Employing Halliday’s (1994) Systemic Functional Grammar approach, the present study examines the Korean EFL college students’ way of organizing thematic structures in written English texts, with special focus on the influence of learner proficiency. A total of 150 learners’ argumentative essays consisting of 50 essays each from three levels of learner groups were compared with 50 essays from its native counterparts, with inquiry focused on the thematic selection, usage of various theme features, and semantic distribution of topical themes. The results show that textual themes, multiple themes, and first person pronouns as topical themes are highly overused in the learner texts compared to the native essays. Overall, the level of proficiency significantly affects learners’ choices regarding thematic structures although the enhanced proficiency does not involve the improvement in all aspects of thematic organization. From these findings, it is suggested that the EFL writing pedagogy should pay greater attention to the effective use of thematic organization as a means of enhancing textual coherence and embrace level-specific instructions.

This paper presents a study on motivating and demotivating factors in learning Korean. The purpose of this study is to analyze the factors affecting the learning motivation and demotivation of university students in Singapore taking Korean as unrestricted elective, and investigate what differences exist in the motivating and demotivating factors based on their Korean levels. Through the analysis of surveys on university students in Singapore, it was found that their major motivating factors were the travel orientation and the cultural interest. These motivating factors did not show any difference depending on the Korean levels. The major demotivating factors of Korean learners were the evaluation factor and the language factor. By interpreting open-ended responses, the competition factor was found as a demotivating factor. In addition, the competition factor and the language factor showed differences between the first level and the second level and above. This study suggests to motivate Korean learners by applying the major motivating factors to a class and weakening the major demotivating factors.

The purpose of this study is to investigate Korean college students’ syntactic development, especially the order of acquisition in terms of the types of the sentences and clauses written in English essays. Eighty-six Korean female college students in Seoul participated in this study. For research method, the students wrote English essays with the given topic through the test web site. The essays were scored on a scale of one to six., and then were divided into three proficiency groups. After that, the students’ essays were analyzed and counted by types of sentences/clauses and frequency: simple/compound/complex sentences and nominal/adverbial/adjective clauses. The findings revealed significant differences in the frequency of different types of clauses by students’ English levels. The results showed that the amount of sentences/clauses based on the level of English proficiency was quite different. In particular, significant differences were found in the use of the complex sentences and subordinate clauses by levels. In addition, the use of adjective (relative) clauses was prominent only in the advanced level. Teaching implications were discussed and future research suggestions were made at the end of the paper.

The study discussed advanced-level Korean high school EFL learners’ demotivation and remotivation strategies in English learning. Demotivation refers to specific external forces that reduce or harm motivation; remotivation is the process of recovering the reduced motivation. Although both are common in L2 learning, only a few studies address this issue. Using the survey data of 130 participants, the study identified eight demotivating factors through factor analysis. The first factor, negative attitude toward English, indicates that even high school students felt demotivated because of the sheer difficulty of studying English. Descriptive statistics revealed that a negative attitude toward the English-speaking community was not a strong demotivator, which indicated that students possessed Machiavellian motivation. Correlation and regression analysis suggested that no demotivator had a significant negative relationship with English scores; rather, the ways students perceived the demotivators were more important. Eight remotivation strategies were identified; among those, “Keep thinking about the social importance of English” was the most often mentioned one. These results suggested the need for further qualitative, systemic research on remotivators and for training programs for practicing remotivation strategies.

This study aimed to investigate the perception and preferences related to Korean food according to the ethnicity of university students in Yanbian, China. Korean food was preferred by Korean-Chinese as compared with Chinese students, and Korean-Chinese students preferred Korean food more than Chinese food. Both Korean-Chinese and Chinese preferred Korean food more than traditional Chosun food. More Korean-Chinese than Chinese students had positive perceptions of Korean food, which included foods made with jang, kimchi smell, and healthiness due to diversity. For evaluation of Korean food taste, more Chinese than Korean-Chinese subjects thought Korean food is not greasy and hoped salty taste. Both awareness and preferences related to Korean food were significantly higher in Korean-Chinese than Chinese students. Meat foods (so-galbi, dak-galbi, jang-jorim) were relatively high in terms of preference in both Korean-Chinese and Chinese students. Moreover, Chinese students preferred Korean traditional foods (sujeonggwa, yakgwa, gangjeong). In Korean- Chinese students, Korean representative traditional foods (kimchi, jangajji) and Korean traditional holiday foods (tteokguk, mandu-guk) were relatively low in terms of preference. This study found that the traditional food culture of Korean-Chinese has been maintained in Yanbian, whereas there is a change in the young generation.

