Earticle

With traditional in-person classes canceled due to the pandemic, teachers moved classes online, adapting new teaching methods. With this background, this study is aimed at exploring if flipped learning conducted through fully online systems improves students’ self-directed learning attitudes. Comparing a conventional flipped learning model with asynchronous online before-class sessions to offline during-class ones, this study replaced offline during-class sessions with synchronous online ones and tried to see if a variant form of flipped learning will be effective in promoting students’ self-directed learning attitudes over time. Twenty-two English major students participated in a variant of flipped learning for eight weeks. A pre- and a post-test were administered using a survey questionnaire adapted from Lee and Pyo (2018)’s four characteristics of self-directed learning attitudes: autonomy, responsibility, creativity, and self-concept. The research findings are as follows. First, there was a significant increase in all four characteristics of self-directed learning attitudes in the fully online flipped classroom. Second, two themes, ‘greater work efficiency online’ and ‘a unique group mechanism online’ were found from open-ended questions, and explain well why the online-only flipped learning model is conducive to developing students’ self-directed learning attitudes.

This study investigated the relative predictive power of vocabulary depth and reading fluency on the reading comprehension of advanced Korean EFL learners in college. By doing so, the scope of paradigmatic relations, as part of vocabulary depth, was extended to encompass associative vocabulary as well as synonyms and antonyms, and reading fluency at the discourse level was considered. For this study, 139 college students were tested on a range of vocabulary depth tests, as well as reading comprehension and text-level reading fluency. The findings revealed that although both vocabulary depth and reading fluency are significant contributors to reading comprehension abilities, the predictability of vocabulary depth was larger than that of reading fluency. In addition, associative vocabulary not only revealed additional predictive power for reading comprehension on top of reading fluency, synonyms and antonyms, but also showed stronger predictability compared to synonyms and antonyms. These results highlight that both vocabulary depth, especially the knowledge of how words are related together, and text-level reading fluency play a crucial role in boosting the reading comprehension abilities of even advanced L2 readers.

This study employed a bibliometric method to visualize the evolution of corpus-based discourse studies between 1995 and 2019, with a total of 2,174 English-language documents and their 83,184 references collected from Scopus, the Social Science Citation Index, and the Arts & Humanities Citation Index. Co-citation analysis of the predominant authors, references, and publication sources disclosed that the field has expanded over the past 25 years from primary pattern analysis of descriptive and functional grammar to principal investigations of interdisciplinary issues, some of which are central to pragmatics and sociolinguistics. This shift of research focus is also evidenced by keyword analysis. Scholars have been progressively more fascinated by such social issues as news discourse, business discourse, gender and language, and identity. Some emerging topics like social media, media discourse, legal discourse, and the metadiscourse interpersonal model may represent research hotspots and trends in this area. Bibliometric approaches play an important role in providing hands-on evidence-based comparisons and visualizations of previous research outputs using different time bands.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

With the development of technology, innovations are taking place in the education field, with smart device-based Chinese educational applications drawing attention. This study examines the current status of Chinese educational applications in Korea, China, and the U.S., and explores possible directions to design effective applications for Korean young learners. A total of 179 applications from three countries were investigated and classified based on educational application criteria. Among them, the top five applications were selected from each country using ratings and reviews. Each application was then evaluated and analyzed according to the evaluation criteria. The results demonstrated that applications from the U.S. were the highest scoring overall and highest in terms of content, with applications from China highest in terms of function. The result also presented three common problems, which are limited types of applications, the absence of camera function utilization, and the lack of learning activities to experience Chinese culture. This study recommends further discussions on Chinese educational applications with the broadened scope of application types and target learners.

