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Language is human life beyond communication. The purpose of teaching language culture is to acquire and aware the target language culture as way of life. The contents of teaching language culture is classified in four domains; knowledge, experience, performance, and attitude. And the learning-teaching process of teaching language culture is performed in four constituents: aim, material, instruction, and evaluation. Knowledge is structural and propositional, so the learning-teaching process put the focus on the comprehension by explanation. Experience comes through meaning of reality, therefore, the process of learningteaching for experience should intend to spread the meaning of the way of Korean language life at various language activities. Performance needs the ability of practice in real language life, for that reason, learning-teaching process of Korean language culure have to emphasize the context of language activities. Attitude is formed by the identity of individuals, accordingly the learning teaching process must note the procedural rationality. The study of teaching Korean language culture must consider the organic connections of the rationales, the contents, and the methods for the education. The theories of literature are helpful for the awareness and explanation of Korean language culture, and the language of Korean literary works are useful for the acquisition and exercise the Korean language culture as proto-typal one.

Minyeodrui Sooda(Misooda) is a talk show program of KBS(Korean Broadcasting System) started at 2006. It is a program that foreign women who live in Korea talked together on the Korea and Korean cultures. The levels of Korean language use of them are various, but the experiences of living in Korea are all enough. Misooda is a very popular program in Korea. It's popularity depends on the contents, the expressions, the roles of speaker and listener and the contexts of dialogue.(In this point, it is similar to general communication model.) Korean television viewers laugh on, evaluate and sympathize to performer's chat during program. It depends on the relationship between foreign performers and Korean viewers. Misooda had taken enquetes on difficulties of learning Korean language for foreigners at 2007 August. As a result, it was ranked the 1st to Konglish(Korean style English dialect) use, the 2nd to the methods of naming a person, and the 3rd to complicated honorific. This result is to come out from the experiences of living in Korea as a stranger. Education of language and culture aims to improve the communicative skills of foreign language users on the surface. However, the in-depth goal is to improve the abilities of understanding cross-culture and to enlarge the multi-cultural vision of both of teachers and learners. The education of Korean language and culture must try to deepen comprehensions between Korean and foreigner as a Korean language and culture's owner. It can be selected to contents of education onto Korean language and culture by contents based, supplier based and user based methods. During that time the Korean language education has been taught in contents/ supplier oriented methods, but it needs to have more consideration on the user oriented method. The Korean language education is a sort of recursive and mutual process because we could reflect on myself through the other's sight. Also, the many sides of language culture education would change founded on the improvement of education of Korean language and culture like this.

This paper presents a study on the test of cultural competence in Teaching Korean as a Foreign Language(TKFL) focusing on speech test. The purpose of this study is to develop and suggest a sample of useful test tool sets for evaluating the cultural competence of Korean learners. The research is composed of 4 chapters. The first chapter presents the purpose and the theoretical background of this study. The second chapter focuses on the definition and the range of cultural education and cultural competence in relation with TKFL. The third chapter is composed of three sub-chapters which show, 1) the sub-categories composing the constructs of the cultural competence test tool: politeness, formality, register, kinesics, cultural background knowledge, cultural expressions, and task function accomplish- ment competence, 2) the contents of the test tool in detail, and 3) samples of the cultural competence test tool sets according to the levels of proficiency focusing on Korean speech test. In the last chapter a brief summarization of this study is made and some suggestions are offered to complete the study.

