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在中国的韩国语教育，自1946年在北京大学开设以来已经过了半个多世纪。1950年代中国只有北京大学、洛阳外国语大学、对外经济贸易大学等三所大学开设韩国语系，1970年代只有5所开设了韩国语系。但是，自1992年中韩建交以来中国各大学韩国语系猛增，据《吉林日报》特刊《韩国语村》报道，现今中国有250多所大学开设了韩国语系。可以说，现在在中国的韩国语教育从规模、范围、水平等各方面取得了辉煌的发展。但是，各大学的韩国语教育也存在一些问题。比如，韩国语课程安排的科学、合理性，教师的年龄结构、职称比例、性别比例、学位比例德不均匀，适合于中国的韩国语教育的理想的、权威性的韩国语教材的缺乏，辅助教材及相关图书资料的非常不足， 韩国语教育的标准化问题、教学评价标准化问题等。在中国的韩国语教育的今后课题是及时组织国内外专家撰写适合中国韩国语教育的通用《初级韩国语》、《中級韩国语》、《高级韩国语》以及《韩国文化》、《韩国经济》、《韩国历史》、《韩国政治》等选修课程教材；定期召开有关韩国语教育学术会议，不断提高韩国语教师的教学、研究水平；积极开展与韩国以及各国韩国语学术团体的交流，及时收集和互相交换学术情报；力求在中国创刊定期学术杂志《韩国语教育研究》；制作有关韩国语教育方面的网页，提高韩国语教师之间的

中国的韩国语教育属于小语种教育实践，但其发展速度及其一定时期内成长的规模绝不亚于包括所谓通用语种在内的其他语种。究其原因首先得益于中韩两国日益活跃开展的各个领域的交流与合作，即两国之间多个领域、多个层次的广泛交流与合作现状和前景，为韩国语复合型人才提供了宽阔的舞台。随着韩国语教育实践的蓬勃发展，各类韩国语教材的开发和出版也呈现出了日益活跃的局面。 这些教材中有从韩国引进、翻译的原版教材，也有国内韩国语教育第一线教师编撰的教材。这些教材的大量开发与出版，对韩国语教育领域来说无疑增加了足够的选择余地，各个教育机构可以自己的教育目标、教育对象的层次选择适宜的教材。但是，相对于韩国语语言类教材的百花齐放，适合于韩国语教育的文学类教材却捉襟见肘，在某种意义上甚至几无选择余地可言。具体而论，能够适用于韩国语教育现场的文学类教材既无数量上的储备，也难寻真正适宜于韩国语教育的文学类教材，实际上连如何开发适宜于韩国语教育的文学教材方面的方案都尚无着落。鉴于这样的情况，文学类课程的教材大多采用人文学意义上的文学教材，而不是专门为外语教育而开发的文学教材。笔者多年来一直主张，在中国实施的韩国语教育要并行语言类教育和文学类教育，其中，前者，即语言类教育为主，后者，即文学类教育为 중국 내 한국어교육에서의 문학교육에 대하여․43 辅，后者要服务于完成前者的最终目标。作为外国语教育的韩国语教育中，首先要注重对韩国语语言体系的教育，并以此为本。沿用索绪尔的一般语言理论，韩国语教育当中也可以适用其关于朗格(langue) 与巴罗尔 (parole)的理论，以韩国语自身语言体系教育为主，在提高其教育和融会贯通语言的需要和扩大语言应用角度考虑，再实施适当的文学教育，就是将文学教育作为提高语言能力和层次的高水准语言教育的辅助手段适用在韩国语教育实践当中。但是，需要附言的是将文学当做韩国语教育的辅助手段运用，是在韩国语教育实践为前提下而言，这不应该与人文学科里戒备无视文学的自律性和独立性，将其当做某种手段使用的观点形成矛盾。在上述的共识下，我们有必要研发适宜于韩国语教育实践，作为语言教育辅助手段使用的文学类教材。当前这样的文学类教材一是种类有限，二是均属作为人文学科适用的文学类教材，即均为文学专业人士的学术成果类型居多，不合适作为语言教育对象的教材使用。同时，针对韩国语学习者为对象实施的调查表明，学习者大部分不是出于文学之美学方面的需求选择文学，各级学校设置的文学类的课程也从一定程度上呈现出了忽视文学教育在语言教育实践中的作用的一面。改善最终改变中国韩国语教育现场的这样的局面，首先需要担当文学教育和研究的教育者表现出积极的态度,不仅要改变只是将自己的研究成果简单植入于韩国语教育实践中的安逸的做法，同时要将此当做一个课题，选择适当的文学作品，编写适宜于韩国语教学实践、适宜于作为韩国语学习的辅助手段使用的文学教材。值得注意的问题是既不能因为注重韩国语语言领域的教育而忽视文学教育应有的作用，也不能只是一味强调高级韩国语的教育为借口，扩大韩国语教育当中的文学教育环节的份额。只有正确处理上述的问题，中国韩国语教育的发展才有可能走上一个正轨、有效、体系化的道路，才能真正有益于培养具有良好韩国语修养的韩国语复合型人才的教育实践。在这个问题上,应该起关键作用的就是活跃于教学第一线的主攻文学的教师，亟待这一群体带着一种神圣的使命感来正视眼前的韩国语教育现状，为使文学教育在韩国语教育当中发挥应有的作用而尽职尽责。

