KJCKorea
Journal Central

the 2025 Korean Series from the perspective of public language. As baseball has become one of the most widely consumed sports in Korea, Korean Series broadcasts on terrestrial television constitute a public communicative event that reaches not only dedicated baseball fans but also general viewers. The study transcribed the broadcast using Buzz with a Whisper large-v3-based model, integrated five SRT files (part_000 to part_004), and corrected automatic transcription errors related to baseball terminology. The analysis used the baseball section of the National Institute of Korean Language’s purified sports terminology list as the primary reference, while also examining general foreign expressions in broadcast commentary according to the criteria of clarity and accessibility. The analysis shows that KBS used several Korean or purified expressions such as bolnet (“base on balls”), mom-e matneun gong (“hit by pitch”), and pyeonggyun jachaekjeom (“earned run average”), while also relying on foreign-based specialized terms such as forkball, four-seam fastball, bullpen, save, hold, and contact play. Terms such as strike, out, foul, and home run were treated not as problematic foreign words but as conventionalized core rule terms in baseball discourse. In addition, general foreign expressions such as best, impact, condition, timing, and highlight appeared in the commentary. The findings suggest that the public-language quality of baseball broadcasting should not be evaluated solely by whether foreign terms are used. Rather, it should be discussed in terms of the balance among normativity, field conventionality, and accessibility for general viewers. This study provides a preliminary framework for future comparative research on baseball broadcast discourse across Korean terrestrial broadcasters.

This study examines the limitations of current Korean language cultural history education and proposes directions for improvement. Korean language cultural history was defined as the historical development of Korean language use and the material and spiritual assets related to the Korean language that have been inherited within a speech community. Based on this definition, current high school textbooks were analyzed. The findings reveal three major issues: the unclear distinction between Korean language cultural history and the history of Korean language use, the overemphasis on particular periods and aspects of language use, and the insufficient treatment of language-related cultural assets. To address these problems, this study suggests clarifying key concepts, presenting Korean language use from Middle Korean to Modern Korean in a balanced manner, and incorporating changes in the value and use of Hangul into educational content. These proposals may contribute to the systematic development of Korean language cultural history education.

This study empirically investigates the stylistic and structural characteristics of reflective essays written by students highly dependent on artificial intelligence (AI)—a genre meant to capture unique individual experiences and subjective insights. Using a self-reported dataset in which students voluntarily disclosed their degree of AI reliance upon submission, thirty essays with an AI dependency rate exceeding 30% were selected for analysis. While existing literature has predominantly favored quantitative research on English-language data, this study qualitatively examines how AI intervention transforms thought structures and narratives in Korean subjective texts. The analysis reveals that, due to the next-token prediction and local optimization mechanisms inherent in Large Language Models (LLMs), such texts display a distinct "conceptual emptiness" in which surface-level fluency coexists with inner superficiality. Specifically, an abnormal excess of cliché-ridden metaphors and a standardization of sensory and synesthetic expressions led to data homogenization, while a lack of macro -level lexical coordination resulted in the overexposure of deictics and discourse markers such as *gyeolguk* and *ije*. Syntactic frameworks-negative constructions and the "Not A but B" contrastive structure-were mechanically repeated, and narratives relied on conclusion-oriented storytelling paired with formulaic, hopeful closures. These findings offer concrete linguistic criteria enabling educators to perceive patterns of AI intervention in student assignments, serving as a foundational resource for ensuring academic integrity and establishing practical guidelines for AI use in the generative AI era.