随着技术的发展，教育领域正在发生新的革新，以智能终端为基础的汉语教学软件 也备受关注。为了给韩国儿童学习者提供汉语教学应用的设计与发展方向，本论 文对韩国、中国和美国的儿童汉语教学软件现状进行了调查，并按照教学软件评 价标准进行了分类。根据调查分类结果，由评分和评论数量选定了各个国家排名前 五的应用软件，并针对每个软件进行了评价与分析。据结果显示，美国的汉语教学 软件综合评分最高。在功能方面，中国的教学软件功能最为突出，而美国的软件的 内容质量是最高的。本论文从分析的结果出发，提出了扩大教学应用软件类型的改 进方向，有相机功能利用不足以及缺乏学习活动来体验中国文化的待改进之处。本 论文探索现有汉语教学软件基础的同时，预计未来将继续进行对汉语教育软件的 进一步讨论，扩大应用类型和受众范围。

Due to the COVID-19 pandemic situation, online education has emerged as an important research field to match its growing necessity. In this vein, this research explores one of the challenges facing online teaching of the Arabic language to Korean students at the university level based on the practical experience of online teaching in the academic year of 2020 while focusing on the role of students. The main goal of this research is to give some answers to its main question, which is: How is it possible to activate the role of students in the online classes of the Arabic language? The study suggests some online activities through which the role of students in online classes can be activated. An online survey questionnaire was provided to test the influence of some of those activities and to explore the students’ feedback. Additionally, interviews were conducted with some students to gain further understanding of their opinions about those activities. The results of the study showed positive feedback from the students towards those activities and provided some advantages of using those online activities for adding enjoyment to the students’ assignments. It is also recommended that teachers include more innovative online activities which match their students’ needs.

This study investigates the current status of the Arabic–Korean and the Korean–Arabic communities interpreting in Korea and examines the curriculum available to community interpreters. Recently, the demand for community interpreters has increased significantly owing to the increase in the number of patients from Gulf countries, Yemeni refugees, Arab tourists, and Arab residents in Korea. Moreover, the demand for medical and judicial services and tourism interpreting reached the highest level in 2019. Although the demand has declined due to the COVID-19 pandemic in 2020, the international community is undertaking measures to end the pandemic, and the research on community interpreting shows that there will be a place for such services during preparation for the post-COVID-19 era. In particular, since the interpreting curriculum for bachelor’s and master’s courses is concentrated on conference interpreting, it is necessary to improve the curriculum so that it meets the needs of community interpreting. Therefore, this study investigates the current status of community interpreting over the past 10 years, analyzes the community interpreting curriculum operated by universities, graduate schools, and government agencies, and suggests the possible future direction of the curriculum for community interpreting.

양 희 정 تهدف هذه الدراسة إلى بحث الوضع الحالي للترجمة المجتمعية الشفوية بين اللغتين العربية والكورية في كوريا الجنوبية وتحليل المناهج الدراسية التي توجه هذه الترجمة. فقد لوحظ في السنوات الأخيرة أنه قد زاد عدد المرضى الذين يطلبون الاستشفاء في المستشفيات الكورية من دول الخليج العربي وا للاجئين اليمنيين والسياح والمقيمين العرب في كوريا الجنوبية بشكل سريع مما أدى إلى زيادة الطلب على المترجمين المجتمعيين بشكل كبير. وليس من قبل المبالغة القول إن الطلب على الترجمة الطبية والقضاية والسياحة التي تعد من الترجمات المجتمعية بلغ أعلى مستوياته في عام ٢ ٠ ١ ٩ . وعلى الرغم من تراجع الطلب بسبب جائحة كورونا عام ٢٠٢٠ فإن المجتمع الدولي يبذل كل ما في وسعه لمكافحة هذه الجائحة والقضاء عليها. فالحاجة ملحة لهذه الدراسة ولغيرها من الدراسات استعدادا لعصر ما بعد كورونا. ونظرا لأن المناهج الدراسية للترجمة الشفوية في مستوى البكالوريوس والماجستير تركز على ترجمة المؤتمرات فمن الضروري تحسين هذه المناهج وتطويرها تلبية لاحتياجات الترجمة المجتمعية الشفوية. لذلك يتوخى هذا البحث دراسة الوضع الحالي للترجمة المجتمعية على مدى السنوات العشر الماضية وتحليل مناهج الترجمة المجتمعية التي تديرها الجامعات والكليات العليا و الأجهزة الحكومية المعنية بهذا الموضوع ب الإضافة إلى الخروج بتوصيات واقتراحات بشأن الاتجاهات التي يجب أن تسلكها هذه المناهج في المستقبل

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.

