Yurŏp nae Han’gugŏ Suŏp esŏ ŭi Hanja Kyoyuk e kwanhan Sibŏmjŏk Yŏn’gu – It’allya Kap’osŭkari Taehakkyo Sŏksa Kwajŏng Haksaengdŭl ŭi Hanja Insik ŭl Chungsim ŭro [A Pilot Study on the Teaching of Chinese Characters in Korean Language Classes in Europe: Focusing on the Perceptions of Master’s Students at Ca’ Foscari University of Venice in Italy]

With the recent growth of Korean Studies programs and the establishment of new graduate courses, Chinese character (hanja) education has come to be recognized anew as one of the key tasks in Korean language education. Against this backdrop, this study analyzes the results of a two-year consecutive investigation (2023–2024) involving non-character-background learners in Europe. Data were collected through surveys, quizzes, and follow-up questionnaires administered after hanja learning. The findings reveal several key points: learners generally perceive hanja education as necessary and important, yet often view it as irrelevant to beginner-level Korean or everyday conversation; they struggle to distinguish Sino-Korean vocabulary from native Korean words, particularly monosyllabic ones; and while meaning inference is facilitated when Sino-Korean words correspond directly to English or the learner’s native language, it becomes difficult when words have extended semantic ranges requiring cultural or historical knowledge. The study further highlights the risk of learners forming entrenched misconceptions if semantic networks of hanja are not properly presented, underscoring the need for careful pedagogical strategies that emphasize accurate meaning transmission and effective presentation of high-frequency Sino-Korean lexical networks. Ultimately, this research suggests that although learners acknowledge the usefulness of hanja for Korean language acquisition, challenges such as mother-tongue interference, semantic extension, and preconceived notions about the role of hanja in advanced vocabulary require sustained attention in future pedagogical approaches.