Journal articles on the topic 'Korean language – usage – study and teaching'
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Lee, Juyeon, Soyoung Park, and Michael Heinz. "Exploring patterns of article use by advanced Korean learners of English and Spanish." International Review of Applied Linguistics in Language Teaching 56, no. 1 (February 23, 2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.
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AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to English and Spanish, respectively, and their article usage patterns in English and Spanish were analyzed for comparison. The results show that both groups exhibited high levels of accuracy in the use of English and Spanish articles while major error types were article omission and article misuse, which can be partly attributed to L1 effects. As for differences, the participants in the English group tended to employ other determiners instead of articles, such as possessives, quantifiers, and demonstratives. In Spanish, the tendency to over-use definite articles was stronger than the English group. These differences may be related to certain consecutive interpreting strategies as well as differences in pedagogical approaches of teaching English and Spanish in Korea. Detailed patterns in the use of articles in English and Spanish are compared, and their implications are discussed.
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CHOI, Boseon. "Aspects of Korean Embedded Sentences Usage by International Students: Focusing on Noun Clauses in Spoken Language." Korean Society of Culture and Convergence 45, no. 7 (July 31, 2023): 57–70. http://dx.doi.org/10.33645/cnc.2023.07.45.07.57.
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This study examines the usage aspects of noun clauses in the spoken language of international students studying in Korea. Previous studies have focused on written materials and used grammaticality judgment tests, lacking natural language data. This study addresses these limitations and explores diverse language aspects in spoken discourse. Participants include 79 international students from Vietnam, China, Uzbekistan, Turkey, Mongolia, Japan, Taiwan, and Russia, engaging in natural conversations in small teams. As a result, a total of 2,634 sentences and 17,994 words were collected, and the usage aspects were examined by categorizing them into ‘-(으)ㅁ’, ‘-기’ and ‘-는 것’ noun clauses. The “-는 것” noun clauses appeared most frequently, and expressions reflecting spoken language characteristics were observed. The findings of this study suggest educational interventions for producing appropriate expressions in spoken and written language styles, and analyzing Korean language teaching materials for listing predicate verbs following noun clauses.
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Sang, Myungsik. "Methods of Teaching and Learning Korean History for Korean Learners: Focusing on the TV Documentary ‘History Channel e’." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 57–72. http://dx.doi.org/10.33645/cnc.2022.10.44.10.57.
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The purpose of this paper is to present a teaching and learning method using the historical documentary ‘History Channel e’ in order to effectively teach Korean history to Korean learners. This study was examined the importance of Korean history education for Korean learners and analyzed the research results. After examining the principles and methods of history education using documentaries, it was discussed how to use 'History Channel e' in Korean language education. ‘History Channel e' is worth using in history education for Korean learners, but it is effective to select and present some programs suitable for achieving Korean teaching and learning goals rather than using all contents, and 71 contents were selected and presented. One of them was developed and presented as a learner-centered and process-oriented teaching and learning method. Through the development of teaching and learning methods using 'History Channel e', it is expected that Korean history education for Korean learners will be effective. However, as it is still an early-stage discussion, it is important to continuously develop by reflecting various feedbacks through the actual usage in the classroom.
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Jung, Boo Kyung, and Gyu-Ho Shin. "Use of locative postposition-verb construction in Korean: analysis of L1-Korean corpora and L2-Korean textbooks." Corpora 18, no. 1 (April 2023): 15–47. http://dx.doi.org/10.3366/cor.2023.0271.
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A usage-based account argues that the actual experience of language use greatly affects the course of language acquisition. On the basis of this premise, this study investigates how language textbooks, as a main input source for L2 learners, reflect the properties of a target language. We focus on a Korean locative postposition–verb construction, consisting of one of the three locative postpositions (– ey, – eyse and –( u) lo) and particular sets of verbs. For this purpose, we adopt representative L1 written/spoken corpora in Korean and two L2-Korean textbook corpora, and analysed three aspects of them: frequency of these postpositions and verbs, their association strength, and change in use of the construction’s components across the corpora. We find that ( i) verb types co-occurring with each postposition follow the Zipfian distribution in both datasets, ( ii) L1 corpora and L2 textbooks are inconsistent with their manifestation of postposition–verb associations within the construction, and ( iii) the two textbook types differ in verb use co-occurring with the postpositions. The implications of this study’s findings are discussed in terms of the acquisitional benefits of constructional frames and using corpora for L2 learning and teaching
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Sang Young, Park,, and McIver, Patrick. "Effectiveness of Korean Classical Novels’ Usage in an English as a Foreign Language Classroom." World Journal of English Language 12, no. 1 (February 23, 2022): 236. http://dx.doi.org/10.5430/wjel.v12n1p236.
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The current bilingual theories argue that the L2 language practices of bilingual students are derived from a single language repertoire and that enabling students to have access to their entire language repertoire can be an essential resource for further language development. Recent academic studies show that using students’ language repertoire, including L1 language in the target language classroom, increases their intrinsic motivation and improves fluency; however, many researchers still show skepticism regarding this teaching pedagogy. Therefore, this research validates that using L1 text improves students’ intrinsic motivation and fluency and increases curiosity about L2 culture while learning L2 language. In order to prove this, the study used three classical Korean novels written by Park Ji Won. The study included 98 students from intermediate and beginner speaking in an English as a Foreign Language (EFL) classes. A task-based assignment was given, and a questionnaire was used to ascertain the students’ opinions on the use of L1 text to improve motivation, fluency, and curiosity. This study reveals that EFL students can acquire a second language by learning about their traditions and culture, not just a practical and utilitarian text. In addition, this research proves that increasing curiosity and knowledge are integral components in language development, not only with the L1 text but also congruent with the L2 text, which is essential to acquiring the target language. The implication of this study emphasizes that not only L2 texts but also L1 texts are crucial for language development.
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Kang, Sujin, and Junghyun Lee. "A Study on the Selection of Neologism for Professionals and Learning in Advanced Korean: Focusing on the “social” Theme Field." Korean Society of Culture and Convergence 44, no. 6 (June 30, 2022): 23–43. http://dx.doi.org/10.33645/cnc.2022.6.44.6.23.
