Earticle

This paper is designed to linguistically consider that reading-aloud can be an appropriate way to achieve the comprehensive objective of learning language. Reading-aloud is the reader's work to reproduce spoken language from the text to be grammatically written by a writer. In other words, silent-reading is just a skill to understand a written language, whereas reading-aloud is a skill not only to understand a written language but also to reproduce a spoken language. And rammar being a product of studying language behaviour performed in language skills, language ehaviour can not but be reflected on grammar and should be able to be performed habitually. Reading-aloud must be, then, a very good language learning method to get accustomed to both language knowledge and language skills, and to satisfy the ultimate aim of linguistics. Because reading-aloud uses the most properties of language which is a symbolic sign and an instrument of communication, and linguistics is to study the nature of language and communication whether it is the linguistic knowledge or the linguistic behaviour.

Journal of Linguistic Studies 4, 1-15. This paper primarily aims to examine what kind of knowledge a teacher and students in a Korean language class pursue. To analyze the collected data, it applies some sociolinguistic concepts, while psycholinguistic and etymological philosophy are adopted to discuss the classified discourse by following sociolinguistic methods. This paper reveals that the discourse produced in this particular classroom highly pursues the objective knowledge : the truth of what is asserted by some ethical sentences is independent of the person who uses this sentence, the time at which he uses it, and the place where he uses it. This objectivity in language education can be criticized by Vygosky's viewpoint that students do not simply acquire linguistic vocabulary, but positively take part in shaping knowledge by connecting it in the classroom with their social experience.

Using an adapted questionnaire based on the Technology, Pedagogy, and Content Knowledge (TPACK) Model (Mishra, & Koehler, 2006), the study examined the impact of virtual teaching during the pandemic on language teachers’ perceived practice of technology integration one month after the return to F2F instruction to establish a baseline of their perception of competence. After nine months of continual F2F instruction, one-on-one interviews were conducted to obtain deeper insight into how TPACK was utilized in F2F instruction. The action research study drew on work (Rapanta et al., 2021) examining how the experience of teaching online in an Emergency Remote Teaching (ERT) (Hodges et al. 2020) context for one year can be utilized to understand teachers’ practice on the return to F2F instruction, while still responding to a dynamic and fluid educational situation. The results offer an in-depth knowledge of language teachers’ perceptions in terms of the interaction of three components of the TPACK model, with implications for not only higher education teacher workplace professional development, but also for professional development offered by language teacher associations (LTAs) to retain and attract membership.

Henry James employs silence as part of his narrative strategy in many of his tales. Such a predilection for reticence, the withholding power of not telling the whole story, adds to the complexity of James’s literature. This paper aims to examine the ways in which James develops the meanings of his tale and the sense of knowledge that grows in Maisie, by exploring the silence symptomatically manifested in the narrative of the juvenile protagonist in What Maisie Knew. Maisie’s reticence signifies a strategic withdrawal from the material world into the depths of her interior. James is preoccupied with providing a detailed record of Maisie’s development, with great appeals for the language of silence. Maisie’s interior is explored in terms of knowledge and sexuality growing through her encounters with the corrupt adult world. The sexual, ethical, and social challenges the process poses to Maisie constitute a huge part of Maisie’s education and the major concern of the author. Maisie’s assertion for knowledge at the end remains problematic in determining its epistemological entity. It does not share the moralism of her governess nor the gravity of the author’s preface. It appears as Maisie’s way of summing up her courage to face the world again, despite the failings of the adult.

This study explores whether the presence of phrasal verbs in reading texts affects the reading recalls of EFL learners, and whether having a large vocabulary size assists learners’ reading recall of a text with frequent occurring of phrasal verbs. Forty-five university students from North Taiwan were invited to participate in the present study. Three major instruments were used: the Vocabulary Levels Test, two reading passages, and a reading recall measure. The study was conducted over two consecutive weeks, with these three instruments of data collection implemented separately. Results indicated that the occurrence of phrasal verbs significantly hindered readers’ recall of the proposition units containing phrasal verbs, while it did not impact the recall of those units not containing phrasal verbs. This study’s second line of inquiry revealed that having increased vocabulary size did not guarantee higher competence as regards coping with phrasal verbs in reading. These findings were further extended to provide some pedagogical recommendations regarding the teaching of phrasal verbs in EFL contexts.

