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The purpose of this study is to suggest the roles of Korean language teachers based on intercultural communication perspectives and context-cultural factors because second language classes involve intercultural communication between a teacher and students or between students from diverse cultural backgrounds. For this purpose, this study examines concepts of intercultural communication based on high/low-context culture approaches. Korean culture has been classified as a high-context culture in that communication participants depend much heavily on contexts, environments or nonverbal communication as well as explicit verbal communication. Considering the high-context cultural characteristics of Korean language, this paper analyzes the structure of intercultural communication in Korean language classrooms. It suggests that the teachers should be able to develop intercultural sensitivity and flexibility and acquire abilities to move from the high-context culture to the low-context culture towards individual students. The teachers’ efforts can create better communication flow in language classrooms and eventually contribute to more effective teaching and learning by reducing opportunities that messages might be misinterpreted. Finally, this paper compares classroom cultures between Asian and western countries, and provides four teaching techniques for Korean language teachers who have intercultural awareness as second language teachers.

The purpose of this paper is to design a Korean language and culture textbook for multicultural children. As statistics show the rapid increase of multicultural population in Korea, special attention has been demanded for multicultural children education. Although they are born as Korean, they seem to pass through hard time to live as ordinary Korean children due to lack of appropriate educational stimulus. Since their mothers(or fathers) are not native Koreans, they have not had language and cultural awareness enough to grow up as ordinary Korean children. This, in turn, leads them to unsuccessful school life and insufficient study achievement. The study aims at providing materials to develop their awareness and knowledge of Korean language and culture in order to help them succeed in school life. This study selected 40 cultural items by analyzing elementary textbooks and textbooks of Korean as foreign language, which elementary school children should know. They consist of everyday language-based culture, information-based culture, and value-based culture.

This study aims to introduce a test development model to develop a Korean speaking test and validation procedure on it. There is a little published work on Korean speaking test development and validation on them. Therefore, this study attempts to initiate a discussion about it. To measure the Korean speaking proficiency of foreign learners of Korean, language testers need to consider a appropriate development model as a initial step in validation procedure because validation process on a test includes validity evidence gathering from the beginning of test development to the end (Fulcher, 2005; Kim, 2006). Based on the test development models of Bachman and Palmer(1996), Davidson and Lynch (2002), and Kim (2006), the study shows the feasibility of adopting the ADDIE model from the field of instructional technology into Korean language test development. ADDIE stands for (need) analysis, design, development, implementation, and evaluation. In each phase, the study describes features to consider for the development of a Korean speaking test. In the needs analysis phase, language testers collect information on Korean language tests by reverse-engineering test items, where reverse-engineering means test specification writing for a test. In the design and development phases, language testers plan test development procedures, and design and develop test items, test sets, and its administration. In the implementation phase, a test is administered as pilot or a main test. Finally, in the evaluation phase, validation is carried out by using all the information gathered from the previous phases. The information includes validity arguments, test results and their quantitative analysis, and rater training procedures. The test development process is not linear, but also iterative and cyclical.

This study aims to develop the Korean language education syllabus to fit the migrant workers’ personal characteristics and traits on the basis of their needs and to enhance the basic communicative competence in their daily lives in society and at work. The migrant workers experience various kinds of difficulties in their daily lives, both inside and outside the workplace. These problems are due mainly to the lack of communicative competence on their part. This insufficient communicative competence can be attributed to the type of Korean learning that does not get accomplished systematically and substantially in their own respective countries. That is, the Korean language education syllabus does not reflect their needs and is not implemented and harmonized with the real circumstances and situations which they need to face in Korea. The problem worsens because the Korean language education syllabus they had is taught by their teachers in an arbitrary manner. This research aims to show that first of all, a suitable Korean language education syllabus that reflects the migrant workersʼneeds should be developed in order that the Korean language education will be able to effectively accomplish the specific purposes that will benefit the migrant workers. This type of syllabus that will reflect the migrant workers’ needs will result in giving the learners more control of the communication process and enhancing their learning efficiency.

The purpose of this study is to supplement the teaching method and contents of writing paragraph of foreign students, which is a basic unit of academic writing, based upon the analysis of their actual paragraph writings and the recent academic writing teaching materials. The analysis of foreign students' paragraph writings allowed to know that foreign students often write background sentence prior to topic sentence when they start writing paragraph. Also, in their supporting sentences, we can easily find the sentences that are less linked to the topic one. On the other hand, arranging supporting sentences in right order is found as problem for them. Even though they know what they want to write, they can hardly put them in right order. To try to solve that problem, I have suggested a practice for helping them make a good paragraph, which can be meaningful activity to make up the weak points of paragraph writing practices in the recent academic writing teaching materials.

