김보영 Kim Boyeong

DOI:10.21716/TKFL.76.1 Vol.76(No.0) 1-34, 2025

This study aims to analyze how second-generation Korean Americans negotiated and shaped their unique identities during their childhood and adolescence in the United States, as well as how their study abroad experiences in Korea contributed to the formation of their multiple identities. The narratives of three individuals―Amy, David, and Paul―were reconstructed through narrative analysis. The findings reveal that their identity formation is dynamically shaped by various factors, including personal experiences, racial discrimination, transnational migration backgrounds, and cultural adaptation processes. Amy primarily established her identity as a “Korean American” through the Korean American community, but her study abroad experience in Korea did not significantly impact her cultural identity. David, drawing on his childhood in Korea and re-adaptation to the United States, developed a bilingual and bicultural identity, which was further reinforced by his study abroad experience and his decision to serve in the Korean military. Paul, recognizing that he does not fully belong to either the United States or Korea, practically integrates both cultural identities to maximize opportunities in both countries, shaping his career and life goals accordingly. This study provides insights into the complex identity negotiation processes of second-generation Korean Americans. Future research should delve deeper into the impact of parental migration backgrounds and family language policies on their identity development. (Myongji University)

재미교포 2세대, Second-Generation Korean Americans, 다중적 정체성, Multiple Identities, 교환학생 경험, Study Abroad Experiences, 네러티브 분석, Narratives Analysis, 사례 분석, Case Analysis

서유리 Seo Yoo Ri , 이정희 Lee Jung Hee

DOI:10.21716/TKFL.76.2 Vol.76(No.0) 35-56, 2025

This study aims to analyze and examine the order and methods of consonant presentation in Korean language textbooks published in China, based on previous research. To this end, five Korean language textbooks used in Chinese universities were analyzed in terms of their consonant presentation sequence and methodology. The analysis yielded four key pedagogical implications. First, from a systematic perspective, all 19 Korean consonants, including /ㅇ/, should be presented comprehensively. Second, when introducing sounds, the sequence should be arranged based on a contrastive analysis of Chinese and Korean phonetic systems, prioritizing consonants that are familiar and easy for Chinese learners before introducing new and challenging ones. The study identified three major types of consonant presentation sequences, each with distinct characteristics. Determining which type is most effective requires further empirical research to supplement the findings of this study. Third, when using the International Phonetic Alphabet (IPA) to represent Korean consonants, a standardized and consistent approach should be adopted. Additionally, equating Korean lax consonants with Chinese unaspirated stops in phonetic comparison is inappropriate. Fourth, visual aids should be actively utilized during the learning process to enhance comprehension. Furthermore, explicit explanations of stroke order should be provided to facilitate learners’ acquisition of Korean consonants. (Kyung Hee University)

한국어교육, Korean Language Education, 자음 교육, Korean Consonant Teaching Methods, 자음 제시 순서, Consonant Presentation Sequence, 자음 제시 방법, Consonant Presentation Methods, 중국어권 학습자, Chinese-Speaking Learners, 중국 출판 한국어 교재, Korean Language Textbooks Published in China

손주영 Son Juyeong , 정성헌 Jeong Seongheon

DOI:10.21716/TKFL.76.3 Vol.76(No.0) 57-84, 2025

This study aims to analyze grammar lesson plans created by prospective Korean language teachers and examine their lesson planning and teaching competencies. The analysis was based on 60 lesson plans from students of the Korean Grammar Teaching Methodology course at H University, using criteria derived from a review of previous studies and expert consultations. Additionally, a survey was conducted with 32 participants to explore difficulties in lesson planning. The results showed that teachers struggled with creating example sentences and designing activities, focusing more on grammatical forms than meanings. Significant differences were found in “material completeness” and “activity diversity.” Based on these findings, the study suggests providing systematic guidance, concrete examples, and practical learning approaches to improve teaching competencies. (Hue University·Hoseo University)

외국어로서의 한국어교육, Korean Language Education as a Foreign Language, 예비 한국어 교원, Prospective Korean Teachers, 한국어 문법 수업, Korean Grammar Class, 교안, Lesson Plan, 한국어 교원 교육, Education for Korean Language Teachers

