본 연구는 2018년부터 2023년까지 약 5년간 2018평창동계올림픽 이후 스노보드와 관련된 국 내 KCI 등재지에서 발행된 국내 선행문헌 21편을 연구대상으로 선정하여 특성, 참여형태, 연구분과, 연구 방법에 대해 분석한 결과는 다음과 같다. 첫째, 성별에서는 남성 및 남성과 여성을 대상으로 한 논문이 대 부분을 차지하였으며 연령은 20∼50대까지 다양하게 분포되었다. 피험자 수의 경우 50명 미만의 논문이 대부분을 차지하였다. 둘째, 참여형태에서는 등록선수와 스키장 이용객이 대부분을 차지하였으며 유소년 선수, 지도자, 심사위원 순으로 논문이 형성되었다. 셋째, 연구방법에 대해서는 양적연구와 실험연구가 대 부분이었으며 질적연구와 통합연구 순으로 분석되었다. 넷째, 연구분과로는 스포츠 사회학, 운동역학이 주 를 이루었으며 스포츠 심리학, 운동생리학, 스포츠 측정평가, 스포츠 경영학, 체육사학 순으로 분석되었다.

The purpose of this study is to present a diagnostic evaluation tool that can more accurately determine the academic performance level in Korean language proficiency of foreign undergraduate students studying at domestic universities. The diagnostic evaluation diagnoses the academic Korean language proficiency of foreign undergraduates, and provides the diagnosis results to foreign undergraduates, professors, and university institutions so that teaching activities can be conducted efficiently. In this study, it was considered that the ‘Basic Academic Ability Diagnostic Test for the Korean Language Subject' was suitable as a test tool for diagnosing to diagnose the academic achievment of foreign undergraduates. This diagnostic test is a diagnostic tool designed for Korean students in Korea, and it not only continuously verifies its reliability and validity, but also includes background knowledge that Korean university students in Korea are basically acquiring. To prove that the 'Basic Academic Ability Diagnostic Test' is suitable as a diagnostic evaluation tool for foreign undergraduates, the correlation with the Korean language achievement evaluation was analyzed. The correlation between diagnostic evaluation and other items showed a significantly positive correlation. When the diagnostic evaluation score was good, the pre-test and post-test scores of Korean language proficiency, and the TOPIC level was also high. This result proves that the basic academic ability diagnostic test tool is very suitable as a diagnostic evaluation tool for foreign undergraduate students. Also, the analysis result of the pre- and post-tests and the TOPIK test showed a very significant and strong positive correlation with the post-test, and the higher the TOPIK grade, the higher the score of the pre‐test.

This study aims to analyze research trends in Korean listening education for academic purposes, and suggest for future research directions. For this purpose, this study consulted a total of 57 pre-existing studies, including 32 articles in academic journals, 21 masters’ theses, and four doctoral dissertations conducted from 2005 through December 2021. The results are as follows: First, to examine the trends by year and type, comparing the 2010s to the 2000s when the research began. It was found that the number of studies greatly increased in the 2010s, and the frequency of studies in the 2020s tend to increase further. Second, as a result of an analysis of the trends by topic, it was found that teaching and learning methods were most studied and that there were also many studies concerned with strategy. However, there were relatively fewer studies on evaluation and curriculum. Third, this study aimed to examine trends by research method. It was found that the studies mostly employed the survey method, followed by quantitative mixed method and experimental approaches. Consequently, it was noted that the quantitative research methods were most widely used in the field of listening to Korean for academic purposes, and at the same time, since all studies that used mixed research methods employed another research method along with the survey method, it was found that the use of the survey method was the dominant type of quantitative research method.

This study is undertaken to design a Korean presentation class for academic purposes based on CALLA (Cognitive Academic Language Learning Approach) and to find its effectiveness. In this study, 10 foreign graduate students participated in the class which teaches presentation strategies for 15 weeks. According to CALLA, some useful presentation strategies were introduced and practiced repeatedly, and the students’ presentations in Korean considering their major were completed gradually. As a result, positive effects from the presentation class on the perspective of language, non-language and data organization could be acquired through repetitive feedback and practice. Thus, the students could use the proper discourse for topics ranging from the introduction and development of the presentation to concluding presentation. The learners have shown a lot of improvements in presentation ability through the CALLA course regardless of language proficiency but the class design used in the study should be conducted in other presentation classes for academic purposes.

The purpose of this paper is to summarize research trends and analyze major discussions of previous studies on language policy and planning from a research historical perspective. In order to accomplish this purpose, this paper firstly established a database of related research lists through a complete enumeration survey of research articles by Korean researchers published in Korean academic journals. Then, based on the database, this paper summarized research trends of preceding studies by fields (status, corpus, education, etc.), by topics (language rank/function, orthographic norm, national language education, etc.), by relevant countries/regions (Korea, Asia, Europe, etc.). Finally, dividing the preceding studies into those related to Korea and those related to foreign countries, this paper analyzed major discussions by fields and topics based on representative and recent preceding studies. 'Not only does the aforementioned summary and analysis have research historical significance for preceding studies on language policy and planning, but 'they can also contribute to exploring the tasks and directions of future research.

