• Lingua Humanitatis
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• v.5
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• pp.55-74
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• 2003

The issues concerning the nature of the attitude toward the study of national language may vary from country to country, depending on the national or racial characteristics. The problem domains and the methodologies dealing with them may vary accordingly. Ever since the Korean language was equipped with a writing system in the year of 1443 through King Sejong's long-cherished desire, investigations have been constantly made into the real nature of the language itself in pursuit of a better method for representing the spoken language in written form. This is how the study of the Korean language began to take shape. Among such investigations are Hunmin-jeong-eum(the Korean script: 1446) compiled by Jiphyon-jon, the royal office of schloarly researches, Doongguk-jeonghun-yokhun (the orthodox script of Korean: 1448), Hongmu-jeonghun-yeokhun(interlinear gloss for the Chinese script of the Ming Dynasty: 1455), An Orthodox Approach to Written Korean (1909) by the institute of the National Script, Re Standardized Spelling System (1933) by Chosun Language Society, An Authorized Dictionary of Standard Korean (1936), How to Write Borrowed Words(1940), and A Grand dictionary of Korea (1947-57). Chu Shi-Gyung's Phonetics of the Korean Script(1908), Korean Grammar(1910), and Sound Patterns of Korean(1914) were all written in this vein; so was Choi Hyun-Bae's Uri-mal-bon (the rudiments of Korean Grammar: 1929/1937). All these achievements in the study of the Korean language are the end-products of the constant endeavor to solve the issues related to the spoken and written farms of the Korean language. And this is how the uniqueness and autonomy of the language study in korea have been established. It should be borne in mind, however, that, in seeking solutions to the problems inherent in the Korean linguistic studies of foreign countries. On the contrary, they have been very active in accommodating such results. While they have set up their problem domains on the basis of the korean language, they been progressively open-minded in looking for the solutions to the problems at hand.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.137-156
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• 2009

This case study examines language learners' oral interactive practices and what they learn along with these practices. Language learners who study abroad take on the challenge of living in a foreign place and undergo difficulties in communicating and interacting with people in their new country. These difficulties, caused by cultural differences, are experienced most particularly in their daily interactions. Language learners' trials and efforts to learn English while dealing with a different culture and the difficulties are mainly observed for this paper. The process of learning a second culture is closely related to the process of learning a second language. Oral interactive practices can give the study abroad language learners opportunities to learn their target culture. Therefore, the purpose of this paper is to discuss how participating in interactive practices assists the learners in understanding their target culture while they deal with their difficulties inherent in studying abroad. This study adds weight to the notion that culture is an essential and major factor in learning a language, and that only active participation in interactions can be effective in learning both a language and its culture.

• Journal of Korean language education
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• v.28 no.1
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• pp.49-78
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• 2017

This study aims to analyze the effect of attitudes of Korean residents in Japan towards learning the Korean language and their motivational intensity on their Korean proficiency. Data for this study came from a survey on language use of Korean residents in Japan which was conducted in 2016, and questionnaire items referred to language attitude, language use and the degree of understanding language; language use; language learning and Korean ethnic identity. The main results are as follows. First, there were significant differences in Korean language proficiency depending on age, education levels and generation. Second, the control for socio-demographic characteristics, the influence of attitudes towards Korean language on Korean proficiency was statistically significant. However, Korean proficiency was not significantly influenced by motivational intensity. Lastly, moderated effects of immigrant generation in the relation between Korean language attitudes and Korean proficiency were significant. Therefore, the effect of Korean language attitudes on Korean proficiency was more influential on second and third generation Korean-Japanese learners than first generation Korean-Japanese learners. Based on these results, this study suggests that in order to promote Korean language education for Korean residents in Japan, it is required to build positive attitudes toward Korean language, and to consider immigrant generation as a major factor.

• International Journal of Contents
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• v.12 no.1
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• pp.54-59
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• 2016

The purpose of this paper is to discover how the use of digital applications can affect students' attitudes toward positive classroom participation and performance in learning a foreign language. Participants of this study were 128 students who took a foreign language class at a high school in central Korea. To find out students' perceptions and attitudes toward the effect of using a digital application for their foreign language study, online questionnaire and focus-group interview were conducted. Our research findings revealed that these students could engage in active language learning and experience learning improvement while studying a foreign language with digital applications. The improvement was possible by creating more interactive activities and quizzes. In addition, the digital application provided students immediate feedback. It gave students and teachers various motivations beyond the traditional 'chalk and talk' format of text-only-classes. This study provides an overview of the usefulness of digital application. In addition, it provides understanding for students' perceptions and involvement using digital application in a foreign language classroom.

• Journal of Korean language education
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• v.29 no.3
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• pp.165-196
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• 2018

This study examined the language acquisition of children from Chinese families in Korea under the bilingual background of Korean and Chinese, focusing on pronunciation and vocabulary. First, in the analysis of pronunciation acquisition, children correctly realized the lenition, aspirated sound, glottalization, palatalization, nasalization, and liquidization while the realization of pronunciation rules for unfamiliar words was low. There were also errors caused when the application principles of pronunciation were not accurately understood or they were not partially acquired. Second, in the analysis of vocabulary acquisition, the acquisition of receptive vocabulary was in the order of verb, noun, and adjective while they clearly understood vocabulary used in the actual relationships with school, family, and peers. In the acquisition of productive vocabulary, they showed the 'meaning-centered principle' of learning the meaning of vocabulary first and then learning its form afterwards. The amount of study and exposure to Korean language had effects on the improvement of vocabulary. Even though this study focused on the errors and characteristics in the acquisition process of Korean pronunciation and vocabulary for children from Chinese families in Korea, it could not clearly find out which one would have greater effects on the acquisition of Korean language. However, lots of exchanges and experiences with surrounding environment and peer group had great effects on the language acquisition and language acquisition transfer of children.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.67-82
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• 2003

