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The primary purpose of this paper is to lead a direction for the development of Korean Literary materials especially for advanced learners. Under this purpose, firstly I focused on the examination of present teaching materials, and secondly explored the criterions that we would choose the literary texts for advanced learners. When we develop Korean literary materials, the most difficult problem is what literary texts we should choose. It needs appropriate criterions of choosing text for advanced learners, this study suggested that those criterions are linguistic, cultural, and literary historic criterion. These criterion should be applied differently depends on learner's level, the higher their level is, the linguistic factors are less important and the cultural factor's importance is greater. In relation, the literary texts in the textbooks for the middle school students in Korea are a helpful example for the development of Korean literary materials for advanced learners of Korean as foreign language.

The Purpose of this paper is to discussing that we have to enough consider learner's conditions and teacher's error management on error analysis perspective of teaching and learning. Even though same error data, according the aim of error analysis, objects and explanations of error are different. So it is need to consider the aim of error analysis during to determine the objets of error and explain a phenomenons for a meaningful result of a error analysis. At chapter 2, through the research learner's error data, we can know that the learner's conditions (intentions of expression, level of study, ability of target language) are one of a important standards of error determination. At chapter 3, we can find that the underlying, rules cause error is more important than surface error form in the error explanation course. Even if some data have the error form, it is difficult to say how many underlying, rules cause error. So we need to confirm the underlying rules cause error for the explanations of learner's error essence.

This paper describes the semantic features with respect to ‘-(e)ci-’ when they are used by native speakers in daily life. In order to perform of this study, we selected 115 pieces of transitive verbs from object verbs. The selected verbs combined by ‘-i/hi/li/ki-’, ‘-(e)ci-’, and ‘duplicated passive form’ are usually composed of actual sentences. We investigated the usage of the three forms such as ‘-i/hi/li/ki-’, ‘-(e)ci-’ and ‘duplicated passive form’ when native speakers actually use them in daily life. As a result, native speakers use ‘-(e)ci-’ in the following situations: (1) the natural situation due to the passage of time, (2) the unexpected situation that is suddenly occured, and the accidental situation that is happened by chance, (3) expression　depending on the property of the subject. All doers do not exist in this study. Thus, the semantic feature of ‘-(e)ci-’ is exactly different from ‘-i/hi/li/ki-’ and ‘duplicated passive form’, and the representative feature of ‘-(e)ci-’ is not passivity meaning but the natural situation due to the passage of time.

This paper will observe the characteristic of identical basic meanings and cognitive meanings of ‘kada’ and ‘qu’. As a using of high frequency word, the range of application is not only wide , ‘kada’ and ‘qu’ has a variety of meanings. On the strength of cognitive grammar, this paper will respectively observe the prototype meaning and extended meaning of ‘kada’ and ‘qu’ which will extend in what ways. At the same time, this paper will analyze similarities and differences. ‘kada’ and ‘qu’ have the same prototype meaning of 'move'. In the meanings of 'space migration', and 'disappear', ‘kada’ and ‘qu’ have the same meanings. Although they have the same basic and extended meanings, it does not mean that they are exactly the same. Because of cultural differences, they show different ways. ‘kada’ has got the extended meanings such as 'variation of status', 'continue', 'produce', 'reach' and so on. But ‘qu’ has not got these extended meanings. Needs to be noted is that the extended meaning of ‘kada’-'produce' is widely used in the usage of compound word. And 'qu' has an extended-meaning, that is 'remove', but 'kada' doesn't have this extended-meaning. Although this meaning has been showed in compound expression, Korean doesn’t show this compound corresponding relation. Auxiliary Verbs ‘kada’ has the meaning of 'continue'. By contrast ,directional complements ‘qu’ has various meanings abound. Although Auxiliary Verbs ‘kada’ has limited meanings, it has a strong grammatical function. Directional complements ‘qu’ has got various meanings such as 'direction', 'disappear', 'remove' and so on, but when it is combined with fixed words, compared with grammatical function, vocabulary meanings are more powerful.

Korean language education in Yanbian has a long history of 150 years which has contributed a lot to the development of Korean language education in China. Teaching materials which are being used at present have selected literary works in Korean literature and the works by Korean writers in China. The majority of Korean parents have a preference for Korean language to Chinese, but there are a lot of problems such as the decrease of teachers, deficiency of quality, integration and rearrangement of schools, and preference for Chinese schools. It is of vital importance to promote bilingual education in future.