This paper is an experimental attempt which tries to apply the method of Currere to teaching the Korean language and culture to learners of Korean as a second language at university level. In order to achieve the goal, the author reviews the history and the theoretical basis of Currere which is first launched by W. Pinar and M. Grumet in the States. The paper then deals with the ways how the theory and method of Currere can be applied in Korean language and culture classes with the theme "the traditional Korean house". The paper presents that the four stages of Currere, i.e. regressive, progressive, analysis and synthesis, and the autobiographical method of Currere which are implemented in teaching the Korean culture to foreign learners of the Korean language have the following merits; Firstly, it makes possible a learner-centered education and an process-centered education. Secondly, it urges the learners to compare the culture of the target language with his/her native culture. Thirdly, it reduces the feeling of cultural deprivation among the learners. Its application however has some demerits that it is hard to apply the method of Currere correctly and exactly in second language teaching, that its application consumes much more time than the conventional ways of teaching, and that it is a difficult task to lay bare and share one's personal experience publicly in a classroom with others. But as the merits taken out of the application of Currere are much bigger than the demerits, the author maintains that Currere is worth being applied in teaching the Korean language and culture to leaners of Korean as a second language. (Sangmyung University)

The objectives of this article are to consider the functions and positions that non verbal elements take in Korean materials through a systematic analysis of non verbal elements currently present in Korean materials and to present how these non verbal elements should be introduced and utilized in the development of Korean materials in the future. Presently, the main purpose of language and foreign language education is to help students to communicate, based on the student-oriented education methodology. In other words, the language education should not consist of grammatical rules and the learning of vocabulary only, but should equip students with the ability to understand and use the respective language in real situations. This ability to communicate is not only focused on linguistic areas, but also non verbal areas in particular and should encompass both linguistic and non verbal capabilities. In view of this fact, we draw the conclusion that a student should study both the language and its non verbal elements in order to have complete ability to communicate in his foreign language study or his own language study. To that end, a systematic research on theories and presentation of list of such non verbal elements should be made first, on the basis of which materials should be developed, in consideration of non verbal elements.

This paper presents an input/output function of Korean characters for Korean learners in Japanese mobile phone environments. A mobile phone is one of convenient personal devices to have the sources of information. People are able to access to the internet and communicate with their company via the mobile phone without limits such as time and space. These merits have been applied to educational materials, recently. For example, English educations using multimedia materials have been presented for business people who cannot make sufficientextra time. On the other hand, we proposed handwriting educational software worked in a desk-top PC before. We demonstrated that the learning efficiency of students studied by the software was high. Therefore, we tried to transplant this approach into a mobile phone such as English. However, this approach failed because Japanese mobile phone environments don’t support input and output Korean characters. Thus, we develop an input/output function of Korean Characters in Japanese mobile phones in order to apply the Koreaneducational materials. In additionto the function, we propose an e-mail system to exchange Korean messages between Korean learners. Experiments show the proposed input and output function and e-mail system among Korean learners in Japanese mobile phone environments. In our future work, we plan to construct Korean educational material based on the proposed method for Korean learners and estimate for the learning efficiency. (Tohoku-Gakuin University" Kurume University)

The purpose of this study is to examine one aspect of Korean for Academic Purposes (i.e., academic Korean language and culture at university level). Korean language learners in the university setting have difficulty studying their academic disciplines using university- level advanced Korean, coupled with their unfamiliarity with Korean university culture. It is a challenge for them to use Korean appropriately in relation to other people and various situations they are faced with during the campus life. Therefore, it is important for them to understand the Korean language and culture as used in the Korean university community in order to have a successful academic life on campus. This study analyzes the speech act realization of apology in Korean by native Korean speakers with that by native Malaysian learners of Korean in the Korean university community. An analysis of the data collected via a discourse completion test shows that there was not much difference between the two groups in terms of the frequency of strategies used. A further analysis of the speech act realization, however, shows a lack of grammatical accuracy in the Korean learners' data. This study is expected to contribute to better understanding of how Korean learners at university level function in academic language and culture and designing of a more sociopragmatically sensive instructional approach.

