The purpose of this study is to figure out the relationship between the procedure of learning Korean and adaptation of Chinese students in universities in Korea. The research questions are set up as follows. First of all, How do Chinese students learn Korean? Additionally, How have Chinese students adapted to Korean society as their Korean has improved? To answer these research questions, this study used semi-constructed interviews following a qualitative method Twenty Chinese students participated in the study. Participants were placed on high, middle, and low level of Korean fluency by Korean fluency test scores. The data for this study included transcriptions from interviews and field notes. Transcriptions were from audiotape recorded interview sessions in data collection. We received research consent forms from all participants and used pseudonym to protect their privacy. This study employed grounded theory method The way of open-coding, axial-coding and selective coding were used in the study. To improve the reliability of the study, triangulation data analysis was used We compared the results of the coding to field notes by the co-researchers, and returned to the participants for double-checking through content analysis. 59 In the findings, first, the procedure of learning Korean was difference between students majoring in Korean and other Chinese students. Second, their improvement in Korean fluency after they came to Korea was related to the memorizing of an increasing amount of vocabulary which was concerned with the unique Korean culture and society. Third, as Chinese students improved in their Korean fluency, they became less stressed about Korean culture. Conclusively, it is necessary to distinguish Korean instruction between students majoring in Korean and others because of the difference in the procedure of learning Korean. In order to improve Chinese students' Korean fluency, Korean instruction should consider more sociocultural friendly learning materials.

Since November 2010, a team of a dozen researchers from fiveuniversities and institutes of four European countries has been workingon challenging project: how to adapt the Common European Framework ofReference for Languages (in use since the beginning of the 2000 for thelearning, teaching and assessment of European languages around Europe)to the Chinese language, a very distant language for European learners,with the peculiarity of its non-alphabetic writing system. In the end,the approach adopted by the team was to make a distinction between oraland written activities at each level of the framework. For the oralactivities the team has provided lists of words, and for the writtenactivities lists of characters. We focus on one point: we hope thisdissociation between oral and written in the Chinese framework willencourage more and more teachers to separate oral and written in teachingand learning activities (as well as in the selection of teaching materials)so as to allow the learners of Chinese to develop each language competencemore efficiently.

This paper examines one child’s L2 (speaking and writing) development in social contexts of learning over a six-month period from the age of seven years and five months. It describes L2 development during the first months of the child’s schooling and interprets it in terms of a socio-semantic approach to language learning. The study, which adopts a qualitative approach in an interpretivist/constructionist research paradigm, entailed the collection and interpretation of data through multiple sources: observation, interviews, and written and spoken texts. The analytical framework is provided by systemic functional linguistics and an overall theoretical framework is formed by Vygotsky’s and Halliday’s theories. The results show that the child’s ability to encode meaning became increasingly rich over the research period; the child’s meaning making potential expanded and her thinking became conscious as her L2 developed. The child’s L2 learning took place in social contexts involving herself with others. The paper argues that these social relationships substantially drove the child’s L2 development, in addition to effectively enhancing her writing and speaking, suggesting that the language learner needs to learn to use language in social interaction.