이두일 Lee Du-il

DOI:10.21716/TKFL.76.4 Vol.76(No.0) 85-107, 2025

This study examines the Japanese equivalents of the Korean adjectives “아름답다” (beautiful) and “예쁘다” (pretty) using a parallel corpus analysis. These adjectives are frequently used in Korean communication, and their nuanced meanings often pose challenges for Japanese learners of Korean. The study analyzes their semantic differences and contextual usage, focusing on the corresponding Japanese expressions “美しい”(utsukushii), “きれい” (kirei), and “かわいい” (kawaii). The results indicate that “아름답다” primarily corresponds to “美しい”, representing refined and abstract beauty, while “예쁘다” corresponds more frequently to “きれい” and occasionally to “かわいい” based on situational contexts. Additionally, “きれい” encompasses a broader semantic range, covering both physical appearance and orderly cleanliness, while “かわいい” emphasizes cuteness and affection. The findings reveal that Japanese equivalents of these adjectives are more context-dependent and specific, while Korean tends to use broader expressions. This study provides valuable insights for Korean language educators and learners, emphasizing the importance of teaching contextual differences in synonymous adjectives for accurate and effective communication. (Kyung Hee University)

한국어교육, Korean Language Education, 아름답다, Areumdapda, 예쁘다, Yeppeuda, 일본어 대응 표현, Japanese Equivalents, 병렬 말뭉치, Parallel Corpus

이혜경 Lee Hyekyung

DOI:10.21716/TKFL.76.5 Vol.76(No.0) 109-142, 2025

This study aims to systematize the comprehensive framework of spoken grammar that can be presented in Korean language education and emphasizes the effectiveness of teaching the communicative functions, forms, and characteristics of spoken grammar through Korean dramas. Chapter 2 provides a theoretical discussion of spoken grammar by categorizing its elements into the morphological-lexical level, syntactic level, and discourse level. Chapter 3 classifies spoken grammar items into three levels when applying them to Korean language education. Criterion A refers to cases where “word formation is possible through transformations or omissions from written grammar.” Both Criterion B and Criterion C pertain to “spoken grammar that appears exclusively in spoken language.” More specifically, Criterion B involves “elements that do not exist in written language and must be newly learned in spoken contexts,” while Criterion C includes “elements that are used in written language but take on extended meanings in spoken situations.” The entire script of the drama Itaewon Class was analyzed to present examples of spoken grammar elements according to these levels. The findings of this study suggest that Korean language learners, both domestic and international, can better understand the appropriate usage of spoken grammar and acquire more natural Korean expressions through the contexts and situations depicted in dramas. (Incheon National University)

한국어 구어 능력, Spoken Language Ability of Korean, TV 드라마, TV Drama, 구어 문법, Spoken Grammar, 드라마 말뭉치, Drama Corpus, 담화, Discourse

임상은 Lim Sangeun , 강현화 Kang Hyounhwa

DOI:10.21716/TKFL.76.6 Vol.76(No.0) 143-177, 2025

This study aims to identify the semantic functions of ‘을 NP로’ constructions and classify the types of noun phrases(NP) according to their semantic properties. By conducting an N-gram analysis, the study presents a list of ‘을 NP로’ constructions based on a corpus and examines their grammatical functions, focusing on how these constructions correspond to particles. Emphasizing noun-based constructions, this study expands the range of multi-word constructions in the Korean language, which can benefit learners in both language production and comprehension. (Yonsei University)

어휘구, Lexical Phrases, 조사 상당어, Constructions Corresponding to Particles, 문법적 연어, Grammatical Collocations, 복합 형식, Ccomposite Units, 조사 ‘, 으, 로’, Particle ‘, eu, ro’

