Earticle

This study determines the need to strengthen the English Orientation Program (EOP) for foreign language learners especially due to the changes in the Philippine educational system from K-10 to K- 12 curriculum that demands higher competency in the use of English in the various academic fields of study. Specifically, this study proposes to redesign the EOP into English for Academic Purposes Program with some modifications and enhancements based on the needs of the students. Thus, this study attempts to determine the language needs of foreign students. First, it determines the needs of foreign students in the four macro skills. Second, it identifies the difficulties experienced by foreign students as perceived by both their content and language teachers. Hence, identifying these needs and difficulties would be helpful in creating syllabi for English programs. Results showed that students identified the problem in vocabulary, taking down notes when listening to lectures, understanding the text when reading texts, and finding the appropriate words when reporting and when writing; this finding on writing is affirmed by language teachers. For the content teachers, they find these skills problematic for their students: pronunciation in speaking, and listening to instructions resulting in not being able to perform tasks well.

The purpose of this learning situation needs analysis is to investigate the perceived and desired language skill needs and wants of Japanese university EFL learners in comparison with their actual proficiency data to inform researchers, practitioners, and teachers about the current state and needs of EFL learners. This study involved 350 first-year Japanese EFL learners who completed an online questionnaire about their current self-estimated proficiency and their language skill needs at the time of graduation and throughout their lifetime according to the Common European Framework of Reference self-assessment descriptors. The participants also answered an open-ended question regarding what they want to be able to do in English at the time of graduation. Their perceived receptive proficiency levels were compared with their scores on English proficiency tests. The results showed that while participants could selfestimate their proficiency to some extent, they tended to overestimate their current proficiency and aspired to achieve even higher levels throughout their lifetime. The results of the open-ended question implied that there were needs and wants for engaging in real-time communication, which possibly reflected the participants’ lowest evaluation in their current interacting skills among the five skills.

本研究は，日本人大学生英語学習者を対象に学習者が認識する現状の言語技能レベルと実際 の習熟度テストの成績を比較し，学習者が目標とする言語技能レベルと英語使用ニーズを調 査する学習状況ニーズ分析である。大学1年生350名を対象に，ヨーロッパ言語共通参照枠 （CEFR）の自己評価記述文に基づき，現在の言語技能レベルを自己推定し，卒業時および生 涯にわたる言語技能のレベル目標を回答する多肢選択式15項目，大学卒業時に英語でできる ようになりたいことを自由記述形式で回答する1項目からなるオンライン質問調査を実施し た。また，参加者の現在の受容技能の自己推定レベルを英語受容技能習熟度テストの得点と 比較した。その結果，参加者はある程度の自己推定を行うことができたものの，現在の言語技能を過大評価する傾向があり，生涯を通じてさらに高いレベルの達成を目指していること が示された。また，自己推定した言語技能では，やり取りして話す技能が最も低く評価され たものの，自由記述の回答では，リアルタイムでのコミュニケーションに関するニーズが存 在することが示された。

In response to growing needs for developing Korean Language teacher expertise and diverse Korean language learners, appropriate retraining programs are the key to successful Korean language education. The purpose of this study is to specify and guide program contents designed to retrain Korean language teachers for multicultural families. For this goal, a questionnaire survey was adopted as a main research tool and literatures on national and international teacher training were reviewed. One hundred thirteen teachers who attended multicultural teacher training programs were surveyed and their responses were analyzed in quantitative and qualitative ways. The results of the study showed that the factors affecting the programs are as follows: 1) In-depth Korean pedagogical content knowledge, 2) various, practical practices in Korean teaching methods, 3) developing and utilizing Korean teaching materials, 4) comprehension on assessment system, 5) understanding the uniqueness of immigrant students, 6) teaching- reflection and sharing teaching moments, 7) developing strategy and direction for cultural pedagogy. Therefore, this study may shed light on shaping teaching expertise to build teacher development.

