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Present research paper overlooks the study of Korean derivative affix ‘-jeok’ and its features. Survey results among native Russian speaking Korean language learners showed low recognition level of this grammar pattern usage and certain difficulties in its practical application. The results also detected that as a rule this affix is not taught in class separately. In connection to this, few text books on Korean language that are widely used in Korea and overseas as well have been viewed. Hereafter, the specific features of ‘-jeok’ affix are observed from word-formative point of view, morphological affiliation to any given part of speech, as well as its functioning in the sentence. The result of this study served as a base step for teaching plan design for native Russian speaking Korean language learners by non-native Korean speaking teacher.

The purpose of this paper is to understand the features of cohesion and using cohesive device in the speaking test performance. Cohesion and using cohesive devices are an important linguistic mechanism when making sentences seem like sentences. Also, the actual denotation semantics are regulated from within the sentence. However, this is arranged not by grammatical relationship but arranged for the sake of communication. 30 Chinese Korean Learns performed different tasks of narrative in this study. 30 samples from three narrative tasks were transcribed and analyzed. This study first explored in which categories cohesive devices(reference, conjunction, lexical, ellipsis) appeared in narrative test samples. Also, global dimension of using cohesive devices was examined in each sample. It is hoped that research on cohesive device features will positively link to the related issues in Korean speaking test, as well as helps teachers, raters, and material developers.

approach. The Language and Culture 7-2, 55-79. This study aims to analyse similarities and differences of greeting expression among Korean native speaker(KNS), Chinese Korean Learner(CKL), and Chinese native speaker(CNS). This research was studied based on the speech-act theory of Searle(1969). SAQ and DCT were conducted in three groups to analyze whether each group has the typical greeting and how greetings are presented by which speech-act in the case when the typical greeting is not used. Both greetings and the greeting-act were examined. It is observed that CNS did not use typical greeting much whereas CKL used it frequently because they don’t know well about proper greetings suitable for situations. There were differences on not only aspects of speech-act used as greetings and the greeting-act among three groups. CNS hardly showed polite greetings such as banding the waist. By comparison with CNS, the polite greetings were presented much more in KNS. It also offered that CKL greeted more polite than KNS. It was likely to show that CKL is on the interlanguage between KNS and CNS on both greetings and the greeting-act. That is why CKL should be educated to greet properly in the situations as KNS. The significance of this study is using a different way from existing research - having studied greetings by analyzing textbooks or CNS’s greeting. In addition, specifically in reference to the Chinese, greetings and the acts performed during, have been thoroughly researched.

The purpose of this paper is to study how the cyber-space contents on the ‘Society & Culture’ textbook. In this paper we consider the sequence as one of text-elements. The sequence will be examined by analyzing and comparing the social studies textbooks used the third to tenth grade. Criteria of the sequence analysis are repetition, distinction, and development. As a result, most of the elements show the aspect of the development or distinction, some element related to the cyber-space represent the aspect of the repetition in large part. Other elements also reuse the examples which were already treated on previous grade. Therefore, it seems to be essential examining whether cyber-space contents are simply repeated unnecessarily. Also, the contents tend to be abstract or just introduce cases rather than it is generalized the concepts because the related concepts are not clearly erected.

The purpose of this article is the published paper of journal to analyze the subtopic of Korean Language Education and Korean Education Research trends by 2010 to achieve suggestions. To this end, at beginning, the related journals from Korean Language Education have been collected and selected, and then a data base has been built. As a result, Korean Language Textbook, Korean teaching and learning, Korean Culture Education, History of Korean Language Education, and other related areas were most actively researched in the field of Korean Education; however, phonemics, orthography, lexicology, syntax, pragmatics and linguistic areas were insufficient. In the area of the pedagogical content, the researches of Korean language and cultural education, syntax education, and lexicology education have been actively achieved. Especially, many institutions have published many Korean textbooks for academic purposes; however, the principles of design for producing textbooks of paper was wholly lacking and researches for ‘teaching practice’ and ‘Korean education majors’ were analyzed as rare.