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The purpose of this study is to select and suggest neologism for teaching and learning for advanced Korean learners. For this purpose, 1,040 Neologisms in the topic area of “society” were extracted from the Newly-coined word sourcebook and analyzed how continuously they have been used for 10 years from 2009 to 2019 using the news big data analysis system BIGKINDS. Based on this analysis criteria of this study, 60 neologism were finally selected for teaching and learning. Furthermore, we analyzed the social factors that influenced these retention and the use cases. At the time, the group was divided into four categories: “neologism showing an increasing phase”, “neologism showing a decreasing phase”, “neologism showing high usage at a certain period” and “neologism that is used steadily”. This analysis is significant in that it extracted the neologism needed at the Korean language education field from the Newlycoined words sourcebook published by the prestigious National Institute of Korean Studies and analyzed examples sentence and social cause to supporting this. The Neologism proposed in this study can be used as basic materials in the field of education in that they are analyzed by finding and analyzing the background of the neologism and the possibility of future use.
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LIBRENJAK, Sara, Kristina KOCIJAN, and Marijana JANJIĆ. "Improving Students' Language Performance Through Consistent Use of E-Learning: An Empirical Study in Japanese, Korean, Hindi and Sanskrit." Acta Linguistica Asiatica 6, no. 2 (December 28, 2016): 79–94. http://dx.doi.org/10.4312/ala.6.2.79-94.
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This paper describes the backing theories, methodology, and results of a two-semester long case study of the application of technology in teaching four Asian languages (Japanese, Korean, Hindi, and Sanskrit) to Croatian students. We have developed e-learning materials to follow the curriculum in Croatia and deployed them in Asian language classrooms. Students who agreed to participate in the study were tested before using the materials, and after each semester, and their progress was surveyed. In the case of Japanese students (N=53), we have thoroughly monitored their usage and compared the progress of students who have diligently studied vocabulary and grammar using our materials on Memrise, and those who have neglected their studies. This was measured through their scores on the Memrise, which shows the user's activity. Also, their progress was measured using standardized tests that were designed in such a manner to resemble Japanese Language Proficiency Test. We have found that frequent users progressed averagely 20,3% after each semester, while non-frequent users have progressed only 11,6%, proving this method to be related to stable and constant use of e-materials.
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Choi, Bumyong. "Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 187–208. http://dx.doi.org/10.2307/42922365.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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Choi, Bumyong. "Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 187–208. http://dx.doi.org/10.2307/korelangamer.17.2012.0187.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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CHOI, YOONSEO. "A COMPARATIVE RESEARCH A COMPLEX SENTENCE WITH TEMPORAL ADVERB CLAUSE OF MODERN MONGOLIAN, TURKISH, AND KOREAN LANGUAGES." Korean Association for Mongolian Studies 73 (June 30, 2023): 39–54. http://dx.doi.org/10.17292/kams.2023.73.39.
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Until now, comparative studies in the vocative of the two languages have been carried out in the context of simple sentences. However, in real life complex sentences are used more than simple sentences in spoken and written language. So, a complex sentence with adverbial clause of time has been specially considered on the example of the Mongolian language, that including complex sentences shows unique features of the vocative. If a complex sentence has two different subjects, it appears by nominative case in the clause sentence of Korean and Turkish; but it appears by vocative clause in the clause sentence of Mongolian; sometimes it appears by the zero subject. The main importance of this study is to clarify and explain this reason from the point of view of grammar and identity. When we do this, research, aimed to be as a language usage for bilingual students and to the teaching teachers. We have reviewed the special usage of the vocative in the three languages based on the imperative characteristic of the verb to be transitive. This characteristic is manifested in the subjective of complex sentences with an adverbial clause of time in the Mongolian language, but in the objective of simple sentences in the Turkish and Korean languages. This is due to the fact that is not the primary function of vocative case adjective to transitive verb and it is due to the fact that it serves as an auxiliary suffix that highlights the subject and intensifies the tone of speech. As seen from suffix of vocative in the three languages, it is necessary to learn to understand and use it in relation to human attitudes in addition to the rules of linguistics, that relates with both transitive or intransitive verb for to eliminate the prejudice that verb with suffix of vocative case is commands to only transitive verbs. We are considering that is possible, it can be explained by the characteristics of human attitudes and relationships that is not from the point of view of grammatical whether to get a vocative in subjective in the clause sentence of a complex sentences.
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Jeon, Ji-Hye. "Analysis of Elementary Textbooks and Learners’ Vocabulary Awareness According to CEFR Levels." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (April 30, 2023): 313–26. http://dx.doi.org/10.22251/jlcci.2023.23.8.313.
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Objectives This study aims to specify what to consider when teaching the upper level of the elementary recommended vocabulary.
Methods Vocabularies extracted from textbooks reflecting the 2015 curriculum and CEFR textbooks were described levels of EVP to investigate learners’ vocabulary awareness and the aspect of vocabulary being implemented in textbooks was analyzed. Vocabulary awareness survey items were confirmed through a preliminary survey targeting 20 students at Gunsan J elementary school. 27 survey items described by CEFR levels in EVP were analyzed in terms of usage in one type of Korean textbooks. Vocabulary awareness survey was conducted with 116 students of Gunsan J elemenatry school using a google survey.
Results 12 vocabularies out of 27 have some usage in textbooks. The vocabulary awareness of the learners for the vocabulary usage described in the textbook was shown high. Although textbooks use only some usages of vocabulary, learners responded that they know other usages as well. Awareness of upper level vocabulary usage, not the CEFR Basic User, was also shown high.
Conclusions Vocabulary awareness items that can be used in the classroom should be developed. EVP can be a basis for users to search for and utilize vocabulary usage to develop survey items. Since the results can be interpreted as the CEFR learner’s language proficiency, it can be effective tool for evaluating, analyzing and utilizing the learner’s vocabulary awareness. It is necessary to actively introduce various uses of vocabulary in elementary vocabulary instructions. In many cases, learners knew the usage of upper level's vocabulary usage even if those weren't used in textbook and weren't classified to the elementary recommended in curriculum. Therefore, Efficient vocabulary instruction will be possible, if the recommended vocabulary in the curriculum is used as a guideline, and vocabulary usage is taught in the class based on learners’ vocabulary awareness.
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홍혜란. "A Study on the Usage of Tense for teaching Korean Langauge - Focusing on analysis of the distribution and discourse function by language register -." Language Facts and Perspectives 42, no. ll (November 2017): 159–86. http://dx.doi.org/10.20988/lfp.2017.42..159.
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Cha, Myunghee. "A Study on the Grammatical Characteristics of Presidential Inaugural Addresses: focusing on the Correlation between grammatical elements and discourse purpose." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 16 (August 31, 2023): 537–55. http://dx.doi.org/10.22251/jlcci.2023.23.16.537.
