비대면 한국어 수업에서 말하기 능력 신장을 위한 플립 러닝 활용 연구 : -말레이시아 중등학습자를 중심으로-

서지연 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this study is to address the problems of learning that occur in remote education situations and to enhance the speaking abilities of Korean language learners. Malaysia has been conducting a Korean language teacher dispatch program, so Malaysian middle and high school students were selected as the subjects of this research. Currently, many people in Malaysia have a great interest in Hallyu, such as K-culture, K-pop, and K-dramas, and the number of candidates taking the Test of Proficiency in Korean (TOPIK) within Malaysia is increasing. As the number of learners studying Korean continues to grow, research on Korean language learners in Malaysia is necessary. The unprecedented pandemic that hit the world unexpectedly has led the education sector to resort to alternative options, and one of them was remote classes. These classes were made possible by utilizing computers or easily accessible smartphones available in each household, along with online platforms that facilitate teaching and enable network connections between instructors and all learners. The problems with remote learning include reduced exposure to Korean language for learners, ineffective learning processes, decreased speaking abilities of Korean language learners, and learning disparities among learners. To address these issues, the "ARCS Theory" was introduced, and a teaching-learning model was designed, applying Flipped Learning to expand Korean language exposure through pre-learning before class and assignment activities after class. By using the ARCS Theory, the lesson structure was designed to motivate learners through four stages: attention, relevance, confidence, and satisfaction, aiming to enhance learners' self-efficacy. Before this course takes place, learners are encouraged to independently perform vocabulary and grammar learning to pre-understand the learning content and actively participate in the course. Additionally, an online bulletin board was operated to facilitate smooth communication between instructors and learners during remote classes. Despite being a remote class, efforts were made to make the lessons enjoyable and interesting for learners, minimizing the problems associated with remote learning. This research holds value as a reference material for overseas Korean language learners during the past two years of remote class periods, and it is hoped that it will be helpful to many teachers conducting research on remote learning.

영어권 학습자를 위한 신체 관용 표현의 환유적 분석과 교육 방안 연구

남관우 한국외국어대학교 KFL대학원 2025 국내석사

This study aims to analyze and classify metonymic expressions in Korean language textbooks and propose optimized educational strategies for English-speaking learners. These educational strategies intend to include elements such as inferring the causes of metonymy based on contiguity, finding similar expressions in the learner's native language, and devising appropriate situations for given expressions. To achieve this, the research will proceed in the following order: Chapter 1 explores the necessity of metonymy education in Korean language teaching and reviews previous studies. Based on prior research results, it examines the flow and methodology of metonymy analysis within the framework of cognitive linguistics and presents alternative methodologies for metonymy education in Korean language teaching. Chapter 2 summarizes the overall concepts and trends of cognitive linguistics and specifically examines reference point relationships, active zone phenomena, and ICM classification, which form the foundation of metonymy analysis. It also explores conceptual fluency and figurative competence from the perspective of second language pedagogy. Chapter 3 analyzes Korean language textbooks, the subject of this study, to extract and analyze metonymic expressions, categorizing them based on Radden & Kövecses' ICM classification. Chapter 4 presents educational content for Korean metonymic expressions tailored to English-speaking Korean language learners based on the analysis results. Chapter 5 concludes by summarizing the preceding discussions and outlining the significance and limitations of the study.

아랍권 학습자의 한국 문화 이해를 위한 상호문화교육내용 연구

이은주 한국외국어대학교 KFL대학원 2025 국내석사

As exchanges between Korea and Arab countries continue to grow, the number of Arab learners studying Korean in Korea has increased. However, since Islam is the state religion in most Arab countries, the behaviors and beliefs of Arab learners are influenced by religious practices. This cultural difference may lead to unique challenges for Arab learners in studying Korean and adapting to life in Korea, compared to learners from other countries. This study aims to explore the content that should be taught to Arab learners through intercultural education to help them adapt more easily to Korean life and facilitate their language learning process. A survey of Arab learners revealed that most participants learned Korean culture alongside the language, finding that cultural education greatly aided their language acquisition. Interviews with these learners highlighted common challenges, including misunderstandings arising from differences in language and cultural practices, as well as difficulties in finding housing in Korea. Based on these findings, a teaching-learning plan was developed that focuses on addressing these two issues. This study is significant because it surveys learners from a variety of Arab countries, rather than focusing on a single country, and derives its results from direct interviews with learners. By doing so, it provides a comprehensive understanding of the unique challenges Arab learners face and offers insights into how intercultural education can support their adaptation to Korea.

