본 연구는 한국어 대인관계 단어 도구를 제작하는 것으로, 그 첫 과정으로서 대인관계 단어 목록에 포함시킬 적절한 단어를 수집하는 것이 매우 중요하다. 먼저, 생소하지만 의미를 짐작해볼 수 있고 대인관계를 나타내는 것으로 판단되는 모든 어휘를 3종의 국어사전으로부터 수집하였다. 그 결과, 총 2,725개의 단어로 구성된 대인관계 단어 총집을 제작하였 고, 중복되는 단어를 선별하여 총 910개의 단어를 선정하였다. 그 중에서도 문법적인 형태가 다를 뿐, 의미가 비슷하거 나 동일한 단어가 발견되어 이를 반영한 재분류 작업이 요구되었다. 이러한 절차는 총 7회 반복하여 실시하였으며 그 결과, 총 249개의 단어를 선별하였다. 한편, 대표 단어 도구를 개발하는 본 연구의 특성 상, 단어의 의미가 보다 구체화되고 집약되어 전체적인 대인관계 양상을 하나로 잘 나타낼 수 있는 단어 구성이 필요하므로, 단어의 수를 축약시킬 필요가 있었다. 따라서 단어 선별의 마지막 단계로, 앞서 추출한 총 249개의 대인관계 단어에 대한 친숙성과 적절성 평가에 따라 재선별하는 절차를 수행한 후, 친숙성과 적절성의 평정치 결과가 서로 공통적으로 가장 높게 나타난 단어들을 최종적으로 선별하였다.

The purpose of this study is to provide data for effective immigration policy by investigating the factors that influence Korean citizen’s expectations for the Korean language proficiency of foreigners who seek Korean citizenship. The factors that influence these expectations are Korean citizen’s sense of national identity, multicultural receptivity, and preference for type of social integration. To summarize the results, first, Korean women showed stronger preferences for foreigners being required to demonstrate their Korean proficiency level when compared to their male counterparts. Second, there was a difference in multicultural receptivity of Korean citizens according to academic background, with higher education levels trending with higher rates of multicultural acceptance. Third, when the civic factor, a sub-factor of national identity perception, was high, the preference for foreigners to prove higher Korean language proficiency was also higher. Fourth, if multicultural receptivity was high, the preference for foreigners to demonstrate high levels of Korean language proficiency increased. Fifth, among social integration types, those who favored assimilationism reported significantly higher preferences for demonstration of Korean proficiency. Sixth, the level of Korean language proficiency expected of those who acquired Korean citizenship was 30% for beginner level and 50% for intermediate level.

This study provides step-by-step suggestions for expanding the foundation of Korean language education and the systematic teaching and learning of the Korean language in New Northern Policy countries. To this end, a literature review was undertaken to explore the existing knowledge in the field, and surveys and online interviews were conducted with local experts. According to the surveys, the New Northern Policy countries were highly accepting of multilingualism and multiculturalism, currently using the Common European Framework of Reference for Languages (CEFR) to accommodate the global standard education model and seeking to strengthen English education in accordance with the de-Russian trend. Also based on CEFR, achievement standards are systematically presented. Korean language education is divided into curricular and extra-curricular, with the Korean language curriculum further subdivided according to the development of the Korean language curriculum. The extra-curricular stream is mainly conducted in after-school programs. The proposed development phase of the Korean pro-language curriculum should establish a reference system including goals and grades that connects with the CEFR. Moreover, to develop the Korean language curriculum further, it is necessary to establish and analyze the Korean language profiles of Korean learners.

This paper analyzes the Korean conjunctives –ko and –ese, and the Turkish converb –Ip, which have various meanings, and reveals their similarities and differences visually using the semantic map model. –ko and –ese are learned at the beginner level but Turkish learners have shown many errors. Those two Korean conjunctives express different temporal meanings, however, the corresponding Turkish converb expressed them in a single form. Korean textbooks have introduced the meanings of –ko and –ese as [sequential] and [continuous], but it can be made more confusing for learners by presenting the meaning using the same term. Therefore, it is necessary to teach the meanings of the two connectives in more detail according to their syntactic characteristics. Since most textbooks of Korean do not clearly present the differences between the –ko and –ese, effective teaching methods for Turkish-speaking learners based on the Focus-on-Form approach are proposed. To teach the conjunctives –ko and –ese, distinguishing between features of different meanings and to recognize those differences is encouraged.