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Objectives The purpose of this paper is to examine how representative grammatical categories (mood, modality and vocative) are selected and used in presidential inaugural addresses. Through this, the purpose is to show that these grammatical elements and discourse purposes are deeply correlated.
Methods For this purpose, the logogonetic patterns of systemic functional linguistics, a genre-based grammar theory, were utilized as a research method. Logogenetic patterns are a way to visibly show the relevance of grammatical meaning to the text being analyzed by showing the patterns of meaning that are generated as the text unfolds.
Results Through the above study, we can see that grammatical elements(mood, modality and vocative) embodied in presidential inaugural addresses are selected and used to achieve the goals of understanding and persuasion. First, the declarative and probability are used to give reasons for the speaker's plans or demands. Next, the use of interrogative and vocative in presidential inaugural addresses serves to increase the intimacy between the speaker and the listener. The imperative, obligation, and complex modalities (obligation + probability) are used to require the listener to do something, but they take the form of obligation or complex modalities rather than the imperative in order to reduce the damage to the listener's face caused by the command. The inclination serves to announce the speaker's plans, while also expressing the speaker's commitment to the listener to fulfill those plans.
Conclusions This study is significant because it is an example of how language use is not isolated from context, but is used within context. In addition, the usage patterns of mood, modality and vocative presented as research results will help understand the linguistic characteristics of presidential inaugural addresses. Furthermore, in expressive education such as speaking and writing in Korean education and Korean education as a foreign language, the meaning and function of mood, modality and vocative are expected to provide teaching and learning content on the use of language in a persuasive communication context. It is also expected to provide learners with interest and internal motivation in learning.
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Chae, Yoojung. "Bulgarian learner-based Artificial Intelligence Korean-multilingual Learning Dictionary Construction Methodology Research." Korean Association of Slavic Languages 28, no. 2 (October 31, 2023): 285–98. http://dx.doi.org/10.30530/jsl.2023.28.2.285.
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What differentiates the learning dictionary developed through this study from existing online learning dictionaries is that learners can always add the vocabulary or sentences they need online, and furthermore, can translate these into their desired second language. It is possible to translate and store in parallel form. Once this first model is completed, it can be developed into the construction of an artificial intelligence-based multilingual learning dictionary. In this paper, the first model has actually been developed and its code and configuration environment are presented in the main text.
The biggest difference between the existing primary model and the artificial intelligence model is that while the existing model was focused on accumulating and utilizing data through vocabulary-centered multilingual translation, the artificial intelligence learning dictionary collects additional data (mainly big data) to collect learning data. The point is to create a model by separating the and evaluation data. Once the artificial intelligence learning dictionary is completed, it becomes possible to analyze form, syntax, and meaning, and has the advantage of being able to automatically extract and visualize usage specificity, such as frequency analysis. In addition, it is possible to set up artificial intelligence functions such as automatic classification of headwords and application of a recommendation system.
This paper primarily aims to describe the actual construction of a learner-centered Korean-multilingual learning dictionary using Streamlit and its detailed contents, and then discusses the methodology for building a learning dictionary based on artificial intelligence. Through this learning dictionary, learners will be able to use the vocabulary or sentences they need as data from the beginning of learning Korean, and in this process, the efficiency of learning Korean will be dramatically increased through comparative learning with their native language. If a learner develops into an instructor, it also has the advantage of being able to actively use it as educational content in the teaching field.
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Son, Yoorim, Juhyun Kim, and Kyunga Ji. "Design and Teaching Strategies for Artificial Intelligence Convergence Education to Protect Creative Autonomy: Focusing on the Middle School Art Class." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 6 (March 31, 2024): 311–31. http://dx.doi.org/10.22251/jlcci.2024.24.6.311.
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Objectives This study has developed teaching strategies that instructors can use to design and implement artificial intelligence convergence education utilizing generative artificial intelligence for image creation. The derived lesson designs and teaching strategies suggest a limited use of artificial intelligence to ensure that learners using generative AI do not lose their creative autonomy.
Methods Through a review of prior literature, an initial checklist for class design and a teaching strategy were developed. Subsequently, two rounds of internal validation were conducted with four experts. A creative class utilizing image-generating artificial intelligence was then implemented for 100 first-year middle school students in Seoul. The effectiveness of this approach was evaluated through pre- and post-tests of artificial intelligence literacy and interviews with the learners.
Results Ultimately, 10 items for the class design checklist and 51 items for the teaching strategy were developed. The class design checklist included steps for ‘checking the usage environment’, ‘evaluating the class content’, and ‘assessing expertise’. The teaching strategy was structured into stages of ‘class preparation’, ‘understanding image-generating artificial intelligence’, ‘creative problem-solving’, and ‘class arrangement’. As a result of implementing these creative classes with image-generating artificial intelligence, there was a significant improvement in the students’ artificial intelligence literacy. Furthermore, both instructors and learners highlighted several benefits of these classes, such as the integration of artificial intelligence with various subjects, the enhancement of divergent thinking, firsthand experience with artificial intelligence principles and applications, opportunities for collaboration and discussion, and a strengthened understanding of copyright and ethical considerations.
Conclusions The instructional class design checklist and teaching strategy developed in this study serve as cross-curricular guidelines applicable to various subjects that involve image creation, including Korean language, history, and art. Designing artificial intelligence convergence lessons with a focus on protecting learner’s creative autonomy can enable them to grasp the entire creative process and its inherent value. This approach goes beyond mere technical use, empowering learners to enhance their own creative expressions.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.2.5-6.
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It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.
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Healy, Sandra. "COVID-19 Pandemic-Influenced Changes to Japanese University Student Digital Identity." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 356. http://dx.doi.org/10.37546/jaltpcp2020-44.