멀티리터러시를 활용한 한국의 가치문화 ‘집단주의’ 교수-학습 방안 연구

정예지 한국외국어대학교 KFL대학원 2025 국내석사

Multiliteracies refer to an expanded concept of literacy that encompasses the ability to understand and communicate information in multilingual, multicultural, and multimodal contexts, going beyond traditional notions of reading and writing. In today’s world, Korean language learners engage with diverse digital media, as well as traditional texts, to comprehend and interact with their surroundings. To address these learner characteristics, Korean language education must incorporate a variety of media that encourage active learner participation and allow students to take initiative in their learning process, transforming them into independent and engaged participants rather than passive recipients. This study focuses on teaching “Korean collectivism,” a concept deeply intertwined with the experiences of learners seeking meaningful interactions with Korean society. Through their encounters with Korean culture, learners may experience the dichotomy of inclusion within or exclusion from the Korean ‘우리’(we). Those who are part of this collective may perceive ‘정’(an emotional bond), while those outside may face boundaries, biases, and discrimination. A solid understanding of Korean collectivism is foundational for comprehending Korea’s family-oriented values and relational dynamics. However, as collectivism represents an abstract and intangible cultural concept, the use of diverse, level-appropriate media is an effective means of facilitating foreign learners’ understanding of Korean culture. Teaching Korean collectivism through multiliteracies not only deepens learners’ comprehension of the topic but also equips them to critically evaluate cultural information, minimizing the risks of unfiltered exposure to misleading content. This research is organized into the following chapters. Chapter 1 examines prior studies to identify trends in multiliteracies and cultural value education within Korean language teaching. Chapter 2 explores the theoretical foundations and characteristics of multiliteracies, interculturalism, and Korean collectivism. Chapter 3 presents educational objectives, content, and systematically designed models for teaching Korean collectivism using multiliteracies, alongside specific teaching and learning materials. Chapter 4 outlines a step-by-step framework and practical teaching strategies for implementing a multiliteracies-based cultural education model. The significance of this research lies in several key aspects. First, it provides a concrete instructional framework for teaching the intangible cultural values of Korea using multiliteracies, tailored to the needs of learners adept at constructing and utilizing complex meanings through various modalities. Second, it shifts the focus from teacher-centered instruction to learner-driven participation, enabling learners to explore the connections between their own lives and Korean cultural values while internalizing these insights independently. Third, by analyzing Korean cultural values alongside their own, learners are encouraged to adopt an intercultural perspective, fostering mutual understanding and critical reflection. Lastly, this study emphasizes the importance of cultural coexistence, demonstrating how cultural exchange can pave the way for a harmonious integration of diverse cultures and presenting activities that support such coexistence. As language learning inherently places learners at the intersection of their own culture and the target culture, this dual perspective allows them to serve as bridges between the two. By cultivating a nuanced understanding of both self and other, learners develop the ability to appreciate cultural diversity without hierarchizing or devaluing any culture. Believing that the ultimate goal of cultural education is coexistence, this research aspires to contribute to the development of globally aware learners equipped with digital-era competencies. Through Korean cultural education, it seeks to encourage learners to grow into global citizens who actively contemplate and work toward cultural harmony.

