등호연 Deng Haoran , 진백일 Chen Baiyi , 이정희 Lee Jung Hee

DOI:10.21716/TKFL.77.1 Vol.77(No.0) 1-26, 2025

This study examined the relationship between speaking self-efficacy and vocabulary knowledge, specifically vocabulary size and vocabulary depth, among 85 intermediate-level Chinese learners of Korean. Correlation and multiple regression analyses revealed a moderate relationship between vocabulary size and vocabulary depth. Vocabulary depth had a significant impact on speaking self-efficacy, while vocabulary size did not show a significant effect. These findings suggest that deeper lexical knowledge, including understanding word meanings, idiomatic expressions, synonyms, and antonyms, plays a greater role in enhancing speaking confidence than merely possessing a large vocabulary. The results emphasize the need for teaching approaches that balance vocabulary size and depth, with a focus on practical application. This study contributes to the limited body of research on speaking self-efficacy in Korean language education. However, the generalizability of the findings is restricted due to the limited participant group. Future research should involve learners from a wider range of linguistic and proficiency backgrounds to draw more comprehensive and generalizable conclusions.

말하기 효능감, Speaking Self-Efficacy, 어휘 크기, Vocabulary Size, 어휘 깊이, Vocabulary Depth, 어휘지식, Vocabulary Knowledge, 중국인 중급 학습자, Chinese Intermediate Learners

박서욱 Park Seo-uk , 김나래 Kim Narae , 민경아 Min Kyeongah

DOI:10.21716/TKFL.77.2 Vol.77(No.0) 27-62, 2025

The purpose of this study is to examine Korean language teachers’ perceptions of Generative AI and explore effective strategies for its integration into Korean language education. To this end, a survey was conducted with 55 Korean language teachers. Based on the survey results, this study proposed four implications for using generative AI in Korean language education. First, it is necessary to develop guidelines for the effective use of generative AI in Korean language education. Second, training programs should be systematically developed and supported to enhance Korean language teachers’ ability. Third, guidelines and training programs should be continuously refined and improved by accumulating qualitative and quantitative data on Korean language teachers’ experiences with generative AI. Finally, the role of Korean language teachers in the AI era should be reconsidered and redefined.

생성형 인공지능, Generative AI, 인공지능, Artificial Intelligence, 교사 인식, Teachers’ Perceptions, 한국어교육, Korean Language Education, 한국어 교수ㆍ학습 도구, Korean Teaching and Learning Tools

주조박 Zhu Zhaobo , 박동호 Pak Dong Ho

DOI:10.21716/TKFL.77.3 Vol.77(No.0) 64-84, 2025

This study aims to establish educational content on the Korean expression ‘-a/eo oda’ for foreign learners. In the Korean expression ‘-a/eo oda’, the verb ‘oda’ can function as a main verb, an auxiliary verb, or the root of a compound verb, which may cause confusion among foreign learners. To develop efficient educational content, this study selected 1,345 verbs and 376 adjectives from ‘Korean vocabulary List for Learning(2003)’, and extracted 221 verbs and 48 adjectives ranked within the top 1,000 in ‘Modern Korean Usage Frequency Survey(2002)’. Subsequently, we analyzed the compatibility of these words with ‘-a/eo oda’. The results showed that most verbs could be used with both the main verb ‘oda’ and the auxiliary verb ‘oda’, whereas most adjectives could not. No words were exclusive to the main verb ‘oda’, but some verbs and adjectives were exclusive to the auxiliary verb ‘oda’. Based on the findings, this study proposed separate vocabulary lists as the educational content for teaching ‘-a/eo oda’ effectively to foreign learners.

교육내용, Educational Content, ‘-아/어 오다’, ‘-a/eo oda’, 본동사 ‘오다’, Main Verb ‘oda’, 보조동사 ‘오다’, Auxiliary Verb ‘oda’, 합성동사의 어근 ‘오-’, Root of the Compound Verb ‘오-’

호길 Hu Ji , 김낭예 Kim Nang-ye

DOI:10.21716/TKFL.77.4 Vol.77(No.0) 85-114, 2025

In this study, we analyzed the cultural elements presented in the textbooks <朝鮮語課本一年級>(1958) and <朝鮮語一年級綜合敎材>(1964), which were published during the early stages of Korean language education in China, to examine the characteristics of that era. The analysis revealed that Chinese cultural elements occupied a larger proportion than North Korean cultural elements, and geographical, political, historical, artistic cultural elements were particularly prominent. Notably, content that highlighting the superiority of the North Korean and Chinese systems, as well as praise for the Party and its leaders, were key aspects that reflected the historical context of the time.

중국 조선어 교재, Joseoneo Textbooks in China, 문화 요소, Cultural Elements, 조선어 교육 초창기, the Early Stages of Korean Language Education, 북한 문화, Culture of North Korea, 중국 문화, Culture of China