본 연구는 생성형 AI(GPTs)를 활용하여 한국어 학습자를 위한 인접쌍 생성 챗봇을 개발하고, GPTs가 생성한 사과 화행 인접쌍 전략을 분석하 는 데 초점을 맞추었다. GPTs의 대화 생성을 통해 사과 화행에 대한 인 접쌍의 전략 유형을 담화완성형 테스트(DCT)를 기반으로 다양한 상황별 로 도출하고, 인접쌍을 연구하였다. 연구 결과, 공적·사적 상황, 친밀도, 사회적 지위 등의 사회적 변인이 GPTs의 인접쌍 생성에 영향을 미침을 확인하였다. 특히, 공적 상황에서는 문제 해결 중심의 대안 제시 전략이 주로 사용되었으며, 사적이면서 사회적 지위 차이가 있는 상황에서는 상 대방의 체면을 회복시키는 이해 전략이 두드러졌다. 본 연구는 GPT 기반 인공지능 챗봇을 활용하여 학습자들이 실제 대화 상황에서 사용할 수 있는 전 략적 도구를 제공할 수 있는 기반을 마련하였다는 데 의의가 있다.

본 연구는 베트남인 한국어 학습자의 문화지능(Cultural Intelligence) 수준을 파악하고, 문화지능과 학업 성취도 간의 상관관계를 분석하는 데 목적이 있다. 연구는 서울 소재 K대학교에 재학 중인 베트남인 학습자 101명을 대상으로 진행되었다. 문화지능 수준은 문화지능 척도(CQS)로 측정하였고, 학업 성취도는 학기말 성적을 기준으로 평가하였다. 자료 분 석에는 상관관계 분석, 다중 회귀분석, 일원분산분석(ANOVA)이 사용되 었으며 질적 연구 보완을 위해 학습자 및 교사와의 심층 인터뷰를 실시 하였다. 연구 결과는 다음과 같다. 첫째, 인지적 문화지능과 동기적 문화 지능이 학업 성취도에 유의미한 영향을 미쳤다. 둘째, 초인지적 및 행동 적 문화지능은 성취도와 유의미한 관계를 보이지 않았다. 셋째, 숙달도와 해외 거주 경험에 따라 동기적 및 행동적 문화지능에서 유의미한 차이가 나타났으며 고급 숙달도와 장기 거주 경험이 문화지능 향상에 긍정적 영 향을 미쳤다. 이 결과는 학습자의 문화적 이해와 학습 동기가 학업 성취 와 밀접하게 연관됨을 시사한다. 또한 문화지능의 하위 요소를 활용한 학 습 접근법이 성취도 향상에 효과적일 수 있음을 보여 주며, 추가 연구 및 실천적 적용을 위한 기초 자료를 제공한다.

This study investigates the common liaison errors made by Chinese learners of Korean, specifically focusing on the tendency to add redundant consonants, as identified in previous research. The primary aim is to verify prior findings that such errors, especially involving the addition of the same consonant, are particularly prevalent after the final /ㄴ/ consonant. The study uses both quantitative and qualitative methods to explore the influence of gender, region of origin, Korean proficiency, native language interference, and learners’ understanding of Korean phonological rules. Findings confirm that the addition of identical consonants in / ㄴ/ final consonant is indeed frequent and largely unaffected by learners’ region of origin or Korean proficiency level. However, female learners show a slightly higher error rate compared to male learners. Key contributing factors include differences in syllable structure and phonemic characteristics between Korean and Chinese, the impact of null consonants, and learners’ limited understanding of Korean syllable and consonant rules. These insights are valuable for Korean language educators in addressing phonological errors among Chinese-speaking learners.