Kemp 모형을 적용한 한국어교육 유튜브 채널 모형 개발

박서혜 한국외국어대학교 KFL대학원 2025 국내석사

이 연구는 한국어교육을 위한 유튜브 채널 수업 모형을 개발하고 적용하기 위해 작성되었다. 이를 위해 유튜브를 통한 한국어교육에 대해 논의한 선행연구를 살펴보며 유튜브의 한국어교육에는 어떤 요소가 중요한지 파악했다. 한국어 학습자들이 중급 이상의 한국어 수업을 원한다는 것을 파악한 후 한국어교육에서 중급이 어떻게 정의되고 있는지 살펴보았다. 다양한 교수 설계 모형을 살펴본 결과 유튜브를 통한 한국어교육을 위해서는 Kemp 모형을 기반으로 새로운 전용 모형을 개발할 필요가 있음을 알아내었다. 선행 연구에서 파악한 한국어교육 유튜브의 중요 요소들이 현행 한국어교육 유튜브 채널에서 잘 지켜지고 있는지를 분석해 최종적으로 한국어교육 유튜브 설계 모형에 들어갈 필수 요소를 확정했다. 그 필수 요소는 다음과 같다. '학습 목표', '학습 영역', '학습 난이도'가 ‘학습 정보’로서 명시되어야 하고, 수업의 ‘다양성’을 지키기 위해 '활동의 다각화', '주제의 세분화'를 고려해야 한다. 수업의 ‘신뢰성’을 지키기 위해 교수자는 '전문성'을 증명하고 '지속적 자료 제작'과 '내용의 일관성'을 지키도록 노력해야 한다. 또한 온라인 수업이 ‘흥미성’을 잃지 않기 위해 '재생 시간'을 5분에서 20분 사이로 조절해야 하고, '편집 기술'을 활용해야 하며 '교사 출현'이 이루어져야 한다. '교수-학습 상호작용'이 이루어지기 위해 댓글을 통한 '소통', '라이브 활용', 소통을 통한 '교육 내용 선정'이 이루어지도록 해야 한다. 마지막으로 영어와 한국어 '자막'을 제공하고 '자료를 체계적으로 정리'하고 '자료를 제공'하고 '커뮤니티를 형성하고 관리'하는 등 한국어교육 지원 서비스를 제공해야 한다. Kemp 모형을 한국어교육 유튜브 채널에 맞게 변형해 적합한 모형을 개발하고 그 모형에 한국어교육 유튜브의 필수 요소를 배치했다. 그렇게 개발한 모형을 학습자들의 수요가 가장 높은 중급 문법 수업에 적용한 예시를 제안했다. 본 연구는 한국어교육 유튜브 채널에 포함되어야 하는 요소를 정리하였고, 현행 유튜브 채널에서 학습자 요구 요소가 잘 지켜지는지 분석하였다는 점, 그리고 분석을 바탕으로 한국어교육 유튜브 채널에 적합한 교수 모형을 개발 및 적용했다는 점에서 연구의 의의가 있다. The purpose of this study is to develop and apply a YouTube channel instruction model for Korean language education. To this end, we looked at previous studies that discussed Korean language education through YouTube and roughly grasped what elements are important to Korean language education on YouTube. After understanding that Korean learners want intermediate or higher Korean classes, we looked at how intermediate level is defined in Korean language education. After examining various teaching design models, it was discovered that it was necessary to develop a new dedicated model based on the Kemp model for Korean language education through YouTube. The essential elements to be included in the YouTube design model for Korean language education have finally been determined by analyzing whether the important elements of Korean language education YouTube are well maintained in the existing YouTube channel for Korean language education. The essential elements are as follows. “Learning objectives”, “learning areas”, and “learning levels” should be specified as “learning information”, and in order to preserve the “diversity” of classes, “diversification of activities” and “segmentation of topics” should be considered. Instructors should demonstrate “professionalism” to ensure “constant data production” and “consistency of content” in order to ensure the “reliability” of the class. Additionally, in order to avoid losing “interest” in online classes, “playtime” should be adjusted to between 5 and 20 minutes, “editing technology” should be used, and “teacher appearance” should be made. In order for “teaching-learning interaction” to take place, “communication” through comments, “using live”, and “selection of educational content” through communication should be made. Finally, “Korean education support services” should be provided, such as providing English and Korean “captions," "systematically organizing data," "providing data," and "forming and managing communities." A suitable model was developed by transforming the Kemp model to fit the design of a YouTube channel for Korean language education, and essential elements of YouTube for Korean language education were placed in the model. An example of applying the model developed in this way is proposed to intermediate grammar classes with the highest demand from learners. This study is meaningful in that it summarizes the elements that should be included in the Korean language education YouTube channel, analyzes whether learner needs are well followed in the current YouTube channel, and develops and applies a teaching model suitable for the Korean language education YouTube channel based on the analysis. It is hoped that this research will help instructors who want to design a YouTube channel for Korean language education.

