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The purpose of the study was to discuss the concept and nature of cultural translation in order to establish a paradigm of intercultural Korean education. The essence of the cultural translation is important because Korean education has a status as cultural activity for non-Korean speakers. Based on these practical concepts of cultural translation, we come to the conclusion that cultural translation can’t be defined as simply a practice of learning Korean for Korean learners considering the background culture. And this conclusion calls for the establishment of an intercultural education paradigm, a reasonable value for Korean education. Therefore, the research proposed improvement measures in areas such as Korean language curriculum, Korean teaching theory, Korean textbook theory, and Korean teaching theory as the paradigm of intercultural Korean education. It emphasized the need for interculturalism of Korean education. Specially The implication of this study is that Korean language teachers should have an intercultural attitude rather than teaching the values of colonialism as in the discussion of cultural translation. Korean teacher has competencies with intercultural cultural ethics, not from a colonial perspective.

The purpose of this study was to investigate the Korean culture education considering perception of students for the Korean culture focused on the case of University of Mississippi. There is an unbreakable link between language and culture. Teaching culture has emerged as an important aspect in the field of foreign language education. Korean language teacher has to consider the students’ needs when they teaches the Korean culture. By following the principles of an intercultural approach, learners will be able to learn their target foreign culture efficiently. This study is based on a two-year Korean education at the University of Mississippi. The study conducted students survey on Mississippi culture and Korean culture. This research is composed of five chapters, the first chapter presents the purpose of this study. The second chapter focuses on the previous studies and current status of Korean culture education. The third chapter presents Korean education at the University of Mississippi in the United States. The fourth chapter the students’ survey of Korean culture education. In the last chapter, a brief summary of this study is provided. And it presents the direction of Korean culture education in the southern United States. This study specifically proposes culture education plans linked to local culture. The study will argue: (1) The Korean language teacher has to understand about students’ culture. (2) It is necessary to stimulate diversity in the culture that learners have. (3) It is necessary to further supplement and educate the tasks and learning comparing Korean culture with students’ culture from a intercultural approach for Korean culture education. In the southern part of the United States, the history of Korean language education is not long. So, a lot of research has to be done on Korean language and culture education in the southern United States. In addition, this research will help Korean culture education in the United States.

This study aimed to prepare basic educational data so that learners can fully understand the usage of sentences embedded with noun clauses “-(으)ㅁ” and “-기,” and to actively utilize them in academic texts. Accordingly, this study attempted to gain a comprehensive understanding of usage aspects and awareness levels by analyzing academic texts written by those whose mother tongue is Korean as well as academic learners, and by conducting a grammaticality judgement test among the learners. Based on the research on usage aspects and awareness levels of sentences embedded with noun clauses “-(으)ㅁ” and “-기,” this work suggests categorization of the combined predicates shown in native Korean speakers’ academic texts into types in the education on sentences embedded with noun clauses “-(으)ㅁ” and “-기.” In addition, it highlights the need to explain not only the syntactic restriction but also its function within academic texts in detail. Lastly, it posits that the learners would be better able to grasp the difference if the two nominalizer endings are presented in a comparative manner. This study clarified the usage patterns of native Korean speakers and academic learners by limiting the scope of the text corpora, which have been utilized previously to analyze sentences embedded with noun clauses, to academic texts written by people whose mother tongue is Korean. Furthermore, this study is meaningful as it suggests effective contents and methods for the education for academic learners by looking at the difficulties learners have faced in utilizing sentences embedded with noun clauses “-(으)ㅁ” and “-기,” based on their grammaticality judgement test results.

The purpose of this study is to review the issues related to parallel corpus and previous studies using parallel corpus, and also to examine how to use parallel corpus in the studies of Korean language education. This study starts by summing up the concept, types, and the structure of parallel corpus, and examining problems in construction and use. Next, we review the current trends of language research and language education research using parallel corpus, and then examine the trends of studies related to Korean language education, especially focusing on language contrastive studies. Finally, we would like to conclude what to consider when trying to use parallel corpus in studies of Korean language education, and the direction of the Korean language education research using parallel corpus in the future.

