Earticle

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.

This study covers the concept of Basic interpersonal communication skill(BICS) and Cognitive academic language proficiency(CALP) that The present ‘Korean as a Second Language Curriculum’ suggests, and aims to clarify the concept of ‘Academic Korean’. This study argues that the vocabulary provided in the appendix should be reorganized in order to reduce the level difference between BICS and CALP and suggests practical methods. And we emphasizes the importance of the role of ‘Korean as learning tool ’ in bridging ‘Daily life Korean’ and ‘Academic Korean’ to reduce the level difference and presented the theory and actuality.

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.

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.

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.

The purpose of this study is to explore and apply the ways in which Mikhail M. Bakhtin’s (1895~1975) concept of Dialogism can frame our understanding of SLA identity research as well as Korean language education in general. Scholarship in second and foreign language learning has traditionally looked to the field of linguistics and psycholinguistics for its epistemological foundations. In this tradition, a formalist view of language influenced over the years on research and actual education fields. But as concerns with the limitations of this view for understanding fully language learner’s experiences have recently increased, with scholars calling for explorations into other disciplinary territories. One of the more significant sources of current understands of language can be found in the work of Bakhtin, a Russian literary theorist. He developed his ideas in response to early Russian formalist. He viewed language as comprising dynamic constellations of sociocultural resources that are fundamentally tied to their social and historical contexts. In this study, there are two main purposes to present: 1) The importance of identity studies in SLA research, and 2) Introduction of Bakhtin’s Dialogism and its implications & application in analyzing Korean language learning experiences of European Korean Studies students.

The purpose of this study is to investigate the effects of Korean culture education based on value using interview for advanced Korean learners. This study reviewed the language proficiency stage and category of the culture education based on value, and looked at intercultural education and intercultural ability, which are the theoretical principles of culture education. Prior to the class, a teaching plan was designed to incorporate the interview activities as a teaching tool and the procedures of intercultural education. As a result of the class, the following educational effects were achieved. First, learners were able to develop intercultural ability that understood and sympathized with Korean value oriented culture amid the connection of their own cultures through intercultural encounters. Second, it also improved its ability to communicate with language and nonverbal through the activities of interviews. Third, self-directed learning in the course of collaborative learning provided a positive perception of task achievement.

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.