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This study analyzes the structural and epistemological placement of cultural education within ACTFL, CEFR, and the Korean Standard Curriculum from an Intercultural Communicative Competence (ICC) perspective. Four criteria guided this comparison: the formal position of cultural competence, the direction of cultural awareness, the orientation of intercultural communication strategies, and the cultural agency of learners. Analysis reveals that the CEFR secures structural independence for cultural competence and presents a developmental path, positioning learners as active mediators. ACTFL exhibits internal tension, aiming for reflective proactivity in its standards while emphasizing norm adaptation in guidelines. The Korean Standard Curriculum declares ICC to be an independent goal and suggests a mediator-oriented learner at the objectives level. However, its achievement standards reveal a discrepancy, favoring a receptive model centered on knowledge acquisition and adaptation. Consequently, this study proposes four directions for redesigning the Korean Standard Curriculum: establishing an intercultural competence category, introducing level-specific intercultural competence achievement standards, developing cultural mediation standards for intermediate and advanced learners, and reflecting the mediator model within achievement standards.

語學敎育の現場では評價基準が重要な問題である.OPlの基準は敎師たちの主觀にたよっていた口頭表現能力の評價に客觀性をあたえ,敎育內容おび計畵に建設的な影響をあたえることかできる. 本硏究では韓國4年制大學で日本語を專攻している多くの學習者ガ0PIの基準によると中級にどとまってしまう現狀をかんがみ,どのような問題点が存在しているのか,上級に上がるためにはどのような敎育內容が必要なのか,についての基礎的な資料を提示するこを目的とする. サンプルは,正規のOPIを30人に實施し.その中から級1人上級1人を選びだし同一のタスクを與え採集した.タスクは,上級に上がるために必須であり,中級の下位レベルを決定するために有效であり,なおかつ各レベルの特微を比較しやすいあらすじのタスクを選擇した. 比較分析の結果,正確性においては接續表現,發音,フィラ－,發話量に明らかな差が見られた.テクストの型と內容においても各しベルに大な差か見られた.特にフィラ－については,質(日本語の母語話者がよく使うフィラ一か否か)と量(多くても少なくても不適當である)において興味深い結果があらわれた. 將來は敎育の現場において活用範圍が廣いあらすじのタスクを使いなから,段落を構成する接續表現の重要性および流暢性と關連の强いフィラ－の重要性を意識化させることによって現狀を改善させることができるだろう.

This paper reexamined the educational use of ACTFL-OPI and reconsidered its educational significance. To this end, two questionnaire surveys of teachers and students were conducted. In Survey 1, which was conducted among teachers who attended OPI workshops, I examined the teaching skills they acquired through OPI and their use of OPI in educational settings. As a result, it was found that OPI has great educational significance, mainly in terms of oral ability evaluation and conversation tests. On the other hand, the issue of how to utilize OPI in the curriculum and syllabus was raised, especially at the elementary level. To solve this issue, I proposed the use of ''task-first'' instructions. In the subsequent Survey 2, I surveyed students who had undergone OPI interviews to find out their impressions of OPI and whether or not the OPI interviews contributed to their learning. The results showed that many students viewed the OPI interview positively, and above all, the OPI interview itself helped them gain a lot of awareness about their own language abilities, and it was confirmed that it led to increased motivation for learning. However, in order to lead to further learning, i.e. their autonomous learning, I suggested that ``learner-centered evaluation activities'' are necessary.

본 연구의 목적은 한국어교육기관에서 실시되고 있는 한국어 말하기 성취도 시험의 문제점을 개선하기 위하여 ACTFL-OPI를 부분적으로 활용하는 방안을 제시하는 데에 있다. 지금까지 한국어교육에서 ACTFL-OPI는 숙달도 시험으로서 다양한 비판을 받아 왔는데, 최근에 ACTFL-OPI를 부분적으로 활용한 연구가 이루어지고 있다. 이는 ACTFL-OPI가 숙달도 시험뿐만 아니라 성취도 시험이나 숙달도 지향 성취도 시험에도 활용할 수 있는 가능성을 시사하는 것이다. 본 연구는 먼저 선행연구 조사와 한국어 평가 연구자에 대한 인터뷰조사를 통하여 한국어교육에서의 ACTFL-OPI의 문제점과 이점을 살펴봤다. 또한 한국어교육기관에서 실시되고 있는 말하기 시험의 현황과 문제점을 파악한 후 ACTFL-OPI의 활용 방안을 제시하였다.