This study investigates the effect of vocabulary learning strategies on vocabulary knowledge, considering learners' proficiency levels, cognitive style, and language aptitude. A total of 84 Japanese learners completed a questionnaire on vocabulary learning strategies, a language aptitude test, a modified group embedded figures test, and a vocabulary knowledge test. The findings indicate that variations in vocabulary acquisition techniques are impacted by learners' proficiency levels, cognitive style, and language aptitudes. High-proficiency learners used indirect strategies more frequently, while low-proficiency learners' vocabulary knowledge was more strongly associated with direct strategies. Cognitive style had a negative effect on the use of indirect strategies, and field-dependence indirectly influenced vocabulary knowledge through indirect strategies in high-proficiency learners. Language aptitude had a positive effect on the use of direct strategies, which indirectly impacted vocabulary knowledge in low-proficiency learners. The study suggests that vocabulary learning strategies and knowledge are significantly influenced by learners' proficiency, cognitive style, and language aptitude. These findings highlight the importance of considering individual differences in shaping vocabulary learning strategies and their relationship to proficiency. To ensure effective vocabulary learning, it is crucial for educators to teach a variety of strategies accounting for learners' proficiency, cognitive style, and language aptitude.

本研究は、学習者の習熟度、認知スタイル、言語適性を考慮し、語彙学習方略が語彙知識に及ぼす影響を調査することを目的とする。84名の日本人学習者を対象に、語彙学習方略に関する質問紙調査、言語適性テスト、集団埋没図形テスト、語彙知識テストを実施した。その結果、学習者の習熟度、認知スタイル、言語適性によって用いる語彙学習方略が異なることが明らかになった。習熟度が高い学習者は間接的ストラテジーをより頻繁に使用し、習熟度が低い学習者は直接的ストラテジーを多用していた。また、場依存型の認知スタイルは間接的ストラテジーを介して語彙知識に影響を及ぼした。さらに、習熟度が低い学習者の場合は、言語適性が直接的ストラテジーの使用に正の影響を与え、間接的に語彙知識に影響を及ぼすことが示された。本研究の結果は、語彙学習方略と語彙知識が学習者の習熟度、認知スタイル、言語適性によって大きく左右されることを示唆しており、語彙学習方略の形成と習熟度との関係において個人差を考慮する重要性を強調している。効果的な語彙学習を促進するためには、教師が学習者の習熟度、認知スタイル、言語適性を考慮した多様なストラテジーを教えることが極めて重要である。

In this study, by using the natural language processing of the field of artificial intelligence, automated index was performed. And then, the Natural Language Processing Interface for knowledge representation(NALPI) has been developed. Furthermore, the DEsign KnOwledge DataBase(DEKODB) has been also developed, which is designed to interlock the knowledge base. The DEKODB processes both the documented design-data, like a concrete standard specification, and the design knowledge from an expert. The DEKODB is also simulates the design space of structures accordance with the production rule, and thus it is determined that DEKODB can be used as a engine to retrieve new knowledge and to implement knowledge base that is necessary to the development of automatic design system. The application field of the system, which has been developed in this study, can be expanded by supplement of the design knowledge at DEKODB and developing dictionaries for foreign languages. Furthermore, the perfect automation at the data accumulation and development of the automatic rule generator should benefit the unified design automation.

