Earticle

본 연구는 한국어 교육과정 관련 논저들을 분석하여 연구 동향과 성과를 확인하고, 연구 방향에 대한 제언을 하는 것을 목적으로 한다. 이를 위해 체계적 문헌 고찰이라는 연구 방법을 통해 선정된 논문 210편을 대상으로 연구 시기, 연구 목적, 연구 내용, 연구 방법에 따라 분석을 실시하였다. 그 결과, 2000년대 초반 특수 목적 한국어 특히 학문 목적 한국어 교육과정에 관련된 연구가 활발하게 이루어졌고, 국어기본법 발효와 함께 교원자격제도에 관한 교원 교육과정, 표준 교육과정, 한국어(KSL) 교육과정 등이 시기적으로 활발하게 논의되었음을 확인하였다. 연구 목적별로는 교육과정의 개발과 분석을 목적으로 하는 연구가 비슷한 분포를 보였고, 비교 연구는 거의 이루어지지 않았다. 연구 내용에 있어서는 통합 영역에 대한 논의가 주를 이루었고, 단기 거주자인 한국어 학습자를 대상으로 한 연구에서 최근에는 대학(원) 유학생, 결혼 이민자와 자녀 등의 장기 거주자로 대상이 다양화되고 있었다. 연구방법의 유형은 문헌 연구가 대부분이고, 뒤를 이어 양적 연구가 많이 이루어졌는데, 이는 요구분석 단계에서 설문조사를 주로 활용하기 때문이었다. 분석 결과를 바탕으로 이론적인 층위와 교육과정 개발의 실제 층위로 구분하여 후속 연구 과제를 제시하였다. 특히 교육 과정 개발 층위에서 학문 목적 한국어 학습자와 KSL 교육과정 대상자를 위하여 내용중심교수법(CBI)에 기반한 교육과정 개발이 필요하고, 단기 연수생을 위한 참조 기준 개발의 필요성을 제언하였다. 마지막으로 연구 방법의 다양화를 위해 요구 분석 방법 및 대상 설정의 다양화 방안을 논의하였다.

This study analyzes research trends in Korean language education curriculum and suggests further research directions. For this purpose, we collect references on Korean language education curriculum and then analyze them through a systemic review. Through search DB, 210 references were selected; the references were then analyzed by year, purpose, contents, and research methods. The results showed that the amount of Korean language education curriculum research has increased sharply since 2000, as the number of learners grew. After declaration of the Korean Language Act and KSL curriculum, teacher education curriculum research and multi-cultural background student research increased. This paper suggests two research directions: theory and practical curriculum development. First, there must be an increase in research regarding curriculum theory and detailed discussions of the meaning of Korean for each learner. Second, in order to develop curriculum for academic-purpose learners and multi-cultural background students, the curriculum should utilize content-based instruction. Furthermore, a common reference system is needed for each Korean language education center to develop the curriculum and design a syllabus for short-term trainees. In addition, it is necessary to vary the research methods and subjects to conduct needed analysis.

This paper investigates the differences in college learners' perceptions and correlations of factors related to willingness to communicate (WTC) in an English mediated instruction (EMI) class. Based on a survey of 50 collegiates (33 males, 17 females) and two rounds of interviews with 15 students, the t-tests showed that there were not many statistical differences depending on learner characteristics except the learners' grade difference affecting their perception of improvement in English. However, depending on the course types, the Kruskal-Wallis test showed statistically significant differences in the categories of present level of participation, expected level of participation with L1 option, question & answer, group collaboration, active listening, and preference to EMI with L1 option. Furthermore, the factors of WTC appeared strongly correlated with their perceptions on the improvement in English, increased confidence, and the extent of learning in the EMI class. According to qualitative analyses of open-ended questions in the survey and interviews, the learners thought group presentations in English were most difficult. They also responded that their low English proficiency, peer pressure, and the student-orientedness in class made them passive and less confident. The learners, however, adopted diverse coping strategies to overcome such difficulties. They were also positive about the limited use of L1 in the EMI class. Implications for EMI are suggested.