정혜란 Zheng Huilan

DOI:10.21716/TKFL.76.7 Vol.76(No.0) 179-202, 2025

This study aims to analyze research trends in Korean language education by systematically reviewing academic journal articles focusing on learner corpora. A total of 176 papers were examined to identify temporal, keyword, and categorical trends. Temporally, research emerged in the early 2000s, showed gradual growth from 2013 to 2017, and experienced a sharp increase from 2018 to 2023. Post-2023, the field transitioned from quantitative expansion to qualitative depth. Keyword analysis revealed “error analysis” as the most dominant theme. Categorically, studies on error and usage patterns evolved from classifying error types to emphasizing semantic and cognitive approaches, with growing attention to AI-driven error correction systems. Interlanguage development analysis primarily focused on grammatical category progression, predominantly employing longitudinal methodologies. Corpus-based dictionary compilation shifted from error documentation to practical dictionary development using large-scale error corpora. Finally, implications for each research category were synthesized based on the findings. This study provides a comprehensive overview of the evolving scholarly landscape in Korean learner corpus research, highlighting methodological advancements and future directions. (Changchun University)

학습자 말뭉치, Korean Language Learner’s Corpus, 한국어 교육, Korean Language Education as a Foreign Language, 한국어 학습자, Korean Language Learners, 연구 동향, Research Trend

한정연 Han Jung Yeon , 송봉운 Song Bong Woon , 쩐티타인마이 Tran Thi Thanh Mai , 이경희 Lee Kyung Hee

DOI:10.21716/TKFL.76.8 Vol.76(No.0) 203-232, 2025

This study aims to develop and validate a foreign language enjoyment and classroom anxiety scale specifically designed for Vietnamese learners of Korean. Based on the Foreign Language Enjoyment Scale (FLES) and the Foreign Language Classroom Anxiety Scale (FLCAS), this study adapts the items to better reflect the affective experiences of Vietnamese learners, leading to the development of the Korean Language Enjoyment Scale for Vietnamese Learners (KLES-V) and the Korean Language Classroom Anxiety Scale for Vietnamese Learners (KLCAS-V). The first phase involved a survey with 334 Vietnamese learners of Korean, incorporating both quantitative responses and qualitative data collected through an open-ended question. In the second phase, a revised version of the scale was administered to 74 learners. Through survey analysis and expert reviews, the study identified limitations in directly translating the existing scales. To address these issues, the scale was modified, and its reliability and validity were verified. The results revealed that learners generally experienced enjoyment in classroom activities and cultural engagement but exhibited significant anxiety related to peer comparisons and assignment performance. This study contributes to a more precise measurement of the affective experiences of Vietnamese learners of Korean by developing and empirically validating a contextually appropriate scale. The findings provide a valuable foundation for designing educational interventions aimed at fostering positive emotions and alleviating classroom anxiety among Korean language learners. (Kyung Hee University)

외국어 즐거움, Foreign Language Enjoyment, 외국어 교실 불안, Foreign Language Classroom Anxiety, 한국어 학습, Korean Learning, 베트남인 학습자, Vietnamese Learners, 척도 개발, Scale Development

홍종명 Hong Jong Myung

DOI:10.21716/TKFL.76.9 Vol.76(No.0) 233-266, 2025

This study examines prior research related to the Korean as a Second Language (KSL) curriculum to identify research outcomes and trends. To achieve this, a total of 115 journal articles and 172 dissertations published between 2007 and 2024 were selected and analyzed. A chronological analysis revealed that the largest number of journal articles were published in 2015 and 2019, while dissertations showed a steady increase following the announcement of the 2012 curriculum. Thematic analysis using ChatGPT generated nine categories: “Analysis and Improvement of the KSL Curriculum,” “Research on Diagnostic Assessments for KSL,” “Learner Korean Studies,” “Teaching Methods and Educational Approaches,” “Policy and Case Studies,” “Textbook Research and Development,” “Cultural Education,” “KSL Teacher Research,” and “Literacy Studies.” Based on the research findings, it is suggested that interpretive curricula are critical for the KSL curriculum, with an emphasis on the flexibility of curriculum structures and content. Furthermore, many studies have failed to accurately reflect the curriculum's content structure, indicating the need for follow-up measures to ensure a precise understanding and application of the curriculum. (Hankuk University of Foreign Studies)

KSL, Korean as a Second Language, 교육과정, Curriculum, 이주배경학생, Students with Migrant Backgrounds, 다문화학생, Multicultural Students, 동향 연구, Trend Research