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.

This study attempts to examine the distributions and characteristics of language forms and learning activities necessary for communication used in the middle school textbooks based on the 2015 revised national curriculum. To this end, 12 textbooks were analyzed and compared by grades and 4 textbooks by different publishers. The results are as follows: 1) Of the 38 language forms required for communication in middle school textbooks, 23 forms were commonly addressed in all the textbooks, while 12 forms were optional or missing, which may cause problems in articulated learning. 2) Even in the same language form, the level of difficulty increases as the grade goes up, which follows spiral curriculum. 3) Some language forms were omitted in the list presented in the 2015 revised curriculum, where only examples were presented without explanation. Explicit explanations need adding with elaborately classified examples. 4) Although the activities in the textbooks focus more on language acquisition than language use, they are well-organized to practice core language forms focusing on meaning in a controlled manner and gradually apply them to real life situations.

There have been numerous refugee-related studies in linguistics following a large inflow of refugees to South Korea over the past several years. However, many studies address refugees in terms of Korean language education, and little has been discussed on the actual language use of refugees or linguistic issues they experience in South Korea. Linguistic research regarding refugees must be conducted not only with regard to Korean language education but also in terms of observing and interpreting the actual language use of and social issues experienced by refugees. In this respect, this study notes the issues faced by refugees moving to South Korea without knowledge of the Korean language. Specifically, it addresses communication issues arising within the limited space of the airport entry and departure port. To this end, two Arabic speakers applying for refugee recognition at the airport entry and departure port were interviewed. As such, procedures that must be taken at the entry and departure port between exiting the airplane and entering South Korea were reconstructed from an insider's perspective, and communication issues occurring throughout each procedure were reviewed. Subsequently, suggestions were made to ensure the language human rights of refugees at airports.

The main objective of this research was to probe the DLM-based teaching method for Korean students’ English communication skills. For this study, the corpus was made of Korean reading materials with 307 frequently used sentence patterns extracted. The present research employing a quasi-experimental design and a comparative analysis of Korean and English corpora revealed the followings: first, the difference between the DLM (experimental group) and the CTR (control group) was examined in terms of the pretest score in order to identify the students’ level of English productive skills. After the pretest, meaningful translation focused DLM was employed in the instruction of the experimental group but not in the instruction of the control group. After one semester of teaching, on the posttest, the students in the DLM group outperformed the students in the CTR group. In conclusion, it can be inferred that the DLM teaching method is effective for English productive skills and can be a good solution to our English education environments in which both teachers and students use Korean as a medium of teaching English.

본 연구는 온·오프라인 언어순화 프로그램의 실천을 통해 학생들의 올바른 언어사용습관을 길러줌과 동시에 상호 소통하며 서로를 배려하는 어울림 학급 문화를 조성하기 위한 연구이며 구체적인 목적은 다음과 같다. 첫째, 올바른 언어사용습관 형성을 돕는 소통과 배려의 학급 문화를 조성한다. 둘째, 학생들의 언어생활을 지키기 위한 다양한 체험활동을 계획하고 온·오프라인 언어순화 프로그램을 구안·적용하여 학생들의 올바른 언어사용습관을 기른다. 셋째, 온·오프라인 언어순화 프로그램이 소통과 배려의 어울림 학급 문화 만들기에 미치는 효과를 검증한다.본 연구의 실천 효과를 알아보기 위하여 본교 2학년 15반 학생 41명에게 동일한 설문내용인 사전설문(3월)과 사후설문(10월)에 응답한 결과에 대해 빈도분석을 하였다. 설문분석 결과 사전·사후 유의미한 차이가 있었으며, 사후 향상되어 나타났다. 따라서 온·오프라인 언어순화 프로그램이 소통과 배려의 어울림 학급 문화 조성에 긍정적인 영향을 주었음을 알 수 있었다. 학생들을 통해 얻게 된 결론을 정리해서 살펴보면 다음의 내용과 같다. 첫째, 생활 속에 필요한 대화의 기술을 배워 소통 능력이 신장될 수 있었으며, 언어가 곧 자신의 인격이라는 것과 사용하는 언어에는 그만큼의 책임이 뒤따른다는 것을 제대로 인식하게 되었다. 둘째, 통신매체에서 실제로 사용되고 있는 사례들을 토대로, 통신언어가 어떠한 특징을 가지고 있으며, 어떤 형태로 우리말을 훼손하고 있는지를 파악할 수 있었다. 그리고 이로 인해 자신들이 무비판적으로 사용해온 통신언어의 문제점을 바로 알 수 있었다. 셋째, 세계가 인정한 한글의 우수성, 과학성 그리고 독창성을 깨닫고, 그러한 한글을 올바로 사용하고 세계적인 문자로 발전시켜 나가야 함을 인식하게 되었으며 우리 문자에 대한 자긍심을 지니게 되었다. 마지막으로, 온·오프라인 언어순화 프로그램은 학생들의 올바른 언어사용습관을 형성하고 소통하며 배려하는 어울림 학급 문화 만들기에 긍정적인 효과가 있었다.