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This paper presents an exploratory study of Japanese university students’ usage of digital space and digital identity formation in the context of the sudden move to emergency remote teaching and learning (ERTL) during the COVID-19 pandemic. An online questionnaire was administered to attempt to capture this unique historical moment, to gain a picture of the digital spaces the students typically inhabit day to day, and to document COVID-19 pandemic related changes. The questionnaire used was adapted from Lee and Kim’s 2014 study on the digital identity of Korean university students, and the results were analysed using concepts from Ito et al.’s 2010 work Hanging Out, Messing Around and Geeking Out. It was found that Japanese students are immersed in a technology-rich environment, are active in friendship-driven online practices, and that the impact of the pandemic on their digital environments in connection with language learning and academic identities has been significant. 本論文は、COVID-19パンデミック時に公衆衛生対策として実施された「緊急遠隔教育・学習」（ERTL）への突然の移行環境下における日本の大学生のデジタル空間使用とデジタル・アイデンティティ（デジタルコミュニケーション上の自己同一性）形成を探索的に調査したものである。本研究で使用したアンケートは、韓国の大学生のデジタル・アイデンティティに関するLeeとKimの2014年の論文をもとに作成され、また得られたアンケート結果は、2010年に出版されたHanging Out, Messing Around and Geeking Out (Ito et al.)の概念を使用して分析された。本調査結果から、日本の大学生はテクノロジーに富んだ環境に没入しやすく、また、オンライン演習においては友情主導で積極的に取り組むこと、そしてそれが彼らの学術的なデジタル・アイデンティティの形成に大きな影響を与えていることが明らかになった。
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이준호. "A Study on Teaching Korean Language and Culture through Content-based Language Teaching." Bilingual Research ll, no. 34 (June 2007): 349–70. http://dx.doi.org/10.17296/korbil.2007..34.349.
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PARK, SOYOUNG. "A Qualitative Study on educational experience Korean Teachers of Korean Teaching." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 13 (July 15, 2023): 355–71. http://dx.doi.org/10.22251/jlcci.2023.23.13.355.
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Objectives This study aims to qualitatively investigate the life and educational experiences of Korean language teachers and explore in-depth the topics and implications they show in common.
Methods It is one of the qualitative research methods and the most suitable narrative method was used to explore the meaning inherent in human experience. In-depth interviews were conducted with five Korean language teachers with at least 10 years of experience using a semi-structured questionnaire to collect data. The specific data analysis was conducted by following the data analysis steps of narrative research proposed by Creswell(2013).
Results As a result of data analysis, the main topics that appeared in educational experiences of Korean language teachers were ‘the start of the career as a Korean language teacher by chance’, ‘students are the biggest reward as a teacher’, ‘the ambiguous status of a Korean language teacher’, ‘burden about work other than education’, and ‘emotional stability gained from fellow teachers’.
Conclusions First, the participants highly rated the value of self-realization in occupational choice. Second, learners were the ones that give the greatest reward and motivation to the participants as teachers. Third, they were pressured by the burden of work other than education, as well as concerns about their status as a Korean language teacher. Fourth, all of the participants claimed they want improved treatment for Korean language teachers. Fifth, relationships with fellow teachers had a great impact on job satisfaction.
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최규홍. "A Study on Korean Language Teaching-Learning Model." Journal of CheongRam Korean Language Education ll, no. 35 (June 2007): 109–28. http://dx.doi.org/10.26589/jockle..35.200706.109.
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Kang, su jung. "A Study on Learning Strategy for immigrant adolescent Korean learners." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 753–75. http://dx.doi.org/10.22251/jlcci.2022.22.22.753.
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Objectives In order to investigate the appropriate teaching-learning method for immigrant adolescent Korean learners, The purposes of this study attempted to examine the usage patterns of learning strategies and their characteristics.
Methods To carry on such discussion, after reviewing previous studies and theoretical backgrounds to secure the validity of the study, the questionnaire of “51 questions on learning strategies” that has been categorized into 6 different categories was constructed and was carried out on the study subjects in Korea via Google URL. The survey answers were first analyzed with the SPSS 22 to verify the validity, and the usage patterns of individual strategies were analyzed using T-tests, one-way variance, and response sample analysis.
Results The analysis on the overall strategy as well as the individual usage patterns showed no statistically significant results; the results were the same for the additional response sample analysis. The ‘top three strategies (high-cognitive, social, cognitive strategies) and the bottom three strategies (compensation, definitional, memory strategies)’ were extracted, and it was found that the ‘cognitive strategy’ had the highest usage rate while the ‘definitional strategy’ had the lowest rate. And in line with this fact, the definitional strategy usage rate was shown to be independent of the learning period, duration of residence, and proficiency, which confirmed that the teaching-learning plan for the respective strategy must be further investigated.
Conclusions As such, this study provided a new perspective to take into account in preparing a teaching-learning plan for immigrant adolescent Korean learners, who have similar learning purposes with the students studying abroad and yet are in different learning environments; and it provided an ultimate and important reference point for the curriculum development and adjustments.
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김용경. "A Study on Teaching Korean Language in Osaka Sejonghakdang." Korean Language Research ll, no. 28 (June 2011): 25–59. http://dx.doi.org/10.16876/klrc.2011..28.25.
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Ko, En, and Ensuk Kim. "The relevance of studying Korean literature as a component of teaching the Korean language." Scientific Research and Development. Modern Communication Studies 12, no. 3 (July 5, 2023): 49–58. http://dx.doi.org/10.12737/2587-9103-2023-12-3-49-58.
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The research is devoted to the problem of teaching Korean literature in the system of teaching Korean to students of Russian universities. The paper substantiates the need for teaching Korean literature in the Korean language teaching system, provides a list of works for study, and suggests a scientifically based methodology for teaching Korean literature.
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Son, Chunseop. "Study on the spelling norms and errors in the use of Korean abbreviations." Research Society for the Korean Language Education 20 (December 31, 2023): 47–70. http://dx.doi.org/10.25022/jkler.2023.20.047.
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Chapter 4, Section 5, Paragraphs 32 to 40 of the Hangul Orthography, which is the Korean language norm, provides detailed regulations on the spelling of Korean abbreviations. However, actual Korean speakers show usage patterns that are significantly different from the norms when it comes to spell and use of abbreviations, or experience a lot of confusion about normative usage. In addition, words that are not commonly used in the Korean language appear to be included in the norms. Accordingly, there is a need to systematically organize the norms for Korean abbreviations and examine the gap with actual usage patterns.
To summarize what I learned about the writing norms and usage patterns of Korean abbreviations in this paper, it is as follows. First, there were forms that used the normative abbreviation with significantly lower frequency. Examples include ‘‘mwosi, mue, bwaeseo, ssaeeo, pyeda’, etc.
Second, there were forms of both normative abbreviation and incorrect abbreviation that showed a certain degree of usage frequency. For example, ‘didyeo:*dideo’, seopseopji:*seopseopchi’, etc.