ShinPyeonGoDeungChoSunEoGeupHanMunDokBon was compiled from two angles. The first aspect was to delete Chosun and Chosun culture's history. This was smoothly progressed through an institutionalized museum exhibition during a colonialization, Japan realized the forgettable politics by selecting the exhibition program which prescribed Chosun as ‘the past’ by making Chosun as the object of watching, as the studying contents. As the deletion of history and tradition, Japan mainly re-prescribed that a legal master of Chosun's art and culture was Japan. After Japan specified that the tradition and origin of Chosun culture ranging to the art, history, and Chinese character culture was Japan and China, and established a logic of prescribing the heteronomy of Chosun culture, Japan was transferred with the right of Chosun culture from Chosun that had a short of aesthetic sense and strengthened the logic posing as the culture protector through a diversity of examples, comparison and contrast. The second task was to newly prescribe Chosun people of colony as the people of the Empire of Japan. To compose of the new subject of ‘Nation’, the colonial government mentioned heteronomy, dependency, and laziness as Chosun people's typical habit and then classified it as the object which should be eliminated. By applying a principle of human being, ‘Filial piety’ as the principle of ‘loyalty’, it presented as the rule of imperial subjectivity. In short, ShinPyeonGoDeungChoSunEoGeup-HanMunDokBon is the textbook edited for the purpose of deleting the origin of Chosun people and re-forming Chosun people as the loyal people who contributed to Japan's colonial ruling. In this point, the middle school's language textbook ShinPyeonGoDeungChoSun- EoGeupHanMunDokBon is designed with the political texts for forming Chosun people of colony not as the language education texts.

Meaning of a text, after written by a writer, undergoes changes by readers. Readers accept the meaning of the text while twisting the original meaning by adding extra meaning and deleting parts of them depending on their understanding and background. This study based on these phenomena. In this article we study the cause of the change of meaning of Korean texts when they are read by foreign Korean language students. To answer the changing process, we investigated how a person’s cultural background effect their language and how they organize or express various meanings with their language. This research looked deeper relation about text reading and culture, text reading and culture understanding how to connect understanding of reader. We categorized the understanding of Korean culture as following:social-cultural context, situational context, and intertextuality. In this article, we investigate how each of these factors effect the meaning of text reading.

This study has an aim for searching implications that Korean language education could progress toward Language culture education, with analyzing, comparing, and contrasting a peculiarity of Language culture education in Korean language education and Culture education in Korean language education for foreigners. For these whole process of study, first, this study grasp aspects of accommodation Culture education in Korean language education and Korean language for foreigners, so this study concludes that both Korean language education and Korean language for foreigners acknowledge the importance of Culture education, and have great intention of reflecting it to the actual fields of education. For the result of this study, that is, Korean educational implications are following below. First, the education objective and the educational contents have to be set with considering learner’s various situations and conditions. This pays attention to the fact that Korean language education for foreigners creates step-by-step objectives and culture contents, matching learner’s situation, aim and conditions. The second, Language culture education integrating language and culture, have to get a focus on the culture and the language could follow to be integration. Through these opinions, a textbook construction of Language culture education has to be on theme-based. The last, this study discusses a way to improve learner’s communicative competence with a sincere meaningful learning. The real learner’s activity in this study is ‘parents biographic writing’, it has a point that learner could experience communications in the contexts of the real life, through this activity. The real learner’s activity in this study is ‘parents biographic writing’, it has a point that learner could experience communications in the contexts of the real life, through this activity.

Korean Language Buddy is an assistant who helps foreign students to exercise speaking Korean and to understand Korean culture. Most of Korean language buddy is a volunteered univestity student who doesn't have enough knowledge or skills to teaching Korean and such a buddy program cannot give enough directions or guidelines. This Study surveys Korean Language buddy programs and suggests effective directions that helps korean language buddies to prepare their activities more effective for learning Korean and understanding Korean culture.

It has been indicated in anthropology and linguistics that there are some differences in the use of words by gender. This paper looked at major studies about the concept and definition of the discourse marker in language which is appeared differently by gender. It was also classified the discourse marker which are used differently by the male and female through the research on the type and style of the discourse marker in Korean. Based on these research, the difference in the use of the discourse marker between the native Korean and Chinese who is learning Korean was compared. The reason is to show characteristics in how the Chinese Korean learner uses the Korean discourse marker. Finally, the basic date was presented in order to encourage Korean learners in the use of the appropriate discourse markers for the more fluent speaking in Korean.