This study investigates the language attitudes of English-track international students at a Korean university operating under an English-medium instruction (EMI) system. Survey data from 195 students were analyzed quantitatively and qualitatively to assess attitudes toward English (L2) and Korean (L3) across cognitive, affective, and behavioral domains. The finding shows that the students regarded both languages as important, but attributed different functional roles to each: English operated as academic symbolic capital, whereas Korean was essential for daily life. English consistently received high scores across all domains, whereas Korean showed a marked discrepancy between strong cognitive recognition and lower affective and behavioral attitudes. Furthermore, attitudes toward Korean declined with longer residence (p < .01), likely reflecting limited institutional support, discontinuities in Korean language education, and broader tensions arising from conflicting language policies. These results suggest that EMI programs should incorporate plurilingual pedagogical approaches that support the flexible and integrated use of students' linguistic resources.

Abstract
1. 서론
2. 이론적 배경
    2.1. 다언어 상황 속 언어의 위상과 기능
    2.2. 다언어 사용자의 언어 태도
3. 연구 방법
    3.1. 연구 대상 및 자료 수집 방법
    3.2. 측정 도구 및 분석 방법
4. 연구 결과 및 논의
    4.1. 학업적 상징자본으로서의 영어, 생존의 기초자원으로서의 한국어
    4.2. 사용 맥락과 기능에 따라 달라지는 언어 인식과 태도
    4.3. 체류 기간 증가에 따라 약화되는 한국어 사용 의향
5. 결론
참고문헌

• 김참이(Assistant Professor, Colleage of Glocal Autonomous Major, Dongshin University; 87, Dongshindae gil, Naju, Jeollanamdo, South Korea) | Charmyee Kim