The present study examines the usage patterns of stance that constructions in Korean EFL learners' written corpora by two different proficiency groups (KEFL 1, KEFL 2) to figure out some developmental features of marking stance in L2 academic prose. Focusing on three main categories (stance verbs, adjectives, and nouns) controlling stance that clauses, the study compares the frequency of each feature by the categories and their subcategories across the corpora. Employing both quantitative and qualitative analyses, the study found a marked developmental path across the corpora as a cross-sectional study. Indeed, less proficient L2 learners tended to use spoken involvement features as ‘a subjective transmitter’, emphasizing the writer's view only with a private authorial voice. However, more advanced learners showed remarkable features as ‘an objective interpreter’ with more implicitly detached stances. Despite a few chunk expressions considered as being memorized, more complex grammatical resources appropriate for academic discourse were observed. Finally, as the final stage, this study suggests ‘a refined stance-taker’ referring to an expert writer in the academic discourse community, which may be devoid in untrained native speakers' writing. In accordance with the need for university students to transition into more advanced academic discourse sooner, this study provides some practical insights into teaching and learning of stance patterns in using that complement clauses in English academic discourse.

Lexical bundles have been widely investigated as an indicator of English for Academic Purposes (EAP) writing development in terms of structure and function by exploring the use by students compared to experts. However, little research has compared the use of lexical bundles by second language (L2) Korean EAP students across different academic levels versus first language (L1) English experts with longitudinal corpora. The current study addresses this gap by comparing lexical bundles used both two L2 student corpora and English L1 corpus consisting of introductions of research articles (RAs) and those of term papers. The findings showed the Korean graduate students are in the developmental process in the use of lexical bundles as their academic level advances. However, noticeable development was not found between the students at two levels in terms of function unlike in terms of structure. The pedagogical implications are discussed regarding structural and functional use of bundles for Korean EAP students.

The purposes of this study are to analyze high-frequency hedges in dissertations and provide basic data for Korean education for academic purposes. For these purposes, the investigator analyzed ‘-(으)ㄹ 수 있 다, -(으)ㄹ 것이다, and -(으)로 보이다’ in terms of frequency, distribution by the structure, and forms of combination in 50 dissertations for a master’s degree. The findings were as follows: first, ‘-(으)ㄹ 수 있다, -(으)ㄹ 것이다, and -(으)로 보이다’ were used total 3,880 times across all the dissertations. Of them, ‘-(으)ㄹ 수 있다’ were used 2,496 times, recording an overwhelmingly higher frequency than the others. Secondly, the study analyzed the frequency of hedges by the part in dissertations and found that hedges were most used in “Findings”(56.6%). Finally, there were standardized forms frequently combined with each hedge. ‘-(으)ㄹ 수 있다,’ for instance, was frequently used in the forms of ‘-(이)라고 할 수 있다/다고 할 수 있다,’ ‘-(으)ㅁ을 알 수 있다,’ and ‘-다는 것을 알 수 있다.’

본 연구의 목적은 학문 목적 한국어 연구가 어떤 영역을 중심으로 어떻게 진행되고 있는지 현황과 실태를 살펴보아 그 연구 결과를 수업에 활용하도록 하는 데 있다. 이를 위해 ‘학문 목적 한국어 교육’의 주 제에 부합하는 논문 477편을 선별한 뒤 유형(학위논문/학술지논문)별, 기능·영역별로 분류하였다. 또한 학문 목적 학습자를 위한 교육 방안을 마련하기 위해서는 학문 목적 학습자라는 용어를 세분화하여 정리할 필요가 있다. 하지만 학문 목적 학습자라는 용어는 아직까지 그 경계나 개념이 명확하지 않은 실정이라 본고에서는 이를 학습 목적과 선행 학습 정도에 따라 구분하여 정립하였다. 더불어 학위 과정에 재학 중인 유학생들을 위한 학문 목적 한국어 수업의 개설 현황을 부산 지역 대학을 중심으로 대학별로 알아본 후 그에 따라 도출된 학문 목적 한국어 교육의 문제점을 세 가지로 살펴보았으며 그러한 문제점에 대한 방안도 제시하고자 하였다.

학습자 인식 조사에서 절반 이상의 중국인 한국어 학습자들이 학문 목적 발표로 인해 부담감을 느끼고 있다고 하였다. 이에 대한 원인은 한국어 교육을 받은 과정에서 학문 목적 발표 경험 부족과 학문 목적 발표에 대한 교육 부족으로 조사되었다. 따라서 중국인 한국어 학습자의 학문 목적 발표 능력을 향상시키기 위해 문제점을 일으키는 원인을 찾아 보고 그 해결책을 마련하고자 학문 목적 발표 능력 향상 방안에 관한 몇 가지 제언을 하고자 한다. 이를 위해 우선적으로 중국인 한국어 학습자들이 한국어 교육과정에서 학문 목적 발표 교육을 받고 싶은 요구를 확인하고 학문 목적 발표 교육을 실시하는 시기, 학문 목적 발표 교육에서 다루어야 할 교육 내용 및 교수 방법에 대하여 학습자의 다양한 의견을 수집 하였다. 이러한 학습자의 요구와 의견을 바탕으로 학문 목적 발표 능력 향상을 위해 학문 목적 발표 교육을 실시하는 시기, 교육내용, 교수원리에 대하여 몇 가지 제언을 해 보았다.