본 연구는 『삼자경』의 중국어 교육에서의 활용 가치를 고찰하여 언어 및 문화 교육의 활용 방안을 제안하고, 『삼자경』 관련 연구에 참고할 수 있는 기초 자료를 제공하는데 목 적이 있다. 이를 위해 <국제한어교학통용과정대강>이 의사소통능력 제고 요소로 지정 한 언어지식과 문화역량을 중심으로 『삼자경』의 중국어 교육에서의 활용가치를 고찰하 였다. 결과 『삼자경』에는 유교문화, 가문화, 입덕수인, 역사 이해 등 중국 문화를 알 수 있 는 내용이 직･간접적으로 내포되어 문화역량 제고에 도움을 줄 수 있는 것으로 나타났 다. 그리고 『삼자경』의 상용자 비율을 분석한 결과 『삼자경』은 83%가 상용한자, 70% 가 량이 상용어휘로 나타나 『삼자경』을 통해 어휘 관련 언어지식 역량을 기를 수 있을 것으 로 사료된다. 급수별로는 초급>중급>고급 순으로 비율이 높아 초･중급 단계에서 활용도 가 높을 것이며 고급 단계에서 활용하기 위해서는 고급 어휘 변환 및 문장 해설 추가 등 보완이 필요할 것으로 보인다. 『삼자경』을 중국 언어 및 문화 교육용으로 활용하기 위해 다음의 두 가지 방안을 제안 한다. 첫째, 『삼자경』을 활용하여 중국어 학습에 대한 종합적 언어활용능력을 제고하도 록 교육한다. 『삼자경』을 현대 중국어로 풀어 어휘, 문법, 읽기, 말하기 등 언어기능과 언 어지식 배양, 권학사례를 통한 학습전략 수립, 내용학습을 통한 문화역량 제고 등 이 네 가지 요소가 교차 학습된다면 중국어 능력을 향상시킬 수 있다. 둘째, 초･중･고급별로 어휘 연계를 달리하고 수준별 풀이와 해설을 활용한다. 즉, HSK급수별 지정 단어에 따라 어휘를 변환하고 높은 급수일수록 풀이와 해설에 더 많은 중국어 문장을 사용하여 모든 단계에서 『삼자경』을 활용할 수 있도록 한다. 다만 현재 중국어 교육용으로 활용할 수 있 는 교재가 전무하므로 교수자의 노력이 요구되며 보편적 활용을 위해서는 교재연구가 필요하다.

The purpose of this study is to consider the value of utilization in Chinese language education of the "Sanzijing" and propose the use of language and culture education, and to provide basic data for reference in the study of "Sanzijing". Therefore, this paper studied the value of utilization in Chinese language education of "Sanzijing", focusing on language knowledge and cultural competence designated by <International Curriculum for Chinese Language Education> as elements for improving communication skills. As a result, the "Sanzijing" contains information on Chinese culture, such as Confucian culture, family culture, Human resources development, history education which helps to enhance cultural competences. In addition, 83% of "Sanzijing" is common characters and about 70% is common vocabulary, so it is thought that studying "Sanzijing" can develop vocabulary-related language knowledge. The ratio of each step is the highest in beginner level, followed by intermediate level, and the lowest in advanced level. Therefore, utilization will be high at the beginning and intermediate level. In order to be used at the advanced level, it is necessary to supplement it by converting advanced vocabulary and adding sentence descriptions. In order to utilize the "Sanzijing" for Chinese language and culture education, the following two measures are proposed: First, it is educated to improve the language ability for Chinese language learning by utilizing "Sanzijing". Through the "Sanzijing", the four elements of language ability, such as language function and knowledge, strategy, cultural competence, can be cross-learned to improve Chinese language skills. Second, the learning difficulty is constructed differently depending on the level. Utilize the vocabulary according to the level words specified by HSK and use more Chinese sentences at the advanced level to make use of the "Sanzijing" at all levels. However, since there are currently no textbooks that can be used for Chinese language education, teachers' efforts are required, and for universal use, teaching materials research is needed.

다국적기업 내 조직 간에 언어장벽이 존재할 경우에 기업 전체의 차원에서 효율적인 경영이 어렵다는 것은 주지의 사실이다. 그러나 지금까지 국제경영의 주류 학계에서는 이러한 주제에 대해서 다소 간과해 온 경향이 있었다. 최근 들어서 북유럽의 일부 학자들을 중심으로 언어장벽에 의한 의사소통의 문제가 다국적기업의 경영에 미치는 부정적인 효과에 대해서 탐구하는 연구들이 나타나기 시작했다. 그러나 이들 연구는 대부분 서술적인 논문에 그치거나, 혹은 몇몇 기업들을 대상으로 사례분석을 통한 결론을 이끌어 내고 있다. 이에 본 연구는 언어장벽과 사회적 지식의 보유 수준이 지식의 이전에 어떠한 영향을 미치는지에 대한 연구모형과 가설을 설정하고, 이를 한국기업들의 베트남 자회사를 대상으로 실증적으로 분석하였다. 실증분석의 결과는 다음과 같다. 첫째, 명시적 지식보다는 암묵적 지식의 경우에 이전이 더 어렵다. 둘째, 언어장벽은 지식의 이전, 특히 암묵적 지식의 이전에 부정적인 영향을 미친다. 셋째, 모기업 관리자의 해외자회사에 대한 사회적 지식의 보유 정도는 지식이전에 있어서 언어장벽의 영향을 감소시켜주는 조절효과를 낳는 것은 아니고, 지식이전에 직접적으로 긍정적인 영향을 미친다.