The goal of this study is to find out if any changes occur in EFL learners’ anxiety and motivation between before and after a content-based intensive EFL program, which is a sort of CBI. The study is a replication study of Hwang (2002), and the results of the two studies are compared. Hwang (2002) reported that through a college CBI course, learners’ anxiety was lowered and the motivation of the utilitarian goal orientation increased significantly but that of the mastery or learning and the ego-social orientation didn’t. The current study finds the followings: 1) learners’ anxiety level gets lowered. to a greater extent than the results obtained in Hwang’s study; 2) only the motivation of the ego-social goal orientation increases significantly while the motivation of the other two types do not. The different results between the two studies are attributed to the different nature of the program of each study. The intensive immersion program of CBI lets learners have more social interactions, and thus get motivated through the ego-social orientation. In turn, it raises integrative motivation. We conclude that universities should run a CBI program in various forms to help students get motivated through various goal orientations.

The purpose of this paper is to show that verb to noun conversion in Papiamentu can be accounted for straightforwardly within the framework of Optimality Theory (Prince & Smolensky, 1993; McCarthy & Prince, 1995). To this end, I assume after Pater (2000) that a single constraint can be multiply instantiated in a constraint hierarchy, and each constraint may be indexed to apply to a particular set of lexical items. This approach is shown to capture distinctions between generality and exceptionality of tone and stress patterns in Papiamentu conversion in terms of the interaction between markedness and faithfulness constraints. I specifically claim that the lexically indexed faithfulness constraint BASE-IDENTITYP outranks the markedness constraints NOUN STRESS and NOUN TONE, which in turn rank above the general faithfulness constraint BASE-IDENTITY. It is shown that with the constraint ranking, all the tone and stress patterns that occur in deverbal nouns can be given a unified, satisfactory account. The analysis argued for in this paper makes better predictions than a traditional approach

Da-Woon Chung. 2011. A study of integrated writing instruction of content-based instruction and genre-based approach - focusing on korean learners in academic context. Journal of the International Network for korean Language and Culture. Vol. 8-1. 131-158. This article aims to study effective instructional method for writing using integrated content-based instruction and genre-based approach to enhance learner's writing ability. Most of advanced korean learners nowadays study KAP. For this reason, writing ability is an important ability that they have to acquire. Most learners and teachers, however, find it difficult because they have to know writing knowledge and how to use of that. Especially, learners who study KAP need to learn academic content knowledge and Genre specific knowledge, Therefore, this study proposes to teach korean writing using integrated content-based instruction and genre-based approach. And it showed that how to make syllabus for the integrated instruction and how to progress writing instruction in the class for graduate students. The significance of this study is that it proposed integrated writing method which combine content-based instruction and genre-based approach. There is, however, a limitation in that the effect of this method have not proved yet. Further studies on integration method need to be conducted as well as how to use this method in the korean writing instruction according to the learner's need. (The Academy of Korean Studies)

The purpose of this paper is to present an integrated teaching model for English/science as an English immersion lesson in elementary school. This paper briefly reviews several models for content-based instruction, as well as looking into immersion education in countries where English is a first or second language. Immersion is defined as a method of foreign language instruction in which the regular school curriculum is taught through the medium of the target language. The foreign language thus becomes the vehicle for content instruction; it is not the subject of instruction.

Lectures delivered in English are being widely implemented in Korean universities. Most universities in Korea are planning to increase the number of lectures in English to keep in step with globalism. However, because Korea is an EFL setting in terms of English teaching, some difficulties are anticipated when Korean professors are required to teach courses in English. In reality, there are pros and cons on this matter. Content-based instruction (CBI) is an approach of language teaching in which the target language is taught by way of teaching contents in the other area than language. One of CBI models, the sheltered CBI, is the closest model to lectures in English in Korean universities. In this study, a review of CBI including its models and theoretical rationales is first presented, which is followed by the discussion of CBI in the EFL setting along with suggestions for lectures in English in Korean Universities.

