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This article is designed to consider the current situation in Korean education for overseas Korean and to seek a way of promoting Korean Language Education in general. I firstly present the aims of Korean education for overseas Korean and then deal with the general matters such as its curriculum, teaching and learning materials, teaching methodologies, evaluation, and teachers. Afterwards, I consider the current situation and issues according to nations dividing into the US, China, CIS, and Japan. Finally, based on the previous discussion, I present possible improvement plans for Korean language education for overseas Korean as follows: ① The aims of Korean education as a heritage language have to be clarified. ② Supporting Policies have to be ready. ③ Text books have to be developed to be suitable to the actual places. ④ Korean teachers have to be actively fostered. ⑤ Enticement plans for Koran Language learning have to be prepared. ⑥ Long distance education has to be maximally adopted. ⑦ Language rules have to be unified. ⑧ Dormitories have to be available. (Seoul National University)

There are four basics of communication-functions in languages: speaking, listening, reading, and writing. Among these, reading is the most important, because it helps us to acquire some necessary information and to accept fundamental ideas about the culture where the language is spoken. Reading is an action in which articles and readers meet. In the mental process of reading, the influence of articles as a stimulant and of readers as interpreters function together. Therefore, a learner who wants to know Korean language and its relevant information would naturally come into contact with printed matter, such as books and newspapers. So to speak, s/he obtains all of the information through reading comprehension. There are three kinds of reading procedures: bottom-up model, top-down model, and interactive model. The interactive model is a mixed up model of bottom-up and top-down models and is available for reading. It is a cognitive process with much flexibility. To teach reading skills to language learners, the following should be considered: - We should use the learner's schema and experiences. - We should support and develop various textbooks. - We should have flexibility with reading time. - We should make a learner recognize the meaning of words in order to increase which with s/he is not familiar with. - We should recommend that learners read a number of books for their level the in vocabulary. What can be an effective reading instruction in Korean language teaching? It's very difficult to answer exactly. However, there are some ideas. First of all, we have to make learners master the basic course (reading letters, words, sentences, etc.) step by step. After reading instruction, we should evaluate them with reasonable instruments, such as the KPT (Korean Proficiency Test). Finally, we should be deliberate and cautious in selecting textbooks for them. (National Institute for International Education Development)

The Korean Language Education has been developed based on the Learner-Centered and Communication-Centered concepts; meanwhile the Korean Culture Education also has been discussed as one of the main topics. In this thesis, I intend to redefine the meaning of ‘Culture’ and explore the methodology of Culture Education on the assumption of the concept of Equivalent Integration of Korean Language Education and Korean Culture Education Of course, I do not intend to disregard all of the previous discussions nor the items listed for Culture Education. But, as shown in the title of this thesis, if culture education is needed in Korean Language Education, I suggest that ‘culture’ must not be acquired as ‘knowledge,’ but as a ‘competence,’ and one should not be forced to learn it in conjunction with the listed items. Therefore, Language Classroom must be redefined as “the place” that learners and teachers can feel and recognize together as the environment where the investigational process can occur. Korean Language Education must be understood as a place of coexistence and integration of Korean Language Education and Korean Culture Education.

The purpose of this study is to analyze English-speaking learners' errors in using Korean Attributive forms. To analyze the errors, I used not only the compositions written by English-speaking learners form various Korean language institutes, but also a questionnaire where the learners had to fill in the blanks in sentences using Korean attributive forms. The followings are the types of errors analyzed in this study. I also suggested how teachers could explain these errors to learners.First, common morphologic errors were made when the attributive forms come after the tense pre-final endings. Anther type of morphologic error is using ‘-어-’ or ‘-으-’ in front of ‘-는’ or ‘-던’. Therefore, teachers should explain when to use tense pre-final endings in front of the attributive forms and when not to use them. Korean tense pre-final endings. ‘-겠’ and ‘-았’ can come in front of ‘-던’ but not in front of ‘-는, 을, 은’. even if the preceding consonant starting attributive forms such as ‘-는’, or ‘-던’, but ‘-으’ has to be used in front of ‘-ㄹ’ or ‘-ㄴ’. Second, learners confused ‘-(으)ㄹ’ and ‘-는’ when ‘-는’ has meaning other than present progressive. The difference between ‘-(으)ㄹ’ and ‘-는’ can be explained through the idea of the speaker's intention. '-(으)ㄹ'conveys the speaker's intention while ‘-는’ does not. Third, ‘-던’, ‘-았던’ and ‘-(으)ㄴ’ were confused by learners. ‘-(으)ㄴ’ represents ‘past perfective’, while ‘-던’ represents ‘past imperfective’. ‘Imperfective’ can be either progressive, habitual, repetitive, or incompletion. ‘-았던’ can be used instead of ‘-(으)ㄴ’ or ‘-던’ for most of cases except ‘incompletion’.