When communicative language teaching (CLT) was first developed in the 1970s, it was widely seen as the definitive response to the shortcomings of previous approaches and the communication needs of a globalized world. As such, it was exported enthusiastically over the world as a ready-to-use package of ideas and techniques. From the outset, however, there was no clear consensus about its nature,and teachers experienced difficulty in defining and implementing it. There is now a widespread view that teachers need to adapt CLT to suit specific contexts. CLT cannot now be defined in terms of precise characteristics but serves rather as an umbrella term for approaches that aim to develop communicative competence through personally meaningful learning experiences. In this spirit, we should aim to develop principles which help each teacher to develop a form of communication-oriented language teaching (COLT) suited to his or her own specific context.

최근 인터넷 기술의 발달로 말미암아, 수많은 사람들이 인터넷을 사용하고 있고 인터넷을 통해 많은 정보를 받아들이고 있다. 현재 인터넷은 소위 '정보의 홍수'라 일컬어 질 만큼 무수한 정보를 매일같이 쏟아내고 있으며, 많은 사람들이 인터넷을 통해 지식을 얻고, 세상의 흐름을 파악하고 있는 상태이다. 이렇듯 수많은 정보가 넘쳐나기에, 그리고 정보의 신속한 배급을 최우선으로 삼기에, 인터넷에서 사용되는 언어에 있어서 문제점이 발생하게 되는 것은 피하기 어려운 현상으로 보인다. 그러나 일반인들이 블로그에 글을 올리는 것과, 아마추어 작가들이 글을 작성하여 인터넷을 통해 배포하는 것들에서조차 언어사용에 있어서의 엄격한 잣대를 모두 들이대기는 어렵겠지만, 뉴스보도의 작성자라든가, 기자, 편집자들, 특히나 사람들이 많이 보는 중요 매체의 뉴스 작업자들은, 자신들에 의해 만들어진 뉴스에 책임감을 가져야 하고, 그 뉴스를 읽는 독자에 책임감을 가져서, 자신들이 올바른 언어의 전파를 책임진다는 사명감을 가지고서 최대한 언어 사용에 있어서의 오류는 범하지 않아야 할 것이다. 본 논문은 많은 인터넷 뉴스에서 사용되고 있는 중국어 가운데, 20여개의 대표적인 예를 들어, 오자, 어법 오류, 불합리적인 사용 등 여러 방면에서 문장의 오류가 발생하게 된 원인을 분석하였다. 본인은 인터넷 뉴스에서 사용되는 중국어의 혼란 현상을 지적하고 바로 고치기 위해 노력하고, 인터넷 뉴스의 언어 사용 오류에 대한 엄정성을 제기하여 기자, 타이피스트, 편집원 등 뉴스 작업에 종사하고 있는 전문인들에게 문제의 심각성을 일깨우는 한편, 인터넷 문화 상품의 함양 개선을 강화하고자 시도하였다. 그리고 본 논문 중에서 예로 든 오류 문장들은 중국어를 가르치는 사람들에게도 충분히 참고할 만한 가치가 있으리라 확신한다.

The purpose of this article is to show characteristics of complaints of Korean native speakers (KNs), Korean learners (primary, intermediate, and high class) of Japanese language of (KLs), and Japanese native speakers (JNs). When fourteen displeased situations happening occasionally in daily life were given to them, for their complaints about the situations, the degree of complaints and the expression behavior of complaints were investigated. Particularly the complaints by speech act were analyzed with a point of view on the use of strategy and the degree of face-threat (FT). The degree of complaints was higher in order of JNs>KLs>KNs. For the expression behavior of complaints, all of three group (KNs, KLs and JNs) tended to use speech act. For the strategy of complaints and the degree of FT, JNs tended to use strategy of lower degree of FT than that of KN. And KLs showed a tendency of interlanguage which was getting close to targeting language, using strategy of lower FT degree than that of mother language group (KNs) even at a primary class. These results give the following implications for the education of Japanese language for KLs. 1) As the most useful method to resolve the situations of complaints, JNs also use speech act, but JNs recognize the situations more seriously than KNs and their degree of complaints is higher. 2) Nevertheless, JNs are contrasted with KNs by that they would minimize the probable trouble with a person due to their complaints by selecting strategy of low FT degree.

We cannot imagine textbooks without visual images in foreign language education. What are their roles and fuctions in language teaching? Are they simple decorations for just visual effects? Or are they presented to facilitate listening and reading comprehesion? To answer to these questions, this study is designed to analyse the relations between visual images and texts in language teaching materials based on communicative approach, and to argue that visual images are means of conveying their own autonomous meanings.

본 논문에서는 언어장애인용 문장발생장치의 통신율을 증진시키기 위한 처리방안으로 신경망을 이용하여 문장발생장치에 동사예측을 적용하는 방법을 제안하였다. 각 단어들은 구문론과 의미론에 따른 정보벡터로 표현되며, 언어처리는 전통적으로 사전을 포함하는 것과는 달리, 상태공간에서 다양한 영역으로 분류되어 개념적으로 유사한 단어는 상태공간에서의 위치를 통하여 알게 된다. 사용자가 심볼을 누르면 심볼에 해당하는 단어는 상태공간에서의 위치를 찾아가며, 신경망 학습을 통해 동사를 예측하였고 그 결과 제한된 공간 내에서 약 20% 통신율 증진을 가져올 수 있었다.