The history of Korean Studies in Russia starts from the year 1897 when the first members of the Korean Diplomatic Mission began to teach Korean to the Russian students in the Saint-Petersburg Imperial University in Saint-Petersburg. Moreover, Saint-Petersburg is known for being the first academic establishment in Europe where Russian researchers began to study Korea systematically. Since that time Russian scholars of Korean Language and translators of Korean Literature presented the results of their extensive work in various kinds of research works, scientific papers and articles, translations of traditional and modern Korean Literature, and the publication of many collections of poems and prose. Due to the prominent Russian research professor Alexander Kholodovich, who organized the Korean Language curriculum in the early 1950s in the University and published the first book on Korean grammar in Russian, the so called ‘Leningrad school’of researchers and translators of Korean Literature had appeared: Marianna Nikitina, Adelaida Trotsevich, Dmitry Eliseev, Gennadiy Rachkov, Lim Soo, Larisa Zhdanova, Anatoliy Vasiliev. Due to these talented researchers and translators, Russian readers could delve into the world of traditional Korean Literature and get a flavor of Korean culture. The objective of this paper is to introduce the history, present situation and perspectives in the studying of Korean language and Literature on the example of the Saint-Petersburg State University, where research works on Korean Grammar and translations of Korean Literature have been published since that time by the pupils of the first generation of the Russian “Koreanists”. This new generation of Russian scholars has tried to preserve and follow all those traditions and principles of classic philology in the study of Korean Literature. The main idea of the Saint-Petersburg Koreanists was to teach Korean Language and study Korean Literature as a unique phenomenon, to trace not only the modern elements in Korean Literature, but also the traditional elements, to analyze literary works in the context of the historical and socio-cultural changes in Korean society and to take into consideration all the nuances of the Korean Language when translating literary works. At present, under the project name “The Golden Collection of the Korean Literature”, the Publishing House “Giperion” (SPb), with the financial support of the Korean Literature Translation Institute (RK), has already published five Collections of traditional Korean Literature. These are the translations of the first generation of the Russian Koreanists. In the near future, “Giperion” plans to publish other Collections of traditional Korean Literature.

In Mongolia, Korean language education began in 1990 when Korea and Mongolia established diplomatic relations, and it was National university of Mongolia which founded the department of Korean language for the first time, in 1991. Now, Mongolia has 25 universities which teach Korean language, including 19 universities that have the department of Korean language or the department of Koreanology. This study examine the education of Korean literature which is taught in a undergraduate courses of the department of Korean language (or Koreanology) in Mongolia. The reason is that the education of Korean literature, as a part of Korean language teaching, has been carried out as an effective way for improvement of Korean language skill and the education of Korean culture and besides, in teaching Korean literature itself in multidimensional ways, the importance is growing bigger. Firstly, the study surveys the present operating state of the education of Korean literature in the department of Korean language (Koreanology) in Mongolia. Secondly, it shows the present operating state of the education of Korean literature in the department of Koreanology and the department of Korean language at (a private university) Ulraanbaatar university, by objectives, curriculums and course materials, teaching-learning methods, and assessments respectively. Thirdly, it suggests some of the improvement directions for the education of Korean literature. This survey was conducted by interviewing professors personally, telephone surveys, e-mail interviews and surveying learners of Korean language. (a private university) Ulraanbaatar university is the first university founded by a Korean in Mongolia, so it has much more learners of Korean language and faculty members than any others. It can be considered to have taken a leading role in the education of Korean literature, therefore, this university was chosen as the most appropriate one for case study of the education of Korean literature. The biggest problems in the education of Korean literature at the universities in Mongolia are lack of faculty members for teaching Korean literature, nothingness of proper textbooks, quantitative shortage and qualitative inferiority for Mongolian language version of auxiliary textbooks, and so on. Therefore, I came to the conclusion that it is urgent to train teaching professors, make universities as footholds for retraining existing professors, translate various Korean literature works, educate expert translators for qualitative improvement of translations, have a variety of events like poetry readings which attract attention, and make diversification of teaching methods.

