곽창 Guo Chang

DOI:10.21716/TKFL.78.1 Vol.78(No.0) 1-27, 2025

This study utilizes a narrative inquiry approach to deeply analyze the factors influencing the Willingness to Communicate (WTC) among French and Chinese learners of Korean. The findings reveal that French learners initially exhibited strong intrinsic motivation rooted in their interest in ‘Hallyu’ culture. However, their actual Korean language usage frequency and WTC remained low, a phenomenon attributed to their cultural background emphasizing individual freedom and national pride. In contrast, Chinese learners, although initially driven by instrumental motives, began to perceive their language studies as a form of strategic personal investment. They viewed mastering Korean not just as a skill but as a crucial asset for long-term academic and professional development. This evolved mindset fostered a shift towards integrative motivation and resulted in a demonstrably higher WTC. This contrasting pattern was linked to the distinct educational culture in China, characterized by strict discipline and an emphasis on professionalism. Based on MacIntyre’s (1998) WTC pyramid model and Peng’s (2010) influencing factors model, this research confirms the significant impact of learning motivation and classroom environment on WTC. These findings suggest the necessity for developing tailored teaching methods and curricula in overseas Korean language education, considering the unique characteristics and psychological dynamics of learners from different cultural backgrounds. Furthermore, this study includes a reflection on the researcher’s own perceptions and ethics, extending the scope of academic discourse by posing a fundamental question regarding the underlying motivations behind our specific approaches to understanding learners.

내러티브 탐구, Narrative Inquiry, 중국인 한국어 학습자, Chinese Korean, Learners, 프랑스인 한국어 학습자, French Korean Learners, 의사소통 의지, Willingness to Communicate, 한국어교육, Korean Language Education

김예슬 Kim Ye Seul , 김민선 Kim Minsun

DOI:10.21716/TKFL.78.2 Vol.78(No.0) 29-53, 2025

This study aims to analyze research trends in politeness in the field of Korean language education, focusing on academic journal articles and theses published in Korea between 2012 and May 2025. A total of 177 studies were collected and categorized according to publication year, type of publication, research subjects, and research topics. The analysis revealed that 74 journal articles, 82 master’s theses, and 21 doctoral dissertations on politeness were published, and that research was most active between 2016 and 2019. In terms of research topics, studies on speech acts by Korean language learners were the most frequent, while studies on teaching materials were relatively limited. The research subjects were heavily concentrated on Chinese-speaking learners and those at intermediate to advanced proficiency levels, indicating a lack of studies targeting beginner-level learners or learners from diverse language backgrounds. Based on these findings, the study proposes three future directions for research on politeness in Korean language education. First, developing or improving systematic learning materials tailored to politeness education. Second, conducting empirical studies to evaluate the effectiveness of instructional approaches. Lastly, expanding the scope of research to include learners of various linguistic backgrounds and proficiency levels, particularly beginner learners. These suggestions aim to diversify and deepen the scope of politeness research in Korean language education.

공손성, Politeness, 연구 동향, Research Trend Analysis, 한국어 교육, Korean Language Education, 공손 표현, Politeness Expression, 화행, Speech Act

나자심 Luo Zishen , 박원혜 Piao Yuanhui

DOI:10.21716/TKFL.78.3 Vol.78(No.0) 55-83, 2025

This study investigates the commonalities and differences in conceptualization patterns found in Korean and Chinese metaphorical expressions of speech(mal/hua), with the aim of drawing pedagogical implications for Korean language education. Using Korean and Chinese corpora, we conducted a quantitative comparison of the proportional distribution of conceptualization types and a qualitative comparative analysis for each type. The findings are as follows. First, both Korean and Chinese metaphorical expressions of speech(mal/hua) instantiate three conceptualization patterns: objectification, movement, and spatialization. Second, although the same three patterns occur in both languages, their quantitative distributions differ significantly between Korean and Chinese. Third, when examined by conceptualization type, these expressions can be categorized into those sharing similar subtypes of conceptualization and those featuring subtypes unique to one language. Within the shared-subtype group, further subdivisions depend solely on the similarity of their metaphorical usage patterns. Based on these findings, this study presents concrete instructional implications for teaching metaphorical expressions of speech(mal) in Korean to Chinese learners.

