This study examines Kule-based reactive expressions, which remain relatively underdescribed in Korean as a Foreign Language (KFL) education. It adopts a mixed methodology combining spoken corpus analysis, a Discourse Completion Task (DCT) administered to KFL learners, and a survey of native-speaking KFL teachers. The corpus analysis reveals that some frequent expressions are absent from or only marginally addressed in existing works, raising questions about current lexicographic practices. The DCT results show inconsistent learner responses, indicating limited awareness of distinctions among these expressions and a strong reliance on implicit auditory input. Teacher survey data further point to the absence of a shared pedagogical framework regarding instructional timing and methods. Overall, the findings suggest that despite their key role in managing reactions in spoken Korean interaction, Kule-based formulas remain peripheral in KFL classrooms. This research therefore highlights the need for context-sensitive descriptions, multimodal teaching and learning materials, and empirically grounded pedagogical resources.

I. 서론
II. 이론적 배경
    1. ‘그러-’ 계열의 정형 표현
    2. 반응적 기능의 ‘그러-’ 계열 표현
    3. 외국어 학습자의 화용 능력과 어휘화용적 능력
III. 연구 대상 및 방법
    1. 연구 대상
    2. 연구 방법
IV. 연구 결과 및 논의
    1. 한국어 구어 말뭉치에서의 ‘그러-’ 계열 반응적 표현 출현 양상
    2. ‘그러-’ 계열의 반응적 표현에 대한 한국어 학습자의 이해
    3. 한국어 교수자의 ‘그러-’ 계열 반응적 표현의 교육에 대한 인식
V. 결론 및 제언
참고문헌

• 이채영(이날코) | Lee Chaeyoung
• 윤주석(하노이대학교) | Yun Juseok