2004년 고용허가제 시행 이후 매년 10만 명 이상의 외국인 근로자가 국내에 입국한다. 그러나 입국 후 이들은 불규칙적인 근무 시간과 지리적인 위치의 한계로 인하여 한국어를 학습하는 데 어려움을 겪는다. 외국인 근로자를 위한 한국어 프로그램이 유학생, 결혼이주민을 위한 프로그램보다 상대적으로 부족한 것도 한국어 학습의 방해 요인이 된다. 본 연구는 한국에 입국한 태국인 근로자를 대상으로 단기 한국어 프로그램을 개발 및 앱 설계를 위한 요구 분석을 하는 것을 목적으로 한다. 이를 위해 세 가지 요구 분석을 실시하였다. 첫째, 외국인 근로자를 대상으로 한 교재 ‘한국어표준교재1, 2’를 비교 분석하였다. 둘째, 기존 EPS-TOPIK 학습용 앱을 분석하였다. 셋째, 기존 교재와 앱 분석 결과를 바탕으로 실제 한국에 입국한 태국인 근로자 대상 설문조사를 시행하여 한국어 교육과정에 대한 이들의 요구를 살펴보았다. 이후 분석 결과를 토대로 태국인 근로자를 위한 교수요목을 설계하고 이를 실제 앱에 적용하도록 교육과정을 개발하는 방안을 모색하였다. 이를 통해 그동안 한국어 교육 현장에서 소외된 외국인 근로자를 위한 프로그램 개발에 기초 자료를 제공하고자 하였다.

Since the implementation of the employment permit system in 2004, more than 100,000 immigrant workers have been entering the country every year. However, after entering the country, they have difficulty learning Korean due to irregular working hours and limited geographic mobility. The relative lack of Korean language programs for immigrant workers compared to those for international students and marriage immigrants is also a hindrance to Korean language learning. This study aims to conduct a needs analysis and develop a short-term Korean language program for Thai immigrant workers who have entered Korea. To this end, three needs analysis were performed. First, the existing textbooks for immigrant workers, textbook for EPS-TOPIK was analyzed. Second, the existing EPS-TOPIK learning app was analyzed. Third, based on the results of the analysis of the existing textbooks and apps, we surveyed Thai workers who actually entered Korea to examine their needs for the Korean language curriculum. Based on the results of the analysis, the ministry sought to develop a curriculum to design teaching requirements for Thai immigrant workers and use them in actual applications. In this manner, the government has been trying to provide basic data on the development of programs for immigrant workers who have been alienated from Korean language education sites.

This study investigates what the Korean teachers’ needs are to develop the effective teaching ability under the Korean Teacher Education Programs in Turkey. We conducted a survey－based research, distributing a questionnaire to 50 Korean teachers by hand-out survey. 28 teachers attending at the program responded to survey. The survey consists of three parts to find out the present situation of Korean education, Korean language teacher’s professionality in Turkey and Teachers’ needs relating to the teacher education programs in 2015 and later. On the basis of the survey results, I found that all most of Korean teachers in Turkey have little experience and get few certificate of Korean Teacher. Korean teachers prefer the teacher education programs consisting of Korean language theory and teaching skills. The survey results revealed that for Korean teachers training program should develop by their professionality as an Korean language teacher.