Based on the discussion of the anthropological theory of didactics(ATD), this study aims to construct a praxeology of ‘scholarly knowledge’ and analyze the appropriateness of educational contents of Korean passive expression designed as ‘knowledge to be taught’ through analysis of Korean language texts by dividing them into theoretical and practical blocks. To that end, the content of the education presented in the textbooks were analyzed focusing on ‘Is the theory of scholarly knowledge transposed into knowledge to be taught without fragility?’ and ‘Are passive expressions learning successful when all given tasks are performed?’ by dividing into aspects of form, meaning and use. The inductive results delivered in specific statements are as follows. ① The knowledge of form is limited to passive which is produced by suffix ‘-i/hi/ri/gi’ and ‘-eojida’, ② the knowledge of meaning is presented in a mixture of typical passive and non-typical passive without distinction, and ③ the knowledge of use is limited to presenting basic uses in some textbooks.

In this paper, the genre characteristic of the narrative type of answer was examined through the review of the previous research, and the narrative type of the foreign student was analyzed based on this. This is basically to provide basic data for academic writing education. Analysis was made on two aspects of knowledge of major and genre, and major knowledge was used as the criterion of analysis. Genre knowledge is composed of four aspects: structure, style, cohesion and cohesiveness. As a result of the analysis, foreign students understood the knowledge of the major, but did not explain it in detail. In terms of genre knowledge, it is rare to have all of the macroscopic structures required by the problem. In the case of style, the form of the predicate was appropriate, but the use of colloquial expressions was more frequent, and there were few cases where the propositions were presented in a compact manner using limited phrases. In terms of binding structures, the directive connection expressions of ‘yi’ type are not properly used. Even in the case of coherence, discourse markers were not used properly, and expressions of opinions were not properly used.

This paper is to examine Chungbuk dialects of the 19th to 20th century shown in Korean old vernacular letters of Song Byeong-Pil Families, especially focusing on the phonology of vowels. Its purpose is to investigate the process of changes in the vowel phonology shown in Chungbuk dialects of this period. The total number of Korean old vernacular letters of Song Byeong-pil Families addresses in this study is 91, written by the generation of Song Byeong-pil and previous(-1) and next(+1) generations. They could be roughly divided into three generations, roughly by a sender, and letters from Song Ji-soo, of the first generation, Song Byeong-pil, of the second generation, and Eunjin Songssi of the third generation are precious records showing changes made to a language. The most significant phonemic phenomenon shown in these letters is vowel raising, especially vowel raising of ‘어>으(ə>ɨ)’. It was incurred in the late 19th , the generation of Song Byeong-pil and it is assumed that at the early stage of this transition, this vowel rising was also made on a word-internal position even for non-anlauts, not just on a long vowel of an anlaut. In addition, vowel raising of o>u seems to started in the generation of Song Byeong-pil and it was shown on a few lexical morphemes, but not grammatical morphemes. On the other hand, vowel raising of e>i was shown in very limited cases and also in Korean old vernacular letters of Eunjin Songssi. Therefore, it could assume that this type of vowel raising was incurred the latest. In these records, the transition of ‘ㆍ>ㅓ’(ʌ>ə) was confirmed in only a few letters. However, these types of transition were not more frequently used in following generations. Instead, they were more shown in letters of Song Ji-soo and Song Byeong-pil than of Eunjin Songssi. These trends could be interpreted as that the transition of ‘ㆍ’ on non-anlauts was started before and confusion was continued during the period and then, started to be stabilized as ㅡ’ or ‘ㅓ’. Naegative vowelization among vowel harmony of ʌ/ə was also confirmed and ‘몰너(molleo), 바더(badeo), 안져(anjyeo), 아러(areo), 차져(chajyeo)’ and others could be examples of naegative vowelization. These examples are shown in letters of other family, such as of Lee Young-yeon, of the first generation. This fact could be an evidence of that transition to negative vowelization was started in other regions and then, expanded to this area.

The purpose of this study was to investigate the changes in the composition of the longest periodical of the missionaries’ Korean language study books, “FIFTY HELPS FOR THE BEGINNER IN THE USE OF THE KOREAN LANGUAGE”. Based on the characteristics of this book, I discussed the historical value of this book in Korean language education. First, I summarized the bibliographic information of various editions of this book, and explained the changes due to revision of the editions, in particular changes in composition and changes in detailed learning items. We also discussed the meaning of the “Help” used in the title of this book, and reviewed the usefulness of this book. As a result, it was found that the learning items presented in this book were not chapters for grammar learning but chunk expressions of Korean corresponding to English aiming to learn idiomatic expressions more quickly for missionary work.

