The purpose of this study is to analyze the usage patterns of the adverb 'eolmana' and to describe the morphologcal, syntactic characteristics, and semantic functions of expression patterns including 'eolmana'. To this end, the learner's dictionary and Korean textbooks used in the field of Korean language education were reviewed. Then, in order to examine the actual language use of Korean, the usage examples shown in the reference corpus of 3 million words were analyzed. The 11 expressions derived by analyzing the corpus were classified into 4 types and greeting expressions. Type 1 is already covered in Korean textbooks, and Type 2 represents the speaker's wishes. Type 3 indicates negation and type 4 is based on guesswork. These two are not noticed in the existing field of Korean language education, and these are expression patterns that can be included in intermediate or advanced learning contents. In particular, since it is difficult to infer the semantic function of this type only with the sum of vocabulary and grammatical elements, information on the semantic function should be presented along with the context of use. (Yonsei University)

The purpose of this study is to compare and analyze the directive-refusal dialogue sequences in the discussion dialogue between Korean native speakers and Vietnamese learners of Korean in order to investigate the difference in discussion patterns between the two groups. To this end, role play was performed to collect dialogue that is similar to actual ones. In addition, the dialogue sequences that constitute the functional phase of a discussion dialogue were analyzed from the viewpoint of dialogue analysis. The results of this study are as follows: First, in the problem identification stage, the problem-solving stage, and the execution and agreement stage, Vietnamese learners of Korean showed better realization of simple dialogue sequences than Korean native speakers. Second, the dialogue between a professor and a student in terms of demands, expectations, reverse questions, and counter-suggestions were found in the discussion dialogue of Vietnamese learners of Korean; however, they were not found in the discussion dialogues of Korean native speakers. Third, unlike intermediate learners, advanced learners recognized indirect instructions and responded appropriately. They also developed a problem-solving stage by reflecting on the social relationships of the conversation participants. The results of this study can be used as basic data to suggest the direction of teaching and learning for Vietnamese learners of Korean to develop pragmatic communication skills. (Chonnam University)

This paper aims to prepare the Korean postpositional particles list for native Japanese learners based on frequency and difficulty through survey research. This paper is divided into five chapters. First, chapter one mentions the necessity and purpose of this study by introducing the background that students who want to major in Korean at Japanese universities have constantly been increasing. Still, there is almost nothing to prepare systematic contents of education for them. Chapter two introduces a general tendency to advanced studies on Korean grammar education in Japanese universities and various other lists related to Korean grammar. Chapter three explains the subjects and the method of this study. Chapter four shows the Korean postpositional particles list for native Japanese learners based on the analysis results of postpositional particles frequency and difficulty. Finally, chapter five argues the conclusion and limitations of this study. Details of this study are as follows. A total of 69 Korean postpositional particles listed on the grammar list as supplements in "Stage 2 of International Common Korean Education Model Development(국제 통용 한국어교육 표준 모형 개발 2단계)" were set to the subjects of this study, and 58 Korean postpositional particles were elected and 11 oof them were excluded by the analysis result of survey reserch about frequency and difficulty to 46 native Japanese learners. Among all 58 selected Korean postpositional particles, 28 of them as elementary level, 14 of them as intermediate level, 11 of them as advanced level, and 5 of them were classified as superlative level. the Korean postpositional particles list for native Japanese learners that were prepared through this study, will help students who are major in Korean at Japanese universities to study Korean postpositional particles systematically and efficiently. (Namseoul University)

The purpose of this study is to analyze the conditions required of Korean (KSL) teachers for children and adolescents through a notice of hiring Korean (KSL) teachers to improve the expertise of Korean (KSL) teachers teaching children and adolescents, and to propose essential courses that must be added when obtaining Korean teacher qualifications. As a result of analyzing the employment announcement, they preferred Korean (KSL) teachers who could understand the characteristics of school-age learners with multicultural backgrounds and teach Korean. Accordingly, in the process of obtaining Korean language teacher qualification, it was judged that it was necessary to revise the essential course to understand the characteristics of various learners, and it was proposed to establish a new “understanding learner characteristics” in area 6. Also, it is necessary to support retraining programs in an open online form according to the career of Korean (KSL) teachers. (Jeju National University)

Due to COVID-19, the Korean language education environment was changed from face-to-face class. to online class, which made it difficult for many learners to communicate due to the sudden transition of the educational environment. In particular, Chinese students majoring in Korean, who account for a large number of international students, were unable to adapt to online Korean classes, resulting in poor concentration and poor academic performance during classes. Therefore, this study explored quality factors that influence the academic satisfaction of Chinese students majoring in Korean based on the studies of various scholars. In this study, service quality, information quality, and system quality were selected, and related questionnaires were organized, and a survey was conducted on 100 Chinese Korean majors. It is meaningful to verify the results with SPSS and confirm the impact of each quality factor on the academic satisfaction of Chinese students majoring in Korean, suggest quality factors, and improve online academic satisfaction of Chinese students majoring in Korean. (Kyung Hee University)