Language barrier is considered as one of the most critical problems in managing foreign subsidiaries of a multinational corporation. However, the issue has been somewhat neglected in the academic field of international business. Recently, researches on language problems in multinational management have been conducted by some scholars particularly in Scandinavian countries. From a methodological perspective, however, these studies have tend to be descriptive in nature and drawn conclusions basically from case studies. For this reason, the current study attempts to analyze the impact of language problem on multinational management. In specific, it empirically investigates the influence of language barrier and social knowledge on knowledge transfer to foreign subsidiaries from the parent company. Collecting survey data from 52 Vietnamese subsidiaries of Korean firms, this study performs a t-test and regression analysis. Major conclusions from the empirical analysis are as follows: Firstly, explicit knowledge is transferred more easily than implicit knowledge. Secondly, language barrier in general has a negative impact on knowledge transfer. From a more precise analysis, however, it is found out language barrier negatively influences the transfer of implicit knowledge only, and has no impact on explicit knowledge transfer. Finally, contrary to the hypothesis, it was rejected that social knowledge has a moderating effect between language barrier and knowledge transfer. Instead, it directly affects the transfer of implicit knowledge in a positive direction. This study has a limitation of small number of sample firms. Thus, future study in this field needs to increase the number of sample firms and attempt to select host countries other than Vietnam.

조선 사회는 1876년 개항 이후 밀려오는 서양의 신문물과 신지식을 수용하고 전통적 가치관에서 탈피하여 근대적 사고방식을 형성해 나갔다. 개항 이전에는 주로 중국의 지 식을 수용하거나 중국을 통해 서양의 서적과 신문물을 받아들여 이를 모방하거나 변용 하면서 점차 근대 지식으로 발전시켜 나갔다. 이후 점차 중국, 일본에 의존한 지식의 수 용에서 벗어나 외국어 능력을 갖춘 인재를 양성하여 외국어 서적을 번역하고 여러 국가 로 유학생을 파견하여 신지식과 신문물을 직접 수입하고자 하였다. 한편 근대 이전에는 중국을 중심의 세계관 속에서 그 외의 국가들은 양이, 오랑캐 등 으로 치부해왔으나 1876년 개항 이후 서양 세계의 근대 문물을 접함으로써 조선 사회의 세계관에 변화가 일어났다. 한국인들에게 인식 속에 내재되어 있던 세계 지도는 근대 지 식과 신문물을 통해 재구조화 과정을 거쳐 새롭게 그려졌으며 동아시아를 중심으로 인 식했던 세계는 서구 유럽으로까지 확장되어 나갔다. 이러한 확장된 근대의 시공간 속에 서 다양한 문물과 개념이 형성되었으며 이를 나타낼 새로운 언어가 필요하게 되었다. 또 한 다양한 신문물의 소비와 유통은 새로운 지식구조의 형성뿐만 아니라 직업 세계의 확 장도 초래하였다. 한국은 농경사회에서 벗어나 신문물을 제조하는 산업사회로, 그리고 이를 소비하는 물질문명세계로 전환하게 되었다. 한편 새로 접하게 된 문물과 신세계에 대한 명명이 필요했으며 이에서 파생한 다양한 관념들에 대한 명명 또한 급속도로 이루 어졌다. 그리고 이를 위해 많은 새로운 단어들이 만들어졌으며 이는 다시 근대 언어 교육과 지식 구조의 형성에 영향을 미쳤다. 송헌석(1880?-1965?)은 이러한 근대 시기 다양한 저술 활동을 통해서 근대 시기의 신 지식의 도입과 재생산에 기여한 신지식인의 한 사람이었다. 그가 저술한 외국어 학습서 를 통해 근대 시기의 새로운 어휘와 개념의 수용 및 재생산 양상을 살펴보았다.

