine the language ability of the test-taker during day-to-day conversations. In addition, in the reading section, a digital literacy item was included by establishing its concept and component parts, with the corresponding analysis tools.
The stratified sampling method using population distribution statistics was applied to secure the representativeness of the survey respondents. In addition, five variables-sex, age, regional scale, education, and occupational-were set, and samples were extracted to ensure that the survey respondents can be sampled in proportion to the actual population distribution by each variable.
The analysis result of the integrated type, which includes both the 가 and 나 types, shows that the average score of respondents' Korean language ability was 635.7 out of 1,030 in 2018. For specific grade ratings, Level 4 is 13.4%, Level 3 is 44.7%, Level 2 is 34.2%, and Level 1 is 7.6%. Based on the survey results, specific discussions were conducted regarding the preparation and implementation of future surveys and the regularization of the five-year Korean language ability investigation.

This study uses a qualitative research method wherein the authors of the abstract are interviewed, and an in-depth analysis is conducted to determine the students' perceptions regarding note-taking, the purpose of note-taking, its application, and the relationship between the use of note-taking and the level of summary. Note-taking is an active, cognitive action that helps people to overcome memory-related limitations by recording as much information as possible in limited time and space, such as classrooms. Note-taking ensures the effective use of "attention" and "memory". Moreover, it influences other factors, such as "comprehension," "recognition," and "connection" with other knowledge. The participants indicated that they were fully aware of the utility of note-taking and actively used note-taking, based on their situation and conditions. The results showed that there was a clear difference in the use of "marking" and "memo". "Marking" was often used when the psychological burden of understanding or remembering information or knowledge was weak. On the other hand, "memo was generally used when the cognitive agent consciously determined the importance of the information at hand, thus indicating the need to remember or understand the information. "Memo" and "marking" were not limited to identifying and selecting information that should be learned in the summary process. Note-taking plays a real context role in organizing information. The results show that based on the level of summary, the difference in the recognition mode of note taking was not confirmed. The "high-level" group was specific about the role and function that note-taking played in the summary process. However, the "low-level" group retained the general level of perception. These findings show that there is a clear difference between the ability of the two group to apply and use note-taking for knowledge acquisition and elaboration. In addition, the "high-level" group spent increased time and effort to identify the subject, core content, and structure of the text by using note-taking and constructing the content of the summary. The study findings provide a tentative conclusion that the use of note-taking for training in specific writing genres, such as summary writing, can lead to substantial improvement in students' writing ability.

The purpose of this study is to derive implications for the reading education by analyzing the patterns of readers' multimodal text reading strategies. In this regard, nine undergraduate readers examined the process of reading text. The analysis revealed that readers personally created and used reading strategies through (non) formal learning.
'navigator' strategies are 'Select meaningful modes based on informativity', 'Following along' and 'Selective access to modes based on empirical knowledge'. 'interpreter' strategies are 'Infer meaning through anchoring modes', 'Use Schema to infer the meaning of modest' and 'Infer text context through Representation Ques'. 'designer' strategy is 'Framing'. Finally 'interrogator' strategies are 'Examine and evaluate the semantic function of modes using interpretive grammar' and 'View inside and outside the text'.
However, it was confirmed that there are significant deviations in the aspect and level of reading strategies depending on learning. This means that systematic learning is needed. Therefore, some suggestions were made regarding the design of multimodal text reading education.

During the 15th century, "wa, wə, wi" were not considered rounded diphthongs at the phonological level of the Korean vowel system. However, "wa, wə, wi" existed only through allophone level. Although they existed, they could not be written in letters.
During the 15th century, "ㅘ, ㅝ" represented the chain of two vowels, that is "ㅘ → ㅗ + ㅏ(oa)" and "ㅝ → ㅜ + ㅓ(uə)." Some sound changes, such as "ㅸ>w(β>w)", made "wa, wə, wi" on the phonetic level. Scholars active during this period attempted to distinguish the original "ㅘ, ㅝ" between the phonetic "ㅘ, ㅝ."
Because "wa, wə, wi" did not include unique characters, they were forced to use "ㅘ(oa), ㅝ(uə)". As a result, "ㅘ, ㅝ" were used as two phonetic values. Scholars of active during this period used the notation symbol "ㅇ" to distinguish "ㅘ(wa), ㅝ(wə)" from "ㅘ(oa), ㅝ(uə)."
In the result, "ㅇ" of "글왈, □오 니 " was different from the normal letter "ㅇ" as alif. This special "ㅇ" played a role as the syllable boundary. In this case, phonetic value of "ㅇ" was described as "h(voiced glottal fricative)" or "hw."

This paper examines how grammar knowledge should be understood and interpreted in Korean language education. First, based on the Korean language curriculum, the presentation and understanding of knowledge as educational content is analyzed, while focusing on the type and nature of knowledge. Moreover, the understanding of grammar knowledge in the Korean language curriculum in analyzed, while focusing on the nature of knowledge. Finally, the nature of grammar knowledge and the direction of grammar education is determined.
Korean language education highlights the importance of procedural knowledge and focuses on the application of knowledge based on pragmatism. Grammar knowledge has not only been perceived as propositional knowledge, but also the use and application of knowledge has been emphasized. This paper highlights the transformation and connection of propositional and procedural knowledge. This paper also notes that procedural knowledge must not only deal with processes, but also "perspective" and "judgments."

The purpose of this study is to analyze the prosodic features of the discourse marker "eodi (어디)." Using speech data collected from 10 (F5, M5) participants, prosodic features. such as tonal pattern, duration, and utterance rate of "어디", were analyzed based on their functions. The discourse marker "어디" is located at the beginning, middle, and end of the utterance, and can be presented as a single utterance. The specific tonal pattern of the discourse marker "어디" in each function can be noted at IP boundary tone, which is realized on the IP-final syllable "di (디)": H+L% (utterance initiation), L+L% (maintenance of utterance), L+H% (positive attitude, only in single utterance), L+HL% (negative attitude), and L+LH% (emphasizing). The average length of the discourse marker "어디" was the longest in the function of maintaining utterance (454 ms) and the shortest in positive attitude (267 ms). The study results also show that speakers modulate the speech rate of the discourse marker "어디" in their own utterance by lengthening or shortening the duration of each syllable.

The purpose of this study is to examine the necessity and components of the theoretical knowledge required for teachers to teach Korean "grammatical items." In Korean language education, teachers' knowledge, which should be focused on teaching target grammatical items, can be categorized into theoretical knowledge of educational content and practical knowledge about teaching and learning. This study focused on the theoretical knowledge of educational content and discussed the importance of theoretical teaching knowledge by focusing on the theoretical knowledge that Korean teachers should have to teach the grammatical item "-na boda." To this end, research regarding teachers'knowledge was examined and categorized as theoretical knowledge for teaching Korean grammatical items. In addition, by measuring the theoretical knowledge of "-na boda" through a survey of current Korean language teachers, the government emphasized the need for theoretical knowledge to teach grammatical items. The current study findings are significant for observing the theoretical knowledge of teaching content, which is the cornerstone of the study of Korean teachers' practical knowledge about existing teaching methods.