Earticle

Since Korean Culture Education in KFL began in 1988, a great quantity of research has been built up. Now we need to try reviewing the accumulated research critically from the macroscopic viewpoint. In recent years, studies on cultural education have been performed. But these studies have focused on the discussions by type(articles or dissertation), year, and topic. For considering the developmental directions of the study, we need to pay attention to ‘Research Methodology’ of the research accumulated so far. It is true that qualitative research is particularly useful for the discipline dealing with the various phenomena of the human mind, society approach that recognizes the cultural differences and diversity. Qualitative research method can be employed in the field of cultural education in KFL. This study aims to examine the outcomes of research performed and suggest future directions of the study for qualitative research methodology to be better understood as well as more usefully applied. In this study, a total of 494 papers associated with the theme of cultural education were searched. Among them, 58 employed a qualitative research method were selected and analyzed for this study. First of all, the selected articles were reviewed by Type, chronology, and a type of journal. Then analysed by ‘subject’, ‘the study of people,’ ‘approach to qualitative research’, ‘data collection method of qualitative research’. Lastly this study explore future directions from the viewpoint of developing cultural education.

This study aims at analyzing of the trends in Korean Language Literature Education research over the past 30 years since the 1990s in KSL Teaching. Korean Language Literature Education in KSL demands a practical teaching-learning model in order to get the effect of education. A thorough review of the previous research on Korean Language Literature Education will be able to show us the way that Korean Language Literature Education in KSL Teaching should advance in the future. This study will analyse previous research on Korean Language Literature Education about 400 studies published in the journals related to Korean Language Literature Education and as well as academic dissertations made up in that study area. The research will be analysed based on two variables; chronology and theme. This study will use 6 categories to analyze previous research according to its theme.

The present study aimed at investigating the awareness of linguistic culture and education of linguistic culture from teachers and students in the Washington D. C. area and at finding the implication of the education of linguistic culture. The following is the result of this investigation. First, as education of culture should consider the students’ needs, the education of linguistic culture amongst education of culture which particularly is useful to learn Korean language should be considered importantly. Second, arranging the teaching and learning method and educational content should be given priority over any others in relation of the education of linguistic culture. Third, usually teachers respect the students’ need and they have the will to apply it in the teaching-learning situation. It is also necessary to narrow the perceived gap between the teachers and students through a number of case studies and researches about education of linguistic culture. Fourth, that there is the difference between heritage students and non-heritage students should be considered when teaching. It may be difficult to generalize these findings due to the nature of the case study. However, such study needs to be conducted persistently as concrete and rich data from accumulated case studies such as the present study would make it possible to find general principles about education of Korean culture.

In this study, an attempt to resolve the issue of transparency between vehicle and topic in order for a better communication using simile expressions. The most desirable form of utilized vocabularies in which transparency has been resolved was set-up to be registrated as simile expressions and presented as figurative meanings. This was seen as extending vocabulary meaning, and thus possibility of extending meaning depending on its figurative meanings and their usage was observed. Fewer the figurative meaning owned by vocabularies and greater the fixedness of mainly used form of those vocabularies lead to interpreting it as having a greater possibility of extending vocabulary meaning. Depending on such possibility, extending meaning was classified into four types. Type 1 was registrating as an entry while Type 2, separate from entry, was presenting it in a format with connectors. In Type 3, presented vocabulary meanings were numbered to add figurative meanings. Lastly in Type 4, collocation was designated as idiomatic phrases. This study provides the fundamental research for resolving the issues of transparency between vehicle and topic in simile expressions, and raises the necessity of focusing on figurative meaning of vocabularies.

The purpose of this research is to identify differences in the reading process between intermediate and advanced Korean readers with eye-tracking technologies. First, during the reading process, seven foreign advanced and seven foreign intermediate Korean readers’ total fixation duration, fixation counts, and fixation duration averages were analyzed to observe the differences. Second, the divergence in saccade amplitude averages during reading process between two group of readers was measured. Third, differences in the scan path during reading were analyzed between the two group of readers. Lastly, think aloud interviews were performed after the experiment with the readers. The result of the experiment follows: total fixation duration was shorter for advanced readers by about 8,000-9,000㎳, number of fixations was higher for the intermediate readers by about 1.35 counts. Also, during the reading process, the scan paths indicated that the intermediate readers processed the reading material from the questions to the main text to the answers. On the other hand, the advanced readers processed the material from only reading the title and/or the small portion of the main text, then, to reading the answers to find right portion for deciding the correct responses.

The purpose of this study is to explore how the identity of Sakhalin Koreans has been made since the permanent repatriation and what the social interaction affect the identity of them. For instance, how was their life before the permanent repatriation for Sakhalin Koreans? Currently, how the life in South Korea affect the identity of Sakhalin Koreans? This study tried to figure out the meaning of the permanent repatriation for Sakhalin Koreans and the way their old residency and present residency have affected each other. The photo voice research method was done to 7 participants of this study during 3 months and the data were analyzed to fulfill the above objectives. The meanings of the permanent repatriation for Sakhalin Koreans derived from their experiences are presented in three subjects as follows: ‘their homesick and sadness living in Sakhalin as foreigners’, ‘trying to return to home country, Korea’, ‘the border of attraction toward their home country and extrusion from their home country since their permanent repatriation.’Based on above results, I proposed we need to construct more cultural networks with Koreans abroad like Sakhalin Koreans.

