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This study aims to investigate a speaker’s intention under analyzing the conditions of omit, inversion, stop and so on. To accomplish this goal, this paper select how to search and analyze the types of ending of speech in spoken language: native speaker’s free conversation and current dramas and documentary as a TV program. This research paid attention to the ending of speech, that is the function and role they perform in discourse without judging grammaticality as a sentence. Ending of speech can be showed variously by the strategy like omit, elimination, inversion, emphasis and loosing utterance regardless of characteristics of corpus. Speakers used the way of inversion, omit and repetition to emphasis messages they want to delivery. However, Speakers used omit to carry the clear messages and to remove surplus factors.

In the Korean grammatical expressions of the assumption which had the morphological similarity and the semantic similarity, this study researches the ‘-다고 치다’ and ‘-ㄴ 셈 치다’ which has the meaning of the active assumption. The purpose of this study is to find ways to present effectively the two similar grammar to the Korean language learners. Because the both grammatical expressions are appears the many syntax errors comparing to the other grammatical expression of the assumption. And also a lots of the grammatical errors are produced by the Korean language learners who study the both expression. Because the Korean language learners does not recognize the differences between the two grammar, the errors are appeared frequently. Based on the existing research on the meaning of the verb ‘치다’ and the dependent noun ‘셈’, explored these two grammatical expression had a different grammatical expression of the assumption and the meaning. I had found similarities and differences in these two grammatical expression and arranged the grammatical rules which is to be found in both Korean grammar dictionaries and grammar textbooks. And tried to find the causes and patterns of errors generated by Korean language learners’ use of the two grammar expression. Based on this, suggested a way to clearly present the differences between the two grammar expression to target the advanced Korean learners.

This research aimed at improving learning achievement through the actual application of process centered writing education method for the efficient study of university writing education. For this, this research reviewed phased application case of academic writing education as the process centered learning method. This research conducted phased procedural study by dividing into 5 stages, i.e. theme selection, data collection, overview composition, first proof writing, revision. Academic writing in university writing education is difficult for the students to approach, however the education thereof is necessary, since it is useful to cultivate logical and critical thinking necessary for university education. To raise interest and participation of students and learn the logical and critical discussion development, this research conducted by selecting different learning strategy per stage. Theme selection and data collection were conducted through discussion by groups of two learners, and overview composition was conducted based on the professor's feed-back, while the first proof writing was conducted based on presentation and joint review. Such method could expect learning effect more than emotional writing. Also, such learning expands efficiency more, since it could be applied also in task performance in each department.

The purpose of this study is to investigate the explanatory power of rating criteria of the category Language use in Korean writing assessment. To do this, I asked 10 skilled raters to evaluate 30 compositions, and found the each criterion of rating that are actually existed in those compositions(such as a number of vocabulary and grammar types, the average error frequency, etc.). A simple regression and stepwise regression were carried out on data from it using scores in the category Language use as the dependent variable and the rating criteria as the predictor variables. The result of the analysis revealed that uses of vocabularies and grammars those are on the level of students’ and over were the most influential criteria for Language diversity(R2=.577), and the average error frequency was the most powerful variable for Language accuracy(R2=.723). For the overall score of the category Language use, the average error frequency and the uses of a high level vocabularies had the greatest explanatory power. These two rating criteria could explain more than 75 percent of the overall score(R2=.761).

The purpose of this study is to present the directions in order to teach effectively Korean conjunctive adverbs for Korean advanced learners. In the case of the advanced learners, they exposed a lot of expository writing and persuasive writing, and they required to be close to Korean native speaker's language ability. In practice, however, the advanced learner’s writing is similar to oral language and Korean conjunctive adverb error rate is high. That’s why teaching Korean conjunctive adverbs is so important. In this study, first of all, I was extracted the frequency of Korean conjunctive adverbs from Sejong Corpus Written Form Analysis to identify how used in the actual text of Korean native speakers in written language. Then, in the study of "Vocabulary content development in Korean Language and Teaching", I was extracted a Korean conjunctive adverb list for each level learner. And the results compared with other research papers about Korean conjunctive adverbs. All together, I rearranged to a list of Korean Conjunctive Adverbs in the aspects of use the Korean native speakers. At the result, I was able to present the five directions in order to teach Korean Conjunctive Adverbs for the Korean advanced learners.