The present study attempts to analyze and classify errors in translations of Korean Mongolian language learners and to suggest educational implications based on the error analysis. Korea and Mongolia have had an established relationship since 1990 and held exchanges in various fields for a short period of time, and as a result the demand for professional translation is increasing. To meet this demand, undergraduate schools also require educational programs for professional translators, yet it is difficult to find any research or studies about the issue. In this study, Mongolian texts translated by Korean Mongolian learners were collected and analyzed, and the errors were classified into 1) grammar related errors, 2) translation skill related errors, and 3) meaning related errors. Based on the analysis, the following implications can be presented. First, it is necessary for students to recognize the differences between the use of punctuation marks in the two languages and to learn how those them appropriately in the target language. Second, there is the issue of transcribing Mongolian into Korean. Although precise common rules for transcribing have not yet been established, teachers should suggest a consistent transcription guide. Third, since many errors related to the source language appear, it is necessary to avoid literal translations and complete the translation suitable for the target language. Finally, students need to be exposed to various types of texts and practice the style of writing that fits to the text.

중국어 연동문은 그 성분 간의 의미의 복잡성으로 한국어 번역과 교수에 많은 어려움을 준다. 이 논문은 연동문이 한국어 번역에서 나타나는 여러 가지 오역현상을 지적하고 이런 문제 의식에서 출발하여 선행연구에서의 구조주의 문법이론의 연구방 법에서 탈피하여 기능문법에서 타동성의 정도성 이론에 근거하여 연동문을 타동성의 정도성에 따라 기본구조 연동문과 선행동사가 ‘着’를 가진 연동문, 그리고 이동동사 연동문으로 나누었다. 그리고 기본구조 연동문은 선행동사가 빈어(宾语)를 가지는 연동문과 후행동사가 빈어를 가지는 연동문, 선후행동사 모두 빈어를 가지는 연동문으로 하위분류를 하여 살폈고 이동동사 연동문은 선행동사가 이동동사인 경우와 후행 동사가 이동동사인 경우를 나누어 살폈다. 이 분류를 바탕으로 연동문의 한국어 번역양상 분석에서는 각 연동문의 특성과 연동문에서 구성성분의 의미관계에 대하여 처음으로 개념구조와 의미지도를 그려 보이고 연동문의 한국어 번역전략을 제시함으로써 연동문의 한국어 기계번역과 인공번역연구 및 번역교수에 유익한 자료를 제공하였다.

본고는 구문문법이론을 바탕으로, 한‧중 존재문의 특성에 대해 논의하였다. 중국어 존재문의 구문형식, 구문논항, 구문의미는 각각 ‘NL+VP+NP’, <장소 대상>, ‘어떤 장 소에 무엇이 존재함’이다. 그리고 한국어 존재문의 구문형식, 구문논항, 구문의미는 각각 ‘NL에 NP가 V어/아 있다’, <장소 대상>, ‘어떤 장소에 무엇이 존재함’이라고 할 수 있다. 중국어는 동태존재문을 존재문으로 인정한다. 반면 한국어에서는 동태존 재문이라는 것이 존재하지 않는다. 이러한 차이는 한‧중 존재문의 구성요소인 장소어, 술어, 존재대상에서의 차이로 이어진다. 구문들 간의 연결을 설명하는 원리 중 하나인 ‘다의성 연결’은, 중국어 정태존재문과 동태존재문이 동일한 구문이라는 것을 설득력 있게 보여준다. 더불어 전통적으로 논쟁이 되어 온 “台上唱着大戏”와 같은 문장도 동일하게 존재구문의 범주로 편입할 수 있게 해준다. 반면 한국어 존재문은 중국어처럼 다양한 방향으로 확장되지 못했다. 이러한 사실을 고려할 때, 중국어 존재문과 한국어 존재문은 확장성의 크기가 다르다고 볼 수 있다. 중국어 존재문은 확장성이 크고, 한국어 존재문은 상대적으로 작다. 이것은 구문의 실현양상이 개별 언어의 특성에 따라 달라질 수 있음을 보여준다.