For the efficient teaching and learning of Vietnamese, the researcher paid attention to Project Based Learning and tried to apply it to the class. The researcher analyzed prior studies of PBL classes, including English and other foreign languages, and applied the theory of PBL to Vietnamese language education subjects, designed PBL classes, and utilized them in classes. In addition, the process in which the learners perform tasks (student presentation, peer-faculty evaluation, evaluation opinion reflection process), the results, and the questionnaire survey on learners were analyzed. As a result, it was found that PBL methods could also be applied in Vietnamese classes. The learners reorganized the learning contents into his or her own knowledge in the relationship between the learner’s own thoughts, experiences, knowledge, and understanding by referring to the instructor’s teaching plan and lecture. In addition, it was possible to achieve more useful and viable knowledge by listening to other people’s opinions and thoughts about their own knowledge, understanding, and interpretation, and through correction and supplementation processes. Also noteworthy is that through the PBL class, the level of knowledge of each student increased rapidly.

Để việc dạy và học tiếng Việt có hiệu quả, nhà nghiên cứu đã chú ý đến PBL (Project Based Learning) và đã áp dụng vào lớp học. Nhà nghiên cứu đã phân tích các nghiên cứu trước đây về các lớp PBL, bao gồm tiếng Anh và ngoại ngữ thứ hai, và áp dụng lý thuyết PBL vào các môn học giáo dục tiếng Việt, thiết kế các lớp PBL và sử dụng chúng trong các lớp học. Ngoài ra, quá trình người học thực hiện nhiệm vụ (trình bày của sinh viên, đánh giá của đồng nghiệp, quá trình phản ánh ý kiến đánh giá), kết quả và bảng câu hỏi khảo sát về người học đã được phân tích. Kết quả là các lớp PBL cũng có thể thực hiện được trong các lớp Tiếng Việt. Người học sắp xếp lại nội dung học tập thành kiến thức của mình trong mối quan hệ giữa suy nghĩ, kinh nghiệm, kiến thức và hiểu biết của chính người học bằng cách tham khảo kế hoạch giảng dạy và bài giảng của người hướng dẫn. Ngoài ra, có thể đạt được nhiều kiến thức hữu ích và khả thi hơn bằng cách lắng nghe ý kiến và suy nghĩ của người khác về kiến thức, sự hiểu biết và cách diễn giải của họ và thông qua quá trình sửa chữa và bổ sung. Cũng đáng chú ý là thông qua lớp học PBL, mức độ hiểu biết của nhau đã được nâng lên nhanh chóng.

With the rise of the 4th Industrial Revolution, a paradigm shift is being demanded across society, and this change is seen in the rapid increase of learners who want online classes that can be taken relatively freely compared to traditional classes that are constrained by time and space. Cyber university’s learning method using an online platform has the advantage of overcoming the limitations of teaching-learning methods and university education in a limited space, and providing educational opportunities to people who need education anytime, anywhere. However, in cyber universities, issues have also been raised about the stability of the educational system, the quality of educational contents, and the appropriateness of educational services. Thus, in order to maximize the learning effect in cyber universities, a system that supports and manages learning participation activities of learners is required so that not only high-quality contents but also various interactions in the teaching-learning process are activated. In this thesis, based on the author’s own experience in subject development and operation, I would like to examine the effects that the interaction between instructor-tutor-learners through the role of a subject-dedicated tutor and the teaching-learning method using an online platform.