Collocational competence is important part of L2 English amplifier acquisition. This competence entails learners' ability to use the right combination of words with natural-sounding semantic prosody. It is known to be an integral part of mastering pragmatic function of L2 English vocabulary, which also is a challenge for the learners at the same time (Zhang, 2008). Despite the importance, previous studies on ESL/EFL learners' amplifier use lacked empirical evidence and insight about semantic prosody. The purpose of present learner corpora-based study was to fill the existing research gap by finding patterns of amplifiers. Two existing corpora were selected, coded, and analyzed to fulfill this purpose; they are Korean EFL learners and native speakers of English (NE). Results from analysis found Korean learners' overall underuse in amplifiers. Also, frequently occurring amplifier ranks for each corpus differed. Semantic prosody analysis revealed that amplifier associated with dominantly positive connotation were very, really, and highly. Amplifiers associated with dominantly negative connotation were extremely, absolutely, severely, and greatly. Contrast analysis showed that the only amplifier that Koreans and NEs used amplifier to signal same semantic prosody dominantly was severely (negative). Other than that, Koreans and NE showed salient discrepancies in semantic prosody use. The pedagogical implication of the present study is that vocabulary teaching need to include semantic prosody, and the first step will be to conduct ESL/EFL teacher education about it (Zhang, 2009). It's important to remind them of the value of semantic prosody in language communication (S Lee, 2011).

Yang, Myung-hee & Kim, Bo-hyeon. 2017. “A Study on Korean Language Anxiety in the Classrooms of Advanced-level Korean Language Learners for Academic purposes: With Chinese Students in Graduate School in Korea”. The Sociolinguistic Journal of Korea 25(1). 119~141. The aim of this study is to examine the level of and the factors for Korean language anxiety in the classrooms of advanced-level Korean language learners for academic purposes. To this end, 60 Chinese students attending graduate school participated in the survey with the questionnaires: i.e., PRCA and FLCAS. The results suggest as follows. First, the Korean language anxiety level in the classrooms of the Chinese students is likely to be high. Also, it is not because of the participants’ traits, but because of the classroom environment. Second, there are 5 factors for Korean language anxiety in the classrooms; communication anxiety with native speakers, communication anxiety, fears of negative evaluation and failing in class, Korean proficiency anxiety, and negative attitudes toward class. Especially, the forth factor suggests that Korean learners needs an educational intervention of Korean, even after they enter undergraduate or graduate institutions. Third, there is a negative correlation between Korean language anxiety in the classroom and a residence period in Korea. That is, it is necessary to give them as many opportunities as possible for being exposed to Korean by a Korean educational intervention.

The present study investigated the characteristics and trends of academic research by Korean scholars of English education. The main focus was on the extent to which active scholars focus on their primary major areas. The study surveyed 11 journals of major academic societies in Korea, and analyzed a total of 5,072 research papers written by 1,639 scholars. The results showed that the most popular topic was acquisition/learning (19.30%), followed by English (applied) linguistics (17.90%), English materials (14.59%), teaching methodology (12.03%), and learning psychology (10.11%), the top five collectively comprising 73.93% of the total papers. The 99 most productive scholars published 1.01 papers per year on average. Younger scholars published more papers per year on average than older scholars. As for the concentrated efforts in their primary areas of research, the top 99 scholars wrote 46.84% of their papers on their primary areas, and 20.03% on their secondary areas of study. Younger scholars concentrated more efforts on their primary areas than older scholars. The results were interpreted, and suggestions were made for the future research.

The present study investigates the use of signaling nouns (SNs) in published and Korean graduate student academic writing in applied linguistics. A set of 35 nouns was examined for their frequency as SNs, while the six most frequent SNs in published writing were subjected to detailed analyses of realization patterns. The results indicated that the nouns function as SNs in fifteen percent of the time of their total use and that students overall used a greater number of SNs than did published authors. Despite considerable overlap in the most frequent SNs, there was evidence that students rely on a narrower range of SNs than published writers. Published authors were differentiated from students in employing more anaphoric SNs, which contributed to cohesiveness and organization of text through the effective encapsulation of the preceding stretch of discourse. This study challenges the previous claim that the frequency of SNs positively correlates with the writing proficiency. Some pedagogical implications are drawn for academic writing instruction.

This study intends to investigate the needs of study skills for English of Korean postgraduate engineering students in an academic community. In raising the issues, this research uses semi-structured interview to examine the perceptions of Korean engineering students themselves and subject lecturers. The research showed that expanded command of study skills in English integrated with academic practices of the engineering discipline was seen to be required for students in the community. Considering the demands of participation in the global academic community leads to the conclusion that the practice of EAP teaching should encompass integrative forms of literacy along with the particular academic culture and conventions of the engineering discipline.