When considering the importance of mother tongue in the study and acquisition of foreign language, those who speak language that does not provide with clear range of causative constructions as mother tongue, while studying Korean, may relatively find much difficulty. Causative constructions of Chinese language are realized in various combined forms mainly of prepositions and verbs. Among them, the majority is causative constructions in the various combined forms of verbs, however such causative constructions do not have clear grammatical mechanisms and their forms are very diverse. In addition, Chinese language does not have clear range of causative constructions. For such reason, to Chinese learners, the acquisition of Korean causative constructions may not be easily attained. Therefore, in teaching Korean causative constructions to Chinese learners, there need be steps to explain the characteristics of Chinese causative constructions by comparing with those of Korean. This article aims at looking into the similarities and differences of Chinese causative constructions and Korea counterpart by analyzing and comparing them in view of the education of Korean language as foreign language, and proposing methods of teaching Korean causative constructions for special groups of learners on such basis.

The purpose of this study is to develop the standardized instrument for diagnostic assessment of coursework in Korean Language Education. For this purpose, we develop the elements which can show the Korean Language Ability. We presented the elements of the Korean Language Ability that is related the 7th curriculum. The developed instrument was applied as a diagnostic assessment at two elementary schools in seoul. The students who participated in this study were 793 that is consisted in 268 third graders, 264 forth graders, and 261 fifth graders. Difficulty, reliability, discrimination index were analyzed and revised tests items to qualify standardized test. Cut off score was decided for using these test as diagnostic assessment. And that was confirmed two methods cooperatively norm referenced test as well as criterion referenced test.

This study is to build basic materials of Korean speech act education by analyzing similarity and difference through comparing Korean native speakers(KNS) with Chinese native speakers(CNS) about realization phases and strategy types of responded speech act against ‘courteous request’ of Chinese Korean learners(CKL), and reviewing an interlanguage phase of the learners. The ‘courteous request’, which is special request having different characteristics from general request, exists in Korean society, but this study was chosen because there is no research related with it. An experiment for viewing phases of response realization of the Korean learners was carried out, and it was tried to give realistic help to the learners through compared and analyzed results. Chinese Korean learners in the response realization phase about the ‘courteous request’ showed the interlanguage phase, and a detailed teaching method of speech act should be prepared for them.

The purpose of this study is to motivate early adolescents to teach Korean writing with fun proposing the method applied cartoon to lesson. I grasp cartoon is to communicate with drawing and writing and to express story and message freely and aggressively with simplification and exaggeration of shape on purpose. I suppose teaching plans of Korean writing applied cartoon along the merits of cartoon and I look into two kinds of writing strategies applied picture and the other language skills. Writing strategy applied picture is to describe characters, describe situation and complete word balloon with guessing the pictures. Writing strategy with the other language is through reading, listening and speaking. Writing activities through reading is to complete word balloon, make next story, write a letter to characters, write topic, arrange stories, change cartoon into stories, make role play scripts and summarize cartoon. Writing activities through listening is to dictate, complete word balloon after listening, arrange stories and complete word balloon after listening. And writing activities through speaking is to do role play after completing scripts. I motivate learners who think writing is difficult and just an assignment to improve writing skill with natural and profound writing activities. I expect next things through cartoon method in Korean writing class. First, cartoon can motivate learners to write with fun. Second, cartoon can make learner use experienced topic and give learners less anxiety by the writing activities along the appropriate level. Third, cartoon can raise learners' imagination through a wide range of topics and new and various writing activities. Fourth, cartoon can improve communicative skill by connecting with the other language skills.

Although there are many similarities between Korean and Japanese, they are apparently different in passive expression. In This article Textbooks of domestic Korean language education institutions treat passive expression in the viewpoint of grammar. However, this research derives learner's error data for analysis, not from learner's speaking but from writing. Analysis from Japanese intermediate and graduate students shows that error in passive expression is caused not by the effects of native language but by the internal error and complicacy of learning language, transition between different languages and insufficient instruction in education process. Lastly, this research presents practical instruction method in actual class in five stages. This article is focused on showing the efficient instruction method to teach Japanese learners to understand Korean passive expression.

Considering the recent issue for the importance of vocabulary in the field of Korean as a foreign language. Teaching vocabulary intentionally and systematically should be accomplished to improve learner’s lexical competence. In order to accomplish this, it is necessary to understand learner’s cognitive process of learners’ acquisition of vocabulary and to clarify the process that how lexical competence affects the leaner’s language performance including measurement for this process. Especially post-intermediate learners of Korean feel little pushed when using grammatical elements, and at the same time they tend to have difficulty with their poor lexical competence. For beginners, because beginners have no alternative but to stick to basic grammatical elements which is necessary for simple communication, the range of using vocabulary is limited. However, it is not so difficult for post intermediate learners to use minimal grammatical knowledge for communication, which means that they have more chance to concentrate on vocabulary and it could help them get better communicative competence. It can be sophisticating to choose the method for teaching and learning vocabulary, which can be a wide application for various kinds of learners. I hope this study can contribute to improving learner’s competence vocabulary memorization in teaching and learning for intermediate and advanced learners of Korean vocabulary emphasizing the semantic approach.

The purpose of this study is to establish a basis for cultural education in learning KSL. In order to do this, I have examined the researches related to this issue and also consider the variants of teaching culture in KSL. It tell us that identity of learners is the most important thing to be considered in teaching culture. On the basis of new identities that the female international marriage immigrant is acquired in Korea, I suggest the purpose, the necessities, the principles and the contents of teaching culture for the female international marriage immigrant.