The purpose of this study is to develop a chatbot for Korean language education using Google Dialogflow, aiming to determine its effectiveness as a learning tool and to investigate learners’ perceptions of prototype chatbots. Six Korean language education chatbots were developed for beginner Korean language learners, and 30 beginner learners—15 from Mongolia studying in Korea and 15 from Japan studying abroad—were recruited. These learners practiced Korean conversation with the chatbots for about three weeks, and pre- and post-surveys were conducted. Analysis showed that using the chatbots for conversation practice positively impacted learners’ confidence. However, the chatbots’ overall effectiveness fell short of expectations, as significant results were observed only in confidence among the three investigated areas: interest, confidence, and motivation. Learners were generally satisfied with the chatbots, although Japanese learners rated its effectiveness in improving expressions and comprehension skills low, suggesting a need for further analysis. Both groups found voice chatbots more beneficial, underscoring a significant need for individual speaking practice, especially among Japanese learners. Despite limitations such as the inability to engage in flexible conversations, the study demonstrates the potential of chatbots developed as a learning tool and identifies learners’ perceptions from various perspectives.

The interpretations of null subjects in Korean and Chinese are considered distinct, with Korean allowing both strict and sloppy interpretations, while Chinese only allows strict readings. This study investigated whether such an interpretational difference between Korean and Chinese appeared in Chinese learners’ instantaneous processing of null subjects in Korean and among native speakers of both languages with unlimited time and full cognition. An online experiment and offline surveys were conducted using a priming paradigm with a semantic categorization task, acceptability ratings, and multiple-choice surveys. The results of the online experiment provided partial support for distinct interpretations in Korean and Chinese. Meanwhile, offline acceptability ratings and surveys revealed that Chinese native speakers chose the strict reading in most cases, while Koreans also showed a higher acceptance of the strict reading of non-negated sentences. These findings suggest that the interpretation of null subjects can be influenced by experimental methods, grammatical constraints, and/or influences from discourse, underscoring the need for a more nuanced approach to investigating subject ellipsis in Korean and Chinese.

이 연구는 미얀마인 한국어 학습자의 한국어 사용 오류 양상을 살펴서 미얀마인 한국어 학습자들에게 좀 더 효율적으로 한국어교육을 할 수 있 는 방안에 대해 제언하는 것을 논의의 목적으로 하였다. 이 연구의 목적 을 달성하기 위해 미얀마인 외국인 유학생들 63명의 작문 과제를 음소, 문법, 어휘 등의 측면에서 분석하였다. 그 결과 음소 관련 오류에서는 파 찰음, 평음과 경음의 대치 오류가 많았으며, 'ㅓ'와 'ㅏ', 'ㅐ'와 'ㅏ', 'ㅐ' 와 'ㅔ'의 대치 오류도 많이 나타났다. 문법 관련 오류에서는 연결어미 ‘-고’와 ‘-아서/어서’의 대치 오류가 가장 많았으며, 어휘 관련 오류에서 는 어휘 의미 혼동, 미얀마어의 영향에 따른 의미 과잉 적용 등의 오류 가 많이 나타났다. 이 연구과 같은 한국어와 미얀마어의 대조 분석 관점 에서의 오류 연구가 계속 된다면 미얀마 한국어 학습자의 한국어교육에 유의미한 기여를 할 수 있을 것이다.

The purpose of this study was to examine the use of machine translation by Uzbek-speaking Korean learners, focusing on their usage patterns, attitudes, perceptions, and expectations, as well as identifying the educational implications of using machine translation. An online survey, lasting two weeks, involved 85 Korean language learners from universities in Korea and Uzbekistan. The main findings indicated a high reliance on machine translation for Korean language learning, with the majority of respondents using machine translations to find accurate vocabulary and expressions. Regarding their attitudes towards machine translation, learners mainly utilized it for literal communication, reading, and writing, and were generally satisfied with them, especially as tools for learning spellings and pronunciations. The use of machine translation significantly influenced learners’ confidence, interest in learning, and anxiety reduction. In terms of perception, learners found machine translation effective for learning Korean vocabulary, expressions, and writing, but also perceived machine translators as sources of stress and anxiety. Expectations for using machine translation were high for completing tasks in vocabulary, expression, and writing, but low for improving grammar skills and producing error-free Korean expressions.