Với sự xuất hiện của cuộc Cách mạng Công nghiệp lần thứ 4, xã hội ngày càng yêu cầu thực hiện thay đổi mô hình giáo dục trên phạm vi rộng. Sự thay đổi này được thể hiện thông qua số lượng người học mong muốn tham gia các lớp học trực tuyến tương đối tự do so với mặt bằng các lớp học truyền thống bị hạn chế về không gian và thời gian đang gia tăng nhanh chóng. Phương pháp học tập sử dụng nền tảng trực tuyến của Trường đại học Cyber(trường đại học trực tuyến) có ưu điểm là khắc phục những hạn chế của phương pháp giảng dạy – học tập và giáo dục đại học trong một không gian thực giới hạn, đồng thời mang đến cơ hội học tập cho những người có nhu cầu học mọi lúc, mọi nơi.Tuy nhiên, các vấn đề về tính ổn định của hệ thống đào tạo, chất lượng của nội dung đào tạo và tính phù hợp của các dịch vụ đào tạo của mô hình trường đại học Cyber cũng đã được đề cập. Vì vậy, để tối ưu hoá hiệu quả học tập trong trường đại học Cyber, cần có một hệ thống hỗ trợ và quản lí các hoạt động tham gia học tập của người học để không chỉ nâng cao nội dung đào tạo chất lượng cao mà còn nâng cao các sự giao lưu tương tác đa dạng trong quá trình giảng dạy – học tập. Trong luận văn này, dưa trên kinh nghiêm của chính người viết trong quá trình phát triển và vận hành môn học, tôi muốn xem xét phương pháp giảng dạy – học tập sử dụng nền trực truyết cũng như hiệu quả từ sự tương tác giữa người trợ giảng – giáo viên – người học tập có thể mang lại cho việc học với sự hỗ trợ của người trợ giảng phụ trách môn học.

The present study attempts to analyze and classify errors in translations of Korean Mongolian language learners and to suggest educational implications based on the error analysis. Korea and Mongolia have had an established relationship since 1990 and held exchanges in various fields for a short period of time, and as a result the demand for professional translation is increasing. To meet this demand, undergraduate schools also require educational programs for professional translators, yet it is difficult to find any research or studies about the issue. In this study, Mongolian texts translated by Korean Mongolian learners were collected and analyzed, and the errors were classified into 1) grammar related errors, 2) translation skill related errors, and 3) meaning related errors. Based on the analysis, the following implications can be presented. First, it is necessary for students to recognize the differences between the use of punctuation marks in the two languages and to learn how those them appropriately in the target language. Second, there is the issue of transcribing Mongolian into Korean. Although precise common rules for transcribing have not yet been established, teachers should suggest a consistent transcription guide. Third, since many errors related to the source language appear, it is necessary to avoid literal translations and complete the translation suitable for the target language. Finally, students need to be exposed to various types of texts and practice the style of writing that fits to the text.

