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As known to all, teaching pronunciation is of paramount importance in foreign language learning. Pronunciation is acquired in the early stage of language learning, and it is the first impression in communication to measure the fluency and accuracy of the target language. However, teaching pronunciation is still considered less important in China at present. Based on the analysis of the pronunciation information of the Korean textbooks published in China, the paper attempts to explain the current situation of teaching Korean pronunciation to Chinese students, and point out the problems in order to put for ward the subject for further study which could be helpful to teach Chinese students Korean pronunciation more effectively. The education of pronunciation should be fulfilled by two aspect. One aspect is developing textbooks for pronunciation, and the other is teaching in the classroom. Successful pronunciation education will be possible with this two aspects complementary.

Park, In-gee. 2011. Reciprocality of curriculum in multi-cultural education in school Journal of the International Network for Korean Language and Culture. Vol. 8-1. 23-43 Unlike traditional subject education, multi-cultural education in school becomes effective by pursuing reciprocality of curriculum. "Reciprocality of curriculum" means multi-cultural programs in various forms in school education organically interact with each other and increase the overall effect. Reciprocality of curriculum is an idealistic concept, but it can be a practical concept that aims it. Multi-cultural education in school education must pursue and aim reciprocality of curriculum as the following. First, it must reciprocality between essentialism and realism. Essentialism is education that pursues a general ideal that we should understand and share various cultures. And realism is an educational aspect that solves multi-cultural phenomenons in problematic perspective that are becoming realistic problems of our society. From the perspective of circulation of actual multi-cultural education, essentialism and realism should be complementary to each other and have continuity. Second, When teaching Korean in multi-cultural education, we should not consider ①' Korean education that makes to learn Korean functionally ②‘Korean education that makes to learn Korean culturally as different conditions and let those interact with each other and have synergy effect. Third, we need to consider reciprocality between assimilationism and pluralism. Multi-cultural education that tries to assimilate a person in multi-cultural situation to Korean culture can be assimilationism. On the other hand, pluralism is a position approving and developing pluralistically the person's own culture and current culture. Under the structure of [assimilationism vs pluralism], we need to think about what curriculum to develop in multi-cultural education. Fourth, we need to consider reciprocality through inter-subjects. And it is important to enlarge reciprocality and consilience between individual curriculum for the whole good multi-cultural education. And we need an curriculum innovation for developing of school education from the perspective of curriculum planning and management for multi-cultural education. Multi-cultural education itself is very mobile and it has a dynamic aim. Realistic multi-cultural education changes quickly on the conditions of very sensitive individuality according to situations. So we need to newly develop and provide multi-cultural programs that reflect it well. Especially we need to put effort on undergo progressive assimilation of 'language' and 'literature' subjects into multi-cultural education situations. Accordingly, we need to develop cultural talents inside language and literature and use them as the content of multi-cultural education.(Gyeongin National University)

Song, Hyun-jung & Yang, Jeong-sil. 2011. On the direction of Korean education in multicultural society. Journal of the International Network for Korean Language and Culture. Vol.8-1. 45-63 The purpose of this study is to find out about the transition request of Korean education and the status of schools to cope with rapidly spreading multi-cultural society thus to pursue the ways and the methods of executing the policies of Korean education in multi-cultural society. For this purpose, we research four macro viewpoints of Korean education in multi-cultural society. And then, we survey the opinion of professional group on multicultural education and Korean education. Based on these studies and surveys, we suggest the direction of Korean education, especially, we need to check up the characteristics of the Korean Curriculum how it estimates diversity and fairness related to multi-cultural society. Furthermore, we have to contain 'understanding of diversity' and 'focus on identity'. etc. on the Korean curriculum and Korean textbook.(Korea Institute for Curriculum and Evaluation)