This study aimed to investigate the perception and preferences related to Korean food of university students in Yanbian, China. Self-administered questionnaires were collected from 306 (124 males and 182 females) students. The preferences for Chinese food (44.7%) and a combination of Korean (32.0%) and Chosun food (12.4%) were similar, and Korean food was more preferred than traditional Chosun food. The main reason for preferences for Korean food was taste. The perception of Korean hot spices and kimchi smell was not good, whereas positive perceptions where held for foods made with jang, new Korean food experience and healthiness of Korean food. Awareness of Korean food was in the order of bibimbap, kimchibokkeum- bap, gimbap, baechi-kimchi and ttoe-bbokki. Preference order was bulgogi, so-galbi, jang-jorim, dak-galbi and dewaeji-galbil. Meat foods and Korean traditional foods were relatively high, whereas kimchi, ttoe-bbokki and bibimbap were relatively low in terms of preference. More female than male students preferred Korean food, and the perception of new food experience and healthiness of Korean food were positive. Moreover, both awareness and preference related to Korean food were significantly higher in female than male students. These results can be used as a foundation to prepare a localization strategy of Korean food to China.

목 적: 본 연구는 필리핀과 한국 남학생들의 안건강을 조사하여 유병률 및 위험요인을 비교 분석하고자 하였다. 방 법: 필리핀과 한국의 17세 남학생 각각 196명을 대상으로 건성안 증후군, 자각증상, 결막염, 익상편 유무를 알아보았다. 건성안 증후군은 맥모니 설문지를 이용하였으며, 자각증상 및 video display 사용시간, 햇빛 노출시간을 설문항목에 추가하였고, 결막염과 익상편은 육안검사를 통해 확인하였다. 결 과: 하루 평균 햇빛 노출시간은 수업시간을 제외하고 필리핀 학생 2시간 12분, 한국 학생 1시간 1분이 었다. 필리핀 남학생들의 햇빛 노출시간은 건성안증후군, 자각증상, 결막염, 익상편 환자에게서 유의하였다. video display 시간에서는 유의하지 않았다. 한국 남학생들은 맥모니 설문점수를 제외하고 모두 유의하지 않았다. 필리핀 학생들은 건성안 증후군에서 자각증상과 결막염 및 익상편의 발생빈도가 통계적으로 차이가 있었으며, 햇빛 노출시간이 길수록 맥모니 설문점수가 높았고, 결막염과 익상편의 유병률이 높았다. 결 론: 한국과 달리 필리핀 학생들은 햇빛 노출시간이 안건강에 영향을 미치는 것을 확인하였으며 건성 안증후군 환자인 경우 결막염과 익상편 발생빈도와 관련이 있었다. 필리핀 학생들의 안건강에 영향을 주는 햇빛 노출시간외에 다른 위험요인들에 대해 후속 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.

Lee, Jae Ho. 2016. “The Use of Korean Sentence-Final Endings by the Students of Chosun Hakkyo, Korean School in Japan”. The Sociolinguistic Journal of Korea 24(3). 317~343. The purpose of this paper is to present the findings which were found throughout a series of investigations performed to clarify what kind of Korean sentence-final endings the students of Korean School in Japan who are the descents of Korean immigrants use. Since the observed endings of the 1st investigation, Participant Observation, were different from the results of the 2nd investigation, Speech Task, the author interviewed the students to verify the results of the 2 investigations. Consequently, the results of Participant Observation and the interviews were generally consistent. There is, however, the possibility of students choosing and using different endings in different situations, affected by factors such as education in school and so on. The results show that the use of Korean sentence-final endings by the students is not simple.

Purpose: The purpose of this research was to explore the experiences of simulation education to undergraduate nursing students who have defected from North Korea. Methods: Individual in-depth interviews with nine students were conducted using semi-structured interview and open question. Data were collected December 2014 to April 2015 and analyzed using Colaizzi phenomenological method. Results: Three essential themes were extracts that were as follows 1) Confronting another barrier 2) Reflecting on nursing competency through simulation education 3) Beginning of adaptation to the nursing education Conclusion: The results can contribute to an understanding of the simulation education experience of undergraduate nursing students who have defected from North Korea. In addition, these results will provide foundational data in establishing simulation education strategies to improve nursing competency, helping them adapt to nursing education in Korea.