본 연구는 한류 콘텐츠의 영향으로 증가하고 있는 해외 거주 취미 목적 한국어 학습 자를 대상으로, 팬덤에 기반한 맞춤형 온라인 한국어 교육 과정 개발의 방향성을 제시 하는 데 목적이 있다. 이를 위해 특정 케이팝 아티스트(BTS)의 해외 팬덤 381명을 대상 으로 대규모 온라인 설문을 통해 교육 요구를 면밀히 분석하였다. 또한, 분석된 요구를 바탕으로 초급 및 초중급 학습자를 위한 단기 온라인 한국어 시범 강의를 설계 및 운영 하고, 사후 평가를 통해 그 효과와 만족도를 검증하는 사례 연구를 진행하였다. 연구 결과, 팬덤 기반 학습자들은 주로 K-콘텐츠 이해를 목적으로 학습을 시작하며, 독학으 로 인해 초급 단계에 정체된 경우가 많았다. 이들은 말하기·듣기 등 소통 기능과 함께 한글 발음, 동사 활용과 같은 기초 지식 및 존댓말, 전통문화에 대한 교육 요구가 높게 나타났다. 시범 강의 운영 결과, 아티스트 관련 콘텐츠를 활용한 수업 방식에 대해 학 습자들의 흥미와 만족도가 크게 나타났다. 향후 교육 과정 참여 및 지불 의향 역시 매 우 긍정적이었다. 본 연구는 취미 목적 학습자의 실체와 요구를 구체적인 데이터로 규명하고, 팬덤 기반 온라인 교육 모델의 효과와 가능성을 실증적으로 확인했다는 점에 서 의의를 가진다. 연구 결과는 향후 다양한 한류 기반 학습자를 위한 교육 과정 개발 에 중요한 기초 자료로 활용될 수 있을 것이다.

This study aims to present the basic principles for designing online Korean courses that meet the needs of the growing number of overseas learners studying for hobby purposes, particularly Hallyu fans. I analyzed the educational needs of 381 overseas BTS fans, identified through an online survey, which led to the design and implementation of pilot lectures at the basic to intermediate levels. A final analysis was then conducted to examine the effectiveness of the lectures and the participants’ satisfaction. The findings indicated that these learners, motivated by K-contents, often struggled to progress beyond the beginner level through self-study and sought professional instruction in communicative skills, foundational grammar, honorifics, and traditional culture. The pilot lectures, which integrated artist-related content, proved highly effective, generating strong interest and satisfaction among participants. They also showed a high willingness to pay for future courses. This study empirically confirms the distinct needs of hobby-oriented learners and demonstrates that Korean courses designed specifically for Hallyu fans can be highly effective. These findings provide foundational data for developing future courses for the expanding group of Hallyu-based learners.

본 연구는 한류 콘텐츠의 영향으로 증가하고 있는 해외 거주 취미 목적 한국어 학습 자를 대상으로, 팬덤에 기반한 맞춤형 온라인 한국어 교육 과정 개발의 방향성을 제시 하는 데 목적이 있다. 이를 위해 특정 케이팝 아티스트(BTS)의 해외 팬덤 381명을 대상 으로 대규모 온라인 설문을 통해 교육 요구를 면밀히 분석하였다. 또한, 분석된 요구를 바탕으로 초급 및 초중급 학습자를 위한 단기 온라인 한국어 시범 강의를 설계 및 운영 하고, 사후 평가를 통해 그 효과와 만족도를 검증하는 사례 연구를 진행하였다. 연구 결과, 팬덤 기반 학습자들은 주로 K-콘텐츠 이해를 목적으로 학습을 시작하며, 독학으 로 인해 초급 단계에 정체된 경우가 많았다. 이들은 말하기·듣기 등 소통 기능과 함께 한글 발음, 동사 활용과 같은 기초 지식 및 존댓말, 전통문화에 대한 교육 요구가 높게 나타났다. 시범 강의 운영 결과, 아티스트 관련 콘텐츠를 활용한 수업 방식에 대해 학 습자들의 흥미와 만족도가 크게 나타났다. 향후 교육 과정 참여 및 지불 의향 역시 매 우 긍정적이었다. 본 연구는 취미 목적 학습자의 실체와 요구를 구체적인 데이터로 규 명하고, 팬덤 기반 온라인 교육 모델의 효과와 가능성을 실증적으로 확인했다는 점에 서 의의를 가진다. 연구 결과는 향후 다양한 한류 기반 학습자를 위한 교육 과정 개발 에 중요한 기초 자료로 활용될 수 있을 것이다.

