The purpose of this study is to identify the role that the tutor should play for the effective operation of Korean language courses for K-MOOC foreigners and what competencies are needed for them. I first took a deductive approach and derived a tutor's role and competency model for the operation of tentative K-MOOC Korean language courses through literature analysis. To validate the validity of the draft model and refine the model, I recruited experts and conducted three times of Delphi surveys. Through three Delphi surveys, the final model was derived by repeatedly conducting the process of modification and supplementation. The model consisted of four roles of the tutor and twenty-five competencies required in this regard.
(Kyung Hee University)

Along with an expanded interest in Korean, the number of adolescent Korean language learners has been increasing: as of February, 2020, about 145,000 learners in 1,635 secondary schools in 30 nations are taking Korean language classes. On top of that, if we include young people who learn Korean from online K-culture contents outside school, the number will rise more. So far, Korean language education has been mainly for immigrant youth (i.e. adolescents from foreign countries, multi-cultural families, and North Korea) and overseas adolescent Koreans. However, as many researchers now realize that systemic research on Korean language education for non-Korean adolescent is also needed, a lot of studies supported by the government are on-going. Reviewing research trends in Korean language education for the adolescent, this paper attempts to find a way that Korean language education for adolescent KFL learners would move forward. For this, 218 papers published in the last twenty years were reviewed, and 35 of them, the topics of which are adolescent KFL learners, are closely analyzed. As a result, it is turned out that research for practical curricula and materials for non-Korean adolescent Korean language learners is required. The primary research here means language knowledge (i.e. vocabulary, grammar, and pronunciation), the four language skills, language development, and the analysis of affective variables.
(Seoul National University of Science and Technology)

The purpose of this paper is to construct a auctorial voice model of the Korean argumentative text and verify whether the constructed model fits the characteristics of the Korean argumentative text. To this end, 45 argumentative texts by native Korean speakers were used as research data, and three experts evaluated the appropriateness of the use of auctorial voices. Then, Pearson correlation and linear regression were used to verify whether the overall voice strength and each subcategory had a correlation with the score of the writing texts, and which category of voice had the greatest influence on the score of the writing texts. As a result of the study, it was found that the overall voice strength of the auctorial voice had a correlation with the score of the writing texts. 28.5% of the score was determined by the overall voice strength of the auctorial voice. Among the subcategories of the auctorial voice, the most influential factors on the score of the writing texts were hedges, other's voice mention, evidence reference, and rebuttal. 66.2% of the overall voice strength was determined by each subcategory of the auctorial voice. rebuttal, interpretation, hedges, and other's voice mention had the greatest influence on the overall strength of the auctorial voice. Referring to the English auctorial voice model constructed by Zhao(2013), it can be said that the auctorial model constructed in this study fits the characteristics of the Korean argumentative writing text.
(Dalian University of Foreign Languages/China Research Center for Northeast Asian Languages·Dalian University of Foreign Languages)

The purpose of this study is to identify the correlation between Korean listening efficacy and reading efficacy among advanced Chinese Korean learners and to figure out factors affecting efficacy. 30 advanced Chinese Korean learners participated in an experiment about listening efficacy, reading efficacy, residence period, and the period of learning Korean. Through correlation analysis, we examined whether listening efficacy and reading efficacy correlate with each other and regression analysis was conducted to see what could affect learners' efficacy. It showed that there was a significant correlation between listening efficacy and reading efficacy. In particular, the attitude of challenge had the greatest influence on efficacy. It was found that the period of residence in Korea was a factor that effectively increased the subscale 'observational compare' of learner's listening efficacy and reading efficacy. Korean teachers should help learners to challenge themselves gradually through small achievements so that learners' listening efficacy and reading efficacy can have a positive effect together. Also, careful consideration from teachers will also be needed to increase the efficacy of learners that spend a relatively short time in Korean classrooms.
(Ewha Womans University)

Synonyms and antonyms constitute a close lexical network based on semantic relations in the mental lexicon. In this paper, the lexical decision task was performed by native Korean speakers and Chinese-speaking Korean learners on synonyms, antonyms, and unrelated words. (1) Native speakers were faster and more accurate than learners, and advanced learners processed synonyms more accurately than intermediate learners. (2) All groups processed synonyms and antonyms more accurately than unrelated words, but learners showed a prime effect that differed from non-words in antonyms. (3) The frequency effect has shown only in intermediate learners. These results are explained by a connectionist model that strengthens the connections between synonyms and antonyms based on semantic relations, and it is suggested that learning system knowledge of vocabularies such as synonyms and antonyms is effective. Since learners could receive more help from synonyms than antonyms in word processing using lexical networks, it is necessary to use synonyms to present words in vocabulary teaching and should be suggested new methods or strategies to use antonyms to facilitate learning.
(Hankuk University of Foreign Studies)

