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By analyzing the item difficulty of the sixth, seventh, and eighth Test of Proficiency in Korean (TOPIK), this study will attempt to improve the test format In order to improve the test format, this study will analyze the item difficulty of the sixth, seventh, and eighth Test of Proficiency in Korean (TOPIK) With an analysis of the item difficulty by level and by section..
- [�±�] �ѱ��ɷ½�� | TOPIK | �� м� | item analysis | �� ̵� | item difficulty

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The purpose of this study is to present a framework for effective and systematic diagnosis, continuous observation, and evaluation in order to correct Korean pronunciation errors Compared to other areas of language education, pronunciation education needs steadier repetition of learning It is necessary to observe the learners by stages in order to prevent difficulties whi..
- [�±�] �� | pronunciation correction | �� | pronunciation diagnosis | �� | pronunciation evaluation

�� : �ѱ�� ȣĪ��
The purpose of this study is to find useful principles for teaching and learning Korean Terms of Address To improve communicative competence, it is very important to pick and use Terms of Address appropriately There are many Korean learners who use Terms of Address unsuitable, which has not been considered important After reviewing some previous theories and studies on K..
- [�±�] �ѱ�� ȣĪ�� | Korean Terms of Address | ȣĪ�� | patterns of terms of address | �ѱ�� ȣĪ�� Ģ | rules to choose Korean Terms of address

�� : ��ȥ�̹��ڸ� �� ü�� ѱ���� -�� ߽��-
In Korean society, there has been a rapid growth of multi-cultural families due to the increase of immigrant females to get married with Korean husbands in the last 10 years Difficulties in communication resulting from language differences are the most distressing issue which the multi-cultural families face Language problems are painful not only to the married immigrant ..
- [�±�] �ٹ�ȭ�� | multicultural family | ��ȥ�̹�� | female marriage immigrant | ��ȭ�� | Local cultural contents

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��ֿ�� ڿ��[��]�� ΰ� ��ȭ[Գ��]�ϴ� Ư¡�� ڿ�� ΰ�� 踦 ��ȭ�� ȭ�� ΰ�� 뿡 ū �� ־�� ֿ�� ΰ��ذ� �� ִ� �ΰ�� Ǵ� �� ù°, �� ǿ�� ܺ� ��󼼰踦 �ν��ϰ� �Ϲ�� غ��Ϸ�� ϴ� �µ�� ϴ� �Ϳ� �� ݼ�� ȸ�� ش� ��, �ڿ�� ΰ�� ..
- [�±�] �ֿ� | �� ΰ� | �� | �� | �� | ��

2006��(Ҵ) ��м��ǥ��ȸ(��ۡ��) : ��ȹ��(��): �ڿ��(��ϼ)�� ڱ��(��..
�� ׿� �� 캸�� ݻ�� 캽��ν�, �� ư�� ϰ� ݻ�� ȿ�� ߱�� ̴� �� ޼��ϱ� �� ü�� ۾�� , �� μμ��, �� , ݻ�� ٷ�� ڡ� ��信�� ..
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�ѹ� �� ϳ��̰�, �� ü�踦 �� ִ� ��ϵ�� ü�� ϰ� �ִٴ� �� ߿伺�� ƹ�� ص� ��ħ�� ٽ� ��, �ѹ�� ü�� ذ� �� Ž��ϰ� �� ü�� þ�� , �̿� �� ѹ�� 縦 ��ϴ� ��̴� �� ѹ�� ..
- [�±�] �ѹ�� | �� | �� ü�� | �� ü�� þ� | �ѹ�� | the Department of Classical Chinese Education

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�� ϼҼ� ��Ƹ�� Ĺνô븦 ��ƿ� �� ģ ��ǰ�̴� �ع�� Ͽ�� �� ʴ´� 36�� ׾ �� 400�� ش��Ѵٴ� �� 밨�ϰ�, �츮 �� ΰ� �Ĺνô븦 ��ƿ� ��尨�� й谨, ��ġ�� ǽ�� Ȯ��Ͽ�� Ѵ� �Ҽ� ��Ƹ�� Ĺνô븦 ��ƿ� �� ʵ�� ..
- [�±�] �� | �� | �� | �� | �� | hardships

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The purpose of this article is to clarify the similarities and distinctions between the English prefixes dis- and un- on semantic basis Both dis- and un- can be affixed to adjectives, nouns and verbs, among which this article concerns verbs in general Dis- is affixed to both intransitives and transitives, which derives negative meaning, reversative meaning and privative me..
- [�±�] [+state] semantic features | Negative | reversative | privative | Logical structure | inchoative