Sim, Sang-min. 2011. The current state of Korean Language and KFL education in Australia. Journal of the International Network for Korean Language and Culture. Vol.8-1. 65-82. The purpose of this paper is to examine the current situation of Korean Language and KFL education in Australia. This paper is composed to three parts such as the status of Korean Language in Australia, the present situation of KFL education institutes, and the prospect of KFL education in Australia. KFL education has developed due to Australian government's asian language policy, that is, NALSAS and NALSSP. However, Korean language has not been dealt with significant language compared with other asian languages(Japanese, Chinese, and Indonesian). In order to promote KFL education in Australia, this paper suggest some considerations, that is, the development of KFL curriculum, various textbook and teaching-learning method, KFL teacher training program, connection KFL program between primary, secondary and tertiary level, the continuous support from Korean government.(Yeungnam University)

오현아. 2011. TV 광고에 나타난 한국인의 인간관계의 중점 가치 양상 연구. 한국언어문화학 8-1. 83-108. 본 논문은 현대 한국 사회의 가치를 반영하고, 또 한국 문화에 영향을 미치는 TV 광고에서의 인간관계의 네 가지 유형에서 나타나는 한국인의 중점 가치를 다루고자 하였다. 주요 논의 사항은 다음과 같다: TV광고의 인간관계에서 강조되는 가치는 무엇인가? 현대 한국 사회의 인간관계에서 어떠한 가치가 중시되는가? 이를 위해 실제 TV광고 자료를 대상으로 인간관계 유형을 다음의 네 가지 유형으로 구분하여 논의를 진행하였다: 부모-자식 관계, 부부 관계, 친구 관계, 사회관계. 논문의 주된 초점은 전통 문화에 대비해 현대 인간관계의 가치 속성이 변화하고 있음을 보이는 데 있었다. 논의 결과, 오늘날 한국인의 인간관계의 중점 가치는 집단의 가치를 우선시하던 전통적인 것에서 개인의 가치를 우선시하는 방향으로 크게 변화하고 있음을 확인할 수 있었다. 결론적으로 현대 한국인의 인간관계의 중점 가치 인식에 대해 논의한 본 연구는 한국어 문화 문식성에 대한 한국어 학습자의 인식을 고양시킬 수 있는 하나의 방안이 될 수 있을 것으로 기대된다. (숙명여자대학교)

Yi, Seon-ung. 2011. An History of the Use of Broadcasting Language in the Educational Course of Korean - Especially of the Description from the Broad View. Journal of the International Network for Korean Language and Culture. Vol. 8-1. 109-129. This paper has three purposes. First is to research the use of broadcasting language in the 7th educational course, 2007 revised educational course, 2009 revised educational course and 2011 revised educational course. Second is to remind that we can use the broadcasting language pertinently in order to achieve the educational purposes in them. Third is to emphasize that we should make the broadcasting language the language which is relevant to the Korean language education. Up to the 7th educational course and 2007 revised educational course, the broadcasting language was used positively, but it is used negatively in 2009 revised educational course and 2011 revised educational course. Consequently, it is necessary to approach the broadcasting language more positively. (Chungnam University)

Da-Woon Chung. 2011. A study of integrated writing instruction of content-based instruction and genre-based approach - focusing on korean learners in academic context. Journal of the International Network for korean Language and Culture. Vol. 8-1. 131-158. This article aims to study effective instructional method for writing using integrated content-based instruction and genre-based approach to enhance learner's writing ability. Most of advanced korean learners nowadays study KAP. For this reason, writing ability is an important ability that they have to acquire. Most learners and teachers, however, find it difficult because they have to know writing knowledge and how to use of that. Especially, learners who study KAP need to learn academic content knowledge and Genre specific knowledge, Therefore, this study proposes to teach korean writing using integrated content-based instruction and genre-based approach. And it showed that how to make syllabus for the integrated instruction and how to progress writing instruction in the class for graduate students. The significance of this study is that it proposed integrated writing method which combine content-based instruction and genre-based approach. There is, however, a limitation in that the effect of this method have not proved yet. Further studies on integration method need to be conducted as well as how to use this method in the korean writing instruction according to the learner's need. (The Academy of Korean Studies)