Since the opening of the port in 1876, the Joseon society has adopted Western newspapers and new knowledge, breaking away from traditional values and forming a modern way of thinking. Prior to the opening of the port, he gradually developed into modern knowledge, either by accepting Chinese knowledge or by accepting Western books and newspapers through China. Since then, the government has gradually sought to cultivate talented people with foreign language skills, gradually breaking away from the acceptance of knowledge dependent upon China and Japan, to translate foreign language books and send students to various countries to import new knowledge and new culture materials. Meanwhile, the Korean society, which used to treat neighboring countries such as Japan and China as the exclusion of foreigners and barbarian before modern times, has changed its outlook on the world since its opening in 1876. The world map, which was embedded in Koreans' perceptions, was newly drawn through the restructuring process through modern knowledge and new culture, and the world, which was recognized around East Asia, expanded to Western Europe. Within this extended modern space of time, various cultures and concepts were formed and a new language was needed to represent them. In addition, the consumption and distribution of various new culture resulted in the formation of new knowledge structures as well as the expansion of the professional world. Korea has moved away from the agrarian society to an industrial society that manufactures new culture and to a material civilization that consumes them. The new culture and the need for a name for the new world were needed, and the naming of the various concepts derived from it was also rapid. And many new words were created to do this, which in turn affected the formation of modern language education and knowledge structure. Song Heon-seok (1880?-1965?) was one of the new intellectuals who contributed to the introduction and reproduction of new knowledge in modern times through various writing activities during these modern times. Through the foreign language study book he wrote, we looked at the introduction of new vocabulary and the acceptance and reproduction of concept in the modern era.

This study examined the effectiveness of integrated language instruction using dictogloss on vocabulary knowledge and retention. Forty EFL students from two classes of an elementary school participated in the study. The integrated language class and segregated language class were examined by looking into the effect of each instructional type on the vocabulary knowledge development and retention. A total of 10 target words were selected from a storybook related to their textbook. Four types of vocabulary knowledge were measured: passive recognition, passive recall, active recognition, and active recall. The pretest and posttest were performed to measure the vocabulary growth. The retention rate of each instruction was examined by conducting a delayed posttest on the same words after two weeks. The results of this study indicate that integrated language instruction using dictogloss works better in vocabulary retention. They also suggest that further classroom research is required to prove that dictogloss is an effective way for vocabulary learning.

현행 상담 서비스는 제한된 상담 시간과 온라인 상담의 답변 지연이라는 한계점을 가지고 있다. 이러한 문제들은 챗봇 시스템을 도 입함으로써 해결할 수 있지만, 패턴 매칭을 기반으로 한 챗봇은 모든 대화 시나리오를 고려하는 데 어려움이 있다. 대규모 언어 모 델의 문맥 이해와 문장 생성 능력을 활용하면 이러한 한계를 극복할 수 있지만, 확률적인 응답, 특정 도메인에서의 정확도 부족, 응 답의 불일치 등은 여전히 분명한 한계로 남아있다. 본 연구에서는 이러한 문제를 극복하기 위해 랭체인 프레임워크를 기반으로 대 규모 언어 모델과 지식 그래프의 결합을 통한 검색 증강 생성 기반의 상담 챗봇 플랫폼을 제안한다. 이 플랫폼을 활용하여 대학 입 시 도메인 영역의 챗봇을 구현함으로써, 특정 도메인에서의 정확도 향상과 지식 업데이트의 유연성, 그리고 효율성을 입증하였다.

