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This study theoretically explores of the “nature of language” based on the concept of language as a complex adaptive system (CAS). A review of previous studies and the current educational content showed that the educational content mostly consists of activities that enable the understanding of universal characteristics of language as fragmentary knowledge. It was found that the current educational content does not provide a holistic understanding of the nature of language. This paper therefore focuses on “language as a CAS”. A CAS is a system in which new concepts emerge through the interactions of autonomous agents. Language is essentially a social product that emerges through the interaction of cognition, usage, and culture. Based on this premise, the study of linguistics, semiotics, linguistic instinct and evolution, and language as a CAS was examined to interpret the essential characteristics of language as a CAS. Through the semiotic nature of language, this study explored the possibility of understanding the dynamic meaning construction process as an emergence and simultaneously recognizing the relationship between humans and language. Language creativity can be interpreted as a principle of a discrete combinatorial system that creates infinite languages using finite components. The arbitrary nature of language is an important characteristic of language phenomena. It is also a significant condition for the emergence of a discrete combinatorial system, a powerful means of conveying thoughts, and a feature that enables virtual belief through symbols. It is necessary to understand language phenomena that emerge via social interactions fundamentally through the social and historical nature of language. Moreover, it is possible to recognize the linguistic subject, who causes gradual change in language while actively participating in language use. Comprehending the segmentation and abstraction of language in relation to the conceptualization and categorization of the world can enable us to understand the constant interactions between language, thought, society, and culture.
The purpose of this study is to introduce the potential of loanwords teaching from the critical language awareness standpoint. Therefore, the learners` awareness on loanwords usage was investigated. There is significance in knowing the definition of the “learner`s awareness” to investigate their understanding of language based from their preconceived thoughts as well as in the form of linguistic setting. This study analyzed the learners` awareness of using loanwords in three dimensions; the learners` understanding of loanwords, the awareness of using loanwords in social and cultural context and the learners` stance on using loanwords or refinement of loanwords usage. Based on the results of this critical understanding of learners` awareness, the study suggests the need of the development loanwords teaching in Korean language. The conception of loanwords and wider acceptance of loanwords in Korean education must be considered. The integrative grammar education needs to be developed in order to bring about the critical language awareness of using loanwords. Lastly, the Korean education should have a relevant connection with social change.