This study aimed to propose the method of Korean literature education using the classical poem Jeongeupsa known to have originated from the Baekje era. To this end, the significance of the poem as a teaching material for Korean literature was reviewed. The contemporary interpretation for foreign learners was newly added through the review of the existing interpretation of Jeongeupsa in modern terms and background stories. Moreover, a linked activity that combines exploration of the Jeongeup area (North Jeolla Province) with “digital camera poems” and parodies was also presented. This would be an effective way for foreign learners to reinterpret and recreate the poem. In addition, the model of Korean literature education regarding Jeongeupsa was composed of seven stages, which could serve as a more practical help in the field of Korean language education. (Jeonbuk National University)

This study analyzed syntactic complexity development in learners in the initial step of learning Korean longitudinally and examined the aspects and characteristics of their syntactic complexity development. Syntactic complexity is a language's structural complexity, and it can be investigated by converting the degree of complexity in the connection of sentences, phrases, or clauses into values. To analyze syntactic complexity development in learners' spoken language longitudinally, the research team used < Korean learners' longitudinal spoken language corpus > consisting of 85,620 phrases and 11,604 sentences from eight beginner-level Korean language learners' free conversation utterances collected through seven sessions for five months. Also, analysis was done by setting analysis units of spoken language syntactic complexity as words, phrases, clauses (coordinate & subordinate clauses), and AS-unit. According to the analysis results, as their learning proceeded, their syntactic complexity increased in general, but temporarily, the development was either delayed or set back, too. Also, in sentential extension, the use of subordinate clause had more influence on the learner's development of syntactic complexity than coordinate clause; however, individual difference existed in syntactic complexity development. Based on the findings, this study found implications about education for connective endings and the necessity to conduct research on personal variables regarding syntactic complexity development and follow-up research on syntactic complexity of Korean learner's spoken language. Furthermore, this study verified the point that AS-unit can be used as a analysis unit to determine syntactic complexity of learner's spoken language. (Korea University·Korea University·The Cyber University of Korea·Korea University)

This study aims to reveal commonalities and differences by contrasting Engagement in the Chinese and Korean diplomatic briefing discourse. To this end, 100 piece(Korean 50, Chinese 50) diplomatic briefing discourses was selected and then we extracted the Engagement based on the Appraisal Theory. As a result, the inter-textual resources was used the most in all diplomatic discourses between Korean and Chinese. This shows that all diplomatic discourses between Korean and Chinese place importance on communicating facts. This seems related to the main function of the Ministry of Foreign Affairs' regular briefing is to convey the facts. Also, it can be said that it is characteristic that the entertain is used a lot in Korean diplomatic discourse, whereas pronounce is used a lot in Chinese diplomatic discourse. This shows that the Korean diplomatic discourse places importance on interaction with the audience, and the Chinese diplomatic discourse values the expression of its own position. This seems to be related to the roles of spokespersons for the Ministry of Foreign Affairs of China and Korea, the foreign policies of the two countries, and the customs of expression in Korean and Chinese. (Jilin University)

본 연구는 스페인 초급 한국어 학습자들의 쓰기 활동 시 자가수정(self-correction)의 효용성을 연구하였다. 대상은 대학에서 한국어를 전공하는 23명의 스페인 학생들이다. 자료는 강사가 준비한 스페인어-한국어 역번역문이며, 교실수업에서 학습자들에게 간접적 피드백을 제공하고 해당오류를 자가수정하게 하여 그 결과를 조사 분석하였다. 학습자들은 수업시간 내 교사가 동료 학습자들에게 제공하는 피드백을 관찰하고 동료의 본보기 텍스트(model text)를 바탕으로 자신의 오류를 직접 수정하였다. 학습자들은 자가수정 과정에서 동료 및 교사에게 질문하거나 상의할 수 있으며, 교과서, 수업자료, 노트필기, 사전 등을 참고했다. 분석 결과 간접 피드백 및 자가수정 이후에도 지속적으로 발견된 오류는 철자오류(53.6%), 조사사용(19.9%), 동사활용(17.1%), 어휘선택 (9.2%)으로 분류할 수 있었다. 학습자들의 자가 수정되지 않은 오류의 절반 이상은 철자오류로 나타났으며, 자음오류(31.8%)가 모음오류(21.8%)보다 많았다. 이는 스페인 학습자들의 모어 간섭으로 인한 한국어 음소 인식 문제인 것으로 보인다. (살라망카 대학교)

This study focused on intercultural awareness as part of enhancing intercultural competence to improve intercultural communication competence. So we theoretically considered critical cultural awareness and cultural self-consciousness through stereotypes and unfamiliarity with self-culture. And by applying and analyzing these to intercultural teacher education, practical and experiential intercultural awareness teacher education methods were sought. Therefore, the background and causes of problems of cultural bias such as stereotypes were examined, and as a way to overcome this, the unfamiliar view of self-culture was reviewed and applied to actual classes experientially to have an opportunity for introspection. Furthermore, it was recognized that it is not an easy process to break out of the self-culture frame, and reviewed that continuous introspection and training process are necessary to minimize this. (Honam University)