This study aims to present the basic principles for designing online Korean courses that meet the needs of the growing number of overseas learners studying for hobby purposes, particularly Hallyu fans. I analyzed the educational needs of 381 overseas BTS fans, identified through an online survey, which led to the design and implementation of pilot lectures at the basic to intermediate levels. A final analysis was then conducted to examine the effectiveness of the lectures and the participants’ satisfaction. The findings indicated that these learners, motivated by K-contents, often struggled to progress beyond the beginner level through self-study and sought professional instruction in communicative skills, foundational grammar, honorifics, and traditional culture. The pilot lectures, which integrated artist-related content, proved highly effective, generating strong interest and satisfaction among participants. They also showed a high willingness to pay for future courses. This study empirically confirms the distinct needs of hobby-oriented learners and demonstrates that Korean courses designed specifically for Hallyu fans can be highly effective. These findings provide foundational data for developing future courses for the expanding group of Hallyu-based learners.

대화는 우리 삶과 가장 밀접하고 빈번하게 이루어지는 담화이다. 특히 청소년기는 대 화를 통해 자아개념과 가치관 등을 확립해가기 때문에 대화의 중요성이 매우 크다. 이러 한 이유로 국어교육에서도 대화 지도를 위한 다양한 교육 내용을 제시하고 있으나 청소 년들의 요구가 충분히 반영되지 않은 탓에 실제 대화 능력 향상에 미치는 영향은 매우 미 미한 실정이다. 따라서 효과적인 대화교육을 위해 청소년들이 실제 대화를 수행하는 데 있어 중요하거나 필요하다고 생각하는 대화방법을 교육 내용에 적극 반영할 필요가 있 다. 이에 본 연구는 청소년의 대화방법에 대한 교육 요구를 분석하여 대화교육 내용을 선 정하고자 하였다. 이를 위해 예비조사를 통해 청소년의 대화 실태와 인식을 토대로 측정 도구를 개발하였으며, 본조사를 통해 256명의 공통교육과정 대상 청소년의 대화방법 교 육 요구를 조사하였다. 분석은 Borich 요구도와 The Locus for Focus모델을 적용하였으 며 두 방법 모두 우선순위로 나타난 대화방법 항목을 최우선순위 대화교육 내용으로 선 정하였다. 연구 결과는 다음과 같다. 첫째, 청소년들은 대체로 이해하기 쉽게 말하기, 명 확하게 말하기의 언어적 말하기와 배려하는 말하기, 고운 말 사용하기의 언어 예의 방법 에 높은 요구를 보이고 있었다. 둘째, 성별에 따라 교육 요구에 차이를 보였는데, 남학생 은 친화력과 자신감 등의 대인적극적 태도에, 여학생은 명확하게 말하기, 맥락과 상황에 맞게 말하기에 높은 요구를 보였다. 셋째, 학교급에 따른 교육 요구를 살펴본 결과 중학 생과 고등학생의 요구에 조금씩 차이가 있었으며 특히 중학생은 존중하며 말하기에, 고 등학생은 적절한 어휘 사용 방법에 높은 교육 요구가 있음을 알 수 있었다. 본 연구 결과를 바탕으로 최우선순위 대화방법을 대화교육 내용에 반영하고 성별과 학교급에 따른 요구의 차이를 수업 현장에서 고려할 필요가 있음을 제안하였다. 마지막으로 본 연구의 한계와 의의를 제시하였다.