말 은유 표현, Metaphorical Expressions of Speech, 개념화 양상, Conceptualization Patterns, 말뭉치 기반 접근법, Corpus-Based Approach, 한ㆍ중 대조언어학, Korean-Chinese Contrastive Linguistics, 중국인 한국어 학습자, Chinese Learners of Korean

박유경 Park Yugyeong , 김영은 Youngeun Kim

DOI:10.21716/TKFL.78.4 Vol.78(No.0) 85-124, 2025

The purpose of this study is to identify discourse-pragmatic errors in the English-to-Korean translations produced by intermediate to advanced Korean learners from Englishspeaking backgrounds and analyze their causes. Previous studies have largely focused on sentence-level errors, paying little attention to errors at the discourse-pragmatic level. However, in translating a complete text, issues such as context-sensitive lexical choices, the use of topic markers, and subject omission play a crucial role. Therefore, this study aims to identify and analyze discourse-pragmatic errors found in learners’ translations. In this study, English-speaking learners were tasked with translating a folktale, and the resulting translations were examined for errors beyond the sentence level, particularly those related to contextual coherence. This study involved seven native English-speaking participants enrolled in or recently graduated from advanced-level Korean language courses. Participants were asked to translate the folktale “Little Red Riding Hood,” selected for its narrative familiarity and accessibility. Two researchers independently analyzed the translations for discourse-pragmatic errors and verified results through cross-checking. The analysis revealed not only previously discussed errors―such as the misselection of topic and subject markers (은/는 and 이/가), inappropriate use of demonstratives, omission of sentence components, and lexical choices that do not align with the context― but also additional discourse-pragmatic errors that had not been covered in prior research. These include issues related to word order affecting cohesion, incorrect use of honorifics, and difficulties in interpreting conjunctive adverbs. Through this, it was shown that learners, despite being at an advanced level, still face difficulties in using appropriate language expressions that reflect contextual information and in the proper use of text cohesion devices. This, in turn, suggests directions for future Korean translation education.

담화·화용 오류, Discourse·Pragmatic Errors, 한국어 학습자의 번역, Korean Learner’s Translation, 영어권 한국어 학습자, English Speaking Korean Learners, 자연성, Naturalness, 영한번역, English to Korean Translation

백조은 Baek Joeun , 응웬티투짱 Nguyen Thi Thu Trang

DOI:10.21716/TKFL.78.5 Vol.78(No.0) 125-159, 2025

Baek, Joeun is a PhD candidate at Korea University in Seoul, South Korea. Her research interests lie in Korean language education, particularly in writing for academic purposes (WAP), digital language learning tools, and learner-centered pedagogical strategies. She has published on diverse topics including the integration of generative AI in writing pedagogy, the use of K-Dramas for Korean language acquisition, and the impact of learner variables such as attitude, motivation, and self-efficacy on foreign language learning. Her work also examines user perceptions of mobile language learning platforms like Duolingo, and explores the use of AI tools such as ChatGPT for personalized pronunciation correction. In addition, she has investigated the relationships between instructional design elements― such as advanced organizers―and speaking proficiency in KFL learners. Her research combines qualitative and quantitative approaches, including phenomenological analysis and meta-research, to address challenges in Korean language education and improve instructional effectiveness for diverse learner populations. Nguyen Thi Thu Trang is a PhD student in Korean Language Education at Kyungpook National University in Daegu, South Korea, and a lecturer in the Korean Language Faculty at Ho Chi Minh City University of Education, Vietnam. Her research interests include Korean grammar education for Vietnamese learners, meta-analysis in Korean language education, instructional methods for teaching Korean, and translation between Korean and Vietnamese. Her current research focuses on addressing common grammatical issues faced by Vietnamese students in learning Korean, analyzing their grammar errors, and evaluating the effectiveness of Korean teaching methods through meta-analysis and practical case studies.

Korean Pronunciation Learning, 한국어 발음 학습, Phonemic Contrast Approach, 음소 대조 접근법, Contextualized Practice Approach, 맥락화 연습 접근법, Engagement in Learning, 학습 몰입도, Satisfaction in Learning, 학습 만족

서수정 Seo Soojeoung

DOI:10.21716/TKFL.78.6 Vol.78(No.0) 161-205, 2025

This study investigates the research methodology trends in Korean language education studies on writing strategies through a scoping review. A total of 37 studies published between 2017 and 2024 were selected and analyzed based on the PRISMA-ScR guidelines. The research questions were constructed following the framework of Peters et al. (2015), and data collection and selection procedures were conducted in accordance with the three-step strategy proposed by Aromataris and Munn (2020). As a result, qualitative research was most frequently employed, particularly discourse analysis, which focused on interpreting learner texts and writing processes. These findings indicate a methodological concentration and highlight the need for a more balanced and diverse range of research designs in the field. This study contributes to enhancing methodological validity in future studies and serves as a foundational reference for addressing research gaps in writing strategy research within Korean language education.

