The aim of this study is to provide useful data for a discussion on the academic identity of Korean Language Education by analyzing the intellectual structure of Korean Language education. To accomplish this, in this study, the intellectual structure ... The aim of this study is to provide useful data for a discussion on the academic identity of Korean Language Education by analyzing the intellectual structure of Korean Language education. To accomplish this, in this study, the intellectual structure of Korean Language education was analyzed with a focus on s published in Journal of Korean Language Education from 1989 to 2016 by using an author co-citation analysis, which is a bibliometric method used in information science. Since its emergence in the 1980s, the domain of Korean language education has continued to grow in quantity and quality. As a result, Korean Language education-related theory has been deeply researched, and in the 2000s, the establishment of an academic identity for Korean Language education began to be discussed. But in terms of the empirical data for such discussion, there has been insufficient discussion on the intellectual structure of Korean Language education and the major subordinate research areas of Korean Language education. In this research, a discussion on the intellectual structure of Korean Language education was attempted using the following procedures and method. With a focus on Journal of Korean Language Education, s were divided into three periods: the first period(1989-1999), the second period(2000-2009), and the third period(2010-2016); cited references were collected from the s for analysis. Then, citation frequency by author were extracted from the collected cited references and core authors were chosen. A co-citation frequency matrix among core authors was formed and was converted into a Pearson's correlation coefficient matrix. Factor analysis was conducted for the correlation coefficient matrix as input data. Based on the coefficient, cluster analysis was performed by limiting the number of clusters, and the intellectual structure was visualized with a multi-dimensional scaling. Finally, by comparing the intellectual structure analysis results by period, the intellectual structure change and development process of Korean Language education was analyzed. The results of analyzing the intellectual structure by period through the author co-citation analysis are as follows. Firstly, the major subordinate research areas of the first period(1989-1999) were divided into Korean grammar and Korean language education, and a subordinate research area was not formed in Korean language education. Core authors were mostly Korean Language education-related study majors, but Korean Language education majors were very few in number. Secondly, in the second period(2000-2009), the percentage of Korean Language education majors among core authors was increased, and influential authors chosen as a major core author appeared continuously until the third period. The Korean grammar cluster was largely reduced, and because the research domain of Korean Language education was fragmented, curriculum and textbook development, evaluation, culture education, research using a learner corpus, vocabulary education, pronunciation and intonation education, and grammar education were formed in the major subordinate research area. Thirdly, in the third period(2010-2016), the percentage of Korean Language education majors among core authors was increased. Also, in the cluster, there was a significant distance among authors and a big difference between the factor analysis result and the cluster analysis result. Curriculum and textbook development, evaluation and culture education cluster was reduced, and the research using a learner corpus and error analysis was fragmented. Research on speaking education appeared as a new subordinate research area. Based on the above results, the following findings were identified. Firstly, dependence on the related studies of Korean Language education research is decreased with the increase in Korean language education majors. Secondly, after the second period, core authors were stable in number and new researchers have appeared continuously as core authors. Thirdly, as Korean Language education research has been developed, the subordinate research areas have been divided and refined. Fourthly, researchers’ interests in research tend to be moved and diversified. Fifthly, due to significant deviations in research per subordinate research area of Korean Language education, there are research topics that have no major subordinate research area. However, in this study, data collection was not widely conducted because the collection target of cited references was limited to 1 type Journal of Korean Language Education, and the restrictions were not overcome by using the author co-citation analysis method. A follow-up study needs to be conducted by collecting diverse data and using research methods other than the bibliometric method. ，韩语论文网站，韩语论文 |