Conversation is the most closely related and frequent discourse in our lives. Especially in adolescence, the importance of dialogue is very great in that self-concept and values are established through conversation. For this reason, Korean language education also presents various educational contents for conversation guidance, but since the needs of teenagers are not reflected, the actual effect on the improvement of conversation skills is very insignificant. Therefore, for effective conversation education, it is necessary to actively reflect the conversation methods that teenagers consider important or necessary to carry out actual conversation in the education contents. Therefore, this study aimed to analyze the educational needs of teenagers on conversation methods and select the contents of conversation education. To this end, a measurement tool was developed based on the conversation status and perception of teenagers through a preliminary survey, and through the main survey, 256 teenagers subject to the common curriculum were surveyed for communication method education. For the analysis, Borich's needs and the Locus for Focus model were applied, and the conversation method item, which appeared as a priority in both methods, was selected as the highest priority conversation education content. The results of the study are as follows. First, adolescents generally show high demands on easy-to-understand, clear-speaking language, considerate speaking, and fine language. Second, there was a difference in educational needs according to gender. Male students showed high demands on extroversion such as friendliness and confidence, while female students showed high demands on speaking clearly and according to the context and situation. Third, as a result of examining educational needs by school level, there was a slight difference in the needs of middle school students and high school students. In particular, it was found that middle school students spoke with respect, and high school students had high educational demands on how to use vocabulary appropriately. Based on the results of this study, it was suggested that the top priority conversation method should be actively reflected in the contents of conversation education, and that the difference in needs according to gender and school level should be considered in the classroom. Finally, the limitations and significance of this study were presented.

This study investigates the Korean language learning needs of international students enrolled in English-track programs at universities in Korea, with the goal of suggesting improvements in both instruction and the broader educational environment. A survey of 329 English-track international students at a university in Busan was conducted, examining their needs in four areas: learning environment, Korean language courses, instructors, and learners. To complement the quantitative analysis, in-depth interviews were carried out with 10 selected participants. Findings reveal that students expressed the greatest needs in relation to the learning environment and learner-related factors. Specifically, they emphasized the importance of increased opportunities for interaction with Korean students, the establishment of student clubs and common spaces, courses designed for the Test of Proficiency in Korean (TOPIK), and classes emphasizing practical speaking skills. By contrast, satisfaction with instructors was generally high. Correlation analysis showed the strongest relationship between the learning environment and Korean language courses, underscoring the necessity of improving the overall educational environment to enhance course satisfaction. This study offers practical implications for tailoring Korean language instruction to the needs of English-track international students and recommends further research across diverse regions and language backgrounds.

NCS란 산업 현장에서 직무를 수행하기 위하여 요구되는 지식, 기술, 소양 등의 내용을 국가가 산업부분별로 체계화한 것을 말한다. NCS를 활용하면 별도로 운영되던 교육 훈련 을 국가직무능력표준을 중심으로 시스템을 전환하여 산업 현장 일자리 중심의 인재 육성 및 실현을 위한 핵심 인프라 구축이 가능하며, 이에 따른 역량 중심의 사회를 창출할 수 있다. 본 연구의 목적은 외국어 특성화 대학생의 NCS 직무능력의 교육요구에 대해 단과대학별로 분석하는 것이다. 즉, 본 연구에서는 대학생이 직무능력에 대해 중요하다고 생각하는 수준과 실제 보유도의 차이를 알아보고, 우선순위를 도출하고자 한다. 이를 위하여 대응표본 t-test, Borich 요구도 분석, IPA Model, The locus for focus Model을 실시하였다. 분석결과는 다음과 같다. 글로벌 비즈니스 대학의 NCS 직무능력에 대한 교육 요구도 우선순위 조사결과는 의사소통능력, 문제해결능력, 기술 능력으로 나타났다. 글로벌 인문융합대학의 NCS 직무능력에 대한 교육 요구도 우선순위 조사결과는 의사소통 능력으로 나타났다. 글로벌 IT대학의 NCS 직무능력에 대한 교육 요구도 우선순위 조사결 과는 의사소통능력, 문제해결능력, 기술능력으로 나타났다. 글로컬창의융합대학의 NCS 직무능력에 대한 교육 요구도 우선순위 조사결과는 의사소통능력, 문제해결능력, 기술능 력으로 나타났다. 영일중대학의 NCS 직무능력에 대한 교육 요구도 우선순위 조사결과는 문제해결능력으로 나타났다.