The aim of this study is to investigate the learning motivation of Korean language learners in Japanese universities. Especially we focus on non-majored Korean learners to explore how experience on Korea affects learners. We conduct a survey with 629 students in six different regions in Japan. They all attend non-major Korean class. As a result, Japanese university students tend to choose Korean class based on intrinsic motivation rather than extrinsic motivation: Interests in Korean food, Korean pop-culture, and Korean language affects their choice. In addition, learners prefer comprehensive proficiency to expression ability. From these results, we can conclude that we need to increase Korean experience in Korean classes to meet the requirements of Korean language learners in Japanese Universities.

This study aims to introduce a new method of learning called ‘Flipped Learning’, and explains how to use it while learning Korean grammar. And it showed examples with learning materials which were made by instructor. Originally ‘Flipped learning’ was used to teach of Engineering. It focuses on the learners. It consists of three steps: pre class, in class and after class. In the pre-class, students study by themselves. They can use textbooks, hand-outs and video-clips supplied by the teacher to help their study. During the class, firstly, the teacher checks their understanding of their study through quizzes and questions. And then the students ask questions. The teacher answers the questions, then he summarizes the most important points of the lesson. After that, students study with peers and complete their tasks. After class, students make up their lacking or deepen learning. In this study, Flipped Learning was adapted for a Korean grammar class which is a required class for undergraduate studies. Comparing the scores of quizzes and exams between before and after the applied flipped learning, the academic grades of students increased 28%. And it found that the grade of lowest level students has shown a significant improvement. Additionally students demonstrated an increases in satisfaction, comprehension and use of language. And students can learn more and enjoy their studying by carrying out the given tasks with peers. They can learn more from tasks, peers, and the teacher. Also it makes learning more enjoyable.

The aim of this study explores meaning of storytelling as leading these high school students who did not come from international migration backgrounds but who were participating in multicultural literacy education to do storytelling on their learning experiences in multicultural text. Research participants consisted of a total of 24 students from W High School and C High School located in Ansan-si, Gyeonggi-do. They joined <I Talk About Multiculture>, a sub-program of ‘Youth Multicultural Eureka Program’ organized by The Borderless Village. All the processes of the program were developed with learner-centered learning, communication-oriented learning and small group cooperative learning. The research participants in the program fulfilled their responsibilities as participatory practician who would actively search for practice plans by investigating multicultural society-related issues. After gaining findings of analyses on hand-written poster text, storytelling and focus group interviews, the study extracted these meanings of <Let’s Be Friends with Others in Different Countries>, <Mrs. TS! Let’s Accept Her as a Korean>, <Let’s Produce Positive Fruits> and <Let’s Change Beliefs in Multiculture>. In the light of that, as observing applications of multicultural fields-associated multicultural literacy education, this study discovered educational value and significance of such education in how it would improve multicultural literacy of a majority group.

With the advent of growing population of culturally and linguistically diverse children, the purpose of this study is to investigate literacy practices and identity construction of biracial multicultural children who enroll in an authorized multicultural school. I selected three biracial elementary children: an American Korean girl, a Vietnamese Korean boy, and a Jordanian Korean boy. Observations and interviews were conducted, and writing samples were collected. Based on the collected data, this study depended on thematic analysis throughout coding and comparative analysis. To capture the power dynamics and social relations, this qualitative study employs sociocultural perspectives and represents three participants’ literacy practices. Findings show that the American Korean student received sufficient feedback from teachers while multicultural children of minoritized languages did not have teachers’ help for biliteracy. Using the social theories of subjectivity, linguistic capital, and addressivity, I discussed how linguistic capital affects literacy learning in different positions and how literacy practices construct their identities in different time and space. Lastly, I propose the importance of the diversity model in multicultural education.

The question on how vowels are structured or organized with relation to their systems in natural languages is one of primary concerns to phonologists. This paper analyses the vowel patterns according to the number of 3 to 7 vowels of languages based on UPSID451 with the phonetic and phonological view. Through the discussion of main topics we firstly reconfirm the fact that the 3 vowels at the corners of the conventional triangle, /a i u/ are the most widespread. We also see that vowels are added regularly in an ordered way as the systems expand, and thus two mid vowels either /e o/ or /ɛ ɔ/ are added in 5 vowel-systems and so on. In addition to these well known facts, we see that the front vowel is preferred to the back vowel in majority of the 4 vowel-system. We also find that additional segments are positioned to the direction in which the vowel systems prefer to maintain the numeral symmetry of front and back in their height with the priority of peripheral area of the vowel space, and then the interior area. It is from this fact that in the majority of 4 vowel-systems the front mid unrounded vowels are preferred, and the central vowels are taken in many 6 vowel-systems as an additional segment.

This study focuses on the ability of advanced academic Korean learners to distinguish and properly produce noun clauses according to their meanings and functions. Advanced Korean learners should also be able to understand and produce such embedded sentences, which allow clearer and more economical communications. This is even more so for academic Korean learners as they need to write theses in Korean. However, the study showed that even advanced Korean learners currently enrolled in Korean universities or graduate schools have difficulties understanding the syntactical conditions where two morphemes ‘-um’ and ‘-gi’ are used exclusively. Although these learners know about such morphemes, they did not know how different these morphemes are in their meanings and syntactical functions. Also, the study found out that acquisition of noun clauses with ‘-um’ was rarer compared to acquisition of those with ‘-gi.’ And they were employing the strategy of the quotative clauses or the expansion of sentences by using connective endings in place of noun clauses.