우즈베키스탄에서 한국어의 이미지가 아주 높은 위치에 있는 것의 우 즈베키스탄과 한국 전체, 경제 및 문화 관계 (2006년부터 전략적인 상대 협정), 우즈베키스탄에 큰 투자, 우즈베키스탄에서 고려인 디아스포라가 그 원인으로 된다. 그 밖에 우즈베키스탄 젊은이들은 한국에서 기술교육 을 받는 프로그램을 더해야 한다. 우즈베키스탄에서 5개의 대학교에서 한국학학부 및 학과가 있다. 100 개 이상 중학교, 리쩨이, 전문 콜레즈에서 한국어를 가르치고 있다. 전국 에서 9000명 이상 한국어를 배우고 있다. 한국어를 배울 때 한국 민족의 문화를 배우는 것이 중요하다. 대학생 들을 목적적으로 문화 간의 연락을 가르칠 필요가 있다. 한국어 교육 품위가 규격 및 과정안부터 시작하기 때문에 앞선 한국학 을 배운 대학교들의 과정안을 비교 일으켰다. 타슈켄트 니자미 사범대학 교의 어학실습의 경험을 서술한다.

In this paper, we have been attempted with subjects of ‘Instruction Model in making textbooks’, reflected contents and characteristics of textbooks are like as follows. First, our studies have been proposed as an attempt to realize teaching materials about selected topics related to Korean culture to carry out the appropriate Korean language classes for foreign graduate students. Secondly, as shown in above contents and photos, our ‘Instruction Model in making textbooks’ have been lead to interest induction and participation motivation, it is considered that a significant effect occur. Thirdly, Korean culture, Korean dynastic history, Korean mountains and streams, Korean personage, Korean fiction, Korean drama, Korean fairy tale, Hangul and King Sejong, attractions in ChunCheon, etc. made as a textbooks by foreign students as contents of ‘Instruction Model’. Fourthly, we brought another effects in which foreign students' interest has been getting increased about Korean history, they have been realized and interested that Korea's novel is not difficult to read than their thought, Korean mountains and streams and Korean heart has become widely understood to foreign students. Fifthly, our ‘Instruction Model’ has been reflected in the results in which foreign students who didn't know the value of ‘Hangul’, they surprised that ‘Hangul’ is the most outstanding letters to letters history.

This study sets the sub-concepts of ‘language competence’ are communicative competence (oral) and literacy (written) based upon the premise that the purpose of language teaching and learning is the development of language ability. Also it sets ‘written language ability’ which is a sub-component of literacy is composed of ‘strategy’ and ‘knowledge’, and we illustrate the contents of teaching and learning for practical class plans and textbook development. We study the development of the literacy studies in Korean Language Education for foreigners and native speakers. We found that there are two different concepts on the terminology of ‘literacy’. One is used as ‘literal competence’, and the other is used as ‘literal ability’. The first perspective is that these two terms are identical concepts. The second is that there is a hierarchical relationship between the two. In this study we set these two are identical and the written skills are set up as subordinate concept of literacy against oral skills. We elucidate the procedure for the contents of teaching and learning based on the CEFR and present the conclusion, the limit of the study and the proposal for the coming study.