한국어 쓰기 교육, Korean Writing Instruction, 쓰기 전략, Writing Strategies, 연구 방법론, Research Methodologies, 동향 분석 연구, Trend Analysis Studies, 주제 범위 문헌 고찰, Scoping Review

이두일 Lee Duil , 응웬뜨엉번 Nguyen Tuong Van , 유서진 Yoo Seojin , 이정희 Lee Jung Hee

DOI:10.21716/TKFL.78.7 Vol.78(No.0) 207-233, 2025

This study investigates how the Korean adverbial case particle ‘(eu)ro’ when used with directional meaning, is realized in Vietnamese through a corpus-based analysis using Korean -Vietnamese parallel data constructed by the National Institute of the Korean Language. While Korean, as an agglutinative language, conveys grammatical functions through case particles, Vietnamese, a typical isolating language, relies on word order and serial verb constructions (SVC) to express such meanings. The particle ‘(eu)ro’ in Korean, which indicates direction, does not correspond to a single lexical item in Vietnamese but is instead distributed across various verb combinations or implied within single verbs. The findings reveal that in spoken Vietnamese, both single-verb structures (e.g., đi, đến, về) and serial verb constructions (e.g., đi đến, đi vao) appear in nearly equal proportions. In contrast, written Vietnamese favors serial verb constructions such as trở về and quay trở lại, reflecting its tendency toward more elaborate expressions. These results demonstrate that the directional meaning of ‘(eu)ro’ in Korean is realized through structurally and semantically diverse patterns in Vietnamese. The study provides empirical insights that can inform Korean language education, bilingual dictionary development, translation studies, and contrastive linguistics involving Vietnamese.

한국어교육, Korean Language Education, 베트남어, Vietnamese Language, (으)로((eu)ro), 병렬말뭉치, Parallel Corpus, 대응양상, Correspondence Aspect

이병규 Lee Byounggyu , 이현진 Lee Hyunjin

DOI:10.21716/TKFL.78.8 Vol.78(No.0) 235-256, 2025

The purpose of this study is to select KSL(Korean as a Second Language) academic vocabulary for students from migrant backgrounds in the first and second grades of elementary school. In order to discover the vocabulary list, function words for learning and content words for learning were extracted among the terms appearing in the Korean, math, and integrated subject textbooks of the first and second grades of elementary school. This list was cross-examined with the vocabulary material list of the 2017 Korean language curriculum, the first grade (life vocabulary of preschoolers) vocabulary presented in the Korean Basic Vocabulary Study(Kim et al., 2023), and the Yonsei Elementary Korean Dictionary(Doosan Dong-A) to complete the vocabulary list review.

교과학습용 어휘, Academic Vocabulary, 한국어 어휘, Korean Vocabulary, 이주배경학생, a Student from a Migrant Background, 학습 도구어, Function Words for Learning, 학습 내용어, Content Words for Learning

조은영 Cho Eunyoung

DOI:10.21716/TKFL.78.9 Vol.78(No.0) 257-283, 2025

This study analyzed Korean language learners’ perceptions of Nearpod-based Edutech Korean language instruction at a university in Taiwan. To address the limitations of traditional print textbooks, a Korean language course was designed and implemented using the interactive Nearpod platform, which offers real-time engagement and diverse digital features. A total of 46 learners participated in surveys evaluating usability, usefulness, interactivity, and satisfaction. Results indicate that Nearpod’s intuitive interface and multifaceted functions led to high learner satisfaction, with significant improvements in motivation, interest, and immediate feedback. Features such as “Matching Pairs” and “Multiple Choice” were rated as especially beneficial, fostering collaborative learning through the sharing of answers. However, some technical difficulties and inconveniences in assignment submission, as well as challenges in extended writing tasks, were noted. Overall, the findings suggest that Nearpod serves as an effective and interactive digital alternative to traditional textbooks, enhancing engagement and learning outcomes, while also highlighting the need for further technical improvements and function optimization for broader application.

니어팟, Nearpod, 에듀테크, Edutech, 대만 한국어 학습자, Korean Language Learners in Taiwan, 구성주의, Constructivism, 디지털 교과서, Digital Textbook