본 연구는 대학 교양 과목 ‘콘텐츠 창작 글쓰기’에 자유글쓰기를 체계적으로 접목해, 학습자의 자기표현, 자기효능감, 창작의지를 어떻게 확 장할 수 있는지 탐색하였다. 원소스 멀티유스 관점을 토대로 웹툰, 애니 메이션, 소설, 영화, 대중음악 등 원천소스를 분석하고, 프리라이팅을 11 주 동안 진행하였다. 초기 4주는 개입을 최소화해 “멈추지 않고 쓰기”의 리듬을 체득하게 하였고, 이후에는 주제를 연계한 자유글쓰기를 통해 개 인 경험과 외부 콘텐츠를 접목시키도록 설계했다. 자료는 재학생 69명의 사전․사후 설문과 자유글쓰기 본문 및산출물의 질적 사례를 혼합하여 수집 분석하였다. 결과적으로 학생들은 프리라이팅을 통해 자기 서사를 스스로 조직하 기 시작했고, 하나의 경험을 동화, 에세이, 시, 웹툰 등으로 전이시키는 장르 감수성이 강화되었다. 수업 만족도와 자기표현, 자신감은 전반적으 로 높게 나타났으며, 자유글쓰기는 정서 조절의 매개이자 서사 기획의 발화점으로 기능했다. 다만 글쓰기를 일상으로 지속하려는 의지는 상대 적으로 낮아, 수업 외부에서 유지될 수 있는 커뮤니티 형성과 출간 목표 등 구조적 장치가 필요함이 드러났다. 이러한 성과는 콘텐츠 기반 글쓰기가 단순한 문장 훈련을 넘어, 학습자 가 자신의 언어로 세계를 재구성하도록 돕는 인문적 실천임을 시사한다. 자유글쓰기는 원천소스를 ‘나의 서사’로 재인식함과 동시에 동기를 내면 화하고, 격려 중심의 피드백과 동료 평가가 더해질 때 표현의 지속가능성 이 커진다. 결론적으로 본 모델은 대학 글쓰기 교육에서 창의성, 자기표 현, 공동체적 소통 역량을 통합적으로 신장시키는 현실적 대안이며, 자유 는 규범의 부재가 아니라 쓰기를 통해 자신과 타자를 새롭게 연결하는 능동적 실천임을 확인하였다.

This study explores how systematically incorporating freewriting into the liberal arts course Content-Based Creative Writing can expand students’ self-expression, self-efficacy, and creative motivation. Based on a onesource multi-use perspective, the course analyzed various source contents such as webtoons, animation, novels, films, and popular music, and implemented freewriting over a period of 11 weeks. During the first four weeks, instructor intervention was minimized so that students could internalize the rhythm of “writing without stopping.” In the subsequent sessions, students engaged in topic-linked freewriting designed to connect personal experience with external content. Data were collected and analyzed through pre- and post-course surveys of 69 students, along with qualitative examples from their freewriting texts and creative outcomes. The findings indicate that students began to organize their own narratives through freewriting and developed greater sensitivity to genre transformation, transferring a single experience into multiple forms such as children’s stories, essays, poetry, and webtoons. Levels of satisfaction, self-expression, and confidence improved overall, while freewriting functioned both as a medium of emotional regulation and as a trigger for narrative planning. However, the willingness to sustain writing in daily life remained relatively low, revealing the need for structural supports such as community building and concrete output goals beyond the classroom. These observations suggest that content-based writing goes beyond sentence training, serving instead as a humanistic practice that enables learners to reconstruct the world in their own language. Freewriting helps students reframe source content as “their own narratives,” internalize motivation, and achieve greater sustainability of expression when coupled with encouragement-oriented feedback and peer evaluation. Ultimately, this model offers a practical alternative for university writing education by integrally fostering creativity, self-expression, and communicative competence within a community. It reaffirms that freedom is not merely the absence of rules but an active practice of connecting oneself with others through writing.