The purpose of this study is to analyze the aspects and causes of errors in Chinese Korean Learners’ use of the object particle ‘eul/reul’(을/를). The research was based on a large scale learner’s corpus. The study focuses on examing the following three aspects: 1) the development of error changes according to the learners’ Korean ability, 2) the cause of errors, and 3) substitution errors due to L1 interference. Of the 2,856 objective particle errors, substitution errors consisted of about 68% of the errors. It is worth noting that as the learners’ Korean abilities increased, so too did the rate of error, while the rate of substitution errors increased at a more gradual rate as learners’ fluency increased. In the analysis of the cause of errors, the results will confirm that intrusive interlingual interference caused an increase in error rates 42% substitution errors were due to the influence of the learners’ L1. These results can be interpreted to signify that L1 interference emerges more frequently as fluency increases. In the analysis of substitution errors, the subject particle, ‘i/ga’(이/가), was used in place of the object particle ‘eul/reul’(을/를) most often; mainly in the case of particles followed directly by predicates. As for other particles that substituted the objective ‘erl/reul’(을/를), the forth meanings of ‘erl/reul’(을/를) do not have the ‘V+Obj.’ sentence structure in Chinese. This study is to serve as an explanation of Chinese Korean learners’ objective case ‘eul/reul’(을/를) errors, as well as to help in researching pedagogical methods for these learners.

The selected a Korean academic journal on the comparative research of two languages between Korea and China, which was published on the Korean Academic Information Site (RISS) since the establishment of diplomatic relations between Korea and China until August 2017.A statistical analysis was attempted for the purpose of the research and according to the field of research. Unlike the existing preliminary analysis the purpose of the study was considered the control purpose, the control analysis data, and the control method.In the field of research, we examined the present status of focusing on the linguistic field according to the research purpose. existing preliminary analysis Through detailed examination, we intend to reorganize the existing research status and look at the future direction of the contrast study and the development of the contrast study by combining the translation field such as machine translation and video translation.

This study set out to develop a discussion about ‘(eu)lo inhaye’ and ‘(eu)lo malmiama’ with a focus on compound forms in which fixed postpositions were combined with incomplete verbs and propose implications for their instructional plans. Previous studies recognized the importance of reason expressions and conducted active research on overall and individual items of reason meanings, but none of them examined ‘(eu)lo inhaye’ and ‘(eu)lo malmiama’. The study thus analyzed teaching materials and grammar books for Korean and examined the current presentations of ‘(eu)lo inhaye’ and ‘(eu)lo malmiama,’ finding out that ‘(eu)lo inhaye’ was presented in the intermediate and advanced level but had no unity in their forms and that there was a shortage of presentation for ‘(eu)lo malmiama’. The study then conducted syntactic analysis of ‘(eu)lo inhaye’ and ‘(eu)lo malmiama’ and analyzed example sentences in teaching materials for Korean and the Test of Proficiency in Korean, raising a need to provide explicitly the information about their formal restriction due to the combination of a fixed postposition ‘(eu)lo’ and incomplete verbs to express a reason ‘inhada’ and ‘malmiamda’ Nouns, noun phrases, or noun clauses should come before ‘ (eu)lo inhaye’ and ‘(eu)lo malmiama’ which means that verbs and adjectives should undergo the step of nominalization. There are also imperative and requesting limitations in predicates in the following part. The analysis results in terms of meanings and uses show that topics in the intermediate or advanced level made frequent appearances before ‘(eu)lo inhaye’ and ‘(eu)lo malmiama’ including “weather(climate and natural disasters), daily life, events and accidents, environment, economy, health, science, social phenomena, work and occupation, nature, psychology, politics, culture, language, law and institution(international relations), and education.” There were many passive forms of such vocabulary as ‘badda, danghada, and doeda’ in the following part along with many predicates including ‘ge doeda’ and ‘eojida’ Based on these findings, the study proposed its implications to contribute to educational plans for ‘(eu)lo inhaye’ and ‘(eu)lo malmiama’ thus holding its significance.

The purpose of this study is to explore how the meanings and functions of a certain grammatical item can be suggested in the Korean language education field. To do this, this study selected ‘-janha(yo)’ and reviewed the previous literatures on the meanings and functions of ‘-janha(yo)’. With conducting corpus analysis of functions of ‘-janha(yo)’, this study discussed the relations between meanings and functions based on the prototype theory and the frequency of functions of ‘-janha(yo)’ showed in a spoken language corpus. Consequently, this study found that some peripheral meanings of ‘-janha(yo)’ were derived from the prototype meaning of it, and so were the functions. In addition, it is founded that the closer to prototype, the more frequency. Based on the result, this study suggested the order of meanings and functions of ‘-janha(yo)’ like following: 1) telling the contents of sentence coincident with the listener’s knowledge(confirming), 2) telling the contents of sentence coincident with the listener’s way of thinking(asking for agreement), 3) telling the contents of sentence that the speaker thinks the listener must know(informing, hypothesizing, scolding).