The aim of this study is to show the importance of non-verbal texts in Korean language education. Recently it has been taken for granted that communicative teaching method is most effective in language teaching, and non-verbal texts are useful for actual communication. Non-verbal texts like visual image will be able to help Korean language learners understand verbal text. This paper analyzed some advertisements to show their usefulness in Korean language education. What is the most important is to prepare non-verbal texts depending on the leaner's level of Korean, and to use them effectively in the classroom.

This study aims to read the elements of Korean culture by focusing on photographic images as text. It also suggests ways in which these images can be used to introduce Korean history and culture to Korean residents abroad. Therefore, the main beneficiaries of this study are the teachers, both in Korea and abroad, who devote themselves to teaching Korean language and culture to second and third generation Koreans. To help realize these goals, this study first attempts to define the concept of culture and how it is being continually redefined today. In this context, the reasons for the need for cultural education to Korean residents abroad are discussed. Then, photographs are examined as something that can be read ; from this perspective, specifical examples of photographs to be used to "read" Korean culture are given. Photographic texts such as postcards, informational posters, movie posters, and advertisement photos are analyzed for their potential as cultural texts. Lastly, suggestions are made about the role of photographs in providing cultural education to Korean residents abroad, at a time when visual images are everywhere around us.

Successful contents, <Gag Concert>, made their success by giving enjoyment the most big preference. To maximize the enjoyment, <Gag Concert> gave up the gagmen's popularity or rate of reputation, the completion of narrative, the united message of narrative, the independence or identity of each corner, and the authority of originality. They pulled down every boundary if they could maximize the enjoyment. It was by reinforcing the participatory practice. It is possible to give various cultural meaning like the mutual characteristic of text, indication of itself, the frankness of post-modernity to this process. Though, I concentrated on how they contribute to maximize the enjoyment. The Examined characteristics of <Gag Concert>'s narrative like 1) the overall use of non narrative element, 2) the abandonment of self completion, 3) the opening to systematic narrative are the strategies to maximize the enjoyment. It is worth of paying attention to these elements; raising the conversational characteristic by including the form of concert to narrative, weakening the restrictive strength of narrative with intention to make the parody and the individual skill - which can reinforce the characteristic of play - easy, making the narrative a play of signifiant which is out of contents and depth by eliminating the characteristics of attack or criticism in sarcasm and reinforcing the characteristics of improvisation or moment, and maximizing the enjoyment by activating walking.

L'objet de cette etude s'est fait selon trois points. Le premier a residé dans le fait de déterminer la théorie de la culture de sémiotique. Le deuxième est destiné a démontrer l'utilisation de carre sémiotique. Le troisième est consacré a l'étude de l'enseignement sur la culture de l'alcool. Pour cela nous avons remarqué que la théorie de sémiotiqe de culture a permis de faire la comparaison de la culture de l'alcool.

There are a lot of problems caused by different cultures in human relations between Korean and Japanese. Those kinds of problems universally occur when people who come from different cultures contact each other. However, the previous Japanese learning system did not emphasis on those problems much but expected learners to be familiar with Japanese words and actions or custom. This article surveys what sort of problem can be arose for relations with questionnaire and examines problems caused by differences of words expressions and countermeasures against the problems. At first, a survey was carried out with questionnaire given to 100 Korean who had ever built relations with Japanese. As a result, it was mentioned as the biggest problem that Japanese are so introvert people. The survey also covers “Japanese individualism”, “recognition of friendship”, “ambiguous expressions” and “hypocritical speech and behavior”. The previously mentioned problems arise heterogeneity, which pressure unfamiliar learners and should be the main impediment to relations. The problems of relations would be sampled extensively and the solution process is supposed to be the part of Japanese educational system.

This article presents the status and desiderata for Korean Language and Culture Program of Seoul National University. The Korean Language & Culture Program (KLCP) was first developed by the Korean Language Education Division of the LEI in 1969 to provide intensive Korean language training to foreign students admitted to Korean universities and others interested in Korean language and culture. Since then, over 10,000 students from over 70 countries have graduated from the KLCP, and the program has grown to approximately 1,300 enrollments annually. Recognizing the importance of culture in language learning, the KLCP also incorporates cross-cultural education, giving students ample opportunities both to learn about Korean culture and to share their own.