Earticle

The aim of this study is to show how to teach Korean language and culture using multimedia. In multimedia learning, active processing requires five cognitive processes: selecting words, selecting images, organizing words, organizing images, and integrating. These cognitive processes are able to help Korean language learners understand Korean language and culture without difficulty. Korean language learners have difficulties in understanding Korean culture because textbook based education doesn't offer real images and sounds. Multimedia based education will offer a chance to easily learn Korean language and culture by providing an interesting content like television commercials. This study demonstrate the best direction for teaching Korean language and culture using television commercials, and present a planning for a semester as a model about their education.

The goal of this paper is to survey the possibilities of developing a multicultural education program in Daegu-Gyeongbuk area. First, a general discourse on multicultural education. There are already significant results from the scholarship on education; however, the scholarly results differ in praxis as education is viewed as assimilation or adaptation to the mainstream. Second, an overview on museums as institutions of multicultural educationt. For a long time, social education was one of the missions of museums, and they have developed significantly in their educational methodology. But they haven't succeed in combining both the methodology and theories that were developed from the scholarship of education; they were not serious enough to practice from a multidisciplinary perspective. Third, investigating the current situation of the museums in the Daegu- Gyeongbuk area. It is to discern whether these museums are ready to carry out the multicultural education programs. The grounds on which they stand should have the regional distinction of Daegu-Gyeongbuk area, differing from Seoul. Fourth, the various multicultural education programs both in domestic and international practice. The programs of national museums will be observed closely, because they are said to be very successful according to their own reports. The examples from foreign countries may be different cases, so we should observe them because they have already been solving their own problems

This aim of article is to evaluate whether Leech(1983, 2002)'s maxims of impoliteness, 'maximize the expression of impolite belief, minimize the expression of polite belief' as opposed to the maxims of politeness, are available to realize the impoliteness in terms of korean language(especially, korean drama). Leech's theory of politeness encompasses the potential of impoliteness: the asymmetries of self/other, marginal territories, reverse effect of indirectness. But through the limitations of linguistic strategy in the level of utterances, Leech can not deal with sincere intentions of speaker to be polite and illuminate sufficiently the dynamics of human communicative interaction. In Korea, parameters of age and affection work to offset the effect of it and draw a flow of conversation. As a mechanism to study impoliteness in korean language, it is supposed to considerate impolite intention(intention of preposition and attitude), social and situational relations of interactants, and response of hearer through recognition of them.

This study is an attempt to present a development plan about reading program for adolescent. Therefore this study surveyed the current situation of reading program for adolescent in public library and school. Adolescent means 9 to 24. in this study. According to 'Library Act(2009)' and 'Reading Culture Promotion Act(2009)', the administration has to support various kind of institute like public library and school, social education institute, local government. Current reading programs are mostly operated by developing the reading list. So it is necessary to develop various reading program for learner. And because reading is related lifelong education, reading policy has to focus on adults including young adults.

The objectives of this study were to analyze writing errors observed in Korean vowel and consonant learning by Arabic‐speaking Korean language beginners who study the Korean language in Egypt and to make a teaching plan for more efficient vowel and consonant writing education for Arabic speaking Korean language learners in Egypt. We need to review Korean language education performed so far in Egypt and to develop new methods and contents of Korean language education suitable for the situation of Egypt. Furthermore, it is necessary to make teaching plans in consideration of learners’ situation by analyzing common errors among Egyptian learners. Therefore, focusing on the vowels and consonants found most difficult through a questionnaire survey of learners, this study analyzed errors in vowel and consonant writing in comparison with Arabic and looked for solutions for the errors. In addition, we applied the proposed teaching plan to class, and analyzed and presented the results.

This paper introduces the current status and future prospects of the Korean language and culture program at the embassy of the Republic of Korea in the U.S.(KORUS). Furthermore, this study is the first of its kind to address this topic. Since 1995, KORUS has offered Korean language classes to the public as a means of publicizing the Korean culture in the United States. Classes offered at KORUS consist of three levels: beginning, intermediate, and advanced. In this study, those classes are explained by the system and curriculum, and then are analyzed in terms of the needs of students who participate in the program. The fact that these classes are now expanding is very encouraging. However, as an attempt to contribute to further improvements of the Korean language and culture program at KORUS, I would like to suggest some future enhancements to the program at KORUS by carefully performing students' need analysis. The need analysis is conducted in three ways: questionnaires, class evaluations, and interviews. The questionnaire is composed of 10 questions inquiring students' background, class goals, needs for classes, and the like. The class evaluation, conducted by KORUS, reveals students' assessments for the future improvements of the program. Last, but not least, the interview, conducted one-on-one, directly examines students' personal needs as well as their opinions about the program. The results of these three elements are carefully analyzed and discussed with an eye towards helping KORUS improve its Korean language and culture program. This analysis could be helpful in developing non-regular programs in U.S.A..

