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This paper is an attempt to analyze the current trends and issues in Korean politeness. Two main analyses are performed in this research, i.e., studies about Korean politeness expression and practical education of politeness focusing on aspect of pragmatics since 2000. Researches about Korean politeness expression is the most studied, this part can be grouped by two types again, i.e., politeness expression between Korean and other language, Korean politeness studies. The results of the analyses of politeness studies are founded that Korean politeness studies increased rapidly since 2010, and need to be studied the more clarified Korean politeness definition and category. So this study suggested the definition and category of Korean general politeness, theoretical politeness, politeness expression. Furthermore, necessity of politeness on relative viewpoints, politeness education in culture. This means that Korean politeness in the view of Korean sociocultural background and worth need to be studied in depth.

This thesis aims to make clear the different meaning of five synonyms which are ‘부끄럽다(buggrubda), 창피하다(changpihada), 수줍다(sujubda), 쑥스럽다(sshukssrubda), 수치스럽다(suchisrubda).’ This study examines the sentences which the words ‘부끄럽다, 창피하다, 수줍다, 수치스럽다, 쑥스럽다.’ are used; that is, when and in which situation people use these words. ‘부끄럽다’ is widely used in both positive and negative situations. ‘창피하다’ is mostly used in negative situations and expresses external shame. It is related to the thinking of others and negative behavior of a doer. Also ‘수치스럽다’ is used in negative situation but it expresses internal shame. It is related to the thinking of a doer and damage of one's personality, honor, and a social position. ‘수줍다’, ‘쑥스럽다’ are used in positive situations and they are related to the person’s attitude and behavior. ‘수줍다’ is used to reveal the person’s character and it needs durability(a long time). On the other hand ‘쑥스럽다’ expresses the emotions of the moment. And it presupposes positive effects or results of a doer. But ‘수줍다’ is not. This thesis shows an effective order of those five words by stage and effective teaching methods when teachers instruct those words to Korean language learners who want to know the differences of the words and use the words in proper situations. words and use words properly the situations.

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.

The purpose of this study is to propose directions for the development of Korean language proficiency assessment tools based on the analysis of instructor needs for such tools. In conducting this study, the needs of a subject group of 257 domestic and overseas instructors were observed regarding the language proficiency evaluation system and evaluation components of the current TOPIK. According to the results of the study, instructors considered the TOPIK, for the most part, to be an adequate tool for language proficiency assessment. However, the study results also showed that, regarding the TOPIK I, instructors found the lack of a writing section to be an issue. As for the TOPIK II, results showed that instructors found the reading section too difficult and the allocated time for the writing section to be somewhat short. When asked about the development of proficiency assessment, the majority of instructors emphasized the need for the development of new tools that would be appropriate for a new type of assessment. They also expressed that proficiency assessment should be applied for each of the four evaluation areas - speaking, listening, reading, and writing - and that the evaluation system should be divided into intermediate and advanced levels to take difficulty into consideration. Lastly, instructors mentioned that test results should show performance rankings and scores for each of the four aforementioned language evaluation areas. Based on the results outlined above, this study proposes the following directions for the development of Korean language proficiency assessment tools: first, adequate evaluation tools should be developed for the purpose of language proficiency assessment; second, all four language evaluation areas should be included from the beginner level; third, the evaluation system should take difficulty and practicality into consideration by providing two separate tests, one for the beginner and intermediate levels, one for the advanced level; fourth, evaluation components such as allotted question times, number of questions, difficulty, and answer choices, should be similar to that of existing evaluation method, with slight adjustments made to the difficulty of reading and allotted time of writing for the advanced level; fifth, the assessment results should offer performance rankings and scores for each of the four language evaluation areas.

The purpose of this study is to examine the discourse function of Korean grammar items in an inductive way. Through this inductive approach, this study tries to summarize the discourse functions that are being handled at high frequency in the actual education field and cluster them. In this way, it is possible to understand what kind of discourse function is being actively used in Korean. The grammatical items in this paper are mainly subject to teaching in Korean educational grammar. This study refers to the Korean textbooks and the Korean grammar dictionary for education as materials to select them. Each grammatical item can have multiple meanings, which can be derived from the grammatical basic meaning, and these grammatical meanings make it possible to acquire distinctive functions in a specific discourse context. First, this study classifies the type of discourse function based on inductive analysis of individual grammatical items for Korean corpus. The grammatical items are 54 particles, 98 connective expressions, 189 final ending expressions, and 8 pre-final endings. Second, this study analyzes whether the discourse function of grammatical items in each category has different grammatical features. Third, this study classifies the grammatical items by discourse function and identifies specific grammatical items belonging to each group.