Third, there were examples in which the original forms of some abbreviations was rarely used in real use. Examples include ‘gaatda, seoeotda, pyeoeotda’, etc.
Fourth, among the same type of abbreviations, there were some examples where the normative form was used frequently, while there were also examples where the incorrect form was used frequently. For example, even though it is an abbreviation of the same type, ‘yokeondae:*yogeondae’ has a high frequency of use in the normative form, but the frequency of use of the two forms of ‘ganpyeonke:*ganpyeonge’ was similar.
It is hoped that this discussion in this paper will reduce confusion among Korean users regarding abbreviated spelling and help foreign learners learn Korean. In addition, it is believed that it will be a reference in establishing liguistic norms for Korean abbreviations.
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Gettys, Serafima. "Usage-Based Theory of Language and Usage-Based Instruction." International Journal of Information Communication Technologies and Human Development 8, no. 3 (July 2016): 1–15. http://dx.doi.org/10.4018/ijicthd.2016070101.
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The goal of this article is to describe Usage-Based Instruction (UBI), an innovative approach to teaching interpersonal communication in foreign languages. The UBI was inspired by Usage-Based view of language shared by such disciplines as Cognitive Linguistics, Cognitive Psychology, Construction Grammar, Usage-Based Grammar, and Artificial Intelligence. This approach has been used for a number of years by the Foreign Language Program at a small private Mid-Western university in teaching students to orally communicate in foreign languages in beginning foreign language courses. Students taught by the UBI demonstrate better performance, higher fluency, better accuracy and greater language gain than students taught by a more conventional, textbook-approach. In addition to this, they are more engaged in the learning process and consequently are more motivated to continue foreign language study.
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Heegyu KIm. "A Study on Teaching Efficacy for Korean Language Teaching of Special Education Teachers." Journal of Inclusive Education 7, no. 2 (December 2012): 123–41. http://dx.doi.org/10.26592/ksie.2012.7.2.123.
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Cheong Dal-Young. "A study on teaching grammar of korean as foreign language." Review of Korean Cultural Studies ll, no. 26 (August 2008): 5–40. http://dx.doi.org/10.17329/kcbook.2008..26.001.
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김정숙. "A Study on Korean Language Teaching Method Using Social Interaction." Bilingual Research ll, no. 42 (February 2010): 25–46. http://dx.doi.org/10.17296/korbil.2010..42.25.
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Ahn, Jeongmin. "A Study on Reeducation Courses for Korean Language Teachers in the CIS Region." Korean Society of Culture and Convergence 45, no. 10 (October 31, 2023): 1–11. http://dx.doi.org/10.33645/cnc.2023.10.45.10.1.
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The purpose of this study is to derive the priorities of the re-education programs most necessary for Korean language teachers in the CIS region to improve the educational ability of Korean language teachers. To this end, after analyzing the re-education program for Korean language teachers in the CIS area 2016 to 2022, an importance-performance analysis (IPA) analysis was conducted based on this. As a result of the analysis, Korean language classes and cultural experiences are areas that should be maintained continuously, and the areas with low performance compared to the demands felt by teachers were in the area of Korean teaching methods. Culture/history teaching methods, Korean language studies, and visits to attractions were not high priorities, so they could be considered as future programs, and it was analyzed that the proportion of other programs such as cultural/historical contents and exchange programs should be lower than the present.
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Baik, Jeong-yi. "A Study on Simulated Teaching Design for Improving Authenticity: The Experience of Simulated Teaching and Teaching Practice." Korean Association for Literacy 13, no. 4 (August 31, 2022): 279–324. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.09.
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To improve the authenticity of the simulated teaching task in Korean, this study focused on the Korean language pre-service teachers’ experience of simulated teaching and teaching practice. The intention of comparing the perception on simulated teaching and teaching practice, which is located between real teaching and simulated teaching, was to gauge the authenticity of the class by experienced people.
Third graders of the C University of Education, who experienced both simulated teaching and teaching practice in the same semester, were asked to write selfreflective reports on both experiences, and a qualitative content analysis method with teaching professionalism codes was used to analyze them. The simulated teaching task was designed as a 5-6 people group, choosing one of the five areas of Korean language education. The students’ activities were conducted with fellow pre-service teachers taking on the roles of students.
Students and the class dynamics originating from teacher-student interaction were regarded as the key to the gap between simulated teaching and teaching practice. Hence, the simulated teaching task was presented in four stages based on them, in a way that authenticity would gradually increase.
Simulated teaching has significance as a complementary means to improve teaching professionalism. This study contributes to systematizing simulated teaching tasks.
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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Abdullaeva, Nasiba Xakimboyevna. "On The Principles And Methods Of Learning Writing In A Foreign Language (On The Example Of The Korean Language)." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 299–306. http://dx.doi.org/10.37547/tajssei/volume03issue04-44.
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Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing literacy. The article reveals the features of teaching writing, namely active, passive and interactive methods and their application in the classroom in the Korean language.
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이미향. "A Study of Teaching Korean Language in Early Modern Period’s Korean Textbooks for Japanese." Journal of Korean Language Education 18, no. 1 (April 2007): 331–57. http://dx.doi.org/10.18209/iakle.2007.18.1.331.
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Park, Jeongmee, and Kyunghwa Lee. "Development and Validation of a Creative Confluence Teaching Competence Test for Korean Language Teachers." Korean Society for Creativity Education 22, no. 2 (June 30, 2022): 85–116. http://dx.doi.org/10.36358/jce.2022.22.2.85.
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The purpose of this study is to develop and validate a test to measure the creative confluence teaching competency of Korean language teachers. Therefore, the components and sub-variables of the creative confluence teaching competency that Korean language teachers should have were derived and completed through the validation process. First, the concept and components of the Korean language teacher's creative confluence teaching competency, which was first derived through FGI, were identified. Second, the validity of the components (four competency groups, seven competencies 12 sub-competency) and 34 measurement items were confirmed through the expert content validity. Third, the data of 200 students collected from Korean teachers were processed by exploratory factor analysis (EFA) and the data of 202 students was analyzed by confirmatory factor analysis (CFA). As a result of this study, the statistical fitness level of the measurement model was confirmed, and the construct validity was secured by confirming the convergent validity and discriminant validity. Cross-validity between sex, age and group of affiliation was also identified. Therefore, the test of the Korean language teacher's creative confluence teaching competency developed in this study was confirmed to be four competency groups: the Korean language teacher's creative confluence expertise, the creative confluence Korean language class design competence, the creative confluence Korean language class execution competence, and the creative confluence Korean language class evaluation competence.
