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.

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.

This study investigated speaking anxiety among advanced Korean language learners in Korean Language Institution classrooms, and the strategies they used to overcome it. The study employed qualitative methodology using online interviews for data collection. The sampling technique involved purposive sampling by selecting 13 Korean learners who had completed an advanced Korean course at TOPIK Levels 5 or 6, with Level 6 being the highest. The interview questions addressed various aspects, including comparisons of speaking skills, anxiety in Korean classrooms, fear of making mistakes, concerns about classmates’ reactions, and anxiety induced by teachers. Thematic analysis was performed by generating initial codes, grouping related codes to uncover potential themes, and highlighting recurring patterns in the participants’ responses. The results revealed three factors that contribute to speaking anxiety: personal reasons, teachers’ classroom approaches, and teaching methods. Advanced learners manage anxiety through three coping strategies: preparation, positive thinking, and seeking support from peers. The study concludes with discussions on the pedagogical implications, limitations, and recommendations for future research in advanced Korean language learning classrooms.

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.

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.

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.

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

This study examined effects of pronunciation training using automatic speech recognition technology on common pronunciation errors of Korean English learners. Participants were divided into two groups. One group was given instruction and training about the use of automatic speech recognition for pronunciation practice. The other group was not given such instruction or training as a control group. A pre- and post-test experimental design was used. The treatment period was four weeks. Participants who were taught about using automatic speech recognition for pronunciation practice showed small but significant improvements in pronunciation accuracy than those who did not. In addition, automatic speech recognition was found to assist in the diagnostic evaluation of common pronunciation errors, although it did not produce statistically significant improvements. Participants responded positively to the use of automatic speech recognition for pronunciation practice and testing, although there remain some concerns over technical aspects of the test.

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.

The purpose of this study is to present the contents of ‘Korean politeness’, which can be used to learn ‘Korean as a Second Language’, from the perspective of ‘conversational performance’. To this end, first, the concept of Korean politeness was examined in two elements: ‘sociocultural norm consciousness’ and ‘conversational strategy of individual speech act’. A conversational performance model of Korean politeness was also investigated as a educational unit of politeness contents. This performance model is composed of ‘adjacency pair’ and based of ‘common ground’ including honorific and speech act requirements. In order to construct educational politeness contents for KSL learner, conversational scenes of the revised KSL textbook, Standard Korean for Elementary Schoolchild were then analysed. In conclusion, politeness contents of KSL textbook were revealed in three aspects: ‘practice of using honorific style’, ‘politeness routines’, ‘politeness expressions and strategies’. Based on the results of the analysis, the direction of politeness education for KSL learners in elementary school was finally proposed in both ‘speech act’ and ‘conversation type’ pragmatic education.

This study investigated how Japanese learners of Korean perceive the similarity of stop sounds between the Korean and Japanese languages. The results found, compared to the beginner’s group, the advanced group showed a lower rating value for the similarity for the same stimulus sound, and the learners with a higher perception ability distinguished lower similarities, even among the inner groups of the beginner’s and advanced group. This study also investigated how the related information in the native language affects how the learners perceive lenis consonants in word-medial position in the Korean language, as Japanese stop sounds are divided into two sounds depending on [±voiced] feature, whereas Korean stop sounds do not have a voiced sound in word-initial consonantal context, but the lenis consonants go through voicing in word-medial position. In result, Japanese learners tend to perceive the lenis consonants in word-medial position much better than other sounds, and it was shown that the related information in native language had played a positive role in perceiving Korean word-medial consonants.

한국 어린이들이 중국어를 배우면서 접하는 한자의 학습에 대해 아직까지 국내에서는 경험에 근 거한 교수법과 방법론 위주로 논의가 이루어지며, 무엇을, 언제, 어떻게 도입해야 하는가에 대한 논 의는 충분히 이루어지지 않고 있다. 즉 학습자의 연령 요소와 그에 따른 인지 발달과 관련된 고려가 부족한 편이다. 본고는 이에 중국 어린이의 한자 읽기에 대한 실증적 연구들을 검토함으로써 한국 어린이의 한자 교육에 어떤 시사점이 있는지 살펴보고자 하였다. 선행연구에 따르면, 알파벳 등 표 음문자를 사용하는 어린이가 발달적 읽기 장애가 있는 경우, 이들의 기억력 장애는 시각적-공간적 자극 처리 능력보다는 음운 인식 능력과 관계된 것으로 알려져 있다. 또한 중국 어린이를 대상으로 한 많은 연구들이 중국어 읽기 능력의 습득에서 작업 기억의 중요성을 조사하여, 중국어 한자 읽기 에서 음운 인식과 시각적 자극에 대한 처리의 기능을 다각도로 관찰, 조사하고 있다. 그러나 아직까 지는 어느 한쪽을 지지하는 유력하고 일관된 결과를 보이지 않는다. 다만 중국 어린이 학습자가 언 어적 환경과 인지 발달 단계에 따라 한자 읽기 습득에 있어 음운과 시각적 정보, 두 유형의 인지적 처리 기술이 서로 다른 처리 기제를 가질 수 있으며 두 가지 모두 한자 변별과 밀접한 관련이 있음 을 시사한다. 따라서 한국 어린이를 대상으로 하는 외국어로서의 중국어 교육 및 학습에서도 한자 읽기의 교수와 학습은 학습자의 인지 발달 단계를 고려하여 적절한 교수요목과 교수방식을 선택해 야 하며, 이에 대한 실증적인 연구가 필요하다.