This study aims to design and implement content for Neologism education using SNS as a research on Neologism education methods for Chinese learners. First of all, the educational characteristics of SNS and the teaching and learning models using it were divided into SNS, learners, teachers/managers, and contents as educational factors, and each presented factors to consider. In addition, systematic education list was extracted by selecting and classifying educational contents based on the '2019 National Institute of Korean Language' Neologism data'. Finally, Chinese learners were surveyed by properly implementing Neologism education contents using WeChat according to the educational environment and characteristics. As a result, we were able to identify the need for Korean Neologism education and learners' desire to learn Neologism using SNS. I could see that it was an effective way of teaching Neologism.
(Korea University)

The purpose of this study is to analyze the willingness to communicate of Korean learners in non-face-to-face real-time online classes to find ways to improve their communication skills. Written interviews were conducted with 16 middle and high-level learners and 8 teachers at Y University's Korean Language Institute how learners' willingness to communicate in non-face-to-face real-time online Korean classes changes. As a result, it was found that their willingness to communicate was influenced by two types of factors: personal factors and situational factors. In other words, it was found that not only personal factors such as confidence in Korean, but also situational factors such as non-face-to-face online class environment had a great influence on the willingness to communicate of Korean learners. Based on these survey results, I propose a way to improve learners' willingness to communicate in non-face-to-face classes. Classes using computer media, classes that can form a bond between learners, and desirable behaviors and attitudes of teachers in non-face-to-face real-time online classes are discussed.
(Yonsei University)

This paper aims to analyze the differences between Korean L1 group and L2 group in cohesive expression in narrative text writing. The previous studies have been pointed out that the Korean L2 texts lack cohesive expression, but not enough contrast studies have been done comparing cohesive expressions between L1 and L2 texts. Thus, it was difficult for L2 speakers to recognize how their textual composition should be modified in comparison to L1 speakers.
This paper analyzes the characteristics of L1 text that L2 speakers can refer to for text writing. It examined the method of lexical cohesion, the use of tense forms, the use of sentential conjunctions and conjunctive endings for semantic cohesion, and the use of determinative phrases as representative language devices in cohesive expression.
There was no significant difference between the two groups in the expression of lexical cohesion, which was considered to be related to the lack of substitutive pronouns in Korean. In use of the tense form, the two groups showed a distinct contrast, with L2 speakers using the tense form as a deitic function, while L1 speakers used it as a modal function. In addition, although both groups used sentential conjunctions and conjunctive endings as cohesive devices, the L1 group used sentential conjunctions much more diversely and more often. In contrast, the L2 group showed a relatively high dependence on conjunctive endings than sentential conjunctions.
Finally, semantic cohesion by determinative phrase differed significantly in the two groups. In L1 text, unlike in L2, noun phrases in each sentential component have been modified by a determinative phrase. In conclusion, L2 speakers need to be trained with the use of sentential conjunctions, along with the modal function of tense forms. In addition, they need to use determinative phrases for semantic cohesion more often.
(Jeonju University)

This study addresses the development of a new educational direction for Korean language education in the post-human era, namely, the development of multiliteracies education. As the world is now enveloped in COVID-19, all fields are seeking new breakthroughs, and education in particular is the first to adapt to the post-epidemic era. This prepares new types of human resources for the post-human era, and actively responds to new concepts such as environmental mutations and the AI era at a later stage. Based on the above, this study takes Korean language education as an example of a humanities subject, and discusses how it can find its own new point of development and adapt to its surroundings in a way that provides a new concept of education. The study of multiliteracies in Korean language education has evolved in recent years, largely due to the development of science, technology and multimedia. This external environment has necessitated changes in traditional language education and has urged educators to reconsider educational goals such as the overall literacy of students. The New London Group, the first to propose multiliteracies, redefined the concept in 2013 and added elements of social activism and ethics in the virtual society to it. These two concepts are, of course, at the forefront of the future development of multiliteracies education in Korean language education, which is to prepare students to think about harmonious relationships with non-humans and nature based on a human-centred approach, and to articulate new ethical and moral concepts within the social framework of the virtual space. In line with this educational objective, researchers should take into account the diversity of today's Korean language learners, the diverse requirements of the learners' learning purposes, and the specialised and complex dimensions of teaching content. Furthermore, in terms of changing ethical and moral concepts within the virtual space, researchers should focus on developing learners' ability to identify social issues through the media and how to deal with these social issues in concrete behavioural terms.
(Seoul National University)