The purpose of this study is to improve the pragmatic ability of Korean learners acquiring Korean as a second language to strategically select and use synonyms, according to the conversational context. The goal is to find a solution that Korean learners can use, as a strategy to strengthen or alleviate their intentions and emotions, by appropriately selecting synonyms that can be replaced according to the conversational context.

The research method of this study is to establish and test four hypotheses. Firstly, the text of Korean educational materials will only implement a positive context. To verify this, it analyzes the vocabulary of textbooks and TOPIK evaluation, which are Korean language education materials. Secondly, Korean learners' vocabulary acquisition methods will be focused on accepting dictionary meanings. To verify this, the research will examine the method and the reason Korean learners acquire vocabulary using questionnaires and interviews. Thirdly, in Korean vocabulary education, there will be no objective data as teaching and learning materials for synonyms. To verify this, the questionnaires and interviews will examine the Korean vocabulary education environment and check if there are any points to supplement. Fourthly, Korean learners will not be able to properly recognize the meaning of synonyms reflecting the characteristics of society. To verify this, the characteristics of selecting synonyms according to sociolinguistic variables of Korean native speakers are examined'. The reason for using synonyms according to the position of conversation participants (speaker, listener, and third party) is analyzed using the interview method.

The research results that verified the four hypotheses are as follows. First of all, mostly the texts of Korean language education materials are composed of positive conversation contexts. This means that Korean language education materials, which are concentrated in a positive context, lack practicality as educational materials.

Second of all, Korean learners acquired the meaning of vocabulary focusing on dictionary meanings. Despite this, it was confirmed that changes were needed in the vocabulary.

Third of all, there was no teaching and learning material used as an objective indicator to distinguish the meaning of synonyms in the Korean language education field. Despite this, it was confirmed that it is necessary to develop teaching and learning materials that distinguish the meaning of synonyms.

Fourth of all, when Korean learners chose synonyms, they did not consider the characteristics of Korean society. Through this research, it can be seen that education on selecting synonyms in consideration of the characteristics of Korean society is necessary.

Based on the research results that verified the hypothesis, a synonym education plan was designed to enable Korean learners to appropriately select synonyms according to the context of the conversation. In fact, its effectiveness was verified by applying it to Korean language classes. Though this study, the possibility of the semantic education plan, as a Korean vocabulary education and the reality that Korean learners requesting a semantic education reflecting the practicality were confirmed.

In conclusion, This study sought a synonym education plan that focuses on practicality, as a solution to improve the pragmatic ability of Korean learners to use synonyms appropriately, according to the context of the conversation.

This points out the need to improve Korean vocabulary education, centered on positive meaning, and suggests that a synonym education plan that reflects practicality with both positive and negative meanings is needed. Utmost, the research is significant, as it attempted an approach and analysis that was not covered in previous studies.