Cho kyung-duk. 2011. The case study on cognitive psychological art therapy for the children of multicultural family. Journal of the International Network for korean Language and Culture. Vol. 8-1. 159-173. The purpose of this study was to examine the effect of a group art therapy program for the children of multicultural family. The subjects in this study were sixteen children from multicultural family who attended G elementary school in G-gun, Chungcheong province. They were born of Korean fathers and non-Korean Asian mothers. They took test on aggression and a K-HTP test. The findings of the study proved that the group art therapy program was improved the self-esteem and cognitive ability on the children of multicultural family. And the group art therapy program to reduce aggression for the children of multicultural family.(Pai Chai University)

Ju, Woal-rang & Yang, Myung-hee. 2011. A Study on Korean cultural education needs of the immigrant women in Korea. Journal of the International Network for Korean Language and Culture Vol. 8-1. 175-203. There has been a great increase in the number of marriage between Korean men and immigrant women, due to the Korean Wave and Korea’s economic growth. According to research, married immigrant women learn Korean mainly in order to adjust to Korean culture, to communicate freely with their Korean families, and to help their children’s education. However, the most crucial purpose for learning Korean is to adapt to Korean culture. This infers that it is essential for immigrant women to not only acquire the Korean language, but also to learn about Korean culture, to settle down well in Korea. Hence, this study suggests the cultural contents necessary for alleviating culture shock that immigrant women experience in Korea. In addition, we assumed that they would ask for different cultural content according to the learner's variable. So as to do this, we carried out a needs analysis to immigrant women about necessary contents that should be included in Korean textbooks for understanding Korean culture. The results were analyzed in relation to native country, age, Korean proficiency, period of residence, and region. Also, this paper compared and analyzed the Korean textbooks for immigrant women, published between 2005 and 2009. As a result, this paper claims that it is essential to develop Korean language textbook or Korean culture textbook that covers necessary cultural contents according to learner's variables.(Dongduk women's university)

Choi, Eun Kyung. 2011. A Study of Shortened Conclusive-Endings for Korean Language Education: Focused on Compound Forms of Double Conclusive-Endings. Journal of the International Network for Korean Language and Culture. Vol. 8-1. 205-230. This paper is a foundational research of Korean language education to speakers of other languages, which searches for an efficient way of teaching shortened conclusive-endings(SCE) by means such as analyzation of usage and meaning based on the definitions of major dictionaries. Making distinction between fused forms and contracted forms of SCE, and instructing the characteristics of the two forms is effective. The characteristics of SCE are as following. First, the fused form does not carry the meaning of quotation, thus the speaker can become the subject, and in case of the fused form with a third-person subject, it can be restored into its original form just like the contracted form. Second, the fused form is positioned after the prefinal-ending as a conclusive-ending. Third, if the sentence before ‘-eunda(ㄴ다)’ is the imperative, the interrogative or the propositive, i.e. ‘-euranda(으란다)’, ‘-eunyanda(으냔다)’, ‘-janda(잔다)’, they do function as not the fused form but the contracted form. Fourth, fused forms of SCE can represent different meanings depending on the intonation. (Dongguk University)

Zhu, Cui-ying. 2010. The Teaching of 'Yang-ban-jeon' for Students of Korean Language Major in Chinese Universities. Journal of the International Network for Korean Language and Culture. Vol. 8-1. 231-254. To help Chinese students comprehensively grasp 'Yang-ban-jeon', and promote their enthusiasms, the author compared 'Yang-ban-jeon' with 'Fan Jin Succeeds in the Imperial Examination' from chapter 3 of 'The Scholars' that is one of the representatives of Chinese satirical novels and was written around the same period as 'Yang-ban-jeon', and summarized the teaching contents of Yang-ban-jeon for Chinese students. To verify the effect of teaching in methods of focusing on comparisons between two works and centralizing on students' actions, and to find the shortcomings of the teaching method, the author performs simulated teachings twice. The author refers the data obtained in simulated teaching, and expounds the textbooks, contents and methods of teaching 'Yang-ban-jeon' that are suitable for the students in Korean Language major of Chinese universities. (Seoul National University)