The purpose of this study is to investigate the receptive vocabulary size of Korean university students in Chinese. The study was conducted at the end of the 2022 fall semester and focused on the receptive aspect of vocabulary knowledge, specifically on ‘reading.’ The participants were divided into three groups: 1st year, 2nd year, and 3rd-4th year students, and a vocabulary assessment was carried out. The assessment vocabulary consisted of 80 items extracted from the HSK (2015) test. As a result, the accuracy rates were 60.07% for the 1st year, 76.98% for the 2nd year, and 80.77% for the 3rd-4th year. After conducting one-way ANOVA and post hoc tests, there were statistically significant differences in scores between the 1st year group and both the 2nd year and 3rd-4th year groups. However, there was no statistically significant difference between the 2nd year and 3rd-4th year groups. When comparing the accuracy rates to the cumulative vocabulary of 5,000 words in the HSK level 6, it showed that the 1st year group knew approximately 3,103.50 words, the 2nd year group knew 3,849.00 words, and the 3rd-4th year group knew 4,038.5 words.

本研究的目的是调查韩国大学生的汉语接受词汇量。该研究于2022年秋季学期末进 行，重点关注词汇的接受性知识，特别是“阅读”。被试被分为三组：一年级、二年级 和三四年级的学生，并对他们进行了词汇评估。评估词汇由HSK（2015）考试中 提取的80个项目组成。调查结果，一年级的正确率为60.07%，二年级的准确率为 76.98%，第三年至第四年的准确率为80.77%。通过F检验判断年级之间的平均差异 是否具有统计学意义，结果发现不同年级的受试者对汉语词汇的接受知识存在显 着差异。然而根据事后检验后显示，2年级组和3-4年级组之间没有统计学上的显着 差异。将准确率与HSK6级5,000个单词的累计词汇量进行比较，结果显示一年级 组认识约3,103.5个单词，二年级组认识3,849个单词，三四年级组认识4,038.5 个单词。

I. 서론
II. 선행 연구 분석
    1. 수용적 어휘 지식과 생산적 어휘 지식
    2. 제2언어 학습 어휘량
III. 연구 설계
    1. 연구 목적
    2. 연구 대상
    3. 자료 수집 및 측정 도구
    4. 자료 분석
IV. 연구 결과 및 분석
    1. 일원배치 분산분석과 사후 검증
    2. 학년별 수용적 지식 어휘량
V. 결론

• 진현(영남대학교)