The purpose of this study was to survey the perception and preference for Korean food among Chinese students residing in Korea (Chinese foreign students, N=69) and China (Chinese-locals, N=98). A total of 76.8% of Chinese foreign students and 70.4% of Chinese-locals had ever eaten Korean food in China before visiting Korea, and motivation to try Korean food at first was ‘easy access to Korean food restaurants’ (Chinese foreign students 38.6%, Chinese-locals 44.9%). The most important factors in selecting Korean food were ‘taste’ and ‘price’ (Chinese foreign students 72.7% and 18.2%, Chineselocals 59.1% and 22.7%, respectively), and needed improvements for Korean food were ‘spicy and salty taste’ and ‘nutritional aspect’ (Chinese foreign students 54.5% and 25.8%, Chinese-locals 33.3% and 36.4%, p<0.05). The scores for perception of Korean food were significantly lower in Chinese-locals (2.99) than in Chinese foreign students (3.31)(p<0.001). Chinese foreign students preferred Bulgogi (20.5%), Neobiani (20.1%), and Galbijjim (17.9%), whereas Chinese-locals preferred Bulgogi (16.1%), Gimbap (16.1%), and Samgyetang (15.2%) (p<0.001). The most preferred condiment was ‘Garlic’ (18.0%) in Chinese foreign students, and ‘Red pepper powder’ (16.4%) in Chinese-locals. The results of the study can be used as a foundation to prepare a globalization strategy for Korean Food.

This study investigated the effects of using comic strips and context on the vocabulary learning of Korean high school students. Ninety high school students participated in the study and they were divided into three groups: a control group and two experimental groups using comic strips and using context, respectively. In addition, questionnaires were used to investigate students’ attitudes toward English vocabulary learning. The results of the study revealed that there were statistically significant differences in productive vocabulary retention among three groups in terms of short-term memory. In particular, the experimental groups showed high short-term memory rate compared with the control group, which may mean that the use of comic strips and context in English vocabulary learning is effective in improving learners’ productive vocabulary retention. Also there was a statistically significant difference in productive vocabulary retention among three groups in terms of long-term memory. The experimental groups showed a high long-term memory rate compared with the control group. The results of the questionnaire revealed that the two experimental groups showed more positive attitudes towards English vocabulary learning. This may suggest that teaching vocabulary with comic strips and context could be effective for students in English classes, and it is very helpful to develop various activities using comic strips and context.

The purpose of this study was to explore how motivational factors affect Korean EFL secondary students’ motivated learning behavior using structural equation modeling (SEM). It further examined differences in the internal structure of L2 motivation over time. A total of 489 secondary school students participated in the study. Data were collected at two time points during an academic semester: in the beginning and at the end of the semester. Results of the SEM showed that students’ ideal L2 self was the strongest determinant of their motivated learning behavior at both time points for middle school students, whereas for high school students, ought-to L2 self had the strongest direct and significant impact on their motivated behavior in learning English throughout the semester. It was also found that both middle and high school students’ perceptions about the international posture of English and their parents’ involvement in English learning made indirect effects on their motivated behavior. Pedagogical implications and research suggestions are discussed.

This study was undertaken to examine the knowledge about food culture and intakes of traditional food in Korean and Japanese elementary school students. In 2012 and 2013, a total of 265 students were surveyed, consisting of 73 Korean fifth graders and 192 Japanese sixth graders. The questionnaire comprised of queries on general items, the recognition and sampling of traditional and celebration foods, the knowledge about the partner country's food culture, and the frequency of consuming the partner country's foods. As a result of this study, the frequency of consuming their own country's traditional foods for Korean children (3.1 out of 5.0 points) and Japanese children (3.2 out of 5.0 points) was similar to each other. Japanese children reported to eat Korean foods (2.9 points) more frequently than those of Korean children to eat Japanese foods (2.4 out of 5.0 points) (p<0.001). However, the Korean children reported to have more experience on given typical Japanese foods than Japanese children reported about Korean foods. Further studies are needed for the perception on traditional foods in Korean and Japanese children. The results of this study can be used as a basic data to succeed and develop traditional food cultures.

This study describes how Korean college students perceive reviewing their peers’ drafts over the course of one semester and what variables might affect their review process. Twenty-six students enrolled in the teacher researcher’s two writing courses participated in this study. The data came from the students’ reflections on their peer reviews and the researcher’s observations/descriptions of the review process, and informal interviews with several students. The findings indicated that the students in this study valued peer reviews, but they were reluctant to write comments on peers’ drafts, especially at the beginning of the semester. However, toward the end of the semester, they felt more comfortable in providing written comments on peers’ drafts, particularly when they developed positive relationships with their peers. Suggestions for effective peer activity have also been provided.

The purpose of this study is to investigate university students’ perceptions on their English conversation classes taught by native English speakers. Its focus is on finding out how well the students understand and how actively they participate in class, what causes difficulty in their understanding or participation in class, and whether their class helps them in terms of affective aspects and English skills. A survey was conducted on a total of 465 university students in Korea, and the collected data were analyzed to compute basic descriptive and inferential statistics. Some of the important findings are 1) over 50% of the students understand their classes well; 2) a little over 30% actively participate in class; 3) about 30~50% of the students perceive their class help them affectively; and 4) about 50% of the students perceive their class help them improve their English skills in general. These results are discussed along with other findings related to the causes of the difficulties that the students experienced. Suggestions are provided on the basis of the results and their implications.