The purpose of this study is to find out how far the lexical error analysis research has been conducted and what direction should be pursued by analysing Korean language learner’s lexical error analysis research trends. In order to examine the research trend of Korean language learner’s lexical error analysis, the subjects of this study were a total of 138 papers including 103 master’s and doctoral dissertations and 35 papers published in Korean academic journals related to the lexical errors of Korean language learners from 1990 to the present. These were classified by study period, research method, learner’s native language, learner’s level, lexical category, research purpose, and research data type for the review of overall trends. Although lexical categories have been diversified as the number of studies has increased, lexical error analysis studies have tended to decrease in spite of the increasing number of learners in recent years.

The study aims at diagnosing current state of research on Korean intonation for teaching KFL and teaching materials for both KFL teachers and learners and providing implications for teaching intonation. For this, the study, first, categorizes the functions of Korean intonation into four: grammatical function, attitudinal/affective function, discourse function, and sociolinguistic function. The study examines the previous research on interlanguage intonation of Korean, comparative studies between Korean and other languages, and the research on teaching Korean intonation in terms of the four functions. The study also analyzes four introductory textbooks on teaching pronunciation for KFL teachers and two KFL textbooks for the learners. The study, finally, reveals that disparities across the functions in both research areas and teaching materials, and proposes some implications for teaching Korean intonation to KFL learners.

Teachers should teach learners to become astute observers of proper language use and interactions in second languages and second cultures for good communications(Hall 1999). Second language learners can participant in interactions by analyzing the customary meanings and personal usages in literary works. Poetry education has various meanings such as metaphorical language, active and emergent participation(Shin 2013), and the new semantic construction or emergent structure of these literary expressions can be understood using the process of Conceptual Blending(Fauconnier & Turner 2002). In this study, we try to find a teaching method by using conceptual mappings in the process of understanding Yun’s poems. The learner can read the poetry and understand the meaning through observation and analysis. By learning through the Conceptual Blending using the contextual cues, it becomes possible to understand the creative meaning. Teaching to communicate in appropriate manners for Korean culture is a process of helping learners understand the way of thinking in this language community. (Hankuk University of Foreign Studies)

This study reviews the changes that special-purpose Korean language learners go through during their language courses, in terms of self-esteem, self-efficacy, and anxiety, which are among the affective factors in learning languages. It also aims to provide basic data that may be used to improve Korean language teaching. The participants were individuals learning Korean at K university for academic and S company for job purposes. The results revealed that self-esteem is more likely to change for job-purpose learners than for academic-purpose learners. The latter group experiences a slightly higher level of anxiety in the earlier stages of learning, and the former group experiences anxiety in later stages. Academic-purpose learners show highly increasing self-efficacy as they undergo several learning courses, while the self-efficacy of the job-purpose learners remains unchanged. Both groups showed low levels of anxiety when self-esteem and self-efficacy were high. Changes were identified during the fourth and sixth weeks of the Korean language-learning period. Based on these results, it is necessary to develop a teaching and learning strategy, and to use appropriate language learning tasks.

To make up the education contents of Korean culture for foreigners, special and well organized methods are needed according to the student's level and the categories of Korean culture. However we don't have any significant programs or papers about this field so far. At the first, I emphasized the Multiculturalism to develop communicative competence instead of verbal communication in Korean Education. As a whole of ways of life, a “culture” is an organic and systematical being. Therefore we need some integrated education to teach the culture. And the culture can be categorized by three types as follows; achievement culture, behavior culture and ideological culture, but they can never be divided. In this paper, I suggest one method that can be used on the Korean Culture classification with these three categories and sub-categories according to competence level. Now, especially the Behavior culture is more important than any other cultures because general communication is realized by verbal and nonverbal gesture. And nonverbal communication holds dominant position in communication compared to verbal communication. Therefore special education methods for teaching behavior culture are needed without any hesitation. Plus, this paper contains the contents of what to teach in the Korean culture.