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Jang, Eunmi. "A Study on Korean Teacher’s Collective Teacher Efficacy and Job Challenge." Korean Society of Culture and Convergence 45, no. 9 (September 30, 2023): 919–28. http://dx.doi.org/10.33645/cnc.2023.09.45.09.919.
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This study aims to examine the relationship between collective teacher efficacy and job challenge of Korean language teachers. Study participants were instructors teaching Korean language at university-affiliated institutions in Korea. To measure the collective teacher efficacy that Korean language teachers can experience in educational institutions, the collective teacher efficacy and job challenge scales created in previous studies were modified and applied to Korean language education. The results showed that enhancing collective teacher efficacy can influence the development of individual teacher competence.
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Suwiryo, Adhika Irlang, and Ellis R. Artyana. "Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 1 (May 31, 2018): 1–16. http://dx.doi.org/10.25170/ijelt.v13i1.1447.
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This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.
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Shin, Eunkyung. "A Study on the Analysis of Learners' Experience in the TMMKFL class for Non-native Korean Pre-service Teachers." Korean Society of Culture and Convergence 45, no. 3 (March 30, 2023): 41–53. http://dx.doi.org/10.33645/cnc.2023.03.45.03.41.
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This study is designed to empirically analyze the learning experience of 11 non-native Korean language pre-service teachers in the TMMKFL class. TMMKFL is conducted as the first and second mock classes based on the analysis of teaching materials and teacher's guidebooks, teaching drafting, mock classes, feedback and self-assessment in order to improve the teaching expertise of pre-service teachers in the previous stage of the practicum of Korean language education. The findings show that non-native Korean pre-service teachers have improved their teaching skills through reflective reflection and class analysis during this series of processes. In addition, they are highly satisfied with the method of teaching drafting referring to teacher's guidebooks, feedback in the process, and two self-evaluation processes, even though they had difficulties in the overall process of teaching drafting and mock classes. Finally, they need to prepare for more practice before they participate in the practicum of Korean language education, and it is required that the practice is also done in other subjects.
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Cho, Hangrok, and Seunghee Woo. "A Study on the Direction of Integrated Education of Korean Language and Korean Art Culture." Korean Society of Culture and Convergence 44, no. 7 (July 31, 2022): 63–74. http://dx.doi.org/10.33645/cnc.2022.7.44.7.63.
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The purpose of this study is to suggest the way of integration education of Korean language and Korean art culture for Korean language learners. It deals with the genre and main factors of Korean art through a interdisciplinary research as the first step of it. It focuses on curricula, textbooks, and teaching activities to review how Korean art is being introduced into the current Korean language education. This study suggests 4 alternatives including conducting a survey for learner needs analysis and setting pluralistic educational goals for introducing Korean art into Korean language education. This study is an interdisciplinary research between Korean art and Korean language education. It will be meaningful as an attempt to find an integrated education plan for Korean language and Korean art in the era of academic convergence.
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Kim, Ku-In, and Jung-Eun Yum. "Enhancing Cultural and Linguistic Competence in Korean Education Topic: Korean Food." Korean Society of Culture and Convergence 45, no. 8 (August 31, 2023): 1099–113. http://dx.doi.org/10.33645/cnc.2023.08.45.08.1099.
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The purpose of this study is to develop a class lesson plan that integrates Korean culture and language at universities outside of Korea. Under the theme of “Bibimbap”, it was designed by combining Brinton's “Into-Through-Beyond” model, a CBL method, ACTFL 5Cs' “communication,” “culture” elements, and CEFR's “cultural competence. This lesson plan was applied to actual classes which presented a practical example of how this method of teaching can be achieved. As a result of this study, it was found that language and cultural skills improved at the same time. Learners were also found to be interested in all areas that were taught in-class such as language, culture, and presentation activities, which seemed to have a great influence on learners' language and cultural competence. This study is meaningful in that it not only develops a practical teaching model, but it is also applicable to actual classes thus increasing the completeness of the research.
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Lee, Yun-Ja. "A Study on Korean(Joseon) Language Education Method in Chinese Sai-gwan(Hoedong-gwan) Interpreter Seen from the Semantic Field Approach in 「Joseongwan-yeogeo」." Korean Association for Literacy 13, no. 4 (August 31, 2022): 325–83. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.10.
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Vocabulary in foreign language teaching may determine the success or failure of language learning when step-by-step education progresses as a basic element of communication. Thus, its importance is being recognized even in the vocabulary education field in Korean language education. Various discussions are ongoing as to a specific vocabulary teaching-learning method available for a synergistic effect on learning.
This study sought a method of vocabulary education to expand the vocabulary of international students in the country. The characteristics and format of vocabulary books that are shown in ancient Chinese Yeokhakseo documents were scrutinized. Especially through the construction and structure in 「Joseongwan-yeogeo」(朝鮮館 譯語), which is the teaching material of Joseon-gwan within 『Hwayi-yeokeo』(華 夷譯語) as the textbook of Sai-gwan that is the training institution for interpreters in the Ming Dynasty of China. The structure and classification in‘vocabulary-semantic’were examined using Sino-Korean words with the high lexical production in Korean language education. Additionally, the aim was to identify the possibility of the desirable Joseon language(朝鮮語) vocabulary education and instruction in 「Joseongwan-yeogeo」(朝鮮館譯語) in terms of modern foreign-language vocabulary education through the teaching-learning comparison with the“semantic field approach”that is a traditional lexical access education and the modern vocabulary teaching method in China.
This paper discusses the diverse methods that find effective vocabulary teaching methods and vocabulary education in Korean language education. At the point in time that arranges an alternative plan for Korean language education that will satisfy the characteristics and needs of learners in each language sphere, we discuss vocabulary use and education seen in 「Joseongwan-yeogeo」(朝鮮館譯語), the teaching material of Joseon language in Sai-gwan(Hoedong-gwan) interpreter during the Ming Dynasty of China. This is considered an opportunity for follow-up research along with a suggestion of the modern Korean-language vocabulary education.
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Lee, sookjin, and Jinyoung Min. "A Study on the Selection and Teaching Method of Onomatopoeia words and Mimetic words for Korean Language Education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 4 (February 28, 2023): 803–17. http://dx.doi.org/10.22251/jlcci.2023.23.4.803.