This study investigated and analyzed the recognition and needs for Korean communication competency among non-Korean learners who participated in an online Korean language course. To this end, the importance, performance, and necessity of the categories of communication competency recognized by Korean language learners were measured, and then IPA(Importancce-Performance Analysis: Martilla & James, 1977) analysis and Borich’s needs analysis(Borich, 1980) were used. After implementation, we examined whether there were differences in outcomes depending on learner variables. After examining the sub-items, it was found that there were differences in importance, current level, and need depending on the learner’s home country, and there were differences in current level, demand, and necessity depending on academic background and Korean language proficiency. In addition, there are differences in need depending on the learner’s reason for learning Korean, so it is necessary to respond to individual learnier’s needs according to learner variables when designing curriculum for online foreign language learners of Korean.

본 연구는 한국어 학습자들이 자신들의 언어학습 신념이 그들의 전반 적인 언어학습과 새로운 환경에 적응하는 것에 어떠한 관계가 있는지를 찾기 위함이 목적이다. 여섯 명의 한국대학교에 재학 중인 외국인 유학 생들을 대상으로 그들의 언어학습 신념에 대한 인터뷰가 진행되었다. Horwitz의 BALLI 문항을 기반으로 한 반구조적 인터뷰가 진행되었으며, 그들의 답변은 외국어 능력, 언어학습의 어려움, 언어학습의 본성, 학습 과 소통전략, 동기와 기대 등의 주제를 기반으로 비슷한 패턴을 보이는 항목별로 구분되어졌다. 연구 결과는 외국인 유학생들은 그들의 한국어 실력이 향상될수록 자신감을 가졌으며, 그들은 문화에 대한 학습이 언어 학습에 중요한 부분이라는 것을 인지했다. 또한, 가장 효과적인 학습법은 실제적인 상황과 사람들과 어울리는 것을 꼽았으며, 그들은 대학 졸업 이후에도 한국에 남아 있기를 희망했다.

이 글은 한국어 학습을 위한 웹 기반 한자 사전 모델을 제시하기 위한 것이다. 중국 문화권 학습자를 대상으로 한 이 연구에서는 웹 기반 한자 사전의 필요성을 확인하고 기존 사전의 한자 단어 학습의 문제점 을 분석하였다. 한자 단어 학습 시 한자 원어 형태소 인식이 중요하다고 보고 이를 반영한 별도의 팝오버 (popover) 창을 개발하였다. 한자 사전의 미시구조에는 항목, 단어 유형, 발음, 한-베트남어 단어(있는 경우), 한자의 어원, 한-베 소리(voice)가 포함되며, 이밖에 베트남어 어원에 대한 설명, 한자의 원래 형태소 와 관련된 한-베 단어, 번역, 설명, 예시 등이 포함되어야 함을 밝혔다. 그런 다음, 한자어 형태소와 한자- 베트남어의 발음을 포함하는 어원 틀, 베트남어 및 한자어의 한자 형태소 의미를 포함한 웹 사전을 구성하 고 그 활용 방안을 보여주었다. 본 연구는 한자어 형태소와 관련된 베트남 단어에 대한 정보를 추가하고, 프로그래밍 기술, 데이터베이스 업데이트 과정, 300개 규모의 한자 사전 모델을 제시한 기초연구로써 이후 한국어 학습자를 위한 웹 한자 사전 구축에 보탬이 되고자 한다.

The current study presents a methodology of teaching the connotations and nuances of the word Han (恨) to English-speaking Korean language learners. Since Han (恨) expresses unique and traditional aspects of Korean sensibilities, the goal would be for native English speakers to be able to understand the complexities of its meaning, in spite of the differences in culture background. To this end, research was done into how Han (恨) is translated into English, as there is no term in English with the same meaning. From these findings, a list of Korean vocabulary related to the meaning of Han (恨) was made to show its definitions in English. In addition, a survey was conducted on 42 Americans to find out how English speakers understand Han (恨). As a result of this research, the current study demonstrates the need to teach the meaning of Han (恨) to Korean language learners from English-speaking countries, and suggests a teaching methodology which follows the order of Pre-Class, In-Class and After-Class study based on the Flip-Learning model.