The purpose of this study is to draw the ways of utilization of ACTFL-OPI to improve problems of speaking achievement test of Korean in a Korean education institution. Recently, there has been a study of using of ACTFL-OPI partly in Korean education, however, ACTFL-OPI was criticized as proficiency test. This suggest that ACTFL-OPI has a possibility to be able to use not only proficiency test but also achievement test and pro-achievement test. First of all, in this study, we saw the problems of ACTFL-OPI discussing in Korean education through precedence researches and interview researches into a research worker of evaluating Korean. After understanding the problems and the present conditions of speaking test by a Korean education institution, we also drew the ways of utilization of ACTFL-OPI.

The use of the ACTFL Proficiency Guidelines and Oral Proficiency Interview (OPI) has been widespread for language testing even though they have been criticized by researchers of second language acquisition and testing since their genesis in 1982. Much of this criticism has focused on reliability and validity for the OPI. In light of this, the purpose of this paper to identify the criticism on the oral proficiency interview and to provide recommendations for other proficiency test areas of future study. This paper presents (1) an overview of research carried out on the ACTFL OPI and Guidelines, (2) a summary of the criticism leveled against them and discussions on other points of view over the criticism learned from research, and (3) recommendations such as interrater reliability, raters’ training session, elicitation process, comparison with other oral proficiency test, analytic assessment, oral proficiency interview for multi-purposes for further research.

본고는 바람직한 한국어 말하기 평가 개발을 위한 기초연구로서 현재 유일한 한국어 말하기 시험인 한국어 OPIc을 분석하고 이를 바탕으로 한국어 말하기 평가 틀 개발을 위한 시사점을 제안한 연구이다. 이를 위해 Bachman & Palmer(2010)의 ‘시험 과업 특성 틀’을 바탕으로 시험 환경 특성, 시험 체제 특성, 입력 특성, 입력과 응답의 관계 등 네 가지 영역에서 OPIc 시험의 외적 타당성을 분석하였다. 분석결과 OPIc은 인터뷰 형식의 준직접평가로서 일방향 과제를 중심으로 구성되어 있었다. 양방향 직접평가가 아님에도 타당성 있는 평가 체계를 갖추고 있었으며 점수화 절차와 채점자 양성도 체계적으로 이루어져 있었다. 분석을 통해 도출한 내용들은 향후 TOPIK 한국어 말하기 시험 개발에 유용하게 사용될 수 있을 것이다.

The purpose of this study is to analyze Korean OPIc, the only Korean speaking test, and suggests implications for the development of Korean speaking test framework. To this end, the external validity of OPIc tests was analyzed in four areas: test environment characteristics, test structure characteristics, input characteristics, and the relationship between input and response, based on the Bachman & Palmer (2010) 'a framework of language task characteristics'. As a result of the analysis, OPIc was a quasi-direct evaluation in the form of an interview, which was composed mainly of one-way assignments. Even though it was not a two-way direct evaluation, it had a valid evaluation system, and the scoring procedure and scorer training were systematic. The contents of the analysis will be useful for the development of TOPIK Korean speaking test in the future.