The current counseling services have limitations such as limited counseling hours and delayed responses in online counseling. While these problems can be addressed by implementing chatbot systems, chatbots based on pattern matching face difficulties in considering all conversation scenarios. Although leveraging the contextual understanding and sentence generation abilities of large-scale language models can overcome these limitations, probabilistic responses, lack of accuracy in specific domains, and inconsistencies in responses still remain clear limitations. In this study, to overcome these issues, we propose a counseling chatbot platform based on the combination of large-scale language models and knowledge graphs using the LangChain framework. By implementing a chatbot in the college admissions domain using this platform, we have demonstrated improvements in accuracy in specific domains, flexibility in knowledge updates, and efficiency.

본 논문은 한국과 일본의 영상미디어 콘텐츠(인터넷 통신언어, 영화 대본, 드라마 대본)를 통한 ｢若者ことば｣에 주목하여 양국의 ｢若者ことば｣의 지속성과 사전 등재양상을 규명하려는 데에 목적을 두고 연구에 착안하였다. 한･일 양국의 ｢若者ことば｣의 10년 경과시점에도 지속유형 빈도순으로는 드라 마, 영화, 인터넷 통신언어의 순으로 확인하였다. 또한, 기존의 양국 ｢若者ことば｣ 의 웹상의 사전 탑재양상은 약 87%로 상당히 높게 도출되었다. 드라마와 영화대본의 지속 유형 양상의 특징으로는 양국 모두 부정적 기능을 내포하였다. 한국 젊은이들은 ‘과격하고 폭력적인 표현(은어∙속어∙욕설)’을 사용하 고 있었으며, 일본 젊은이들은 여전히 부정적 감정상태어의 ‘イ형용사축약표현’으 로 도출되었다. 그리고 양국 인터넷 통신언어에 나타난‘간략표현 즉 축약표현’과 ‘어휘합성표현’은 양국 젊은이들의 긍정적 기능으로 기발하고 창작적이며, 시간의 경제성 효율적인 면을 대변하고 있었다. 이 결과로, 요네카와(米川, 1994), 코야노 (小矢野, 1996) 주장과 다르게 지속된 한･일 양국의 지속 ｢若者ことば｣ 는 웹상의 각종 사전에도 등재되고 있어 일부 계층만이 쓰는 언어가 아닌 기성세대에게도 전 파되고 있으며 꾸준히 지속적인 유형양상으로 인식되어 앞으로도 점점 더 증가하 고 확대될 것으로 예측된다. 앞으로도 한･일 양국의 ｢若者ことば｣연구는 기존의 집단의 하위계층인 언어대 상에서 점점 범위를 확대하여 깊이 있는 관찰의 대상이 되어야 할 것이다.

This study focused on “young people” through video media contents (Internet communication language, movie script, drama script) broadcast in Korea and Japan and focused on research to find out the sustainability and use of “young people” in both Korea and Japan. Originally, it started with “group language used only by young people,“ strengthening their own bonds and playing games, but it has been rapidly spread and absorbed regardless of age. According to the persistence of “young people” in Korea and Japan, dramas, movies, and Internet communication languages continued in order even after a long period of time. As a result, unlike previous studies, “young people” in Korea and Japan are listed in dictionaries, and terms that spread to older generations rather than only some classes are expected to increase.

본고는 2007년(654어휘)과 2017년(471어휘) 現代用語の基礎知識 ｢若者ことば｣ 를 비교, 분석하여 언어추이 변화율을 조사한 것이다. 2017년 現代用語の基礎知識 ｢若者ことば｣를 의미 분석하고 분류화한 다음 2007년 現代用語の基礎知識 ｢若者ことば｣와 수록 양상 추이를 고찰하였다. 첫째, 2017년 現代用語の基礎知識에 수록된 ｢若者ことば｣ 사용양상은 기분과 말버릇 관련어가 압도적으로 많은 어휘 분포도를 보였다. 이것은 일본 젊은이들 의 언어가 오락과 재미의 기능과 함께 타인이나 자신에 대한 관심이 강한 정신적 으로도 복잡한 젊은이라고 하는 세대의 특징이 언어생활에 반영된 결과라고 생각 된다. 또한 사람을 평가하는 말이나 부정적인 평가의 말이 많았다. 다음으로 놀 이, 행동, 인간 관찰･일상생활, 패션, 성, 식생활, 명사계 순위로 어휘 수가 출현되 었다. 둘째, 2007년과 비교해 보았을 때 가장 많이 소멸된 어휘로는 정신상태어(142) 식생활(64) 행동(57) 오락(54)언어유희･말버릇(51) 성(50) 완곡･애매(28) 인간관찰 어(24) 순서로 나타났다. 셋째, 10년이 지나도 지속성을 유지한 ｢若者ことば｣는 정신상태어(32) 말버릇 관련어(21) 애매･미묘(12) 행동, 놀이(11) 성(10) 패션(7) 인관관찰･일상생활(6) 식 생활, 명사계(4)로 도출되었다. 분석결과로, 지속성 어휘는 10년의 변화에도 자리매김하여, 향후에도 지속적으 로 사용될 것으로 예측할 수 있었고, 또한 ｢若者ことば｣는 시대와 사회를 반영한 다는 것을 보여주었다.