This article reports on an experimental study that investigated the effects of different conditions of listener backchannels on the fluency of L2 speakers. The participants were 15 advanced Chinese learners of Korean who performed oral tasks in three different backchannel conditions: (1) verbal + nonverbal (V+NV), (2) nonverbal-only (NV), and (3) no backchannels (NB). The verbal backchannels included “[ŋ~] (Non lexical verbal form)”, “[ne]”, “[ɑ]”, “[ɨm]” while the nonverbal backchannels involved head nodding. Fluency was assessed via three temporal measures: Rate A, Rate B and MLR. The data was statistically analyzed using SPSS 25 package. The results showed that 15 Chinese participants in the NV condition were more fluent than in the V+NV or NB conditions. However, no significant differences were found between the V+NV and NB conditions. These results suggest that nonverbal backchannels may facilitate the fluency of advanced Chinese learners of Korean during oral tasks depending on the nature of backchannel use in their L1 and sociocultural environments. The present research theoretically broadens the scope of both fluency and backchannel studies and provides valuable data and methods for empirical studies on backchannels to Korean.

이 연구는 한국어를 학습하는 외국인 학습자들을 위하여 인지언어학적 인 관점으로 접근하여 신체 관련 한국어 감정 관용 표현에 나타나는 은 유와 개념화의 방식을 살펴보는 데 목적이 있다. 관용 표현은 그 언어를 사용하는 사람들에 의해 그 의미가 형성된다. 따라서 관용 표현을 생성 한 한국인의 개념화 방식을 알아야 한다. 이에 따라 분노와 불안의 근원 영역을 ‘온도/색깔/명암/전복/분출/경직’으로 분류하였다. 근원 영역이 ‘온도’일 때 개념적 은유는 ‘분노는 뜨거움’과 ‘불안은 차가움’이며 ‘색깔’ 일 때의 개념적 은유는 ‘불안은 죽음’, ‘명암’의 근원 영역에서는 ‘불안은 어두움’이라는 개념화가 일어나고 ‘전복’의 영역에서는 ‘분노는 뒤집함’이 라는 개념적 은유가 일어난다. 또한 ‘분출’은 ‘불안은 땀’이라는 개념적 은유를, ‘경직’은 ‘불안은 정지’라는 개념적 은유를 통해 감정 관용 표현 을 생성하였다. 본고는 신체 관련 한국어의 감정 관용 표현 통해 한국인 의 개념화 방식을 정리하였으며 이 연구가 한국어교육 현장에 기초 자료 로도 활용될 수 있다는 점에서 의의가 있다

빠르게 변화하는 시대 변화에 맞춰 미래 교육의 변화에 대한 필요성이 절실하게 요구되고 있다. 최근 이러한 교육의 패러다임 전환으로 메타버스에 대한 연구가 교 육계에서 활발하게 이루어지고 있다. 본 연구는 메타버스 플랫폼인 게더타운을 활용 한 중국어-한국어 탄뎀 수업을 설계하고 적용시켜 대학의 중국어 교육에서의 메타버 스를 활용한 교육적 활용 방법과 효과를 증명하고자 하였다. 이를 통해 메타버스를 활용하여 중국어 학습자의 흥미도와 몰입감을 높이고 참여를 이끌 수 있는 다양한 수업 방안을 제시하여, 대학의 외국어 교육에서의 메타버스 활용 수업에 대한 도입 가능성을 살펴보고 교육적 활용의 기초적인 근거를 제공하고자 한다.