본고에서는 2020년 고시된 ‘한국어 표준 교육과정’의 구성 체계 및 숙달도 등급 설정을 분석하고, 이를 세계적으로 인정받고 있는 외국어 숙달도 등급 체계와 비교하여, ‘한국어 표준 교육과정’의 숙달도 등급 설정을 객관적으로 검토하였다. ‘한국어 표준교육과정’과 더불어 한국어교육계의 연구자들에게 잘 알려진 국외 외국어 숙달도 기준인 CEFR, ACTFL, WIDA의 숙달도 등급 체계를 분석하고 대조함으로써 한국어교육에서의 등급 설정 연구의 기초 연구 자료로 활용될 수 있도록 하였다. 본고에서는 유럽에서의 외국어 교육 기준인 CEFR, 미국의 외국어 숙달도 지침인 ACTFL, 그리고 비성인 대상의 ESL 교육과정으로서 대표성을 지닌 WIDA의 숙달도 등급을 상호 비교하여, 다양한 지역, 다양한 대상의 교육과정이 설정한 숙달도 기준이 비교 대상으로 채택될 수 있도록 하였다. 결과적으로 ‘한국어 표준 교육과정’의 등급 설정은 세계적 기준의 숙달도 등급 기준과 전체적으로 상응하면서도, 한국어교육 현황의 특수성도 반영하고 있는 것으로 나타났다. 본고의 결과는 앞으로의 한국어 숙달도 등급 체계 설정에 대한 방향성을 제시하고 있다고 볼 수 있다.

The present study analyzes the content framework and proficiency levels of the 2020 Standard Curriculum for Korean Language (SCKL) and compares it to globally recognized foreign language proficiency standards, such as the proficiency levels of the Common European Framework of Reference for Languages (CEFR), 2012 American Council on the Teaching of Foreign Languages (ACTFL) Guidelines, and 2020 WIDA English Language Development Standards Framework. The results show that the SCKL proficiency levels align well with the globally recognized standards while reflecting the distinct characteristics of Korean language education. It is hoped that the present study serves as a reference for developing proficiency guidelines for Korean language.

본 연구는 TOPIK 6급을 취득한 외국인 대학원생을 대상으로 ACTFL OPI 기반 말하기 수행 분석을 실시하여, 학습자의 실제 학문 목적 담화 수행 능력을 구체적으로 탐구하는 데 목적이 있다. 기존 연구가 말하기 불안과 자기효능감과 같은 정의적 요인을 중심으로 학문 수행의 어려움을 설명해 온 것과 달리, 본 연구는 실제 발화 자료를 기반으로 수행 능력 자체의 양상을 분석하였다. 분석 결과, 학습자들은 진술과 설명 중심의 발화는 비교적 안정적으로 수행할 수 있었으나, 문제 설정, 근거 구성, 반박 대응의 측면에서 논증적 담화를 구성하는 데 일관된 한계를 보였다. 특히 추상적 주제를 공적·사회적 문제로 조직하고, 상충하는 관점을 비교·조율하며 논의를 지속적으로 전개하는 능력이 제한적으로 나타났다. 이러한 결과는 TOPIK 6급을 취득하고 대학원 과정에 진입한 학습자들조차 실제 학문 목적 담화에서 요구되는 논증적 수행을 안정적으로 수행하는 데 일정한 어려움을 겪을 수 있음을 보여주며, 학문 목적 한국어 말하기 교육에서는 논증적 담화 수행 능력을 보다 명시적으로 다룰 필요가 있음을 시사한다.

This study examines the academic speaking performance of graduate students who had attained TOPIK Level 6 through an analysis based on the ACTFL Oral Proficiency Interview (OPI). Whereas previous research has largely explained learners’ academic difficulties in terms of affective factors such as speaking anxiety and self-efficacy, this study focuses on actual performance using authentic speech data. The findings show that learners are able to produce relatively stable descriptive and narrative discourse but demonstrate consistent limitations in constructing argumentative discourse, particularly when discussing abstract issues as broader social concerns, developing supporting evidence, and responding to counterarguments. These findings suggest that even learners who have attained TOPIK Level 6 and entered graduate programs may experience difficulties in producing the argumentative discourse required in academic settings. They further indicate the need for Korean for Academic Purposes (KAP) speaking instruction to address argumentative discourse competence more explicitly.