This study analyzes uses of ‘i/ka’, ‘eun/neun’ in dialogues of Korean textbooks and suggests contents for explicit teaching-learning. In most Korean textbooks, ‘i/ka’ and ‘eun/neun’ have been taught implicitly by understanding and practicing dialogues. However this method is not efficient because there are many cases where the two grammatical items are not exclusively realized, and in that case the degree of appropriateness differs according to the context, or the meaning of the sentence varies greatly. Therefore, whenever a new usage of ‘i/ka’, ‘eun/neun’ is presented in the dialogue, it is necessary to compare and analyze the previous learning contents and explicitly teach the usage according to the context. As one of the goals of elementary grammar learning is to learn the basic sentence structure, this study analyzed the usage context of ‘i/ka’, ‘eun/neun’ in terms of predicates and sentence structure. As an outcome, the contents for explicit teaching-learning are presented.

This study aims to analyze the result of outreach programs for Korean language education driven by National Institute of Korean Language, and suggest some policy proposals for outreach programs based on surveys. First of all, this study confirms the necessity of teacher education examining the teacher education theory. Then, this study investigates various needs of institutions that applied for the outreach program and explains the result of the outreach program held in 2018. Lastly, this study analyzes survey responses of Korean language teachers belonging to Korean language institution in universities and multicultural Korean language institutions about outreach programs. On the basis of it, this study proposes some policies about outreach programs for Korean language education

The purpose of this study is to clarify the relation analysis between meaning of ‘-neun mankum’ and Verbs classification of its previous clauses by corpus. As a result meaning of ‘-neun mankum’ has 5 meanings: ‘Degree’, ‘Degree and Proportionality’, ‘Proportionality’,‘Proportionality and Reason’, ‘Reason’. When ‘-neun mankum’ has the meaning of ‘Degree’, it used psych verbs mainly in the previous clause. When ‘-neun mankum’ has the meaning of ‘Proportionality’, it used change verbs mainly in the previous clause. When ‘-neun mankum’ has the meaning of ‘reason’, it used state verbs mainly in the previous clause. It turned out that there was a relation between meaning of ‘-neun mankum’ and verbs classification of its previous clauses.

As part of the work for Korean language education as applied linguistics, this study looks at the changes in contrastive linguistics. In other words, we intend to reassess contrastive linguistic from new approaches, such as cognitive approaches to overcome the limitations of contrastive analysis, corpus-based contrastive linguistics studies that can objectively verify contrastive analysis hypotheses, Contrastive Interlanguage Analysis(CIA), conceptual transfer and the conceptually-based contrastive analysis based on it. In particular, it should not be overlooked that the need for conceptual transfer patterns reflecting society and culture has been required recently. Learning a language requires an understanding of the culture associated with the language in addition to understanding the language itself, and attention should be paid to the way in which the members of society who use the language express the thoughts shared. We show examples of the concept transfer of Korean learners. In addition, with this retrospect on contrastive linguistics, exploring the path of contrastive linguistics from a future-oriented perspective is another purpose of this study. We need to research on crosslinguistic influence across multiple languages such as L3 or more.

This article analyzes a group of connective suffixes ‘-게, -는데, -다고/다구, -(으)려고/려구, -고/구’ which also functions as interrogative final endings when it comes to the end of a sentence. Such interrogative final endings in performing its interrogative function need interrogative words such as ‘누구, 무엇, 어디, 언제’ and a rising intonation. On the contrary, interrogative sentences of liberally translated Chinese, in performing its interrogative function, need interrogative words ‘谁，哪儿，多，什么，几’and modal auxiliaries ‘吗，吧’. For connective suffixes functioning as interrogative final endings that are not included in this article will be left as follow-up study. This article aims to indicate a certain grammatical rule, in the process of performing interrogative function, of connective suffixes that used as interrogative final endings and interrogative sentence in liberally translated Chinese. It also expects to be helpful for Chinese learners who study Korean, and Korean learners who study Chinese.