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.

본 연구는 국내 한국어교육의 60년 역사 동안 한국어 학습자들의 변화를 살펴보는 데 목적이 있다. 우선, 한국어 학습자들의 학습 목적의 측면에서 1950년대 말 이후 변화를 살펴보고자 한다. 다음으로 학습자 변인 즉, 학습자들의 지역, 성별, 연령, 숙달도 등에 따라 어떻게 변화해 왔는지 살펴본다. 끝으로 2016년 이후 한국어 학습자들의 특징 및 한국어교육의 향후 과제 등을 전망해 보고자 한다. 이와 같은 연구 문제를 중심으로 살펴본 결과 1960년대 초-70년대 말 한국어 학습자들은 한국어만 아니라 한국 문화를 학습하는 데에 힘을 쏟으며 복음을 전하고자 했던 선교사들이 중심이 되었다. 그 이후 70년대를 지나 80년대 말까지는 전문직 혹은 언론 분야 직업의 일본인 학습자들과 같은 특수목적 학습자들이 주를 이루었다. 90년대 말 이후 한국어 학습자 분포에서 눈에 띄는 변화는 중국인 학습자와 같은 학문목적 학습자 비율이 증가한 점이다. 최근 고등교육의 대안으로 떠오른 MOOC(Massive Open Online Courses)도 2016년 이후 한국어교육의 한 부분으로 자리잡게 되었다. 이와 같은 변화를 고려할 때 한국어교육 분야는 이제 다양한 한국어교육과정 개발뿐만 아니라 오프라인 환경에서 온라인 교육 환경으로 전환되고 있는 변화에 대처할 필요가 절실히 요구된다.

This study is to examine the changes in Korean language learners through 60 years of Korean language education in the Korean Language Institute in Korea. Firstly, this examines the changes in Korean language learners by period since the late 1950s with a focus on learning purposes. Secondly, this explores the changes in learners' variables, such as region, gender, age, and proficiency level, by Korean language learners. Lastly, this is to identify the characteristics of Korean language learners since 2016 and to predict the tasks of Korean language education in the future. As a result, from the early 1960s to the late 70s, Korean learners were centered on missionaries to send the gospel, who had hard work in learning Korean language and Korean culture as well. After that to the end of 80s Korean learners for specific purposes came to Korea, such as Japanese learners for business or journalism. A significant change from the late 90s in the Korean language education population was in the proportion of Chinese Korean learners whose purpose lies in an academic purpose. The MOOC recently emerged as an alternative to higher education has got to be also a part of Korean Language Education since 2016. It suggests that we are not only to develop various Korean language curriculum but also cope with the transition from an offline environment to an online education environment.

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.

본고는 한국어 교육을 위해 활용되고 있는 속담의 통사·의미적 특성을 살펴봄으로써, 한국어 문법 교육에 속담을 활용할 수 있는 방안을 살펴보는 것에 목적이 있다. 이를 통해 의사소통 능력 향상뿐 아니라 국어 문법을 이해하는 데 도움이 될 수 있다고 본다. 본고는 현행 한국어 교재에 수록되어 있는 속담 중 2회 이상 중복되는 140개를 대상으로 하였다. 이를 문법 교육과 의사소통 기능을 연계한 의미 교육으로 나누어 초급, 중급, 고급 단계에 이르기까지 어떻게 속담을 활용하여 교육할 수 있는지를 살펴보았다. 그 결과 속담은 문화 교육뿐만 아니라 문법이나 의미 교육에 초급에서 고급까지 단계별로 활용이 가능함을 알 수 있었다. 또한 학습자에게 흥미를 갖게 할 수도 있고 나아가 부수적으로 한국 문화를 이해하는 데에도 도움이 된다고 본다. 속담은 한국어 학습자가 한국의 문화를 습득하는 데 매우 유용하다. 또한 자신의 의사를 효과적으로 표현하는 한 방법이 되기 때문에 속담을 익히는 것은 한국어 사용 능력 향상에 매우 도움이 된다. 지금의 교육처럼 문화 교육에만 치우치는 것은 바람직하지 못하다고 본다. 따라서 문법과 의미를 연계하여 속담을 교육할 수 있는 방법을 연구하는 것이 필요하다고 본다.

The purpose of this thesis is to examine the curriculum for Korean language education using proverbs by studying syntactic and semantic features of proverbs used for Korean language education. It can be said that the detailed purposes are to understand Korean grammar precisely. This thesis was aimed at 140 proverbs in Korean textbooks. Dividing these proverbs into the semantic education in connection with grammar education and communication ability, I examined how to educate the korean language using proverbs for beginning, intermediate, and advanced level. As a result I identified that proverbs can be used not only on culture education but also on grammar or semantic education from beginning level to advanced level. The proverbs are very helpful for Korean learner to acquire Korean culture. And also learning proverbs is very helpful to improve the Korean language proficiency. Thus it is necessary to study the methods to educate proverbs in connection with grammar and meanings.