[목적] 본 연구는 AI 기반 골프 콘텐츠의 학교 체육 수업 적용 가능성을 교육적·제도적 관점에서 다층적으로 분석하고자 한다. 이를 통해 AI 기반 골프 콘텐츠가 체육 수업의 핵심 학습경험 요소로 기능할 가능성과 한계를 조명하고, 실제 수업 도입을 위한 판단 기준과 실천적 제약 요인을 다층적으로 도출하는 데 목적이 있다. [방법] 예비 체육 교사 3명과 현직 체육 교사 3명을 대상으로 반구조화 심층 면담을 시행하여 AI 기반 골프 콘텐츠의 수업 적용 가능성과 교육적 시사점을 탐색하였다. [결과] AI 골프 콘텐츠를 혁신적 교수 자료로 인식하면서도 기술 도입에 우려를 나타냈다. 수업 실행에는 시설 조건과 지원 부족이 제약으로 작용하였지만, 학습자는 높은 몰입과 피드백 수용 태도를 보였다. 이에 제도적 수용을 위해 교육과정 연계와 평가 체계 마련이 필요함이 확인되었다. [결론] AI 기반 골프 콘텐츠가 체육 수업의 몰입도 향상, 자기주도 학습 촉진, 정량적 피드백 제공 등 교육적 활용 가능성을 지닌 교수-학습 자원으로 기능할 수 있음을 확인하였다.

[Purpose] This study explores the applicability of AI-based golf content in school physical education, focusing on its educational value and institutional conditions. It aims to assess its potential as a core instructional resource and identify practical challenges for classroom adoption. [Methods] Semi-structured interviews were conducted with six participants—three pre-service and three in-service physical education teachers—to examine their perceptions and experiences with AI-based golf content. [Results] Teachers viewed AI golf content as an innovative tool that enhances student engagement, immersion, and learning through real- time feedback. However, concerns were raised about technical skills, equipment use, and insufficient infrastructural and administrative support. While student responses were positive, the need for curriculum alignment and a structured assessment system was emphasized. [Conclusion] AI-based golf content holds promise for promoting self-directed learning and immersive experiences in PE. For effective integration, institutional support including teacher training, infrastructure, and curriculum alignment is essential.

The aim of this study is to provide foundational material for program development of short-term Korean language and history program for Chinese Korean. For this, three kinds of needs analysis are conducted. An analysis of Korean history program in the related organizations, an analysis of text books for overseas Korean, and a questionnaire for students and teachers, which was based on a small group interview are conducted in this research. On the basis of the analysis, this study shows syllabus of three weeks Korean language and history program for Korean Chinese. The syllabus for Korean history program is designed for content-based instruction with Korean meaningful historic event mainly based on modern and contemporary history. The tasks for Korean history program includes various activities for encouraging participation such as presentation, investigation, field learning and so on.

This paper aims to present a teaching proposal of scientific and technical writing for future students majoring in science and engineering in universities. Academic purpose Korean has been newly centered in the field of Korean language education, since students from abroad have sharply increased within the past ten years. Many researches have been done and many textbooks have been developed for academic purpose Korean language learners. However, only a few researches were conducted and no Korean language textbooks have been published for Korean language learners majoring in science and engineering. In the field of academic purpose Korean language education, “writing” is mostly needed, but learners find it most difficult. Therefore, in this paper, a teaching plan is proposed for how to write scientific and technical paper, focusing on experiment report. As for this, output-oriented writing approach and content-based instruction are adopted. This is because scientific and technical writings have special frames and forms to be taught, and it is necessary to narrow the gap between the learning content given in Korean language courses and in lessons of ones’s major field of study for future science and engineering students.