NCS is the national systematization of the knowledge, skills, and literacy required to perform duties in the industrial field. By using the NCS, it is possible to build a core infrastructure for fostering and realizing human resources centered on jobs in the industrial field by converting the separately operated education and training system around the national job competency standard, thereby creating a competency-oriented society. The purpose of this study is to analyze the educational needs of NCS job skills of foreign language specialized university students by college. This study examines the difference between the level that college students think is important for job competency and the actual retention, and derives priorities. For this, paired t-test, Borich demand analysis, IPA Model, and The locus for focus model were performed. The analysis results are as follows. The results of the survey on the educational demand for NCS job skills of College of Global Business were found to be communication skills, problem solving skills, and technical skills. The result of the survey on the demand for education on the NCS job competency of the College of Global Human Convergence was found to be communication ability. The results of the survey on the demand for education on NCS job skills of College of Global Information Technology were found to be communication skills, problem solving skills, and technical skills. The results of the survey on the demand for education on NCS job competency of the College of Glocal Creativity and Convergence were found to be communication ability, problem solving ability, and technical ability. The result of the survey on education demand for NCS job competency of College of English, Japanese and Chinese was found to be problem solving ability.

본 연구는 2021년 2월 베트남 초ㆍ중등학교에서 한국어가 제2외국어에서 제1외국어 교과목으로 승격됨에 따라 높아진 한국어의 위상에 주목하여, 베트남 초ㆍ중등학교의 한국어 교육에서 나타나는 문제점을 살펴봄으로써 한국어 교육의 질적 개선을 위한 기초자료를 제공하고 개선점을 제안하여 베트남 초·중등학교 한국어 교육의 발전에 일조 하는 데 목적이 있다. 베트남 초·중등학교의 한국어 교육은 역사가 짧고, 한국어가 단 기간에 제2외국어에서 제1외국어로 승격되어 한국어 교육 현장이 체계화되는 과정에 서 정리해야 할 문제들이 발생할 수밖에 없다. 이에 베트남 초ㆍ중등학교의 한국어 교육 상황을 살피고, 한국어를 교수·학습하는 교사와 학생들의 요구를 분석하기 위하여 면 담과 설문조사를 수행하였다. 그 결과 베트남 초ㆍ중등학교 내 한국어 교육 환경, 한국어 교사 양성 및 자격, 한국어 교재, 한국어 시험 등에서 나타나는 문제점들을 확인하였다. 그리고 이를 바탕으로 베트남 초ㆍ중등학교 한국어 교육의 개선을 위한 몇 가지 제안을 하였다. 본 연구에서 살펴본 내용과 제안이 베트남 초ㆍ중등학교의 외국어 교육, 특히 한국어 교육의 발전을 위한 논의를 활성화하는데 다소간의 기여가 되기를 바란다.

The purpose of this study is to provide basic data and suggestions for improving the quality of Korean language education in Vietnamese elementary and secondary schools. In Vietnam, the status of Korean language as a school subject has been promoted from a second language to a first language in a short period of time, which inevitably contains some problems to be solved out in the process of systematization. We, accordingly, conducted interviews and surveys to examine the Korean language education situation in Vietnamese schools and to analyze the needs of teachers and students of Korean, and found out some problems in the education environment, teacher training and qualification, textbooks, and tests. Based on research results, we suggested several proposals for improving Korean language education in elementary and secondary schools in Vietnam. We hope that the contents and suggestions proposed in this study will contribute to activating discussions on the development of Korean language education in Vietnamese elementary and secondary schools.