This study analyzed and categorized the recent trends of Japanese youth language in 2017 and compared them to those in 2007. In addition, we have not only analyzed the meaning of youth language but also identified its recent characteristics. As a result, the following features could be arranged: First, the study will show that the words used among Japanese young people are overwhelmingly related to mood and pet phrases. This is the result of complex mental condition of Japanese youth people that is strongly interested in themselves and other people. Also there are many words to judge others and negative words. Next there came the number of words in play, action, human observation, daily life, fashion, sex, diet, and nouns Second, as comparing Japanese youth language in 2017 with 2007, the most vanished word and pet phrases (51) sex (50) euphemism and ambiguous word came mental condition word (142) diet (64) action (57) play (54) play on the word and pet phrases (51) Sex (50) euphemism and ambiguous human observation (24). Third, Japanese youth language to maintain durability of the wordduring 10 years are mental condition words (32) pet phrase (21) ambiguouswords (12) action (11) sex (10) fashion (7) play(7) human observations and daily life(6) food,nouns(4).

본 연구는 언어 학습 환경에 따른 중국인 한국어 학습자의 어휘 지식이 어떻게 달라지는지를 실증적으로 분석하였다. 이를 위해 제2언어 학습 환경과 외국어 학습 환경의 중국인 한국어 중급 학습자 총 58명을 대상 으로 어휘 지식의 넓이와 깊이 검사를 실시하였다. 그리고 각 환경별 학 습자를 5명씩 선정하여 심층 면담을 수행하였다. 조사 결과, 외국어 학습 환경의 학습자가 제2언어 학습 환경의 학습자보다 어휘 지식의 넓이와 깊이에서 모두 통계적으로 유의미하게 높은 점수를 보였다. 심층 면담 분석 결과, 제2언어 학습 환경에서는 교사의 암시적 어휘 교수법, 어휘 사용 기회 부족, 자신감 결여 등이 학습자의 어휘 학습에 제약을 주었다. 반면, 외국어 학습 환경에서는 교사의 명시적 어휘 교수법과 다양한 어 휘 학습 전략을 활용하여 학습자의 어휘 학습의 효율성을 높이고 있었 다. 연구 결과를 살펴보면 단순한 목표어 노출 빈도보다 학습자의 심리 적 요인, 어휘 교수 방법, 어휘 학습 전략이 어휘 능력에 미치는 영향이 크 다는 점을 알 수 있다. 본 연구는 제2언어 및 외국어 학습 환경에서 어휘 교육 개선의 방향을 제시하는데 기초 자료로서 의의가 있다.

This study examined the differences in vocabulary knowledge between Chinese learners of Korean in second language learning context (SLLC) and foreign language learning context (FLLC). A total of 58 intermediate-level learners were tested on vocabulary breadth and depth. In-depth interviews were also conducted with five learners from each context. The results revealed that FLLC learners outperformed SLLC learners in vocabulary breadth and depth. Interview analysis indicated that, in the SLLC, limited vocabulary use, implicit instruction, and low confidence hindered vocabulary acquisition. Conversely, explicit instruction and the use of diverse learning strategies enhanced vocabulary learning in the FLLC. These findings suggest that psychological factors, teaching methods, and learning strategies contribute more significantly to vocabulary development than language exposure alone. This study offers practical implications for improving vocabulary instruction in SLLC and FLLC.