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The aim of this study is to consider how married woman immigrants communicate in Korean using their insufficient Korean proficiency. For this study, the colloquial discourse of five married woman immigrants from China, the Philippines and Vietnam was recorded. Nonverbal communication was observed using a face-to-face interview method. According to the discourse analysis, married woman immigrants applied various kinds of communicative strategies to communicate smoothly with their counterparts due to their imperfect Korean proficiency. The married woman immigrants often repeat the counterpart's illocutionary actions or their own ones. Especially, the repeat of their own illocutionary actions is one which is not found in native speaker's Korean. They often use the mimic method, including gestures and voices, and request the counterpart's language help when needed. The mimic method is especially a direct imitation which resulted from the difficulties in the change from a direct speech into an indirect speech. Teaching communication strategies as a plan to overcome some problems during communication should be conducted. The communication strategy should focus on the interactive strategy and the linguistic one to continually improve Korean proficiency.

This paper studies the differences between Korean culture and Chinese culture through the analysis of the countries' respective languages. By considering the cultural elements in language education, it is possible to reduce the impact of culture shock. Also, this paper attempts to reveal the origins regarding this language phenomenon. This information can be used practically by raising the effectiveness of Korean language education. Previous research reveals that Korean tends to be more objective, while Chinese has a stronger tendency to be subjective. Using previous research as a framework, this paper shall extract the objective and subjective characteristics of either language and reveal the problems existing in the prior research through the analysis of the structure of the vocabulary and grammar of each respective language. We are able to discover features of the Korean language and culture by comparing them to that of Chinese. Thus, this paper will prove to be a positive influence to the literature of Korean language education.

This research observes the re-socialization process of immigrant youths applying the phenomenology, the qualitative research method. The study analyzes the re-socialization process with the course of time in four stages: the interaction before immigration to Korea, the interaction with the new culture after immigration, conflict stage and crisis stage. The first stage could be interpreted as the ‘window for the conflict solving,’ ‘facilitator,’ etc. Second, they felt ‘anxious and isolated’ as the first stage of conflict in the socialization process. In this stage they found themselves as ‘alien’ and ‘separate.’ They also experienced the ‘structural discrimination.’In addition to this, with the ‘structural discrimination,’ they also experienced the ‘social discrimination and apathy’ in the second stage of socialization. In the final stage of socialization, the crisis stage, as the crisis and confusion, they experienced ‘alienation and loneliness,’ ‘identity confusion,’ ‘marginalization’ etc. It is also found that they experienced the ‘only one mean for enjoyment’ and ‘escaping’ in the second stage of socialization. Though the socialization process of immigrant youths was sequential, it changed in every stage. As time passed, little variance among youths in socialization process was observed as the personal characteristics of the immigrant youths, his background or support.

Korean government adopted the professional license system in Fundamental Act on Korean Language in 1995 to contribute to the improvement in quality of Teaching Korean as a foreign language and allowed Universities and Graduate Schools to open courses related to Teaching Korean as a foreign language. Accordingly, department of the Teaching Korean as a Foreign Language has gradually been opened at 4-year system Korean universities. Based on questionnaires, I tried to find out the student’s consciousness, including why students studying the Teaching Korean as a Foreign language applied for this field, how they think about Teaching Korean as a Foreign language, how they participate in the study, how they think about Government policy on the Teaching Korean as a Foreign language, as well as their thinking about the future career and their preparation for future career. The findings of the study showed me the full picture of how students in Korean language education think in terms of their general tendency and consciousness. At this study, I also recommended what professors, related persons in universities and government agencies should do for the improvement of education quality. But, I still could not study the specific demands of students attending Teaching Korean as a Foreign Language department in terms of education courses nor suggest how the improvement should be made. The studies not handled here will be researched as the follow up study in the future.

Multicultural education aims to realize ‘Citizenship Education in a Global Age’ premised on the multicultural society. There is a criticism, however, that Korea is not to be considered a multicultural society since it does not constitute a multiethnic society in a strict sense. Accordingly, multicultural education cannot but be ideological as well since it borrows ideas and theories intactly from the West, whose situation is quite different from ours. Given the fact, however, that the Muslims are increasing, the assertion of Korea‘s multiculturalism being ideological is not appropriate. The Muslims come from a number of different countries and are yet too small in number to form an ethnic society. However, they are beginning to form a kind of cultural group, centering around the Islam. Accordingly, multicultural education needs to be rather more concrete and realistic beyond ideology. Multireligion has been of trivial issue since it has coexisted throughout our history. With Christianity introduced into Korea in modern times, there is no denying that there have existed exclusive conflicts between religions in terms of religious culture in Korea. This is not irrelevant to the exclusive attitude of our society toward the Muslim immigrants who were brought into Korea recently. This attitude is mainly due to both the Christian fundamentalism and Orientalism lurking in our heart. It is natural that tolerant coexistence be pursued so as to overcome this, but the problem is the method. Neither a specific religion's inclusivism nor relativism, which notes that both this and that may be right, serves as a solution. Here we need pluralistic attitude, through which we can alleviate conflicting situations dialectically and grope for ‘Horizontverschmelzung’ It will be made possible through multi-cultural education of coincidentia oppositorum, which is based on “dialogue of passing over and coming back.”