본 연구는 2021년 2월 베트남 초․중등학교에서 한국어가 제2외국어에서 제1외국어 교과목으로 승격됨에 따라 높아진 한국어의 위상에 주목하여, 베트남 초·중등학교의 한국어 교육에서 나타나는 문제점을 살펴봄으로써 한국어 교육의 질적 개선을 위한 기 초자료를 제공하고 개선점을 제안하여 베트남 초·중등학교 한국어 교육의 발전에 일조 하는 데 목적이 있다. 베트남 초·중등학교의 한국어 교육은 역사가 짧고, 한국어가 단 기간에 제2외국어에서 제1외국어로 승격되어 한국어 교육 현장이 체계화되는 과정에 서 정리해야 할 문제들이 발생할 수밖에 없다. 이에 베트남 초·중등학교의 한국어 교육 상황을 살피고, 한국어를 교수·학습하는 교사와 학생들의 요구를 분석하기 위하여 면 담과 설문조사를 수행하였다. 그 결과 베트남 초․중등학교 내 한국어 교육 환경, 한국어 교사 양성 및 자격, 한국어 교재, 한국어 시험 등에서 나타나는 문제점들을 확인하였다. 그리고 이를 바탕으로 베트남 초·중등학교 한국어 교육의 개선을 위한 몇 가지 제안을 하였다. 본 연구에서 살펴본 내용과 제안이 베트남 초․중등학교의 외국어 교육, 특히 한 국어 교육의 발전을 위한 논의를 활성화하는 데 다소간의 기여가 되기를 바란다.

The purpose of this study is to provide basic data and suggestions for improving the quality of Korean language education in Vietnamese elementary and secondary schools. In Vietnam, the status of Korean language as a school subject has been promoted from a second language to a first language in a short period of time, which inevitably contains some problems to be solved out in the process of systematization. We, accordingly, conducted interviews and surveys to examine the Korean language education situation in Vietnamese schools and to analyze the needs of teachers and students of Korean, and found out some problems in the education environment, teacher training and qualification, textbooks, and tests. Based on research results, we suggested several proposals for improving Korean language education in elementary and secondary schools in Vietnam. We hope that the contents and suggestions proposed in this study will contribute to activating discussions on the development of Korean language education in Vietnamese elementary and secondary schools.

This study investigated and analyzed the recognition and needs for Korean communication competency among non-Korean learners who participated in an online Korean language course. To this end, the importance, performance, and necessity of the categories of communication competency recognized by Korean language learners were measured, and then IPA(Importancce-Performance Analysis: Martilla & James, 1977) analysis and Borich’s needs analysis(Borich, 1980) were used. After implementation, we examined whether there were differences in outcomes depending on learner variables. After examining the sub-items, it was found that there were differences in importance, current level, and need depending on the learner’s home country, and there were differences in current level, demand, and necessity depending on academic background and Korean language proficiency. In addition, there are differences in need depending on the learner’s reason for learning Korean, so it is necessary to respond to individual learnier’s needs according to learner variables when designing curriculum for online foreign language learners of Korean.

Ko, Kyung-sook․Lee, So-Hyun 2010. The Practice of Korean Language Course Development for Exchange Students-Focusing on Needs Analysis of Beginners. The Language and Culture 6-1: 1-26. In the recent few years, the number of Korean language learners for academic purpose has been sharply increased. A group of the learners can be foreign exchange students who take academic courses and learn Korean language at the university. However, few researches about the exchange students can be found. The aim of this study is to discuss the characteristics of the beginning exchange students and to eventually design a learner-centered Korean language curriculum for the exchange students based on the results of needs analysis. The needs analysis has been conducted by interviews and a questionnaire. The results show that the exchange students set their learning goals as survival Korean. They would like to learn not only Korean language but also Korean culture, society and economy in class even if their Korean language is in the beginning level. Considering the results and educational settings, the integrated syllabus, especially functional-situational syllabus, has been selected. The contents include 1) reading and writing Hangul, 2) greeting and introducing, 3) conversation with friends, 4) ordering meals at restaurants, 5) buying goods, and 6) asking for locations and directions and using public transportations. Cultural items related to each function or situation are also covered under the conditions of Korean-English bilingual class. (Hankuk University of Foreign Studies․The Catholic University of Korea)

