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This study intends to develop a teaching-learning model of Korean address/reference terms for elementary learners of Korean. Address/reference terms heavily contain sociolinguistic and pragmatic features. If a speaker fails to use them appropriately, it may cause a communication problem and/or misunderstanding about the speaker. However, current curriculum of Korean education does not include a explicit teaching-learning opportunity, which addresses the above-mentioned problems.
In this paper, three suggestions are presented for teaching address/reference terms to elementary learners of Korean: First, when the hearer��s social status is higher, titles such as ��seonsaeng-nim(teacher)�� or words denoting the relationship such as ��eon-ni(older sister)�� are used as address/reference terms; Second, when the social status is equal between the speaker and the hearer, the social distance factor should be considered next. If the speaker and hearer are close, then they use their names as address terms, and ��na(I)�� or ��neo(you)�� as reference terms; Third, when referring to a third person, pronouns are rarely used; titles and words denoting relationships substitute for pronouns. Based on these suggestions, teaching-learning models of referring family members and addressing/referencing a close friend or a senior classmate have been proposed utilizing Focus on Form Approach techniques, namely input enhancement, input processing, explicit explanation of rules, recast, and consciousness-raising tasks.
Address/reference terms are not easy to use even for native Koreans. Naturally, teaching them to higher levels of Korean learners become more difficult and complicated. Korean society is changing rapidly and so is their language use. Therefore, as a further research, it is recommended to develop a teaching-learning model for intermediate and advanced learners of Korean based on contemporary use of Korean address/reference terms.