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A Study on Lexical Fluency Perception of Korean Language Teachers Using Grounded Theory

Objectives The purpose of this study is to clarify the concept of lexical fluency and construct of lexical fluency and to explore the perception of lexical fluency of Korean language teachers. Methods The perception of lexical fluency and construct of lexical fluency was investigated targeting 10 Korean language teachers. Grounded theory was used for objective analysis, and Strauss & Corbin’s paradigm model was applied among various models of grounded theory. Results The constructs for the evaluation of lexical fluency that Korean language teachers thought were varied, and it was confirmed that they had difficulties in the process of evaluating lexical fluency. Causal conditions, contextual conditions, interventional conditions, and action/interaction were identified, and it was confirmed that Korean language teachers recognized the importance of clear evaluation of lexical fluency. Conclusions Based on the results of the study, it was identified that a study on lexical fluency is necessary to accurately evaluate learners’ vocabulary competence. It was also suggested that the constructs of lexical fluency and the hierarchy between constructs should be discussed 