최근 소프트웨어 유통망(ESD)를 통해 유통되는 게임이 늘어남에 따라 사용자들이 원하는 게임을 찾는데 어려움을 겪고 있다. 이에 따라 사용자들이 원하는 게임을 찾기 쉽게 태그를 생성하는 모델의 필요성이 대두 되고 있다. 본 논문에서는 태그를 생성하는 모델을 BERT를 통해 설계하였다. 태그 100개 중 가장 적합한 태그를 4개 추출하기 위해 입력된 문장에 대해 각 태그별로 이진분류를 수행하고 이진분류 당시의 Softmax 값이 가장 컸던 태그 4개를 선택했다. 또한, 모델의 정확도를 위해서 약 33억 개의 다국어 단어로 학습한 pre-trained Multilingual BERT 모델과 약 5천만 개의 한국어 단어로 학습한 KoBERT 모델을 가져와 한국어 데이터로 학습(finetuning) 시켜 사용하였다. 실험에서 BERT 모델은 KoBERT 모델보다 F- 점수에서 9.19 % 더 나은 성능을 보입니다. 이는 언어 학습 데이터 세트의 크기가 특정 언어인 한국어 특성보다 더 중요하다는 것을 나타낸다.

The aim of this study is to analyze the research trend of speech acts in Korean language. This study targets 371 master's and doctoral dissertations published from 1985 to 2020. These papers are analyzed according to the year of publication, type of paper, type of speech act, research topic, subject of research, and data collection method. As a result of the analysis, research related to speech acts in Korean have been diversified in terms of topics, subjects of research, and data collection methods along with a quantitative increase. However, three directions are proposed for the development of the study of speech acts in Korean language. First, subjects of research need to be diversified in terms of their learning environment and proficiency. Second, in order to analyze the actual use of language, it is required to collect data close to actual conversation. Lastly, longitudinal studies are needed to research Korean language learners' development or acquisition of Korean language.

The Hallyu (Korean Wave) boom that started with TV dramas in the 2000s expanded to various cultural areas, including food and music. As Korean culture gained popularity, Hallyu fans in Japan began to adopt Korean vocabulary like loan words. To study this phenomenon, the author collected vocabulary used by K-pop fans of native Japanese speakers and classified them by type. It was found that most of these words were currently being borrowed and used in their original Korean form; however, there were also words created by combining Korean words with Japanese words or newly coined by combining Korean words. Once Korean K-pop vocabulary becomes more established in Japan, it is expected that more words will emerge that originate from Korean but are independently created and used exclusively by Japanese speakers.

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.

본고는 한·중 감각어 중 하나인 시각어에 대한 원형 의미와 의미 확장 그리고 특 성에 대해 알아보고자 한다. 그중 한국어의 시각어 중 토박이말을 대상으로 주요 시 각 동사와 시각 형용사를 살펴보고, 이에 상응하는 중국어의 시각 동사와 시각 형용 사를 살펴보고 비교 분석하고자 한다. 한국어의 주요 시각 동사로는 ‘보다’를, 시각 형용사로는 ‘밝다·어둡다, 희다·검다·붉다·푸르다·누르다’를, 이에 대한 중국어의 시각 동사는 ‘看’을, 시각 형용사는 ‘亮, 暗, 白, 黑, 红, 蓝, 黄’을 살펴보고 비교 분석 하고 자한다.

The purpose of this study is to examine phonetically if the spelling errors produced by foreign Korean learners are related to learners’ pronunciation by analyzing the pronunciation of plain, tense, and aspiration sounds of foreign Korean learners using a Praat. A statistical analysis was performed on the listening, reading, and writing data produced by 18 foreign university students at the beginner level. The results are summarized as follows. First, foreign Korean learners accounted for the majority of errors in plain and aspiration sound among initial obstruent words. This can be interpreted as an extremely strong or very weak pronunciation of the word, because learners do not properly recognize the intensity of range in plain sounds. Second, the more accurate the learner’s perception was, the more accurate production can be made. Statistically, it was found that the production rate increased by 0.178 each time the perception rate increased by 1. Therefore, the correlation between perception and production is established. Third, the relationship between pronunciation and spelling is a relationship that increases by 0.652 each time the pronunciation increases by 1. It can be explained that there is a possibility that the learner may often write words as they pronounce them.