Yang, Myung-hee & Kim, Bo-hyeon. 2017. “A Study on Korean Language Anxiety in the Classrooms of Advanced-level Korean Language Learners for Academic purposes: With Chinese Students in Graduate School in Korea”. The Sociolinguistic Journal of Korea 25(1). 119~141. The aim of this study is to examine the level of and the factors for Korean language anxiety in the classrooms of advanced-level Korean language learners for academic purposes. To this end, 60 Chinese students attending graduate school participated in the survey with the questionnaires: i.e., PRCA and FLCAS. The results suggest as follows. First, the Korean language anxiety level in the classrooms of the Chinese students is likely to be high. Also, it is not because of the participants’ traits, but because of the classroom environment. Second, there are 5 factors for Korean language anxiety in the classrooms; communication anxiety with native speakers, communication anxiety, fears of negative evaluation and failing in class, Korean proficiency anxiety, and negative attitudes toward class. Especially, the forth factor suggests that Korean learners needs an educational intervention of Korean, even after they enter undergraduate or graduate institutions. Third, there is a negative correlation between Korean language anxiety in the classroom and a residence period in Korea. That is, it is necessary to give them as many opportunities as possible for being exposed to Korean by a Korean educational intervention.

The purpose of this study is to examine if Japanese and Chinese language learners of Korean, whose native language has a CV syllable structure, can apply the liaison rule when C2 of Korean the CVC syllable structure is followed by a vowel, where the application of liaison rule is necessary. For this purpose, Japanese and Chinese learners of Korean were divided into two groups by their Korean proficiency levels: beginner and advanced learners. Then the study examined if these learners can apply the Korean liaison rule in the sentence reading task. The result showed that learners in their higher proficiency level were able to apply the liaison rule better. The degree of increased application was more drastic, especially in the cases of Japanese learners. The performance varied by their native languages, it appears that Japanese learners better apply the liaison rule than Chinese learners. In addition, the result also differed by the familarity of the vocabularies used in the reading task. The liaison rule was used more accurately in more familiar vocabularies than less familiar vocabularies.

Han, Song-Hwa. 2015. “The Language usage and Sociocultural image of Korea in 1960’s Korean language textbooks for foreign learners”. The Sociolinguistic Journal of Korea 23(1). 201~238. The purpose of this study is to describe the sociocultural reflection and language usage in 1960’s Korean textbooks for Korean learners as a foreign language. 1960’s is period of starting for modern Korean language education formally. The Korean textbooks in 1960’s based on audio-lingual method and focused on drills and repetitive practices. Their conversation consisted on vocabularies and grammar which are required in everyday situation. Therefore sociocultural image of those days are shown on vocabularies and conversations explicitly or implicitly. For exploring 1960’s Korean image in textbooks, I composed the corpus and investigated the frequency of use. Many vocabularies correlated with situations of those days that differed from recent Korean language textbooks. And many vocabularies underwent a change semantically. Lastly, Korean’s perception of West and Korea, the growth of Korean cities, economic difficulties and confucian thinking were shown on conversations in 1960’s Korean textbooks.

외국어로서의 한국어 쓰기 교육을 실시함에 있어 학습자들에게 효과적인 텍스트를 제공하는 것은 매우 중요하다. 왜냐하면 그들의 스키마를 계발하고 글에 대한 이해력을 증진시켜 의사소통 능력을 향상시키는 데 효과적인 텍스트는 그 무엇보다 중요하기 때문이다. 이런 점에서 텍스트를 활용한 쓰기 교육 방안을 정립하는 일의 중요성은 매우 커지고 있다. 이에 본 연구는 사전연구의 일환으로 ‘어떤 텍스트들이 학습자들의 쓰기 능률에 영향을 미치는지’ 조사하였다. 본 연구는 향후 한국어 쓰기 교육의 올바른 텍스트 선정 상을 정립하는 데 그 목적이 있으며, 아울러 쓰기 교육을 위한 텍스트를 선정하거나 제작할 때 어떤 요소들이 고려되어야 하는지 그 방향을 제시하는 데에도 그 목적이 있다. 이 같은 연구는 쓰기 자료로서 텍스트가 갖는 중요성을 환기시킴은 물론 학습자들의 스키마를 계발하는 데 필요한 ‘교육용 텍스트’ 개발에 참고가 될 것이다.

The present study was designed to investigate Korean EFL college learners' language development across writing proficiency levels in the ir written productions. For the evaluation of their language development, 18 subsets of the syntactic complexity, accuracy, and fluency (CAF) were used. 86 uni vers ity students participated in the study and wrote narrat ive essays about an assigned topic by using the Criterion®. The writing samples were scored by e-rater® and divided into three different proficiency levels to compare language development among groups. Then their essays were analyzed by us ing L2 Sy ntactical Complexity Analyzel: The findings reveal significant differences in 15 out of 18 measures of CAF and language learners' linguistic developmental patterns across their writing proficiency levels. The results indicate that there are di stinctive features regarding CAF among the three groups. With respect to fluency and accuracy, levels I and 2 showed a similar language developmental pattern, and level 3 was much higher than those groups. In terms of syntactic compl exity, levels 2 and 3 presented a similar developmental pattern, and level 1 was much lower than those groups in general. This study shows the predictive potential of CAF across writing proticiency levels of language learners.