It is generally told that Korean orthography and rules for standard Korean are very difficult. King Sejong has made Korean as a simple and scientific language, but it is not easy when it comes to actual writing. Because of a final consonant, Hangeul is more complicated than the alphabet or Kana of Japan. There are two principles in Korean orthography: Writing according to its pronunciation and writing according to form-clarifying writing. It has become very complex since writing according to its pronunciation has been used in Korean orthography historically. Fortunately, Korean orthography that succeeded to King Sejong’s spirit of form-clarifying writing is being used very helpfully. Although it is based on the form-clarifying writing, there are a number of parts to be rectified. Especially, I would like to present several problems writing according to pronunciation of that have been covered teaching Korean teachers in Sydney. The problemsare writing of a fortis, an initial sound, a word of written Chinese characters, a space ㅅ, spacing word and etc. I expect that the Korean language and teaching Hangeul are become widespread by the economic development of Korea and the effect of Hanryu.

At present, in this country it is estimated that there live 6.822.606 Koreans from overseas (as of May 2009). It is crystal clear that since the overseas Koreans are an important agent for mediating between their fatherland and their legal country and a very valuable asset that forms our national power’s extension, it is a nationally important task to have a policy and educational understanding of them and have a policy and educational interest in them. Especially, the second- and third-generation overseas Koreans who suffer from the crisis of linguistic and cultural identity have been on the rise, which raises the necessity for a concrete and systematic study of their education. However, in reality, the existing studies focused their attention on oversea Koreans living overseas rather than on overseas Koreans living in the country; so, it is still insufficient to conduct a study of teaching Korean to overseas Koreans in the country. In this light, this paper takes a look at the current state and task for education of overseas Koreans in the country about Korean which is given in the country, focusing on the examples of education conducted at the Overseas Korean Education Center, affiliated by the Korean People Educational and Cultural Institute at National Kongju University, going further to search for a way to development in the future. The project of the course of long-term education of overseas Koreans (learning in the fatherland) was commissioned by the National Institute for International Education to Kongju National University in 2008. Overseas Korean students and foreigners who finish 12-year curricula (like the curricula of elementary, middle and high schools in the country) are given admission to it (within 20% of its legally fixed number) through an interview and a recommendation by officials of embassies overseas. Till now, for 2 years, 444 students from 28 countries (205 students in 2009, 239 students in 2010) finished the course. The project of the course of long-term education of overseas Koreans aims to give overseas Koreans and their children an opportunity to experience Korea, learn its culture and history, which is expect to instill ethnic identity as an ethnic Korean in them. It is an attempt to prepare the students for learning in the country who want to attend college in the country. It includes an intensive course of teaching Korean. It plays a role of the spread of Korean culture to foreigners (chosen within 20% of its legally fixed number), too. In this course, there are a variety of programs for strengthening Korean education through all curricula and non-curricula. In the curricula, the time of class has been increased by 4 hours a week, compared to the previous years. And by means of organizing the classes according to levels, educational contents are differentiated and educational effects are maximized. The center operates a variety of classes such as an advanced-level class for students who prepare for TOPIK and a after-school speaking class for the basic-level Korean learners. It has a diversity programs for giving motivation for learning and raising Korean proficiency (Korean cross-word puzzles, Korean magic-square puzzles, and Korean dictation). For non-curricular activities include, there are many kinds of contests for Korean proficiency (a Korean speech contest, a written Korean contest, a Korean sketch contest, and a Korean song contest), which helps attain Korean proficiency as well as know their own achievements of Korean proficiency. And it conducts field-trip learning and culture-experiencing learning once a month and holds an athletic competition once a semester, for which advance learning (vocabulary and reading) is conducted by producing advance learning papers. After these activities, students hand in what they felt during them, to which teachers give feedback. As a result, they—handed in by students—play a role of the portfolio for Korean learning and serve as a tool of measuring their Korean learning achievements. The center implements a “buddy” program, in which the students can come into one-to-one contact with native speakers (students) of Korean at Kongju University to go exploring historic sites, experiencing the market, seeing Korean movies and others, which makes it easy for the students to understand Korean culture and feelings. In the future, it is necessary to make an effort to increase the professionalism of the teachers of overseas Korean students and strengthen power of research; it is necessary to operate selective and flexible curricular that reflect the characteristics of overseas Korean students; to make a continuous effort to compensate for a supporting system for attending college for the about 30-percent students who want to attend college in the country, construct an after-course web-based curricular system a human network preferentially including students who finished this course.