『조선출판경찰월보』 (1928.09~38.12)는 조선총독부 경무국 도서과에서 11년에 걸쳐서 출판물들을 검열하고 행정 처분한 내용을 담은 비밀문건이다. 본고는 이 자료에 수록된 3,679건의 검열 후 행정처분 사유, 즉 출판 ‘불허가 및 삭제 기사요지’를 번역하고 해제하여, 이 가운데 아동 서사물을 중심으로 검열양상과 그 의미를 파악하고자 하였다. 본 연구에서 분석한 결과 전체 31종의 서사물(동화, 희곡, 역사이야기, 아동소설)에 대한 검열 사유가 확인되었고, 이작품들은 전체 12종의 아동 잡지와 2종의 단행본에 수록되어있다는 사실을 알수 있었다. 또한 이 작품들을 총독부가 검열한 이유는 크게 3가지로 분류할 수 있었으며, 민족주의적 성격의 내용과 반일 사상을 고취시키는 경우, 사회주의 사상과 계급투쟁을 드러낸 경우, 현 체제 비판적 성격을 드러낸 경우로 구분할 수 있었다. 이 검열 사유들에 대한 연구는 무엇보다도 삭제와 출판 금지 등의 조치를 당하여 현재 망실되어버린 작품들의 존재를 복원하고 발굴하는 데에 활용할 수 있으며, 당시 다양한 출판 매체들이 어떤 방식으로 언론 탄압을 받았는 가를 증명하는 데에도 기여할 수 있을 것으로 기대한다. 또한 일제강점기 총독부의 검열 정책의 실증적인 결과물로 사상 통제에 대한 흐름을 고증하는 데에도 활용될 수 있을 것이다.

Joseon Chulpan Gyeongchal Wolbo(Sep, 1928 -Dec, 1938) is a confidential document of Department of Books of Police Bureau ( Gy eongmuguk) of Government General of Chosen (Joseon Chongdokbu) containing the information regarding censorship of publications and administrative measures for 11 years. This study aimed to inquire into the aspects and meaning of censorship of children's narratives by translating and clarifying 3,679 cases of works included in this data with administrative measures reasons upon censorship, in other words, "disapproval and deletion article key point" of publication. According to the research results, the reasons for censorship of 31 types of narratives (children's story, play, historical story, children's novel) were confirmed and it was possible to understand that these works were included in 12 types of children's magazines and 2 types of books. The reasons for censorship conducted by Government General of Chosen were largely classified into three. Firstly, it was because of the nationalist content and inspiration of anti-Japanese ideology. Secondly, it was due to display of socialist thought and class struggle. Thirdly, it was caused by the critical features of the current s ystem. This study of censorship reasons can be applied to restore and discover the existence of works which have been lost by the measures of deletion and publication ban, and expects to contribute to proving how a variety of publication media were under suppression of press back then. Furthermore, this study will be able to be applied to ascertain historical truth of the stream of thought control as an empirical result of censorship policy of Government General of Chosen during the Japanese occupation.

최근의 COVID-19라는 전지구적 재앙은 우리 인류의 삶과 학문 등에 많은 변화를 요구하고 있다. 예를 들어 다양한 모임이나 회의, 교육 등이 비대면 온라인으로 이루어지는 ‘뉴 노멀’에 직면해 있으며, 이에 따라 외국어로서의 한국어교육도 변화와 새로운 시도를 모색해야 한다. 이 글은 이러한 포스트 휴먼, 세계화와 4차 산업혁명 시대의 도래라는 현실에 직면한 외국어로서의 한국어교육의 현재와 그 미래상을 이야기하였다.
이를 위해서 먼저 포스트 휴먼 시대의 학문적 지향으로, 현대 산업사회의 다원주의 학문적 담론, 인간 중심주의를 넘어 생태학적 학문, 문화적 평등주의를 실현하는 학문, 다중문식성의 실천하는 학문 등을 제시하였다. 그리고 외국어로서의 한국어교육은 상호문화주의를 지향하는 한국어교육, 비대면 가상공간에서의 한국어교육, 한국학과 연계하는 한국어교육, 포스트 휴먼 시대의 한국문학 교육, 실천적 학문으로서의 한국어교육 등을 추구해야 함을 설명하였다.
끝으로 이러한 논의를 통해서 외국어로서의 한국어교육은 포스트 휴먼 시대에 인간을 논의의 중심에 놓는 학문을 지향하고 실천할 수 있어야 함을 주장하였다.

The ongoing COVID-19 pandemic has presented diverse challenges in human life and science. As we face the ‘New Normal’, where social interactions are mostly conducted online (e.g., meetings, conferences, and classes), Korean language education as a foreign language(KFL) should also seek alternatives to overcome such challenges. Accordingly, this paper discusses the present and future of KFL in post-human era, globalization, and the Fourth Industrial Revolution.
Accordingly, the suggested foci of the academic orientation in post-human era as the follows: the pluralistic academic discourse of modern industrial society, the ecological study beyond anthropocentrism, the study of realizing cultural egalitarianism, and the study of practicing multiliteracy. Additionally, while recognizing the need to pursue KFL in interculturalism, in a non-face-to-face cyberspace environment, and in connections with Korean studies, and this paper provides a direction to Korean literature education of KFL in post-human era, serving a useful guide for practical studies.
Lastly, it is suggested that KFL pursues and practices a study that places humans in post-human era at the center of discussion.