The purpose of this article is to describe the views that teachers are interested in the pattern drill and the task activity as a teaching method of Korean grammar. For this purpose we investigated the aspects of appling the two methods in Korean classroom by means of a survey on the scene of teachers. In Korean grammar education, traditional grammar-translation and audio-lingual method which have the teacher-centered and result-centered attitudes are put to practical use widely. And traditional pattern drill and input enhancement are used widely as a teaching technique of Korean classroom. But the task activity is not applied to the face of awareness of the effectiveness and practical application. In conclusion, according to the survey analysis, the pattern drill is applied more widely than the task activity, teachers’ preference and the educational conditions of applying the task activity fall below the average. These aspects reflect the problems of the structure of textbooks and the curriculum of the institutions which are restricted by time and space. Korean is very complex language for foreign students because of agglutinative morphs, but the monotonous teaching methods are applicated in a lot of classes of Korean grammar. Consequently, it is necessary to merge the pattern drill and the task activity eclectically and yield a synergetic and meaningful result in Korean grammar education.

This study analyzes the errors in usage of particles, focusing on the errors of ‘이/가’, ‘을/를’, ‘은/는’, ‘도’, ‘만’ by Taiwanese korean learners. The meaning and the purpose of the study is to find out Taiwanese Korean learners ‘s errors of particles. Since most studies about this subject are conducted with Chinese Korean learners. In this study there are two groups of Taiwanese Korean learners. A group members are 4,5,6 level students who study at Korean learning institution in Korea, and B group members are 4,5,6 level students who study at Korean learning institution in Taiwan. The date is the analysis result of the survey which is consists of 40 questions using ‘이/가’, ‘을/를’, ‘은/는’, ‘도’, ‘만’ grammar structure, and the survey was processed through on-off line both. At the end, collected 184 peiced of survey papers, and among them selected 60 peices of survey paper for the analysis which are mainly from 4,5,6 levels in each group. After the determination, the errors were divided into error of substitution, omission, form, and avoidance. According to the aspects of errors in usage of particles made by 4,5,6 Levels in A, B groups, the substitution errorr of both groups were most frequent, and the substitution error of ‘도’were most frequent, besides ‘도’ was substituted by ‘이, 가, 를, 은, 는’. In omission error, the error of ‘은’and ‘가’ were shown on each level of A group. The omission error of ‘만’ were shown on each level of B group. In aspect of form error, the error rate of B group was much higher than A group. In other error( avoidance), the error rate of ‘도’ was high in A group, but the error of ‘이’was higher than ‘도’ in B group.

The purpose of this paper is to seek a right direction of cinema therapy and develop its effective therapeutic method. For this purpose, on the basis of preceding research results, I verified that to establish the effective and scientific cinema therapeutics, it needed to be accumulated expansion of therapeutic targets and ample case studies. I carried out a cinema therapy program in the way of integrated education for 13 ADHD children of experimental group, elementary school students from Multi-cultural families in Kangwon province, with 19 students of comparison group. The results of this research was as follow. Cinema therapy was effective to cure the emotional problem of ADHD elementary school students. But to overcome the negative emotions, it needs to be selected materials taking into account the features of ADHD students such as carelessness, hyperactivity, and impulsivity. Cinema therapy, also, is useful to improve cognitive factor not so much as emotional factor. To improve cognitive factor, interactive therapeutic method in which facilitator plays a large role is effective. The therapist guides the discussion of theme and contents of cinema, exchange of informations and understanding, and finally leads client to self insight. Compared to the above two factors, to improve those of personal relationship and communication, it needs to be conducted a cinema therapy considering various factors such as improvement of family educational environment(combine family or parents therapy), faciliator’s effective intervention, and selection of positive contented materials. To be a more effective therapeutic method, cinema therapy needs to be supplemented as follows: getting scientific tools of diagnosis-healing-evaluation, combining family(parents) therapy, selecting suitable materials for clients and developing edition crafts, developing assessment tool to verify the continuity of an effectiveness, and approaching multi-disciplinary to resolve unnecessary conflict factors and grow scientific therapeutic method.