This research discussed the musical basis on which hyang-ga(鄕歌) was formed. The discussion has been developed centering on the music of ancient times and the period of the Three Kingdoms. The following is an abstract of the discussion. The origin of hyang-ga has been discussed in relevance to music during ancient times. A common belief is that the origin or beginning of art can be found in ballad dance. Likewise, it can be assumed that the origin of hyang-ga is also found in ballad dance. Based on records of ｢Dongi-jeon｣(東夷傳) in Jin-Su’s 󰡔Samguk-ji󰡕(三國志), it can be presumed that during ancient times Koreans created and enjoyed singing and dancing in their lives or through mass gatherings in the kingdom like ‘Young-Go’(迎鼓), ‘Dong-Meng’(東盟), or ‘Mo-Chun’(舞天). Already during ancient times, song, music, and dancing were put together and the base for hyang-ga to develop was set. Goguryeo(高句麗) was the first to develop music among the Three Kingdoms. Foreign music from the neighboring continent was introduced into Goguryeo before Baekje(百濟) or Shilla(新羅). Also, their musical culture was richer than the other two kingdoms and they were actively involved in musical activities in China. The trace, however, linking Goguryeo’s music to the forming of hyang-ga cannot be found though it seems to have provided grounding. Due to lack of information regarding the music enjoyed in Baekje, it is difficult to examine what the actual state was like. Yet, through glimpses allowed by documents, it is assumable that Baekje possessed a higher level of musical culture than Shilla did. In Japan, Baekje showed more active involvement in musical activities than Shilla or Goguryeo. An assumption has been made that Baekje’s music has considerably contributed to the forming of hyang-ga, both directly and indirectly. The fact that <Seodong-yo>(薯童謠), the oldest of the hyang-ga remaining, comes from Baekje is a supporting evidence to the assumption. While Shilla was late in being introduced to foreign music compared to Goguryeo or Baekje, they possessed various types of music full of local color handed down from ancient times. Shilla’s music was enriched especially by the introduction of Dangak(唐樂) and Buddhist music. After unification of the Three Kingdoms and integration of each culture, the ground was set for music to splendidly develop hence giving way for hyang-ga to unfold. In conclusion, clearly the development, expansion and growth of hyang-ga were based on Silla’s music, yet the music of Goguryeo and Baekje were also important contributing factors. Especially the music of Baekje played an important role during the formative process of hyang-ga. This brings up the need to place more weight on the music of Baekje in this discussion of hyang-ga.

This thesis searches for the possibility of recovering true human nature and the ecosystem broken down by modern civilization in women's poems showing an ecofeminist world view. It is based on the works of Moon Chung-Hee, Jeong Ggeut-Byeol, Na Hee-Deok, and Kim Seon-Woo. Ecofeminism urges women to reflect on the relationship between nature and herself as a main subject and to show the values of life and new environmental virtues. Especially as women who give birth, women restore the values of interactive lives and reestablish the relationship between nature and humans by raising an objection to seeing nature as an objectified nature. These poems show the reality of women as socially weak persons through the author's own experience and world view. They also show their will to overcome it. In their poems we can find the morals of equality and coexistence that ecofeminism strives for from a more positive viewpoint. Moon Chung-Hee realized the restoration of nature and womanhood in two ways. One is to perceive the original trait of humans and nature as sacred. The other is to see the relationship of man and woman not as opposing forces but as a balance for each other. With this she aims at the restoration of human nature to live peacefully together. By equating the essence of nature with motherhood, Jeong Ggeut-Byeol seeks hope for the future in the life force of motherhood and wishes for the wounds of the past to be healed in it. Her maternity is a revolving one which is more concerned in the greatness of curing and restoring rather than in accusing the tainted ideas of motherhood. This tolerance and love are the main impetus for leading us to a progress with hope in an era of dispair and conflict. Na Hee-Deok's poems also strive for the coexistence of all things with mothers' eyes. However, her motherhood is not a victim or an abstract one but the core of life, which differs from Jeong Ggeut-Byeol's one. Kim Seon-Woo has changed the stereotype of a woman's body in a new definition of maternity. It contains not only life but also pleasure. She seeks a world that does not distinguish between life and pleasure. This wisdom of coexistence achieved by the individual's volunteer action will be a main alternative for changing the real world deserted by competition. The future for modern poems must be bright, for these women poets' aims for the ecofeminism is a great force to endure conflicts in the twenty first century.