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Objectives The purpose of this study is to make a list of onomatopoeia words and mimetic words for Korean language education and to present systematic and effective teaching and learning methods of onomatopoeia words and mimetic words that can be used in the field of Korean language education.
Methods As a research method, a list of onomatopoeia words and mimetic words for Korean education is prepared by analyzing the vocabulary list for Korean language education of previous researchers, the vocabulary list of TOPIK, and the onomatopoeia words and mimetic words list in elementary school textbooks. In addition, it is divided into general and academic purposes according to the learner's Korean learning purpose, and effective Korean teaching and learning methods are presented based on the vocabulary list.
Results Through this study, a total of 94 vocabulary words appeared in common, The list of onomatopoeia words and mimetic words essential for Korean language education was presented separately into beginner, intermediate, and advanced grades. In addition, a total of 319 extended onomatopoeia words and mimetic words were listed so that they can be used as supplementary materials when expanding onomatopoeia words and mimetic words education in the Korean language education field. Based on the onomatopoeia words and mimetic words created in this way, specific Korean teaching and learning methods using K-POP ‘Gee’ and Korean short story ‘Shower(소나기)’ were presented.
Conclusions This study is meaningful in that it established a list of onomatopoeia and onomatopoeia for Korean language education to help Korean language learners expand their vocabulary and improve their communication skills through effective onomatopoeia and onomatopoeia education. Using the onomatopoeia and onomatopoeia list built through this study, it can serve as a reference for Korean language teachers to write Korean textbooks or teach Korean, and for learners, it can serve as a meaningful vocabulary material to expand their vocabulary qualitatively.
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Cho, Yun-Kyoung. "The Comparing of Korean Learner’s Perception of Teaching Presence in Online and Offline Korean Language Classes." Korean Association of General Education 16, no. 3 (June 30, 2022): 179–89. http://dx.doi.org/10.46392/kjge.2022.16.3.179.
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The purpose of this study is to improve the quality of online and offline Korean classes in order to increase the demand for Korean and to globalize Korean language education.<br/> In this study, online and offline Korean language classes were conducted for learners to compare the Korean learner’s perception of Teaching Presence. The participants of the study were 116 students from Korean language class who belonged to two different groups. One group studied in an online learning environment and the other group studied in an offline environment. Data analysis was completed using descriptive statistic analysis, correlation analysis, and hierarchical regression analysis with SPSS 21.0. In addition, in order to examine the mediating effects of the perception of Teaching Presence, the major findings from the study were as follows:<br/> The perception of Teaching Presence in the offline class proved to be more effective than in the online class. The perception of Teaching Presence is a sensation that people experience when they work with complete focus and has been validated in numerous studies as a critical component of learning. This study suggests that further development of specific teaching and learning methods should be developed in order to effectively conduct classes online. Also, in order to develop high-qualified online courses in Korean language education, we suggest the providing of training for Korean educators, and the development of software specializing in language education.
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Lee, WoonYoung. "A Study on the Integrated Teaching Method of Korean Language Department Using Poetry Texts." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (April 30, 2024): 843–58. http://dx.doi.org/10.22251/jlcci.2024.24.8.843.
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Objectives This study focused on integrated classes, which are the core tasks of school education in today's knowledge convergence era, and attempted to propose a plan for integrated classes centered on the Korean language department using poetry texts. Methods Poetry texts have many elements in common with various subjects in that they are prominent in musicality and conversationality and reflect various aspects of human life, and have excellent potential as a medium for integrated classes. If you run an integrated class using poetry text in the Korean language department, you can expect the effect of effective language learning, total understanding of knowledge, motivating learning and strengthening memory, and solving future social problems through creativity and character enhancement. Results Accordingly, an integrated instructional plan was proposed in consideration of the significance of integrated classes using poetry texts. First, according to what is integrated with the Korean language and literature fields centering on the poem text, it was classified into intra-subject integration, inter-subject integration, and cross-curricular integration with learning topics. In-subject integration is a plan to integrate and operate literature and other areas within the Korean language department, inter-subject integration is a method to integrate the Korean language and literature fields with other subjects, and cross-curricular learning topics. Poetry texts suitable for use in each type were presented, and a Korean language department-centered integrated class was designed and proposed based on this. Conclusions The significance of this study is that it specifically proposed an integrated teaching plan for the Korean language department using poetry texts. It is necessary to refine the integrated teaching plan through continuous revision and supplementation by applying these measures to actual classes.
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Lee, Hyo-In, Mi-Kyung Lee, Eun-Young Shin, and Soo-Jin Cho. "A Study on the Interdisciplinary Convergence of Korean Language Education, Speech-Language Pathology, and Audiology." Research Society for the Korean Language Education 21 (April 30, 2024): 123–40. http://dx.doi.org/10.25022/jkler.2024.21.123.
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In order to expand the research area of Korean language pedagogy, this paper attempted to explore convergence research tasks with academic fields that have the commonality of Korean, such as Speech-Language Pathology and auditory studies. Speech-Language pathology is essentially an academic field that seeks ways to solve problems for people who have communication problems. Audiology is also an academic field that focuses on how to overcome communication difficulties using speech sounds based on the perception characteristics of speech sounds. As such, the need for convergence research to solve tasks that are difficult to solve independently in each academic field is great in that they are interested in the nature of Korean and its usage patterns. In the field of Speech-Language Pathology, in order to solve problems related to language development, standards for accurately measuring the degree of language development and treating people with delayed development or disabilities are needed. Although there is a need for convergence research with the Korean Language Pedagogy on how to prepare standards and guide language functions such as reading, writing, speaking, and listening, as well as essential vocabulary and grammar dlements used in everyday life, according to age and school age, such research has not been sufficiently conducted. There is no standard for treating this because it does not clearly present clear standards for language ability development, and it is difficult to present appropriate and effective educational methods in terms of educational methodology. In this regard, it was argued that future research on the development and rehabilitation methods of language development diagnostic tools should be conducted. In the field of Audiology, research related to the development of speech perception test tools is needed. For full communication, it is necessary to develop a tool that can test the communication ability of words, phrases, sentences, and discourse units beyond the stimulation of speech sounds at the phoneme level. Although there are differences in educational methods depending on the subject of education, linguistic pathology, and audiology, the fundamental content of education is very large. In the case of researchers, there may be a tendency to think that Korean language pedagogy has conducted relatively more research related to the characteristics of the Korean language than speech-language pathology and audiology. However, it is necessary to acknowledge that the research results on the nature of the Korean language required by neighboring disciplines are insignificant, and to conduct research to identify the nature and usage patterns of the Korean language through communication and cooperation with neighboring disciplines.