The purpose of this study is to examine the development and implementation of the NAKS-ACTFL Teacher Certification Program, which was launched in 2019 to strengthen teacher competence and professional identity in Korean heritage schools across the United States. Employing a multi-method research design, the study draws upon organizational documents, program materials, and statistical data from five certification cohorts, including participant satisfaction surveys and in-depth mentor case studies. The results indicate that the program significantly contributes to the advancement of instructional quality, professional confidence, and collaborative teaching practices. The high levels of participant satisfaction across all three stages (LEARN, APPLY, PLAN) confirm the effectiveness of its structured curriculum, hands-on training, and dedicated mentoring support. The findings also illuminate the program’s transformative impact on both mentees and mentors. While high satisfaction was reported, challenges related to the need for more Korean-specific examples and clearer post-certification career pathways were also identified. The NAKS-ACTFL program serves as a sustainable model for professional development within heritage language education. This research, by empirically verifying the program’s value, offers a new model for professional growth and a blueprint for other minority language education initiatives. Despite the study’s limitation of an all-female participant sample, the findings offer valuable insights for future comparative and longitudinal research aimed at further exploring the program’s long-term impact on teacher efficacy and student learning.

In this paper, we analyze the loanword pronunciation of Korean learners of Japanese, shown in Japanese conversation speech of ACTFL-OPI format. Based on the results, I discuss the following: the level of difficulty in loanwords, correlation between loanword skillfulness and Japanese proficiency, individual differences in acquiring Japanese loanword pronunciation, and Korean phoneme system’s influence on loanword pronunciation learning. The results are as follows: First of all, the pronunciation error was the most frequent in shortening of long vowels, followed by vowels, consonants, devoicing of consonants in the word-initial position and palatalization of consonants; these 5 types of error takes up 82.5% of the entire errors. Secondly, analysis on Japanese proficiency (OPI level) and Korean learners’ loanword pronunciation status showed us that the Japanese proficiency itself didn’t necessarily correlate with the accuracy of pronunciation. The inaccurate pronouncing habit acquired in the early stage of Japanese learning is hard to be corrected, even when the Japanese proficiency itself gets advanced. Therefore, acquisition of accurate loanword pronunciation in the early stage of Japanese learning is important. Third, based on the analysis on pronunciation error frequency and inclination of errors for each learners, the individual differences in Japanese loanword proficiency and the procedures to acquire it are shown to be quite huge. Therefore, more integrated understanding is needed to grasp the individuals’ problems in Japanese loanword pronunciation, and we ought to make strategic approaches accordingly. Fourth, the reason that Korean learners make mistakes in pronouncing Japanese loanwords was found to be because that the different phoneme rules are applied when English?which takes 80% of Japanese loanwords?is used in Japanese or used in Korean. Further studies are needed on education of Japanese loanword pronunciation using expanded Japanese syllabary table.

The current paper examines the validity of the ACTFL Reading Guidelines through a test construction process and statistical analyses: Guttman scaling and ANOVAs. As the Guidelines are drawn based on the two difficulty continua of text and skill, a set of test items were first constructed carefully considering the text complexity and skill difficulty individually as well as simultaneously. Guttman scaling was performed to investigate the difficulty generated by the interaction between text and skill. An analysis using ANOVAs was followed to observe more generic distinctions between Novice, Intermediate, Advanced, and Superior levels. As the findings of the study, a general proficiency progression from low to high was observable based on the Guttman scaling result. Also, statistically significant group differences existed between the consecutive levels from the ANOVA analysis. Nonetheless, some areas also appeared not sensitive enough to differentiate the levels suggested.

