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.

This study analyzed the translation strategies of Korean culture-specific items displayed on the Korea.net Arabic website, the government’s representative overseas PR media. 25 articles with a large number of culture-specific items were selected and analyzed among 74 articles published in the Culture section of the Korea.net Arabic website for a total of 7 months from August 2020 to February 2021. The themes of the selected 25 cultural articles were the contents of related cultural events according to the period, such as Chuseok and New Year’s Day, Kimchi-making Season, Lotus Lantern Festival, and Hangeul Day. Culture-specific items were classified into proper nouns such as country, administrative districts, place name, and building name, and other cultural elements such as food, clothing, holidays, according to the classification method of Lee Geun-hee(2008). As expected, a number of strategies to convey meaning along with transliteration appeared as part of an effort to inform Arab readers of Korean culture-specific items. However, it found the need to establish norms or unified standards for culture-specific items translation strategies, especially in transliteration.

This study examines practical and effective teaching and learning methods in the field, focusing on the integrated language and culture classes in the Arabic curriculum of secondary education. The purpose of this study is to find out the methods of integrative teaching-learning of the Arabic language and culture to develop learners’ communicative ability based on the understanding of the context of culture for Arabic secondary education students. With a high school textbook Arabic I, the current study presented teaching and learning method of convergence of language and culture. The educational values of secondary language learners in the integrated language and culture class are as follows. First, the target language can be learned from the sociocultural perspective. Second, we can train creative and convergent human resources. Third, discourse ability is improved. Fourth, intercultural competency is improved. This study is of academic value because it has not been previously studied in the field of the Arabic education. Field research can serve as a guide to instructional research.

This study aims to present some strategies for teaching the students Arabic idioms. Arabic idioms can be defined as expressions whose meaning is not predictable from the usual meanings of its constituent elements, as kick the bucket or hang one’s head, or from the general grammatical rules of a language, as the table round for the round table, and that is not a constituent of a larger expression. In linguistics, idioms are usually presumed to be figures of speech, contradicting the principle of compositionality. That compositionality is the key notion for the analysis of idioms is emphasized in most accounts of idioms. This principle states that the meaning of a whole should be constructed from the meanings of the parts that make up the whole. In other words, one should be in a position to understand the whole if one understands the meanings of each of the parts that make up the whole. The strategies presented in this paper are based on the definitions or the linguistic peculiarities of idiom, mainly from the syntactic and semantic points of view. It’s worth mentioning that recently Arab linguists are showing unprecedented interests in idiomatic expressions and compiling the dictionary of Arabic idioms.

The purpose of this paper is to compare between Korean and Arabic in terms of phonology and seek effective ways of teaching Arabic for Korean students. Arabic as a Semitic language has 28 consonants and 3 basic vowels (each of which is short and long, and 2 diphthongs). Meanwhile, Korean has 19 consonants and 22 vowels. Due to the phonological differences between Korean and Arabic, it is somewhat difficult for Korean students to learn the correct Arabic consonant phonemes. In this paper, firstly, the consonants are grouped into two: one group common to both languages, and another unique to Arabic consonants. They are explained by phonological and phonetic methods to teach the correct pronunciation of Arabic consonants. Secondly, the Arabic vowels are explained through the examination of allophones in comparison with Korean. Thirdly, the syllables are explained by the structure, sorts, and characteristics. Lastly, it is suggested that professional training in phonology and phonetics fields be provided to instructors so that they can teach correct Arabic pronunciation.

본 연구는 한국어와 아랍어의 모음의 (구어체 표준아랍어인 이집트 방언을 대조군으로 설정했다.) 대조를 바탕으로 학습자의 모음오류 원인과 유형을 분석하였다. 21개의 모음을 가진 한국어와 10개의 모음만을 표준발음을 인정하는 구어체 아랍어는 완벽한 대응 쌍을 이루기 어려웠다. 이런 이유로 인한 오류는 다음과 같이 나타났다. 모음 발음 중 /ㅓ/, /ㅜ/, /ㅗ/를 발음 하는데 정확한 구분을 두지 못했으며 이중모음이 없는 구어체 표준아랍어(이집트 방언)의 특성상 이중모음을 2개의 단모음으로 연이어 발음하는 오류가 나타남을 알 수 있었다.