Уг судалгааны зорилго нь Монгол хэл сурч байгаа Солонгос оюутнуудын орчуулгын материалаас гарсан алдаануудыг төрлөөр нь ангилж, судлан шинжлээд цаашид монгол хэлний орчуулгын сургалтад хувь нэмэр оруулахад оршино. Солонгос- Монгол хоёр орны харилцаа 1990 оноос хойш богино хугацаа хэдий ч бүхий л салбарт амжилттай өргөжүүлэн хөгжүүлж ирсэн бөгөөд үүний зэрэгцээ мэргэжлийн орчуулгын эрэлт нэмэгдэж ирлээ. Их сургуулийн Монгол хэлний мэргэжилтэй оюутанд зориулсан тусгай сургалт явуулах шаардлагатай болсон боловч тухайн сэдвээр хийсэн судалгаа одоогоор бараг байхгүй байна. Уг судалгаанд оюутнуудын орчуулсан материалыг цуглуулж, 1) хэлзүйн дүрэмтэй холбоотой алдаа, 2) орчуулах арга техниктэй холбоотой алдаа, 3) утга агуулгатай холбоотой алдаа гэж гурваар ангилсан болно. Судалж үзсэний үндсэн дээр дараах дүгнэлтийг хийж байна. Нэгдүгээрт, оюутнуудад хоёр хэлний цэг цэглэл зөв бичих дүрэм өөр өөр байгааг ойлгуулж, зорилтот хэлэнд тохирох цэг таслалыг хэрэглэх дадлага хийх шаардлагатай. Хоёрдугаарт, Монгол хэлийг солонгос хэлээр галиглахад олон асуудал гарч байна. Одоогоор Монгол хэлийг Солонгосоор галиглах зарчим тогтоогдоогүй байгаа боловч багш өөрөө галиглах зарчим болгон сургах шаардлагатай. Гуравдугаарт, эх хэлтэй холбоотой алдаа их гарсан байгаа учраас оюутнууд нь шууд орчуулах бус, орчуулга хийх хэлэнд тохируулан бичих хэрэгтэй. Хамгийн сүүлд, оюутнууд нь олон төрлийн текст уншиж, тухайн текст дээр хэрэглэгддэг найруулгын хэв маягийг сурч дадлага хийх хэрэгтэй.

The purpose of this study is to develop guidelines for a Hindi A0 level evaluation test with its standardized Hindi curriculum. The development of a Hindi A0 level evaluation test is a basic requirement for ensuring internal stability of school education, because languages that uses special or unique characters that are not based on Roman alphabets, such as Hindi, Thai, and Persian, require a separate learning process or curriculum as well as their evaluation tests. This is not only in line with the purpose of the ‘Act on the Promotion of Education of Critical Foreign Languages’ enacted on August 2, 2016, but also because it can promote the substantiality of education in other critical foreign languages including Hindi, which had been conducted without a standardized curriculum. In other words, this study explores the concept of the A0 level that is not included in the CEFR, as a first step toward the realization of the ‘Common Asian Framework of Reference for languages’, the letters and pronunciations of which require a lot of time to learn. To this end, a guideline of an evaluation test for Asian languages is also proposed.

This paper analyzes the Korean conjunctives –ko and –ese, and the Turkish converb –Ip, which have various meanings, and reveals their similarities and differences visually using the semantic map model. –ko and –ese are learned at the beginner level but Turkish learners have shown many errors. Those two Korean conjunctives express different temporal meanings, however, the corresponding Turkish converb expressed them in a single form. Korean textbooks have introduced the meanings of –ko and –ese as [sequential] and [continuous], but it can be made more confusing for learners by presenting the meaning using the same term. Therefore, it is necessary to teach the meanings of the two connectives in more detail according to their syntactic characteristics. Since most textbooks of Korean do not clearly present the differences between the –ko and –ese, effective teaching methods for Turkish-speaking learners based on the Focus-on-Form approach are proposed. To teach the conjunctives –ko and –ese, distinguishing between features of different meanings and to recognize those differences is encouraged.

This study provides step-by-step suggestions for expanding the foundation of Korean language education and the systematic teaching and learning of the Korean language in New Northern Policy countries. To this end, a literature review was undertaken to explore the existing knowledge in the field, and surveys and online interviews were conducted with local experts. According to the surveys, the New Northern Policy countries were highly accepting of multilingualism and multiculturalism, currently using the Common European Framework of Reference for Languages (CEFR) to accommodate the global standard education model and seeking to strengthen English education in accordance with the de-Russian trend. Also based on CEFR, achievement standards are systematically presented. Korean language education is divided into curricular and extra-curricular, with the Korean language curriculum further subdivided according to the development of the Korean language curriculum. The extra-curricular stream is mainly conducted in after-school programs. The proposed development phase of the Korean pro-language curriculum should establish a reference system including goals and grades that connects with the CEFR. Moreover, to develop the Korean language curriculum further, it is necessary to establish and analyze the Korean language profiles of Korean learners.