‘아깝다, 아쉽다, 안타깝다, 서운하다, 섭섭하다’ 유의어 교육 방안 : 감정의 정도성과 심리적 거리를 중심으로

이지은 한국외국어대학교 KFL대학원 2025 국내석사

A Study on Teaching Korean Synonyms of Emotional Adjectives: Focusing on ‘akkabda, aswibda, antakkabda, seounhada, seobseobhada‘ This study develops a vocabulary teaching method to help advanced Korean learners understand and appropriately use the subtle semantic differences among the emotional adjectives ‘akkabda, aswibda, antakkabda, seounhada, seobseobhada‘ (hereafter referred to as the "aswibda group"). The analysis includes dictionary definitions, textbook presentations, and corpus-based studies to examine the actual usage patterns of these synonyms. By applying the theoretical frameworks of emotional gradability and psychological distance, the study interprets the nuanced distinctions among the adjectives. Using the Observation-Hypothesis-Experiment teaching model, this study proposes a learner-centered educational approach that enables learners to identify emotional intensity and contextual appropriateness of vocabulary. Key contexts include unmet expectations, sports outcomes, emotional hurt caused by others, and situations of parting or separation. Educational activities are designed to encourage learners to apply these emotional adjectives appropriately based on psychological distance and emotional gradability. The study’s findings contribute to understanding the practical use of emotional adjectives and their nuances, helping learners enhance their synonym differentiation skills. This research also visualizes the emotional gradability and psychological distance of the adjectives to support intuitive learning, ultimately offering a novel perspective on teaching synonyms in Korean language education.

한국어 교사의 TPACK 발달 단계와 저해 요인 인식 연구

박소영 한국외국어대학교 KFL대학원 2024 국내석사

현대 교육의 변화는 테크놀로지의 발달과 밀접하게 연관되어 있으며, 한국어 교육 분야에서도 다양한 테크놀로지 기반 교수-학습 방법이 활발히 연구되고 있다. 본 연구의 목적은 한국어 교사의 TPACK(Technological Pedagogical Content Knowledge) 발달 단계와 이를 저해하는 요인들을 분석하여, 한국어 교육에서 테크놀로지 통합을 촉진할 수 있는 방안을 모색하는 것이다. 연구는 Niess et al.(2009)의 TPACK 발달 단계인 ‘인식(Recognizing), 수용(Accepting), 적응(Adapting), 탐색(Exploring), 발전(Advancing)’을 기반으로 설문지를 개발하여 교사들에게 배포하고, 회수된 설문지를 분석하는 방식으로 진행되었다. 연구 결과, 연령, 경력, 테크놀로지 이용 개수에 따라 TPACK 발달 단계에서 유의미한 차이가 나타났으며, 특히 테크놀로지 이용 개수가 증가할수록 TPACK 발달 단계에서 높은 성과를 보였다. 또한, 연령은 내부적 테크놀로지 활용 저해 요인에 통계적으로 유의미한 영향을 미치는 반면, 경력은 그러한 영향을 미치지 않는 것으로 나타났다. 이 연구 결과를 바탕으로 한국어 교육 현장에서 테크놀로지 통합을 촉진하기 위해 한국어 교사들과 교육 기관 측면에서 여러 제안을 하였다. 본 연구는 앞으로 한국어 교사들이 TPACK 역량을 강화하고, 한국어 교육 현장에서 효과적인 테크놀로지 활용 교수-학습 환경을 마련하는 데 기여할 것으로 기대된다. The changes in modern education are closely linked to the development of technology, and various technology-based teaching and learning methods are actively being researched in the field of Korean language education. The purpose of this study is to analyze the stages of TPACK (Technological Pedagogical Content Knowledge) development among Korean language teachers and identify the factors that hinder this development, thereby exploring ways to promote technology integration in Korean language education. The study was conducted by developing and distributing a survey based on the TPACK development stages proposed by Niess et al. (2009), which include Recognizing, Accepting, Adapting, Exploring, and Advancing. The results revealed significant differences in the TPACK development stages according to age, experience, and the number of technology uses. Specifically, the more frequently technology was used, the higher the performance in the TPACK development stages. Additionally, age had a statistically significant impact on internal barriers to technology use, while experience did not have such an effect. Based on these findings, several suggestions were made for Korean language teachers and educational institutions to promote technology integration in Korean language education. This study is expected to contribute to strengthening the TPACK competencies of Korean language teachers and establishing effective technology-enhanced teaching and learning environments in Korean language education.