본 연구는 한국의 언어교사 연수체제 현황 및 문제점을 파악하여 언어교사 연수체제를 개선하 기 위한 방안을 모색하는 것을 목적으로 한다. 이를 위해 먼저 한국의 교원 연수체제 및 연수의 법적 근거와 종류, 언어교사 연수의 정의 및 필요성 등을 검토하였다. 다음으로 연수체제 운영에 대한 현장 교사들의 요구를 파악하기 위해, 경기도 지역 언어교사들의 요구를 조사·분석함으로써 향후 언어교사 연수과정 개발 및 운영을 위한 시사점을 도출하였다. 마지막으로, 조사결과 다양한 측면에서 확인된 불균형의 해소, 변화된 시대에 맞는 다양하고 현장 친화적인 연수 프로그램의 연 구·개발, 연수내용이나 주제 선정, 연수과정 개설 및 운영에 있어 해당 지역의 특성과 교사들의 요구 적극 반영, 해외 유수 교사연수 기관과의 MOU 체결을 통한 다양하고 실질적인 프로그램 운 영, 언어교사들의 시·공간적 제약이 없는 실질적인 소통의 장으로서 기능할 수 있는 플랫폼 구축, 연수 프로그램과 프로그램에 참여하는 강사진의 지속적인 질 관리 등, 향후 언어교사 연수체제 개 선을 위한 몇 가지 제언을 하였다.

This study aims to evaluate the current status and problems of the in-service training program for language teachers in Korea. We conducted a survey to determine the needs of the language teachers enrolled in the training program in Gyeonggi province so as to discuss development plans for the language teacher training program. In order to do this, we first examined the teacher training system in Korea: the legal basis for these programs, the types of training offered by the system, and the problems associated with current language teacher training. Next, we used a questionnaire to identify and analyze the needs that local language teachers in Gyeonggi province had with the teacher training system and program. Finally, after analyzing the data derived from the survey results, we made several suggestions on how to improve the language teacher training program. These included: resolving imbalances that the teachers identified within various aspects of the program, elaborating on various training programs, actively reflecting on the characteristics and needs of language teachers, operating programs linked with leading teacher training institutions abroad, and constructing an open network platform to function as a place of practical communication after the in-service training program.

This study aims to identify the needs of Korean heritage language learners in relation to learning (or the prospect of learning) their heritage language and culture. Heritage language (HL) education has recently become an emerging field of inquiry within Australia. However, little empirical information is available in relation to Korean heritage students’ needs that identify their language use, attitudes, motivation, and learning preferences such as learning styles and learning areas. To address these issues, the study has conducted online surveys of Korean heritage students enrolled in three Australian universities, and analyzed data collected from 52 students. The survey consists of questions on (a) language use and maintenance; (b) attitudes and motivation; (c) preferred learning styles; and (d) preferred learning areas. The results of the analysis indicate that Korean heritage students have their own needs, interests and preferences in relation to their heritage language learning. The study describes and explains each of these topical issues, and then offers discussions of practical implications in the provision of adequate courses for heritage students and the development of high quality teaching resources.

The boom in relations between Korea and Arab countries has significantly increased demand for high-quality translations between the Arabic and Korean languages.?However, no needs analysis has been conducted yet to improve the quality of translation courses offered in Arab universities. This paper aims at analyzing the issues related to the curriculum and needs for Arab undergraduates, graduates, and lecturers in the three Arab universities with a Korean language major. This research objectives, after a structural analysis, will be to find ways to improve the translation curriculum for undergraduate students at intermediate and advanced levels and give a better match with the market requirements. 120 students and graduates, and 30 lecturers participated in two questionnaires on the objectives, educational content, teaching methods, and evaluation methods of the translation curriculum. Then, three types of interviews were conducted with some of the participants and two translation agencies. The?findings revealed the need to develop educational content for translation targeting Arab students to overcome the non-equivalence problems between the two languages and a framework to avoid non-adequate evaluation and teach students methods of self-assessment.