近年，香港中學學制逐漸轉變，其中中國語文的教學模式和學習範圍也作出了大幅度的改動。對於學生的語文能力來說，究竟帶來了甚麼影響呢？當中關於漢字部分，究竟學生經過十多年的語文學習之後，對漢字的認識有多深呢？　　筆者在過往數年的教學過程中，接觸的主要是大學一年級的同學。不管原來唸文科、理科還是商科，從他們的表現中，都發現一個有趣的現象。愈是近年的同學，對於「傳統正字」（例如「鉅、祕」等）的認識愈是模糊，很多時把正確的字誤以為錯字而逕予改正。可是，這種情況在數年前並不是那麼嚴重的。那麼，近年來這種情況有多究竟嚴重呢？　　為觀察同學漢字認識程度的變化，筆者根據過去數年的錯別字試題做了統計。本文將根據這些統計數字，考察同學對「傳統正字」的認知失落情況。　　同學的漢字認識是在小學養成，在中學深化的，如果經過中學階段後，卻出現對「傳統正字」的認知失落，看到與所教所習不同的字，就視為錯字，則問題出在哪裏。　　當前香港的中學中文課程改革仍在進行，這個研究將持續多年，從而看看由範文到取消範文，由七年制轉成六年制之後，香港學生對「傳統正字」的認識能力有何轉變。筆者希望透過持續研究，審視這個現象跟中學階段中國語文科取消範文閱讀以及增加其他內容的課程改革之間有沒有關係。　　筆者希望藉這個研究所得的結果，重新思考在香港的漢字學習環境下，大學「正字」教學如何定位，以樹立語文的判別能力為目標，使同學「習其一亦知其餘，明其新亦識其舊」，來補足同學對傳統漢字正字的認知缺失，不至於遇到他人所寫「正字」迥異時，瞠目結舌，甚至誤以為錯字，逕行改正，結果貽笑大方。

在學習第二或第三語言時，學習者的第一語言往往會在語音、詞彙和語法等各層面出現語言轉移問題，以致影響其學習。在是次研究中，我們希望通過調查學生學習使用漢語從屬連詞的概況，去了解學習者受第一語言轉移的影響，是屬於句式結構的語言運用層面，還是屬於學習者的邏輯思維層面。我們會透過分析學生的語誤，檢視哪些是由他們第一語言的錯誤轉移所造成，哪些是由於中文包含了一些學生從未接觸的語文元素所造成，以致他們難以學習。研究主要針對從屬連詞這方面，包括學生使用及了解這類詞語的準確度和困難之處。研究對象是一班在香港修讀中文的非華裔學生，他們的母語是尼泊爾語。他們據有不同的中文學習背景，包括剛接觸中文課程、長期修讀中文沉浸課程、完全沒有學過中文（但對中文字只有基本認知）的學生。透過這些不同的學習模式及背景，我們更了解語言轉移的情況與母語、教學之間的關係，從而改善學生學習中文的情況。

Chinese language is a kind of language developing with the growth of Han nationality. In history, Chinese language and Chinese character, symbol of words recording, have greatly impacted on countries all over the world. Chinese language plays an important role in Korean and Japanese language.Saussure said: “language is a system of signs that express ideas”. Lenin said: “The language is the most important tool”. For human communication Chinese, as a major tool of thinking and communication, records the splendid history and culture of Chinese nation, accumulates abundant communication experience and forms the complete language system of signs with its own features. Along with the advancing of Chinese national power, upgrading of international status and the expanding of the international exchange, Chinese language has been listed as one of working languages by the UN. More governments and nongovernmental give more attention to the Chinese language and more and more people are keen on learning Chinese.From scientific development point, according to principles of “cognitive rules, regulation of Chinese language and discipline of education”, the thesis adopts effective approaches for comprehending basic knowledge of modern Chinese characters encouraging students to experience the language practice and to cultivate the ability of using language In addition, the article puts forward the experiments on “literacy, reading and correction”. to contribute to “student orientation, un-separated words while learning character, non-disjunction when studying words, studying language while learning characters and vice versa.” This is to “putting knowledge into practice”, “learning efficiently and reading as soon as possible”， so as to improve the level of learning the knowledge and to breakthrough scientific phase of the education of Chinese characters and Chinese language.Results of education experimental research on Chinese character and Chinese language:Case: I rapid reorganization of Chinese characters.Case: II correcting words mistakes.Chinese language, as the important carrier of Chinese culture heritage, will become one of the most developed languages, which is used by the largest amount of people. Let’s share the beauty and civilization brought for human by Chinese language.