Even though, from the viewpoint of typological description, Korean language and Chinese language are different each other in the word order, they are all topic prominence languages. The use rate of the typical topic sentences in using Chinese language is high, and also the use rate of Korean particles '-은/는' presenting topic and old information in using Korean language is high, too. Nevertheless, among the grammatical fallacies of Chinese learners in using Korean language, the fallacy rate of Korean particles '-은/는' and '-이/가' is highest. Thus, the purpose of this paper is to compare and analyse chinese sentence patterns corresponding to the function of Korean particles '-은/는' and '-이/가' in the standpoint of contrastive study. In Chinese language, there are 'about somebody/something', 'Topicalization', double-subject sentence'. 'subject+是+noun', 'when one talks about the first person', 'when one talks about the fact', and 'the structure of old information' corresponding to Korean particles '-은/는' and '-이/가'. As the items corresponding to '-이/가', 'presentative sentence', 'double-subject', 'embedded clauses', '由+subject+verb', '是+{clause+的}', and 'focus-subject' are in Chinese language. Most of the Chinese teachers teaching Korean language are Chinese native speakers or bilinguist( the Korean-Chinese). They can apply the results of comparative analysis into teaching method of Korean language.

Most recent studies on vowel qualities utilize t-test or ANOVA the way in which each formant, F0 to F3 were analyzed independently. The main purpose of this paper is to identify vowels of Korean and Japanese with a tool of statistical package, Discriminant Analysis on which all independent factors are entered at once. As a result, data collected in this paper reported Korean vowel /a/ is classified into /ʌ/(16.7%), /u/ into /o/(16.7%), /o/ into /ʌ/(25%) and vice versa; otherwise, each Japanese vowel was all classified into its own category(100%). It turned out that the phoneme boundaries of Korean vowels were less clear-cut, which has the more complex vowel system than that of Japanese.

To understand the symbolic meanings of the culture vocabulary and social cultural background of it is tied closely with improvement of the communication skills. In this paper, most basic step to understand the Korea culture is considered as learning the culture vocabulary and using it. Thus, recognizing to need the systemic screening of the culture vocabulary, this paper tries to investigate the actual conditions of the culture vocabulary presented in each culture textbook, report, and paper related to vocabulary, as the previous step to select the culture vocabulary for Korean language education. Result in analysis of the culture vocabulary could be used to select the culture vocabulary used in Korea language education, and the objective frequency in use of the culture vocabulary will help determine priority of education. In addition, this paper tries to define the concept of the culture vocabulary, and to investigate what principles of the culture vocabularies will be learned and taught by.

This research is on sexual identity in Korea in the context of Korean education system. For this purpose, this research examines male and female title. Title has not been the main subject in Korean education, and only family title has been studied in a limited way. In Korean, female title is more advanced and diversified compared to male title. Female title is diversified based on age, appearance, and marital status, and many of them have lost its original meaning from a historical point of view. In Korean education material, male people are mostly identified by their social position or job title. On the contrary, most of female people are called clerk, employee, waitress, 아가씨 or 아주머니/아줌마. Also, in Korean education material, customary perception from traditional Korean society still exists with its 'title', 'occupation', 'behavior', and 'expression'. Although institutional discrimination between male and female has been diminished in Korea, dichotomy between male and female role has become more visible.

It is often said that Korea is already a multi-cultural society in the global village. According to the statistic result it is true because there are more than 120 millions of immigrants from different countries in Korea. If so, is it also possible for us to insist that Korea be a multi-cultural society in not a modern, but a post-modern sense? A paradigm shift to the post-modern is a premise to discourse on the 'korean' multiculturalism or the 'korean' multicultural phenomena. It is necessary for Korea to be a 'real' multicultral society that Korean reconstruct their identity not only in the context of 'cultural contents' in the global era, but also in the sense of 'cultural tool' in the post-modern. Korean in the 'real' multisociety are not the people any more who are willing to be superior to the others and control them, but the people pleased to be equal to them and to share with them the mutual cultures. It is also very important that the children of the immigrants be educated not to be assimilated to Korea, but to be the members of the 'korean' multicultural society. For that the 'korean' multiculture is to educate in the integrated school and in the integrated way as well.