This research analytically examined the present condition of Korean culture education textbooks. On the basis of that results, we proposed the task and orientation of textbook development. This study breaks away from the present research methods of examining the existing central classifier. The analysis researched the three different cultural textbooks - the culture education center text book, the language culture education union text book, and the Korean culture theory and Korean culture education theory textbooks. From this analysis, this research proposes six goals for cultural textbook development: 1). Improvement of communication ability and culture comprehension 2). Culture content construction on basis of learner demand 3). Textbook development considering learner culture mastery degree and culture teaching syllabus 4). Textbook development based on systematic culture education theory 5). culture speciality textbook and korean study textbook for culture independence education 6). Textbook development utilizing culture education programs and multi-media culture education materials. The orientation of korean culture education text book development should be focused on cooperative culture comprehension between the origin culture and target culture. Also Korean culture education text book should help foreign learners in acknowledging cultural differences in order to reduce and culture shock. This result of this study can assist in publication of the ideal a culture textbook capable of promoting culture education efficiently and opening up new areas of culture education

The purpose of this study is to shed light on the ways to suggest the context of a ‘request’ expression ‘-(으)ㄹ래(요)?’ in the Korean textbooks through investigating the usage and situation where the Korean native speakers use ‘-(으)ㄹ래(요)?’. There are various ‘request’ expressions in Korean which have similar meaning, but each ‘request’ expressions are dependent on the context. Therefore, the Korean learners need to know the appropriate situational context in question to speak the appropriate ‘request’ expressions in the appropriate situation. First, it is examined how ‘-(으)ㄹ래(요)?’ is suggested in four kinds of Korean textbooks used in the language institutions attached to colleges. Secondly, it is analyzed how Korean native speakers use ‘-(으)ㄹ래(요)?’ as a ‘request’ form, using the corpus of drama scenarios. Going through these processes, this study discovered the situational context where ‘-(으)ㄹ래(요)?’ is used and suggested the way to present ‘-(으)ㄹ래(요)?’ in the Korean textbook. Although the corpus used in this study was not from the real spoken material but drama scenarios and the quantity of corpus was small, this study is meaningful in that the findings of this study provided the extended knowledge of ‘-(으)ㄹ래(요)?’ in the respect of context.

The objective of the study is to examine the attribution tendency, self-efficacy, and college adaptation among Korean language learners with different linguistic and cultural backgrounds and thus to provide a framework to formulate effective Korean language teaching and study materials. This study conducted questionnaire-based surveys with attendees at Korean Language Institutes, whose native languages are English, Chinese, and Japanese, respectively. The attribution tendency differs in term of external attribution. All measures for learning self-efficacy show a statistically significant difference as an important variable across the board and the Japanese attendees show the lowest self-efficacy. And all participants are shown to be different with respect to college adaptation. Based on these findings, it is needed that Korean language teaching and study measures in the field should be deliberated to cope with the learners’ linguistic backgrounds.

This paper analyzes ‘Korean’ textbooks of Chongryon Korean high school and illustrates their characteristics. There have been 6 curricular reforms in Chongryon Korean schools. The last reform was carried out in 2003. This paper compares textbooks revised in 2003 and those revised in 1993. ‘Korean’ textbooks in the both editions include various genres of classic and modern literary works. Compared to the old textbooks, the new textbooks have less literary works and allot more sections for writing, speaking and listening. ‘Korean’ textbooks emphasize their identity as Korean living in Japan. The textbooks in both editions have many modern works (novels and poems) written by North Korean authors and show strong ideological and political color supporting socialism and North Korea. Such biases, however, get weaker in the new textbooks, with much fewer references to the political leaders of North Korea. Another difference between the new and old textbooks is that while the old textbooks included a foreign literary work in each year, the new textbooks have replaced them with works by South Korean authors.

The aim of this paper is to investigate the semantic expansion process of compound endings of the connective endings '-daga(다가), -go(고), -eoseo(어서), -goseo(고서) and the particle '-neun(는)' were combined. These compound connective endings signify the conditional meaning. And the meaning are derived from contrastive or exclusive meaning of the particle ‘-neun(는)’. These endings were differentiated from the simply combined forms ‘-daganeun, -goneun, -eoseoneun, -goseoneun’ by the syntactic and semantic characteristics. And These endings have the semantic characteristic that the following clause should be come negative content, also the syntactic characteristics that the front clause should be come the case marker ‘-i/ga(이/가)’ and the following clause should be come a declarative sentence or a interrogative sentence. If the following clause come an imperative sentence or proposal sentence, the sentence is not right.