The study analyzes the similarities and differences between two constructions, '-eun keosita' in Korean and 'shì……de' in Chinese, to shed light on the corresponding relationship between these two constructions. The construction '-eun keosita' can be divided into three types. Type 1 is composed by 'keos' which has the function of reference and 'ita' which marks the identity relation. Type 2 is composed by the 'keos' complement clause and the copula 'ita'. Type 3 of '-eun keosita' is used as an idiomatic expression, which has the modality meaning of “emphasizing the established facts”. The construction 'shì… …de' also can be divided into three types: judgment construction, emphasis construction and affirmative construction. In the case of the judgment construction, 'shì' is a copula and 'de' is a structural auxiliary. In the cases of the emphasis construction and the affirmative construction, 'shì' is a modal adverb and 'de' is a modal particle. When 'shì……de' is deleted, the emphasis construction and the affirmative construction can be distinguished according to whether the meaning of the perfect is maintained. When comparing the construction of '-eun keosita' and 'shì……de', it has been found that Type 1 of '-eun keosita' corresponds with the judgment construction of 'shì……de'. But when the subject is a person, Type 1 of '-eun keosita' does not correspond with the judgment construction of 'shì…… de'. In addition, Type 2 of '-eun keosita' does not correspond with the construction of 'shì……de'. Type 3 corresponds with the affirmative construction of 'shì…… de', and at the same time, it also corresponds with the emphasis construction of 'shì……de' in particular context. When 'shì……de' is used as the meaning of affirmative, it can be used in suppositional contents. But this meaning contradicts with type 3 of '-eun keosita', so they can not replace each other in this case. (Seoul National University)

The present study aimed at exploring the feasibility of the automated scoring in a writing test of Korean language. To this end, a scoring model was constructed and score prediction was performed by utilizing machine learning based on writing responses and their scoring data from the pesudo-test of Sejong Korean language Assessment (SKA). Random Forest, one of the representative supervised learning algorithms, was used for this machine learning, and the performance of the scoring model was validated in terms of 'Accuracy,' 'Precision,' 'Recall,' 'F1,' and 'Kappa' values. As a result, the performance of the scoring model in the two scoring domains of 'language use' and 'content' was good even though the data size for machine learning in this study was very small and the scoring rubric was not customized for the SKA writing test items. This results showed very positive implications for applying an automated scoring to the SKA writing test. In particular, the correlation between scores predicted by the automated scoring model and given by the human rater was smaller than that between scores by two human raters, however, the difference of the two groups was just about .10, which might be overcome by using a larger amount of data for machine learning and customizing automated scoring features. (Inha University, Gwangju University of Education, King Sejong Institute Foundation)

This study aims to analyze the format of video lecture materials for Korean language learners in the view of Semiotics. Two materials from the King Sejong Institute Foundation, a public institution, were selected, and analysis standards were prepared employing Saussure's structural semiotics, and NVivo 12 Plus was used as an analysis tool. As a result, either the external and internal domains were not clearly separated, or heterogeneity was found in the internal information to which the same rule should be applied, thus violating the 'binary opposition'. In addition, the variability of 'value' was reported as a specific meaning was expressed by several signs or a single sign was used in several meanings. These results implied that the format of video lectures was less systematic than that of printed textbooks. For educational application, some application measures for the reported problems were proposed. An example of application of 'binary opposition' in terms of hierarchical arrangement or design of information, and another one of using a 'sign' in which the signifier, i.e. the language information, was properly combined with the signified such as font, color, line or figure design, and icon in consideration of the relationship between 'paradigmes', were presented. (Hongik University)

This study aims at identifying differences between native speakers and Korean learners in the usage patterns of passive voice and analyzing Korean learner's asymmetrical and functional errors of passive forms. Passive voice in Korean is grammatically important research field, and in practice, many Korean learners have difficulties acquiring it and commonly make errors in it. Current passive voice education for foreign learners, however, mainly focuses on the transformation of active forms into its passive forms and the irregularity of passive verbs that combine with passive suffix such as '-i, hi, ri, gi'. Therefore, it does not cover the asymmetrical characteristics according to its semantic classes of polysemous verbs and its functional aspects. As a result, it is overlooked that Korean learners tend to simply memorize passive forms as its active pairs as a vocabulary, resulting in limited usage of specific passive expressions or semantic and functional errors. Firstly, this study compares the actual usage patterns between native speakers and Korean learners focusing on the meaning of verbs and classifies verbs into three groups according each group's characteristics, and presents implications. Also, this study analyzes learner's usage patterns and errors in terms of asymmetrical characteristics of passive voice and atypical passive function. It is expected the study can be used as a material for enhancing the understanding of Korean learners in passive voices by focusing on its meaning and function. (Graduate School of Kyung Hee Cyber University)

The purpose of this study is to analyze the complexity and accuracy developments of Korean in three Chinese immigrant youths based on the Dynamic System Theory. The analysis of three participants showed different developmental trends and nonlinearities of development and regression in syntactic complexity, lexical complexity, and accuracy.
Furthermore, the educational characteristics of each student were discussed along with the changes in complexity and accuracy. The immigrant youths who have been involved in the Korean language classes utilized various and stable Korean phrases and sentences, while their lexical varieties were somewhat limited. On the other hand, the youths who have only attended basic classes tended to have limited complexity in their Korean phrases and sentences. Moreover, extracurricular activities and Korean friends were shown to be important factors affecting their Korean abilities. According to the study, youths who have participated more in extracurricular activities or kept interactions with Korean friends demonstrated better diversities in vocabulary. This result implies that it is necessary to continue Korean education through extracurricular programs, like Korean preparatory classes, for immigrant youths.
The Results of this study shed light on Korean language education for immigrant youths, on which there has been little study, by examining the influential factors and the aspects of Korean language education in immigrant youths using qualitative methods. (Seoul National University)