Questions play a key role of a test. Every knows that the question-making is important. But, it's not easy to make good questions or errorless questions. There are common and different meaning between good and errorless one. This study try to establish the causes and the types of the error questions. The causes of error are no evaluation philosophy, difference between theory and reality of evaluation, and no concept of error questions. But these general causes are not help the cause analysis of errors. This study analysis the causes of error in two ways-curriculum and teacher. On the side of the curriculum, the error questions has arisen because demanding creative questions though educational contents is unified, deprive of the evaluation right and discretionary power of teacher, and there are no suitable texts and questions for the local society and school. On the side of the teacher, the causes of error are found in three ways-environmental, psychological and technical cause. First, they are environmental causes that teachers have a lot of busywork besides teaching, teachers can not concentrate in the teacher's room, following measure is not enough to release question, questions have piled up, and the Local Education Office and the Ministry of Education and Human Resources Development interfere in minute detail. Second, they are psychological causes that the evaluation philosophy is absent, the evaluation in school is recognized low-level, subjective judgement of evaluation spread over the semantic network, teachers feel the pressure and have not think critically about the existing question, and teachers fall into mannerism for repeated evaluation every year. They are technical causes that a training is not enough, the level of difficulty is focused instead of the validity, questions from reference book are plagiarized and quoted, contents are quoted out of context, review and revision are insufficient. The types of error are divided into the types of evaluation, making questions, questions, and Korean language. The types of evaluation set limits summative evaluation. The types of making-questions are divided into setting and choice exam questions. The types of questions are divided into multiple-choice, short-answer, and essay form questions. Domain of Korean language is divided into reading, writing, talking, listening, literature, and grammar. The form of errors is divided into misprints, incorrect sentences, inconsequence, and problem in editing. This study suggest using a check-list for the error questions and making future questions as solution for the technical causes of the error questions. The Future questions have to include integration, principle, diversity, and co-creation. This study has significant that try to analyze the cause and types of error, even though it has limit to explain at great length.

2009 Curriculum reading and grammar have been incorporated into a course. Reduce the burden of student learning as the purpose was to create. Curriculum has changed the terms were specific and active. Still another level, however, the presence of two subjects from this nature was revealed. And according to the 7th curriculum textbook reading and grammar sections of the configuration system was evaluated. It is proposed that is a higher share of the spirit of the CPS model , acceptance and production strategies, a unit construction of mutal-infiltrational textbooks. This study will be to help them make books. 'Reading and Grammar' creative and strategically integrated textbook should be produced.

By recognizing correlations problems of the educational courses, school, education, and college scholastic ability exam, in this research, the modern novels questions of the language section from 1994's 1st exam to 2010's current exam was analyzed to be reflected the contents of the high school's literature educational course properly. First of all, based on the correlations of educational courses and college scholastic ability exam, the educational goal and contents system of ‘literature’ educational courses from the 5th educational courses which are applied by the 1994's college freshmen who have begun to take the college scholastic ability exam to 7th educational courses which are applied by the 2010's college freshmen were looked over. Although as a literature study purpose, based on the change in the course of study, the study course has been organized to enhance the quality of ability to use Korean, when compared with the other subjects or other sections of Korean, the statue of ‘literature’ section has been fallen. After that, from 1994's 1st exam to 2010's exam, the modern literature exam question's correlations of the analysis of literatures, and educational courses were analyzed. As a result, we had reached a conclusion that the questions were somewhat reflecting the educational courses, however, they are yet to reflecting the courses evenly. Therefore, the number of questions about the ‘literature and culture,’ and ‘the value and attitude of literature’ which were not generally covered should be increased and the number of questions about the ‘acception and writing of the literature’ which were the common questions should be reduced and the questions should be differentiated themselves from the questions trend what we used to have. In order to achieve the teaching instruction, study method in the direction of supporting the basic purpose of literature study course, the concrete contents and goal of college scholastic examination evaluation should have a root in the literature educational course. By that way, the students can actively internalize by reading the literature through a literature study course without thinking the instruction and educational course as the different thing. For uniting the scholastic exam and studying ability which has been earned from the educational course, the research on the study course should be made actively and the best study courses should be designed. And for the college scholastic exam, the development of questions which can be evaluated the study course should be made by the instructors and literature education specialists.