본고는 한국인학습자(국제 결혼 이주 여성)의 일본어 발음 습득 실태를 종단적으로 분석한 것이다. 약 5년에걸쳐 총 4회 수록된 ACTFL󰠏OPI 형식의 회화 음성의 전사 텍스트를 대상으로 일본어 발음 습득 실태를 분석하여 다음과 같은 사실을 밝혀낼 수 있었다. 첫째, 조사 기간이 약 5년에 달함에도 불구하고 한국인 학습자의 OPI 레벨은 조사 개시 시기의 중급(중)에서 중급(상)에 머물렀다. 둘째, 일본어 표준어를 기준으로 전사 텍스트에 발음 오류 태그가 부여된 것(567건) 중에는 한국인 학습자의 거주 지역인 아키타방언으로서는 발음 오류가 아닌것으로 판단된 사례(121건)가 포함되어 있었으며, 여기에는 어중 무성파열음의 유성음화, 모음교체, 장음 탈락, 요음의 직음화가 해당된다. 특히, 어중 무성파열음의 유성음화, 요음의 직음화, 장음 탈락 등은 한국인 학습자의모어인 한국어의 긍정적인 영향(촉진)에 의한 것으로, 모음 교체는 아키타방언을 습득한 결과로 판단된다. 그 외의 발음 오류 사례는 지금까지 많은 선행연구에서 보고된 한국인 학습자의 발화에서 많이 관찰되는 현상임을 알수 있었으며, 조사 기간의 경과에 따라서 발음 오류가 감소하는 경향은 특별히 관찰되지 않았다.

This study examines all items found in the Japanese pronunciation of internationally married Korean immigrant woman and analyze the actual conditions through longitudinal analysis. Items were extracted that differed from the standard pronunciation in [?] the spontaneous speech of a subject living in the Akita Prefecture and an analytical database was created. Based on standard language, 32 items of phonologically different pronunciation were found and a total of 567 pronunciation errors were observed. Of these, 121 cases were affected by Akita dialects, and 446 cases were analyzed as misleading (including cases of misuse as Akita dialects) as a standard language. Through longitudinal analysis based on such pronunciation items and frequencies, this paper synthetically examined the actual conditions of the learning process.

This study was conducted to analyze the acquisition process for the production of special morae in Japanese by Korean learners, based on conversational speeches in the ACTFL Oral Proficiency Interview (OPI). The errors in pronouncing the special morae (/Q/: geminate consonants, /N/: syllable final nasal, /R/: long vowels) observed in the articulation by Korean learners were analyzed based on the OPI level, frequency and speech environment. The results show that, in relation to the frequency of errors, the frequency of insertion or lengthening of the special morae was higher than that of deletion or shortening, regardless of the OPI level. The most difficult special mora to learn for Koreans was found to be /R/ insertion, followed by /Q/ insertion, /R/ deletion, /N/ insertion or lengthening, /Q/ deletion and /N/ deletion in that particular order. In addition, there was no significant correlation discovered between the learners’ Japanese proficiency and their level of pronunciation of the special morae, and it was confirmed that non-speech factors such as vocabulary and grammar had an impact on the errors in pronouncing the special morae.

일반적으로는 성취도 평가가 높은 학생이 숙달도 평가도 높을 것이라고생각한다. 물론 반대로 숙달도 평가에서 좋은 점수를 받은 학생은 성취도 평가 또한 높을것이라고 예측한다. 그런데 이제까지 한국어 교육 분야에서는 평가들 간의 이러한 예측이타당성이 있는지를 실제 자료를 통해서 제시하지는 못하고 있다. 따라서 이 글에서는CLS Korean Program에 참여한 학생들을 연구 대상으로 하여 숙달도 평가인 ACTFL OPI 실제 성적과 프로그램 기간 동안 실시된 성취도 평가 성적을 자료로 하여 그 관계를살필 것이다. 이들의 상관관계를 밝히는 것은 이들 평가가 서로 어떤 영향을 주는가를 알게 하여 더 효과적인 평가 방법을 제안할 수 있는 근거가 될 것이다.

In general, students receiving good scores on achievement test may have good scores on proficiency test. Also, students receiving good scores on proficiency test is expected to have good scores on achievement test. But these relationship between achievement test and proficiency test of Korean language education are not verified by actual materials. Thus, in this paper, the relationship between achievement test and ACTFL OPI is studied by analyzing the scores of students who are actually participated in CLS Korean Program. By doing so, the relationship between achievement test and OPI can be understood and the more effective test methodology can be developed.