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Park, Misuk, and Buhyun Nam. "A study on the situation and treatment of Korean language teachers reflected upon their teaching experience for mid-immigrant adolescents." Korean Society of Culture and Convergence 44, no. 8 (August 31, 2022): 685–98. http://dx.doi.org/10.33645/cnc.2022.8.44.8.685.
Full textAbstract:
The purpose of this study is to understand the perception of Korean language education and the treatment of Korean language teachers revealed in Korean language education of midimmigrant students, and to suggest measure to raise awareness of Korean language teacher. To do this, in-depth interviews were conducted with nine Korean language teachers and their cases were analyzed. As a result of the study, they left after only taking classes as a part-time instructor of contract position or was receiving a lecture fee at the service level. Students did not pay much attention to Korean language education and showed an attitude of ignoring Korean teachers. School officials lacked awareness of Korean language education, and teachers were having difficulties because consistent educational materials for mid-immigrant students were not developed. Parents did not communicate well with them, and they lacked the will and practice for Korean language education. The multicultural center officials recognized Korean language education as one of the various projects of the multicultural center, and rather than improving students' competencies, education was just showing off.
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Jeffery, Thomas S. "Cultural Differences in EFL Teaching Methods between Korean and Non-Korean Teachers." English Language Teaching 15, no. 1 (December 16, 2021): 53. http://dx.doi.org/10.5539/elt.v15n1p53.
Full textAbstract:
This study investigates key cultural differences in teaching between Korean and “western” teachers, and analyses these via questionnaires given to 35 Korean teachers and 36 non-Korean teachers followed by selected interviews. A significant finding was the emphasis Korean teachers place on testing compared to the “Western” teachers. The relevant literature explains this through Korea’s socio-cultural Confucian context. This study also shows that verbal immediacy, power-distance, uncertainty avoidance and face saving are key elements in Korea’s educational culture compared with western approaches to education.
Finally, qualitative data shows a strong preference by Korean teachers to move away from more traditional aspects of the classroom environment toward an approach where creative and critical thinking can be enabled.
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Lee, Yena, Kyeongnam Park, and Yunjeong Hwang. "The Implementation of Mediation Activities in Textbooks for Korean Learners: Focusing on Korean History Textbooks for Thai Learners of Korean." Korean Association for Literacy 14, no. 2 (April 30, 2023): 13–36. http://dx.doi.org/10.37736/kjlr.2023.04.14.2.01.
Full textAbstract:
This study outlines the mediation activities implemented in a recently published history textbook for Thai learners of Korean. It aims to explore the possibility of developing and applying mediation activities in teaching and learning in Korean language education. This study hypothesized that learners’ cognitive difficulties caused by language barriers and the subject characteristics of the text could be addressed through mediation activities. Therefore, this study examined the mediation by focusing on the “mediating a text”, which can increase the connection between “reading” and the subject, in this case, “history.” Moreover, this study discussed the characteristics of each activity for “mediating a text” and its application in Korean language classes, with examples of each sub-activity beyond the textbook design. This study is significant as it builds on the concept of mediation, which was only vaguely presented in a curriculum, and suggests specific activities applicable to teaching and learning.
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Hawang, Gyeong-su, and Jin-su Jeong. "Study on the Current State of Education on Korean Language Usage Regulations." Journal of Yeongju Language & Literature 57 (June 30, 2024): 245–75. http://dx.doi.org/10.30774/yjll.2024.6.57.245.
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Kim, Jung Mi. "A Basic Study on the Establishment of Digital Competence Components of Korean Language Teacher." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 13 (July 15, 2023): 525–44. http://dx.doi.org/10.22251/jlcci.2023.23.13.525.
Full textAbstract:
Objectives The purpose of this study is to establish the digital competence components of Korean language teachers as a basic study to improve the digital competence of Korean language teachers in response to changes in the digital based educational environment.
Methods To achieve this research purpose, a draft of the digital competence components of Korean language teachers was established by analyzing domestic and foreign literature related to digital competence, and a second Delphi Method was conducted on 15 experts in the field of Korean language education. In the first Delphi Method, the average, standard deviation, content validity, opinion collection, consensus, and stability of each item were evaluated on a Likert 5-point scale, and the upper and detailed competence elements were rearranged and modified based on the subjective opinions of experts. In the second Delphi Method, a structured survey using the Likert 5-point scale was constructed in the same way as in the first Delphi Method, and the final digital competence components were derived after verifying the systematic, relevance, and appropriateness of digital competence elements based on expert opinions.
Results The digital competence components of Korean language teachers were finally derived, consisting of 7 upper competencies and 25 detailed competencies under 2 categories. The upper competencies in the category of basic competencies of Korean language teachers are digital device utilization, digital communication, digital citizenship, and digital safety and security. The upper competencies corresponding to the teaching and learning competencies of Korean language teachers consisted of using digital Korean language education contents, digital Korean language teaching and learning, and digital Korean language evaluation competencies.
Conclusions This study's establishment of digital competence components of Korean language teachers has academic implications for developing programs, curricula, and evaluation tools to enhance their digital competence in the future. Moreover, it provides practical implications to bridge the gap in the use of digital competencies between Korean language teacher groups in the field of Korean language education.
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Choi, Jeongyeol. "The Effect of SNS Usage Behavior on Cultural Adaptation: Focusing on Foreign Students from Minority Countries." Korean Society of Culture and Convergence 45, no. 10 (October 31, 2023): 1001–13. http://dx.doi.org/10.33645/cnc.2023.10.45.10.1001.
Full textAbstract:
This study analyzed the effect of SNS usage behavior on adaptation to Korean culture for foreign students of minority nationalities residing in Korea. To this end, SNS usage behavior (SNS usage time, SNS preference orientation, SNS motivation), cultural adaptation level (psychological, socio-cultural), and general characteristics(gender, marital status, length of residence, Korean language level, age, economic level, nationality) was surveyed, and empirical analysis was conducted using the data of the final 105 people. As a result of the analysis, it was found that the use of SNS had a positive effect on Korean cultural adaptation, especially on psychological adaptation. On the other hand, the effect of SNS preference orientation(SNS preference medium, preference person, and preference language) was not statistically significant. As for general characteristics, the higher the level of Korean language and the longer the residence period, the better the cultural adaptation.