Earticle

The number of Korean language learners for academic purpose has been increased. Among them, there are foreign exchange students who take academic courses and learn Korean language at the university in Korean. However, few researches about them can be found. This paper discussed the characteristics of the beginner exchange students and education environments and also introduced its development procedure and method, its development principles and directions, the organization of its syllabus, and the content of its units. Its development is based on analyzing needs of students and instructors in Korean class for exchange students and Korean textbooks they used before. This paper will hold its value as a guideline to be consulted for the development of Korean language textbooks for exchange students including international summer school students and help instructors make efficient use of textbooks according to the objectives of education at university curriculum.

This study reviews the changes that special-purpose Korean language learners go through during their language courses, in terms of self-esteem, self-efficacy, and anxiety, which are among the affective factors in learning languages. It also aims to provide basic data that may be used to improve Korean language teaching. The participants were individuals learning Korean at K university for academic and S company for job purposes. The results revealed that self-esteem is more likely to change for job-purpose learners than for academic-purpose learners. The latter group experiences a slightly higher level of anxiety in the earlier stages of learning, and the former group experiences anxiety in later stages. Academic-purpose learners show highly increasing self-efficacy as they undergo several learning courses, while the self-efficacy of the job-purpose learners remains unchanged. Both groups showed low levels of anxiety when self-esteem and self-efficacy were high. Changes were identified during the fourth and sixth weeks of the Korean language-learning period. Based on these results, it is necessary to develop a teaching and learning strategy, and to use appropriate language learning tasks.

This paper analyzes the learning variables on the classics reading lessons and then established the several research hypotheses on the learning variables and learning effects of the classics reading lessons. As the results of statistical analysis, university students have different learning effects according to their learning variables of the classic reading lessons and the recognition variables on the value of classics. As a whole, the interest and taste variables on the classics reading influenced on the learning effects directly. However, the recognition variable on importance of the classic did not directly affect the learning effects such as necessity of the classics, satisfaction and recommendation intention to friends according to the regression analysis. However, the recognition variable on the importance of the classic indirectly influenced on the learning effects via the mediate variables of the enhancement of presentation and expression power, logical thinking power, and the value of life according to the path analysis.

This study aimed to review previous studies on L2 learners' social variables in L2 acquisition to see current research orientation. and propose future studies in L2 Korean acquisition. To meet the goal of the study, studies on L2 learning in study abroad(SA) environment, comparison studies on L2 learning in SA environment and at home(AH) environment, studies on L2 contact profile and social interaction in SA environment, studies on L2 learning with complex variables with social, cognitive and affective variables, and studies on learners' social variables in Korean language education field were reviewed. Consequently, the study claimed the necessity of studies on learners' social variables based on the fact that it could give many fruitful results applying directly to learning and teaching practices.

This study set out to raise a need for the explicit presentation of the indirect quotation of exclamatory sentences in Korean education and propose specific teaching plans accordingly, thus helping learners increase their communication skills. The investigator first analyzed previous studies on the topic and the Korean textbooks that were actually used in the field of Korean education, thus figuring out the current presentation of the indirect quotation of exclamatory sentences and establishing a couple of criteria to set the exclamatory final endings needed in the education of indirect quotation. These criteria include selecting mainly the forms that were much exposed in the field of Korean education, excluding the archaic exclamatory final endings that were hardly used in actual speech, and providing assistance to the actual arrangement and selection of grammar items through their presentation in proportion to the level of the grammar items of exclamatory final endings in the field of Korean education. Based on these criteria, the investigator proposed the model, which was an actual teaching model needed in the study of the indirect quotation of exclamatory sentences, and also specific teaching methods according to the model, thus making a contribution to the activation of learners' communication skills.