In this paper analyzed the features of how native Korean speakers (K) and native Vietnamese Korean learners (VKL) organize the Apology conversation, focusing on the functional phase. Based on the discourse analysis, a role play was conducted to collect data. In order to investigate the influence of social variables (social status, intimacy), learners' mother tongues and learners' Korean proficiency, different social variables were given in role-play situations, and learners' Korean proficiency was limited to intermediate and advanced levels. The results of analyzing conversations focusing on ‘Error Checking–Apology-Apology Acceptance’, which is the intermediate phase of Apology conversation, are as follows. First, in the Error Checking Phase, K tended to make indirect or preliminary remarks. In contrast, VKL immediately presented communication purposes, and advanced VKL tended to use indirect speech and additional statement. Second, in the Apology phase, the higher social status the other party has and the lower intimacy the two speakers has, the more passive K were. Interestingly, VKL showed the same pattern. For intermediate-level VKL, it was observed that the dialogue sequences were not completed. Third, in the Apology Acceptance phase, K repeatedly expressed apologies through complex dialogue sequences. However, VKL performed a concise conversation by simple dialogue sequences, and the intermediate-level VKL expressed ‘relief’ and ‘gratitude’.

This study was conducted to analyze geminate consonant errors(안에 [an.ɛ] → *안네[an.nɛ]) produced by Chinese learners during their acquisition of Korean linking sounds within the framework of Optimality Theory. The study was further intended to find possible constraints and causes applicable to the error. This paper argues that this error results from the interplay of the Align-R constraint, where the boundaries of a morpheme and syllable are aligned in the learner’s mother tongue, and the onset constraint, which is required for CV, a universal linguistic syllable. This study identifies the cause of the geminate consonant errors among Chinese leaners as the consequence of the simultaneous influences of interference from the learners’ native language and of linking sounds, which occur universally in linguistics.

The purpose of this study is to analyze the research trends in Korean education for learners in the Arab region. This paper also suggests directions for the future research on the field of Korean education for these learners. To conduct this study, a process of collection and sorting of research papers was held as the first step. Consequently, 64 papers were chosen. Among 64 papers, 31 academic journals and 33 theses were included. The study then reviewed the research trend by years, publishing types, and topics. Although there were very few studies in the 2000s, the number of studies has steadily increased after 2010. This was related to the Korean Wave in Arab countries and the increase in Arab students who study in Korean from 2013. In the topic analysis by the topics, ‘Teaching and Learning’ accounted for the largest proportion. The second largest proportion was ‘Korean Education Content’. Next was ‘Korean Education in general’, followed by ‘Contrastive Analysis’. Overall, there have been many studies based on contrast or error analysis between Arabic and Korean languages. In terms of contents, there were many studies on phonetics and culture. However, it was found that there are many studies that need to be addressed in each sub-topic. Lastly, based on the analysis in this study, the characteristics and limitations of research trends were analyzed, and future research directions were suggested.

The present study aims to investigate the patterns and characteristics of impoliteness strategies and impoliteness formulas in Korean learners’ interlanguage complaints, focusing primarily on advanced Chinese learners. Discourse Completion Test(DCT) was utilized to investigate interlanguage complaints, with each scenario providing the research participants with information on publicness, familiarities between the interlocutors, and their social status levels. Impoliteness, as well as politeness, were examined. In the meantime, the effect of those three factors above on the selecting impoliteness strategies or politeness strategies were also investigated. According to the results of the patterns of impoliteness strategies, learners were more inclined to use impoliteness strategies in private scenarios compared to those public scenarios, to hearers with equal or lower social status compared to those with higher social status, and to familiar hearers compared to those unfamiliar. In terms of the characteristics of impoliteness formulas, learners showed a high proportion of bald-on impoliteness strategies in all the 12 scenarios. Secondly, some of the learners failed to use honorifics in certain scenarios, damaging decencies of their hearers and even in being regarded as interlocutors with improper manners. Lastly, most of the learners neglected negative politeness, which is by no means less important that its positive counterpart.

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 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.