Language education and cultural education can not be separated in the educational process. Now, the culture education is included in the process of explaining on traditional culture, material culture, and religion etc. In this education process, culture education will be varies in the quality and depth depending on the range, so errors will appear in the communication as the cultural differences. In this context, the learner's errors are very important field of research can be said. Research on cultural differences stemming from the error is relatively insufficient, however. This paper divided the errors occurrence because of cultural differences by type of failure and analyzed focusing on the cause of this error, and studied advance the effective solutions to prevent them. The analysis for errors and failure due to cultural differences of the learners will help the rapid progress and ensure accuracy in language use.

The purpose of this article is to construct a reading class in Korean education as a foreign language to be in learner-centered way to draw learners' activity and improve their reading skill in Korean. Reading is an interactive process between a learner and text and a behavior to understand the meaning of the text. Learner-centered class means that the class provides what both a teacher and a learner need rather than only a learner need in order to activate interactions in classroom. Under these definitions, we suggest that learner-centered reading class construct with three factors-the learners, the text and the context. There are learners' personal factors which we should concern, such as Korean proficiency and some other factors which teachers should activate such as background information. Text can be reconstructed by learners and context factor and supplemented by extra materials. Context is the class itself which includes individual activity, small-group activity and whole-class activity with a appropriate balance. These three factors prerequisite for and are related to each other.

This article aims at finding some problems in teaching names of animals and plants of the Malay-Indonesian language. For this aim, it compares names of certain animals and plants contained in dictionaries, including: Malay monolingual dictionary; Indonesian monolingual dictionary; Indonesian-English bilingual dictionary; and Indonesian-Korean bilingual dictionary. By this work, we are able to find some errors in the common names of animals and plants. Wrong names of animals and plants in dictionaries have often led students falsely recognize those animals and plants. These errors are resulted from the mistranslation, which is also caused by the fact that the dictionary-makers did not consult scientific names of animals and plants. Based on these problem-findings, this article suggests that educating names of animals and plants to students requires a systematic research and a careful arrangement of those common names based on the scientific names.

Cultures are in separable from languages. Earlier approaches of teaching culture focused on Korean heritage. There are three types of presentation on culture in the textbooks. They focused on the information about cultural events and heritage, cultural meanings and skills of Korean language, and cultures in daily life. Considering the concept of intercultural competence, this study proposes the four phases of affective teaching-learning model in conformity with the phases of acculturation. Affective approaches affect cognitive and functional approaches on culture. This study suggests four phases of intercultrual teaching model. The four phases are as follows: open attitude, logical attitude, acceptive attitude, integrated attitude.

Up to the present, the number of foreign laborers and immigrants for marriage grows rapidly and the number of children of multi-cultural families and the foreign students coming to study abroad increases every year. Meanwhile, we, Koreans, have always emphasized that Korea has one race with homogeneous lineage, single culture, and a single language. Now, we must change our thoughts about the concept of homogeneity and accept things and custom of various culture backgrounds from those who immigrated to Korea. When we teach them Korean, we have to teach them history of Korea, social values of Korea, emotional values of Koreans, Korean family relationship as well as Korean language. Moreover, Korean teachers must know about the learners’ mother tongue and culture, which can facilitate the foreign learners’ study of Korean. The physical space of learners also differs. Some of them are learning Korean in Korea, where Korean is spoken, but, some are in the learner’s country, where the learner’s mother tongue is spoken. But, in the long run, their ultimate goal is to make it possible to communicate with and in Korean. In addition, it also can be a goal to educate Korean through which help increase the knowledge on academic fields, Korean culture, and the comparison with learner's native language and Korean. Because language, in the final analysis, is inseparably related to society, foreign students must also learn Korean culture for better and correct communication in Korean. Thus, it is important for language instructors to teach cultural aspects of a language. To do so, the instructors need to know about the complete understanding of both the culture of learner’s country and the culture of society where target language is spoken. Teachers of a language should learn history, economy and culture of other countries’. It is needed to provide teachers with training program for understanding cultures in domestic and abroad. The teacher can design curricula available for foreigners after choosing a proper methodology of teaching. In addition, the texts for foreign learners must be selected carefully. The text must contain cultural contents of Korean and the learner’s country as well as grammar. It will help learners to accept Korea and Korean easily. To educate new language is not a problem that can be solved in a short time. It is desirable to study constantly.