In this study, a researcher transcribed Korean negation sentences presented on four episodes of the [Love of 7.7 Billion] and analyzed the discourses of foreign panel members by focusing on Korean negation sentences. The aims of this study are to (1) analyze types and accuracy of Korean negation sentences in foreign panel members’ discourse and (2) present pedagogical implications for efficient Korean education on negation sentences. This study was launched as an attempt to analyze how correctly and variously foreign panel members in the program use Korean negation sentences in their discourse. Since discourse is closely related to the ordinary life of humans, discourses which appeared on the [Love of 7.7 Billion] would be suitable data to analyze since it is a discussion-based program. Therefore, discourse is useful from a pedagogical standpoint to look into the Korean language proficiency of them. Through discourse analysis, several implications were found. (1) foreign panels tended to use short negation sentences rather than long negation sentences; (2) panels’ use of Korean negation sentences was not various; (3) panels divided Korean negation sentences into often-used negation sentences and rarely-used negation sentences; (4) the use of negative polarity was not found that much.

This study explored in what directions the 2017 KSL curriculum should be improved in order to be properly implemented in the field. To this end, it was analyzed according to the implementation factors, direction of action, validity, clarity, and feasibility factors, and the following improvement measures were derived: (1) From the action direction factor, it should be designed as a framework in which teachers can reconstruct the curriculum from the perspective of mutual adaptation. (2) In terms of validity, the contents of teaching and learning and language materials should be organized according to achievement standards. In addition, it is suggested that the 2017 KSL curriculum could be organized so that it can be cross-referenced with the achievement standards of this curriculum by establishing the relationship between upper or other curriculum. (3) In terms of clarity, the contents of culture and academic language proficiency must be presented in detail. In addition, it is required to specify the details of teaching and learning methods by each school level and Korean level. (4) In terms of feasibility factors, it is suggested to present an effective teaching and learning methods of this curriculum operated as a grade-free system, and to provide a curriculum manual.

This study is about meta-language used for teaching the Korean language in Serbia, where it is not a native language. This study examined meta-language for teaching preferred by Korean language learners of Serbia and explored efficient methods of meta-language use for teaching. First, meta-language and meta-language for teaching were discussed, and meta-language for Korean language teaching was defined. After setting up the research question and hypothesis, a survey was conducted on Korean language learners at the University of Niš in Serbia to determine their preferred meta-language for teaching. According to the survey, many learners wanted to take classes in ‘Korean-Serbian languages.’ Beginner and intermediate learners of vocabulary, grammar, and conversation preferred ‘Korean-Serbian’ meta-language for teaching, and advanced learners preferred ‘Korean’ meta-language for teaching. Based on such grounds and existing theories, this paper proposed a usage model of meta-language for teaching in beginner, intermediate, and advanced Korean language classes in Serbia and presented the necessity for fostering professional Korean language instructors overseas.