Han characters may be taught both as components of the mother tongue as well as elements of certain foreign languages. This paper centres on understanding approaches to the teaching of writing of Han characters as an aspect of foreign language learning. The mastery of Han characters may be considered a key objective in mother-tongue as well as foreign language teaching in China, Taiwan, Hong Kong and Japan, but is only considered as foreign language teaching in Korea. However, the written forms taught in schools in the five above-mentioned locations differ markedly from one another. Japan has strict stipulations about written forms of Japanese; the governments of China, Taiwan and Hong Kong adhere to prescribed benchmarks on the written form of Han characters; while Korea only sets requirements on fonts. Although Hong Kong supposedly has a recommended benchmark, differences in written forms can be found in primary and secondary school textbooks. This leads to problems in teaching and assessment since few teachers have a comprehensive understanding on the difference in written forms of Han characters found in Hong Kong and elsewhere in South-East Asia. This paper looks at differences in the written forms of Han characters in the five regions mentioned above, and at some of the issues associated with these differences.

This study looks at the employment of negotiation about form by a pair of advanced English L2 users engaged in collaborative composition tasks, and compares their negotiation with that of a beginner English L2 pair. Contrary to the increasing interest in negotiation for meaning within the L2 literature, there is little research that investigates how learners interact in negotiation about form contexts, where learners are required to explicitly talk about the form that they encounter. In particular， few studies have been conducted with learners at different proficiency levels in such contexts. Recognising this paucity, the study presents a holistic analysis of learners' negotiation about form generated by learners at different proficiency levels. This means that first, the negotiation about form was quantified in terms of language-related episodes (LREs); second, the same data was examined via an in-depth, descriptive analysis; third, delayed post-tests were conducted on specific linguistic items produced via negotiation about form. The study does not find much difference in LREs between the two proficiency levels of learners or convincing evidence that LREs lead to L2 learning at all. The results also reveal limitations in the relationship between the interactions engaged in and eventual learning. (196 words)

This study investigated the relationship among foreign language learning anxiety, achievement goals, and multidimensional perfectionism.Incorporating approach and avoidance into mastery goal and performance goal, a 2X2 framework of achievement goals comprised mastery approach, mastery avoidance, performance approach, and performance avoidance in this article. Three factors, self-oriented, others-oriented, and socially-prescribed perfectionism, were explored to understand the relationship between perfectionism and foreign language learning anxiety. Results indicated that all factors of achievement goals and only socially-prescribed perfectionism were correlated to the foreign language learning anxiety. Analysis of the regression between the scale of language learning anxiety and the other factors showed that master approach, mastery avoidance, and performance approach could predict the language learning anxiety significantly

This study investigates a teacher"s practice regarding how Dynamic Assessment (Dixon-Krauss, 1996) is realized in his evaluative activities in a language classroom. First of all, the study pinpoints eight properties of dynamic assessment, and operationally defines and classifies the teacher"s evaluative activities into 6 categories: prior knowledge check, assignment review, task comprehension check, task customization, instance quiz, and achievement check. Furthermore, the study examines how the teacher"s evaluative activities are worked out for a small group of children who are learning their heritage language (Korean). The effectiveness and potentiality of dynamic assessment for a language classroom organized by special purposes are also discussed.

The purpose of this study was to explore optimal flow experiences of students in an online learning environment for the Chinese language. Based on prior studies, the study adapted the framework of flow theory which consists of 9 sub-factors: challenge, awareness, goal-oriented, feedback, concentration, control, self-consciousness, sense of time, and intrinsic rewarding. The study showed that students had flow experiences in an online learning environment for the Chinese language. The findings by correlation analysis and hierarchical regression analysis indicated that all the sub-factors of the flow construct are positively co-related to overall learning satisfaction as well as students" perceptions on online learning processes and their task accomplishments. In particular, one flow sub-factor is called "control" was identified to have more predictive power to explain perceived satisfaction for online foreign language learning, which might eventually influence students" actual learning outcomes.