Earticle

This paper discusses the practical need for image-based reading education as well as systematic teaching methods to help students obtain the means to better understand and experience today’s fast-changing social eniriomments. The issue of teaching with image texts raqther tans with literature or language is one that cannot be avoided. Contemporary society has undergone remarkable changes with new media and smart, digital technology quickly replacing the analog text of old media. One key transition worth noting is the conversion from the textual sign to the image sign. Out of these developments and changes of modern society, a profusion of video images on the Internet and in smart technology as well as the newly advancing television has led to both ehe proliferation and widespread use of visual images. Furthermore, the image as a suspended picture has become synonymous with communication, information, and expression. Considering the context, it is important to re-evaluate the efficiency of continuing to use text-based educational methods of the past. The Internet, smart phones, SNS(social network service), podcasts, and other network-based social media are placing image texts in more signification positions in Korea’s cultural environment. Semiotic analysis providess a useful starting point in analyzing text images in this new paradigm of culture communication and its educational applications an effective method of reading Korea’s culture and society.

This paper aims at seeking the teaching scheme to avoid Murye/Bulson between the vertical relations in cultural(collectivism and authoritarianism) and lingual aspects. Firstly, cultural recognition strategies present as follows: don’t be disconcerted by personal questions/parsimony of salutation/coercion of participation in congratulation·condolences/admonition and interference of seniors, recognize various criterions of relations, don’t emphasize one’s need and don’t attack the authority of seniors. Secondly, the lingual use recognition devices present as follows: recognition and judgement of Murye/Bulson speech acts considered as inherent face threat acts/of relational criterions, of illocutionary force in conformity with beneficial way of conversation. Lastly, it is suggested, the teaching scheme based on the determinated causes of Murye/Bulson.

Korean-American students use Korean that their parents use at home as a first language before the age of 3 or 4. But although they rapidly develop English words and grammar because of getting formal school education, their use of Korean language is limited in a daily conversation. Consequently, the lack of language training and learning combined with written language, they do not properly express a written mode. Despite the fact that ‘one-side use of spoken language’ shown in the writing of Korean-American Korean Learner has been the continuously exposed problem, a comprehensive analysis in order to solve the problem is inadequate. Hence, this study examines the writings of Korean-American students showing spoken language style in a comprehensive and quantitative method in four aspects of lexis & word form, syntax, phonemics and pragmatics. Consequently, the study shows various spoken expressions and high spoken language rate of 19.17%. Through this study, it is possible that we can construct basic data of a writing instruction and find the guidance of writing education for Korean-American Korean Learners.

This paper classifies and lists the figurative words about humans according to 3 criteria: human attributes, inclination and preferences, and actions. Using the Sejong corpus, it also looks into the characteristics of the figurative words which are frequently used and the aspects of their usage(a construction of words combination and typical examples). Moreover, it identifies the structure, aspects and characteristics of their cognitive meanings by examining the creation and background of the figurative words. Through these processes, it found how Korean people have perceived and expressed humans. The targets that may be compared to humans are categorized in four steps. People are especially compared to animals. In other words, Korean people like to express critically human personalities, abilities, physical characteristics, and inclinations. It considered how positively or negatively the figurative words about humans will be perceived through a survey. The survey showed that a desirable human whom Korean people want is a upright, ordinary- looking, reliable, and active person. It also showed that Korean people think it is important not to go extremes but maintain neutrality. We use these figurative words to indicate the meaning more distinctly, and particularly the figurative words about humans to express critically what we dislike.

This study examines the effect of language interaction in the target language community on indirect refusal and implied opinion comprehension. Participants were 43 intermediate Korean learners who were divided into two groups according to the amount of language interaction. They completed a pragmatic listening task measuring their ability to comprehend implied meaning. The results were as follows. First, according to the frequency and time of language contact outside of class per week, there is a significant difference in pragmatic comprehension. Namely, it was shown that the group with greater language contact had a higher pragmatic comprehension ability than the group with less language contact. In addition. according to the frequency and time of language contact outside of class per week, there was a significant difference in each item type. In particular, it was shown that the group with greater language contact had higher comprehension of both indirect refusals and implied opinions than the group with less language contact outside of class. Second, from the analysis of each individual response, it was shown that indirect refusal comprehension was affected by refusal strategies, and implied opinion comprehension was affected by syntactic, lexical difficulty.

While -ja, -jamaja, and –neun daero have appear significant similarities of meaning that the behavior and events of the antecedent clause first happen and subsequently those of the following clause occur, because there are differences in each meaning and usage, the learner make frequent errors when composing sentences by utilizing them. Accordingly, the teacher and the Korean language textbook should clearly provide the semantic, functional and syntactic features of -ja, -jamaja and -neun daero. Therefore, this study analyzed and distinctively revealed the semantic and syntactic features of -ja, -jamaja and -neun daero. Furthermore, based on the textbook and the Standardized International Model for Korean Language Education, it analyzed the Korean textbook of universities and analyzed how –ja, -jamaja and –neun daero are provided in the Korean language textbook. In addition, based on the results of the analysis, this study suggested an education plan for the learner to efficiently understand and appropriately use the features of each expression. On the basis of the PPP(Presentation-Practice-Production) models, this study presents the teaching and learning models which consist of the process of ‘Presentation, Practice, Production’. Moreover the education plan includes the semantic and syntactic features and illustrative sentences that can distinguish each consecutive event.

This study examined drafts, revised drafts and structured interview results of advanced KFL students in order to assess whether the revisions actually improved the papers and observe the different revisions and perceptions after receiving spoken teacher feedback and written teacher feedback. A total of 20 students participated in this study. Results show that both spoken and written feedback by the teacher influenced students’ revisions positively, however, two groups which were given different feedback showed different aspects cognitively and meta-cognitively. Moreover, individual students show different aspects of perceptions and revisions from teachers’ feedback. Our findings found that types of teachers’ feedback such as spoken feedback and written feedback influenced students perceptions and revision in a different way due to the features of inputs.

The purpose of this study is to provide foundational material for preparing Korean short-term study abroad program in Japan. In pre-research, we analyzed short-term study abroad report of Kobe University and interviewed 5 Japanese students who have experience of Korean short-term program. After setting direction, we developed questionnaire based on pre-research results and situation/function which suggested Korean textbook for short-term learners. In main-research, we carried out survey 9 students who will go study abroad for 3-weeks, and interviewed 5 experienced students and 3 Korean teachers. As the results of the study, we find out Japanese learners want to prepare related Korean language rather than Korean culture. For this reason, we selected 8 communication situations/functions considered need to learn before participate Korean short-term program. Finally, we suggested 8-weeks functional/ situational syllabus of preparing short-term study abroad program.