Effective communication is vital in military operations, yet access to military English learning resources is limited due to security concerns. As a result, practical language training is often insufficient in military classrooms. Regarding this institutional constraints on Military English practice, this study developed speaking-focused learning activities for military personnel, incorporating Content-Based Instruction (CBI) and Task-Based Instruction (TBI). Specifically, employing Celce-Murcia’s model of sociocultural communicative competence, the course aimed to enhance speaking skills in realistic military contexts. Seventeen officers and non-commissioned officers participated in an intensive eight-week program. Data were collected through Likert-scale questionnaires, open-ended surveys, and instructor reflections. Findings highlight three main outcomes: First, learners’ perceptions of English communication improved through CBI- and TBI-integrated tasks. Second, participants valued reading activities that offered relevant content and supported meaningful speaking practice, emphasizing the role of contextualized learning. Third, role-play tasks based on fictional readings enhanced learners’ sociolinguistic awareness and understanding of hierarchical and institutional dynamics. These results suggest that a context-rich, task-based approach can effectively support sociocultural communicative competence in military English education.

The purpose of this study is to explore what teachers think about content-based instruction (CBI), what problems arise in implementing CBI, and how the problems can be resolved. This study was conducted in two versions of a graduate course at a university. In the study, the participants were 17 graduate students: five elementary school teachers, nine English teachers in private institutes, two full-time graduate students, and one worker. Twelve participants had experiences teaching English via CBI. This study used qualitative research methodology by using three methods of data collection: survey, participants' written materials, and field notes on class discussions. The data were analyzed by using analytic induction. The first finding showed that most participants thought CBI is effective, and 14 participants used the term "effective" in the survey results. The participants also considered some effects of CBI, such as language development and motivation enhancement. However, there were significant differences between public school teachers and private institute teachers concerning practicality. Public school teachers put greater emphasis on the challenges of CBI. The second finding revealed three main challenges for the participants’ implementing CBI: the different levels of student proficiency, the role of teachers, and assessment. Lastly, the study addressed possible solutions for successful CBI. The participants acknowledged that teacher training in CBI and instructional adaptations are essential. For implications, I suggest that teachers should become more confident in their ability to teach CBI through teacher education, effort, and the support of educational policy.

The traditional method of teaching English as a second (ESL) or foreign language (EFL) is language focused and curriculum centered. Even though the Korean classroom has adopted the Communicative Language Theory (CLT), instructors hope to stimulate students with random topics in the hopes that they will be able to communicate effectively in real world situations. This method of teaching English is outdated and not always applicable to Korean learners but still continues to thrive in classrooms. Content based instruction (CBI) is a learner centered approach that deals with actual material and circumstances that will encourage students to develop their language skills through meaningful content. This paper discusses the theoretical basis and models of CBI, and a practical application of teaching Economics in the Korea classroom through CBI. Introductory courses should first be taught through theme based instruction to become familiar with the terminology and basic tenets of Economics, followed by core courses taught through sustained content based instruction.

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

This study investigates L2 motivation in the content-based instruction (CBI) in the process-oriented framework. There has been little research of systematic investigation of motivational effects on CBI, especially in Korean EFL university contexts, even though a substantial body of research has investigated the contribution of content-based instructions to both content and L2 language learning. This study addresses students’ motivations in the three phases of CBI classroom using questionnaires: pre-actional, actional, and post-actional. The findings showed that the goal-oriented students with knowledge orientation in the pre-actional phase paid more attention to the lecture, which in turn positively influenced the final achievement of the content knowledge. However, the strong sense of integrative motivation and extrinsic/instrumental motivations did not seem to influence the final achievement in the foreign language-based CBI class. The finding suggests the more beneficial effects of cognitive and knowledge-based motivations on Korean university CBI contexts than socio-culturally based ones.

Although most writing books intended for college-level students discuss elements and styles of a body paragraph, e.g. the topic sentence and comparison/contrast, they overlook one area that distinguishes the academic writing that many undergraduate courses expect students to be familiar with: how and where to incorporate information from class readings in body paragraphs. Based on the qualitative analyses of students’ writing using the action research framework proposed by Kemmis and McTaggart (1988), this paper presents a four-step organizational scheme of academic body paragraphs, illustrates it with a student example, and provides a lesson plan for a college ESL/EFL writing class using Content-Based Instruction. Also discussed are how to write topic sentences from the thesis statement, what to avoid in topic sentences, and how to create cohesion between body paragraphs with simple, yet effective, transitional words or phrases in topic sentences.