외국어로서의 한국어 -학문적 정체성 탐구-

Abstract

This study aims to investigate the identity of an academic discipline, Korean as a foreign language, and examine the sub-classification of the discipline with respect to its academic terminology. To this end, the study explored what similarities and differences had been identified between the terms ‘foreign language’ and ‘second language’ in the field of applied linguistics and second language acquisition as well as teaching the Korean language, respectively. The use of terms ‘Korean as a second language (KSL)’, ‘Korean as a foreign language (KFL)’, and ‘Korean as a heritage language (KHL)’ in the literature was also analyzed. Based on this exploration, it was suggested that, instead of using such terms which are difficult to make clear distinctions among, the umbrella terms such as ‘Korean language teaching’ or ‘teaching Korean to speakers of other languages’ should be encouraged to use in the field. Furthermore, from a pedagogical perspective, the study examined the issues of ‘who’, ‘to whom’ and ‘what’ in teaching, learning, and assessing Korean as a foreign language. In consideration of the characteristics of various learner groups in KSL and KFL contexts, it was suggested that differentiated approaches to each learner group are required and that multi-faceted aspects in the Korean language usage should be studied through the analysis of target language use situations.