Background: The Functional Assessment of Chronic Illness Therapy (FACIT) for Dyspnea was developed to assess multidimensional dyspnea using two subscales (experience of dyspnea and functional limitation) and a total score. Objects: This study aimed to assess the reliability and validity of the Korean version of the FACIT-dyspnea 10-item short form questionnaire (FACIT-dyspnea-K). Methods: Subjects were 163 patients with cancer. Dyspnea-related scales (modified Medical Research Council scale [mMRC], European Organization for Research and Treatment of Cancer Quality of Life Questionnaire-Core 30 [EORTC QLQ-C30], Hospital Anxiety and Depression [HAD], and WHO Performance Scale) were used to validate the FACIT-dyspnea-K. Results: Internal consistency was confirmed by Cronbach’s alpha values of 0.90 and 0.95 in factors 1 and 2, respectively. Convergence validity was determined by comparing the two factors and total score of the FACIT-dyspnea-K with conceptually related assessment tools measuring the physical and emotional effects of dyspnea, with which correlations ranged from 0.364 to 0.567. Criterion validity was established by significant differences in the FACITdyspnea- K score between groups when the patients were classified by performance status as assessed by the WHO performance scale. Furthermore, the FACIT-dyspnea-K showed notable correlations with other dyspnea scales (mMRC, EORTC QLQ-C30, and HAD) for cancer patients (r = 0.28 to 0.54). The test-retest reliability of the two factors and total score of the FACITdyspnea- K appeared to be excellent (Cronbach’s alpha = 0.96 to 0.97). Conclusion: This study supports FACIT-dyspnea-K as a valid and reliable instrument to assess the dyspnea experience of cancer patients in clinical settings.

Korean-Chinese Learner’s Dictionary, which was compiled by the National Institute of Korean Language, is a web dictionary translating Korean Basic Dictionary into Chinese. As more and more Chinese wanted to learn Korean, the National Institute of Korean Language planned for the translation. A research team in Korea University carried out the project for 3 years from 2016 to 2018. The main focus of the project was to present Chinese counterparts with Korean headwords by translating them into Chinese.　 This paper aims to provide an overview of the compiling project, Korean-Chinese Learning Dictionary, the principles applied to the actual translation process, and to examine the current status of the Sino-Korean headwords and the detailed translation method. In Chapter 2, the review of the purpose, steps, and progress of Korean-Chinese Learner’s Dictionary is provided. Chapter 3 presents the statistical results of the Sino-Korean headwords in Korean-Chinese Learner’s Dictionary. In addition, the detailed principles applied to the process of Chinese translation are reviewed along with the main cases by the headword type. Moreover, the characteristics of the cultural vocabulary and the band system according to them are discussed.

본 논문은 한국어 기사문에서 인용부호의 사용과 중국어 번역, 그리고 한-중 대응 양상을 기술하기 위한 것이다. 우선 인용부호에 관한 최신 규정을 대조한 결과, 한국어는 작은따옴표, 중국어는 큰따옴표의 용법이 상대적으로 더 다양함을 확인하였다. 다음으로 병렬말뭉치를 구축해 검정한 결과, 중국어 번역문의 큰따옴표 출현율이 한국어 기사문보다 높고 한국어 기사문의 작은따옴표 출현율이 중국어 번역문보다 높아 규정 차이에 따른 용법의 다양성 분포에 부합하였다. 그러나 용법별로 살펴본 결과 한국어 기사문에서 인용부호의 사용은 규정과 여러모로 다른 반면 중국어 번역문에서 인용부호의 사용은 대체로 규정과 일치하였으며, 기사문과 번역문의 인용부호간 대응 관계 역시 규정의 대조 결과에 부합하였다. 다만 큰따옴표 와 작은따옴표의 삭제 및 추가라는 변이도 다수 발견되므로 한국어 기사문에서 인용부호의 중국어 번역을 논의하기 위해서는 향후 한-중 인용 체계에 대한 광범위한 고찰이 요구된다.

The purpose of this study is to analyze research trends in Korean language education for North Korean refugees. In pursuance of this goal, the study collected bibliographic information from 1,924 academic papers related to North Korean defectors and analyzed their research trends using language network analysis methods. The frequency and centrality of the academic papers were analyzed by year, using an analysis tool, NetMiner 4.0, which focuses on analyzing social networks. The findings of the analysis were as follows: First, the study of North Korean defectors began to explode in 2010. Second, the most central words were ‘education,’ ‘unification,’ ‘policy,’ ‘support,’ ‘experience’ and ‘relationship.’ Third, for North Korean defectors, Korean language education as a foreign language was more actively done than general Korean language education. Fourth, the analysis of 15 topics showed that topics on social issues accounted for the highest percentage at 25%. Finally, the areas of greatest interest in Korean language education were vocabulary, pronunciation, and intonation education. It is hoped that more research on Korean language education for North Korean defectors will be carried out in the future.