The main purpose of this study was to investigate the use of backchannels among Korean and Chinese speakers according to their social status or the intimacy level of relationships. In addition, the study aimed to identify the use of backchannels among advanced Chinese learners of Korean to provide educational implications. Thus, a total of 45 participants were recruited, who were then assigned to one of three groups: native Korean speakers (GK, n=15), native Chinese speakers (GC, n=15), and advanced Chinese learners of Korean (KC, n=15). One subject had two conversational partners. The subject received counselling on their paper or career from a professor and talked to a friend about their travel plans or experiences in different sessions. Each session was conducted online (zoom) for 10 min. The results were as follows: (1) The GK group expressed more backchannels than the GC group. (2) The GK and GC groups used backchannels more often when talking to their professors than to their friends. (3) The location and frequency of backchannels used by the GK group were more than twice as high in the middle of the sentence as at the end of the sentence (about 70% vs. 30%). This is presumably because native Korean speakers expand the duration of syllables or intonation at prosodic boundaries, which provides them with more opportunities to insert backchannel expressions during conversations. (Daegu Cyber University·Hankuk University of Foreign Studies)

This study analyzes communicative acts performed by international students at a Korean university in their L2 Korean text messages in order to shed light on teaching pragmatic features of Korean to L2 learners. The analysis is based on students' actual text messages sent to a university instructor. It was found that students sent text messages to the instructor mainly to give information, express their feelings, ask favors or questions, and to make promises. Although their purposes for texting were similar to those of native Korean speakers, there were significant pragmatic failures in the speech acts of their written messages. These pragmatic failures include using Korean honorifics improperly as well as asking questions and giving responses with inappropriate forms. Based on these findings, this study proposes that lessons of gradually increasing in difficulty on Korean honorifics and politeness strategies should be provided in order to improve learners' Korean pragmalinguistic competence. It also recommends that explicit teaching on Korean sociolinguistic customs should be provided to improve their sociopragmatic competence. (Pusan National University)

The purpose of this study is to analyze Korean learners' actual '-hada' suffix usage errors through the learner corpus to find the characteristics of each proficiency level and language region. In vocabulary learning, vocabulary is expanded by using '-hada' as a suffix, but learners are prone to errors due to the various types of '-hada'. As a part of a study to understand how these various types of '-hada' are used by learners, this research attempts to identify the error patterns in the use of the suffix '-hada'. Therefore, through the Korean language learner corpus, this research classifies the omission of the '-hada' suffix, replacement with other affixes, unnecessary addition of the suffix, and mis-conjugation/misspelling errors to determine what errors occur depending on the proficiency level and language region. The most common error was substitution error, and the majority were substitution with '-dweda(되다)' suffix. Mis-conjugation/misspelling errors are the next most common, and the omission error was next, followed by the addition error. (Yonsei University)

This study aims to design an instructional model of Korean language applying online flipped learning. This model is focused on grammar teaching and speaking practice. And it is made up of three steps with 'Pre-Class', 'In-Class' and 'Post-Class.' For 'Pre-Class' the video clips for grammar study are self-produced. And 'In-Class' is designed for speaking practice. After 'In-Class' a teacher shares the materials which are used in class with students to make them review by themselves. This can be called 'Post-Class' activity. After designing this instructional model it is applied to level 2 students to investigate the effect for speaking. The students in the experimental group were taught by online flipped learning method and the ones in the control group took the online live class using PPP model. Each group is learned for one semester. To verify the effect the results of speaking exam are analyzed. The exam is made up of three parts such as pronunciation, answering the questions and speaking about the topic. As a result, the average score of the experimental group is higher than the one of the control group. And there is statistically significant difference. This result indicates that Online flipped learning method is effective in improving speaking ability. (Kyung Hee University)

This study aims to contemplate the grammatical feature of '-go sipda', which is one of the basic grammar functions in Korean education, and find efficient teaching and learning methods through Korean grammar books and textbooks. '-go sipda' is a complex grammar form that consists of the connective ending '-go' and auxiliary adjective, 'sipda'. This grammar is introduced at the beginning level and frequently used to express someone's hope or desire. However, since the conjugation information of '-go sipda' is not fully explained neither in grammar books nor in textbooks, many errors from the learners could be produced. Therefore, this study analyzes how grammar textbooks provide the information about '-go sipda', how the textbooks reflect information about '-go sipda', and suggests how to teach '-go sipda' more efficiently at the conclusion of this study. (Hankuk University of Foreign StudiesㆍThe Hong Kong Polytechnic University)