멕시코 한국어 학습자를 위한 언어-문화 통합 교육 연구

배현빈 한국외국어대학교 KFL대학원 2024 국내석사

Interest in Korean culture has led to a steady increase in the number of Mexican learners learning Korean. However, there is a lack of research on Korean language curriculum and education methods that reflect their needs. Starting from this critical mind, the study is aimed at designing a curriculum for language-cultural integrated education for elementary and intermediate learners in Mexico. To this end, interviews with Korean teachers, surveys of local learners, and methods of analyzing textbooks were used. As a result of a survey of local learners in Mexico, we designed a language-culture integrated teaching questionnaire for each elementary and intermediate level to reflect the needs of Korean cultural items that learners want to learn. Specific language-culture integration classes were presented as cultural items that both elementary and intermediate learners would like to learn the most. After applying the proposed class plan to the actual educational site, the satisfaction survey showed that all learners who participated in the class were satisfied with the language-cultural integration class. This study is meaningful in that the curriculum was designed to reflect the needs of local learners at a time when there was a great lack of research on local learners in Mexico. It is also meaningful that both qualitative and quantitative research were conducted, and that it actually conducted language-cultural integration classes for local Mexican learners to find out their satisfaction.

Douyin을 활용한 한국어 문법 교수-학습 연구 : 초급 학습자 대상으로

LI LONG 한국외국어대학교 KFL대학원 2024 국내석사

In China, Douyin is gaining public attention with its intriguing short-form videos, interactions among users, and as a communication platform for individual social media. As a new educational platform and learning tool, short-form video content can be used by teachers as educational materials in both online and offline educational activities. Currently, learning materials in the education sector are also being digitized, and learners are utilizing various digital learning tools. Compared to traditional educational methods, "digital learning" can further stimulate learners' motivation to learn. In offline education, learners can interact with teachers or collaborate with other learners through various Douyin functions to achieve learning goals. Therefore, this study aims to utilize Douyin in Korean grammar classes for beginner-level Chinese Korean learners. The feasibility and effectiveness of using Douyin as a teaching tool in Korean classes will be verified, and a model for Korean classroom teaching using Douyin will be proposed. In post-class interviews, learners' opinions were examined from four perspectives: learning, teaching, interaction, and media utilization. From the learning perspective, learners' attitudes towards grammar learning positively changed, class participation increased, and learning burden decreased. From the teaching perspective, it was found that Douyin provided review materials and real conversation scenarios, reduced teaching burdens, and diversified class formats. From the interaction perspective, it was confirmed that Douyin could promote interactions both between teachers and students and among students. Lastly, from the media utilization perspective, while Douyin sparked interest in learning, issues such as noise during class assignments, anxiety and tension during video production, and the burden of sharing assignments were highlighted as disadvantages. Considering these points, it is necessary to explore ways to more effectively complement Korean classes using Douyin in the future.

한국어와 영어의 어휘상에 따른 결과상 대조 연구 : ‘-어 있-’, ‘-고 있-’과 ‘be + -ing’를 중심으로

박보라 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this study is to analyze and contrast the characteristics that appear when a variety of vocabulary is combined with the Resultative Aspect in Korean and English based on the Lexical Aspect. Due to the combinatorial patterns between the Korean grammatical forms ‘–e iss-’ and ‘–ko iss-’, indicate the Korean Resultative Aspect, and ‘be + -ing’, which indicates the English Progressive Aspect. Previous studies have differences in definition of the concept of Aspect and the aspectual system of Korean. This study organized previous studies of Aspect and examined the aspectual translation of Korean. Therefore, in chapter 2, this study identified the Contrastive Linguistics, the Cross-Linguistic Influence, and the Aspect Hypothesis. In chapter 3, this study examines the aspectual system of Korean, the Resultative, the Lexical aspect, and the aspectual system of English. Also, this study analyzes and contrasts the combinatorial patterns between the Korean grammatical forms ‘–e iss-’ and ‘–ko iss-’ of Korean and ‘be + -ing’ of English. In chapter 4, this study attempts to classify the verbs based on the Lexical aspect according to the classification of Vendler(1967) and Smith. Furthermore, this paper classifies verbs as the stative, psychology, activity, accomplishment, inclusion, achievement, and the position verb, total 8. In chapter 5, this study analyzed on the text from the drama ‘Extraordinary Attorney Woo’ provided by OTT company NETFLIX to contrast the combinatorial patterns between ‘–e iss-’ and ‘–ko iss-’ of Korean and ‘be + -ing’ of English. In chapter 6, this thesis makes conclusions about the aforementioned study findings.