Until recently, scoring in writing test of Korean language tended to depend on ‘subjective intuition’, and, except for a few evaluation organization, it relied on two or three evaluation criteria such as ‘content and accuracy’, ‘content, format, expression’, or ‘content, format, organization’. Also, evaluation criteria and standard had significant variance, and allocation of scores on criteria has been obscure and subjective. As a result, there have been some doubts regarding reliability and validity of the test. However, just like there is no right answer to ‘what is the good writing?’ which has been debated among philosophers and researchers, there has been little structured discussion regarding ‘how could we define good writing?’ while researches so far has been focusing on analytic scale, criteria description, and reliability and validity, it is time to raise questions regarding which evaluation criteria have bigger impact through the evaluation process. In summary, metacognitive competence mattered much more than overall knowledge in language through the process of writing evaluation. However, considering that objective of Korean language education is to enhance communication capabilities as a second language, to make this evaluation more meaningful, we need to first compare holistic score in writing from native speakers and score in knowledge level of language, and understand the correlation. This could be a theoretical rationale to differentiate importance of various evaluation criteria.

The purpose of this article is to seek for improvement in the system for Korean language teachers' qualification with the aim of the academic development of Korean language education, specially through a critical review of the curriculum at graduate school. First of all, this article reviews the curriculum at some leading graduate schools that open a course in Korean language education. And then, the role or function of these graduate schools will be evaluated by the comparison of graduate school of education. Finally, examining the limits and problems of the existing curriculum at graduate schools, this article tries to propose the improvement in the system for Korean language teachers' qualification and to introduce several amendments to the fundamental law on the korean language.

Pronunciation training should be done continuously in the whole process of learning Korean, rather than in a certain period of time in entry level education. However, pronunciation training in actual education, compared to other training fields, is being dealt with in a very low proportion for a variety of reasons. This imbalance eventually makes it difficult for learners to train pronunciation properly. The introduction of Communicative Language Teaching(CLT) in the Korean education, focused on acceptability and fluency, has come to neglect accuracy; it manipulated not only grammar/ vocabulary but also pronunciation. To speak with correct pronunciation takes a lot of effort and time for it is very difficult for learners to identify and pronounce the consonants and vowels which are not in their mother tongues, and recognize phonological rules that vary with languages. It is, therefore, urgent to develop more efficient teaching materials and methodologies for classroom training, and teacher education to facilitate pronunciation learning and practice. Recent studies on pronunciation education have focused on fluency and understandable pronunciation which, at least, do not cause disability in communication, emphasizing conjunction with functions such as listening and speaking. They put more emphasis to focus not only segmental factors such as consonants and vowels but also suprasegmental factors which are important in the convey of meaning in pronunciation education. In the educational environment particularly engaged with communication, they argue that pronunciation training with real-life tasks should be carried out in concern of the needs of learners or learning objectives. It must be the ultimate purpose of pronunciation education that the learners, after learning and practicing over a period of time, will have autonomous learning abilities to monitor and correct their own pronunciation without teacher’s assist. This paper probes the current condition of Korean pronunciation education in terms of pronunciation training, teacher’s provision (teaching ability, preparation and etc), and its research environment in actual education. It thus addresses problems, their solutions, and several suggestions for better pronunciation education in future.

This paper presents an error analysis on classroom discourse of non-native Korean language teachers by focusing on their ‘teacher talk’. The purpose of this study is to analyse linguistic errors in the discourse of non-native trainees who finished a Korean language teacher training program and to present useful data for non-native Korean teacher education. Ten Korean classes were videotaped, transcribed and analysed. The results show that there are verbal errors such as pronunciation, grammar, vocabulary & expression and pragmatic errors, and non-verbal problems such as kinesics and paralanguage in their classroom discourse. Among the total 498 verbal errors, pronunciation errors(397, 79.7%) appeared the most frequently, and grammatic errors(79, 15.9%), vocabulary & expression errors(11, 2.2%) and pragmatic errors(11, 2.2%) appeared with subsequent frequency. As for non-verbal aspects, problems in gesture, facial expression, posture, and oculesics were observed in two teachers' behaviors, and intonation problems were observed in most of the teachers' discourse. According to the results of the research, their linguistic problems could cause such negative influences on the classroom interaction process as: 1) inaccurate input, 2) inappropriate feedback, and 3) communication breakdowns in teacher-student interactions.

The Study on the cross cultural education through a interactive translation of fairy tales in the multi-cultural society is to meet the demands of the multi-cultural age. To compare or to contrast the various cultures through the interactive translation of the fairy tales is one of the best ways to understand them cross culturally. It is, of course, necessary to status the translation in the relationship with other studies like comparative literature or linguistics, because this has been regarded to be inferior to those in term of grading and ranking in the academic field. Translation as ‘green glasses’ to color the original is reconstructed to that as ‘open window’, through which two other countries mutually communicate. What's sauce for the goose is sauce for the gander. This function of translation works in the fairy tales, too. There are lots of researches and studies to prove the positive educational effects of the fairy tales and to show the importance of the parents’ roles in dealing with the fairy tales. Translation by the members of the multi-cultural society is added to this, especially by International Marriage Migrant Women to be the mother, Children from Multi-cultural Families as the best potential translators proficient in languages and cultures. The most important thing to translate the fairy tales as a cultural model mutually and to make them a helpful learning tool for the cross cultural Education is to work in cooperation, to reach an agreement for the further educational policy, and to live together and harmoniously in the kindergartens, elementary schools, families, and any other groups or communities of the multi-cultural society