This study examined the existing policies of each country for nationalized citizens of Korea and current policies in Korea, introduced the present situation of the education program for nationalized citizens in Korea through focusing on the Korean language program in KIIP offered by The Ministry of Justice and pointed out results and problems of this program. This program is an important that prepared adjustment process that prepares foreign residents of Korea living as Korean who want to be to become nationalized as Korean citizens after they complete the KIIP within a certain period of time. However, in this kind of nationalized citizen program learners have different characteristics with the needs of the learners differ from the existing way of Korean education. They do not only need language education but they also need to receive education in a variety of areas to adjust to Korean society. To meet these diverse needs, KIIP(Korea Immigration and Integration Program) by The Ministry of Justice is making progress, dividing nationalized citizen learners into multi-cultural society specialist training courses for nationalized citizen learners and education programs for nationalized citizen learners. However, in reality it is hard to consider all cases because learners consist of different ages and jobs. As for education content, those learners are far behind with their understanding and expression of written language when compared to spoken language which they acquire from living in Korea. Thus, they need their own teaching method to compensate for this problem. Considering the learners’ special situations, the program requires strict qualifications for instructors but it doesn’t meet realistic conditions so program has a variety of difficulties. Finally, this study suggests to arrange a schedule to diversify the education diversification of education schedule and make it a permanent for learners. Therefore, it requires detailed curriculum development considering the needs of learners and program management.

This study aims at designing instructional models of a reading course with a learner as the center. In the mean time, a learner has been considered as a passive one in a reading course with a teacher as the center. Unlike this, our study tried to put a learner as the center of a class and reading activities. In order to guarantee the activities of learners, we proposed small group activities, and designed models that enable small group members to construct the meaning of a text together. This kind of class is called as ‘collaborative reading course’, and reading activities are interactive in this class, and play a role of the process of problem solving and negotiation of meaning. We tried to design pragmatic models that can realize these three principles, so we delineated instructions for a teacher as detailed as possible.

Every year more than 100 students graduate from the Korean language major. Many of them continue their study in universities and colleges of Korea or find a job in Korean companies in Korea and Uzbekistan. Masters and graduate students are demanded to know Korean well, especially in writing aspect, as it is really necessary for creating treatises. Employees of Korean companies are also demanded to have high standards in writing for business correspondence and translations. So far teaching of Korean has been focused mostly on speaking skills. Now, higher level of teaching Korean is an issue. That’s why; it is necessary to consider problems of teaching Korean in writing aspect. In this research written works of the third course students of Tashkent Pedagogical University named by Nizami were analyzed. The analyses identified morphological and syntax errors made by influence of the native language. Based on the results of the analysis, method for teaching writing to students of Korean language in Uzbekistan was proposed.

This study aims to provide the quantitative criteria for selecting educational vocabularies needful to Korean language education for overseas adolescents, based on the observations of the index of overlap among vocabularies in textbooks(VinT) and the index of congruence between VinT and Korean basic vocabulary list. By a quantitative analysis, the conclusion reached is that the vocabularies about their school lives and everyday lives after school, the vocabularies related to Korean culture and history, and the vocabularies pertaining to local and national customs would be included in educational vocabularies for overseas adolescents, even though these vocabularies are not included in Korean basic vocabulary list. this study proposed newly 73 words that should be included in these categories. this study also provided a criterion to judge the importance of vocabulary, based on the index of overlap among vocabularies in textbooks. Furthermore, the results of this study can be meaningful as a fundamental datum in selecting vocabularies following a topic category.

Korean has variety endings as one of the characteristic features. Korean express themselves deeply and delicately with these endings. However learners of Korean as a Second language or Korean as a Foreign Language have difficulties in learning and acquiring Korean endings because of their diversity and subtle differences. ‘-eulge’ and ‘-eulrae’ is one of the difficult endings to differentiate for learners. Native Koreans distinguish and use each of them naturally and automatically. But it is a not easy to explain the differences of usages between ‘-eulge’ and ‘-eulrae’ even for native Koreans. Both of them express ‘future’ and ‘intention’. But ‘-eulrae’ is used with positive answer to ‘order’, ‘asking’, ‘suggestion’ or ‘request’. On the contrary ‘-eulge’ is used with negative answer to them. Though we could observe diverse usages of ‘-eulge’ and ‘-eulrae’ like ‘-eulge’ using for ‘making promise’ expression or ‘-eulrae’ using for expression of asking listeners intention. We could summarize their difference as ‘acceptance’ and ‘denial’. This study explains how we could classify the usage of ‘-eulge’ as acceptance of listener’s intention and the usage of ‘-eulrae’ as refusal of listener’s intention. This classification could help KSL, KFL leaners to learn them as well as teachers to teach them.

In this study, in order to find out how to get the intercultural competence together with communication skills, the thesis of advanced learners are examined. In the titles of thesis, modern Korean daily life is mostly concerned. Korean food is the most popular theme. In the contents of thesis, the cross-cultural and intercultural awareness are usually appeared. The unbiased attitudes to the target culture and the mother culture are also appeared. It means that advanced learners can understand the diversities of cultures, so their identities of multilingual/cultural users is obtained.