This paper is aimed at the investigation of the teacher's perspectives on students' language anxiety. The teachers who participated in this study include six Asian ESL teachers from four different countries: Korea, Japan, Taiwan, and China. The methodology employed by this case study, helped to determine teachers' perspectives on students' language anxiety. This study, which was conducted by means of in-depth interviews with six experienced language teachers, offered some alternative insights on language anxiety from a different perspective. The findings indicate that the participants' views on language anxiety management seem to be fairly consistent with their own beliefs about teaching and their own assumptions about the role of the teacher.

• English Language & Literature Teaching
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• no.5
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• Journal of Korean language education
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• v.23 no.1
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• pp.257-282
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• 2012

Sakhalin, Russia is a very specific area for Korean language education. The imposed separation and isolation in this region means the language in Sakhalin is mixed with South Korean, North Korean, Gyeongsang Province dialect, Japanese, and Russian. Scrutiny of the use of the actual language of Sakhalin Koreans is needed, and it is required in supporting Korean language education. In this study, I will cover: 1. Approach should differ depending on the situation of Korean, foreigners, Korean Language School(Hangeul Hakgyo) and Korean classes in local Schools. 2. Tailor-made textbooks for Sakhalin are required. 3. Korean textbooks to match local circumstances are needed. There should be a basic writing text written by a local Korean department professor and supervision or modification, supplements from Korean language education researchers in Korea. 4. Enlarged Korean training programs are needed. Furthermore, if Korean and Russian university students are to study in Korea, there should be programs offering a dual degree among other things. 5. Methodical, overall examination of overseas Korean regions like Sakhalin is necessary. Also in the case of far east Russia, connectivity between Vladivostok, Khabarovsk and Sakhalin needs to be strengthened.

• SUVANNABHUMI
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• v.15 no.1
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• pp.229-254
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• 2023

This study observes the language attitude and maintenance of the border community in Telok Melano, Lundu (Sarawak, Malaysia) and Desa Temajuk, Sambas (West Kalimantan, Indonesia). The main objective of this study is to study the language attitudes of two cross-border community who shares the socio-cultural, language, and economic realms. The research data is collected qualitatively through conversation recordings, face-to-face interviews, and participant observations. In this preliminary study, twelve informants (six from Telok Melano and six from Desa Temajuk) were chosen based on the quota sampling method. The questions for the interview were set according to three characteristics of language choice proposed by Garvin and Mathiot (1968), namely language loyalty, language pride, and the awareness of norms. The result of this study indicates that language loyalty, language pride, and awareness of the norms towards the speakers' mother tongue and national language are relatively high. In terms of identity maintenance issues, this study found that the community in Telok Melano (Sarawak), originally identify themselves as "Sambas Malays," shifted to "Sarawak Malays" after the formation of Malaysia in 1963. This preliminary study serves as a basis for further research particularly on the complexity of issues concerned with the border communities in the Southwest of Sarawak.

• Journal of the Korean Society of Costume
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• v.59 no.4
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• pp.155-172
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• 2009

Naturalized words of clothing terms in Joseon Dynasty could be found on the foreign language study books such as Chinese language study books; "譯語類解Yeokeoyuhae", "譯語類解補編Yeokeoyuhae-supplementary book], and "華語類抄Hwaeoyucho", Manchu language study book; "同文類解Dongmunyuhae", Mongolian language study books; 蒙語類解Mongeoyuhae", and "蒙語類解補編Mongeoyuhae-supplementary book", Japanese language study books; "倭語類解Oaeeoyuhae", and "和語類解Hwaeoyuhae", and the study books of over two kinds of foreign language; "方言類解Bangeonyuseok", and "漢淸文鑑Hanchungmungam". This study focused on the name that was related with headgear, socks and clothing from those foreign language study books. The name which was originated in Chinese language is Cwan, Yanggwan, Dugeon, Samo, Bokdu, Jungja, Okjam, Cwanja, Hwa, Johwa, Unhye, Jobok, Danlyeong, Wonlyeong, Changyi, Dunja, Hosu, Dansam, Dopa, Bigye, Peak, Yodae, and Pumdae. The name which was originated in Manchu language is Camto, Nyeolku, Dalogi, kulimae, and Mahulae. The name which was originated in Mongolian language is Tyeolic, and Dugeule. There are two kinds of names that have been used continuously during the whole Joseon Dynasty. The first ones borrowed just name, for example, Cwan, Dugeon, Mahulae, Okjam, Hwa, Dansam, Changyi, kulimae, and Yodae. The second ones loaned the name and object, for example, Yanggwan, Samo, Bokdu, Camto, Jungja, Cwanja, Jobok, Dalogi, Danlyeong, Wonlyeong, Dopa, Tyeolic, Peak, and Pumdae. It was observed that among Korean names that have been used from the Joseon Dynasty, Unhye, Dugeule, and Hosu were used as broader meaning in the Joseon Dynasty. It was names that had not used during the whole Joseon Dynasty were Johwa, Nyeolku, and Bigye.