The aim of foreign language learning is to develop the communicative competence, it can be said that speakers might communicate their own ideas with each other according to the appropriate linguistic context and condition. Surely considering this ability is deeply related with culture, it has been focusing on the importance of learning culture. Language is part of a culture, so we have to accept naturally to program the teaching culture as a part of teaching language. Actually, such that thinking is apparently not proper. In other words, we need the education of the incorporating both culture and language. Currently, it has been growing the importance of teaching culture in Korean educational context influenced by the movement of teaching foreign language, as reflecting of that above, most of the textbooks published since 2000 have included the cultural content and materials specially with the emphasis on the communicative competence. After looking into the situation in teaching language of culture about such that textbooks, this study tries to present the educational way on the basis of the result of those facts. To do so, as the aspect of the communication in language teaching, this research intends to examine whether the cultural content in the textbooks has played a critical role in the real communicative situations where participants from the different culture and language will be able to communicate with one another effectively. This point of analysis depending on the criteria of the cultural content, the origin of culture, and the cultural activities is to distinguish three parts briefly, the pragmatical part, the area of cultural information and the learning of culture.

This paper is to suggest a proposal for creating directions for Korean textbooks with Chinese-Korean idiomatic phrases, and to present a lesson as a model. Korean textbooks with Chinese-Korean idiomatic phrases which are used for Korean language education are recommended to express not only their inherent abundant stories but also various stories which posses cultural values reflecting various aspects of Korean traditional cultures and modern societies. In addition, common issues such as environmental or social issues must also be included. Students will learn cultural knowledge regarding Korea through these reading materials. They will also understand the natural proper meaning and usage of Chinese-Korean idiomatic phrases. Readers will acquire Chinese-Korean idiomatic phrases as expressive vocabulary through various activities such as games and word puzzles. Chinese-Korean idiomatic phrases often appear in reading materials such as newspapers and social or cultural books. Readers will grasp the text’s content, and as a result, will be able to easily approach various reading materials as well. Therefore, an ideal textbook for learning Chinese-Korean idiomatic phrases must be developed to enhance the efficiency of Korean language education.

한문 교육은 교과 교육의 하나이고, 모든 교과는 내용 체계를 가지고 있다. 주지하듯이 교과의 내용 체계는 교과에서 교육할 내용을 집약적으로 제시하고 있다는 점에서 그 중요성을 아무리 강조해도 지나침이 없다. 본 연구의 핵심 과제는, 한문과 내용 체계의 영역 구분의 기준과 내용 조직의 원리를 탐색하고 내용 체계 시안을 개발한 뒤, 이에 따른 한문과 내용 교재를 개발하는 것이다. 현행 한문과 내용 체계와 학계에 보고된 내용 체계 관련 선행 연구를 검토한 결과, 배경 학문의 지식 결여, 용어의 개념과 범위 혼동, 한문 교과의 학문적 구조 반영 미흡 등의 문제가 지적되었다. 이에 본 연구진은 내용 체계의 세로축 곧 영역 구분을 한자 생활, 한문 지식, 한문으로 설정하였다. 그리고 가로축 곧 내용 조직과 관련된 범주화 및 구조화를 각각 몇 개의 안으로 설정하였다. 설문 조사, 전문가 협의회, 연구진 협의회 등을 거쳐 세 개의 내용 체계 안을 조정하여 ‘내용 체계 시안’을 확정하였다. 연구진은 내용 체계 시안을 바탕으로 한문과 내용 교재를 개발하였다. 교재 개발은 우선 한자 생활, 한문 영역 내의 중영역을 대단원으로, 소영역을 한 개의 소단원으로 설정하였다. 단, 한문 지식 영역은 독립 단원으로 편성하지 않고, 학습 자료로 교재의 말미에 편찬하였다. 결국 한문과 내용 교재는 5개의 대단원, 14개의 소단원, 그리고 참고 자료로 구성, 편찬되었다. 한문과 내용 교재는 무엇보다 학습자 중심의 교육을 구현하는데 치중하였다. 편찬의 기본 방침은 특히 본문의 학습 활동을 통하여 나타나 있다. 기존의 교과서와 달리, 학습 목표의 결과를 제시하는 것이 아니라 학습 목표에 도달하기 위한 과정과 절차를 제시하도록 노력하였다. 한편 연구진은 중학교 한 곳, 고등학교 한곳을 택하여 개발된 실험용 한문 교재를 사용하여 현장 시연을 실시하였다. 학생들의 반응과 현장 교사들의 의견, 그리고 협력 교사의 비평 등을 참고, 활용하여 교재의 문제점을 수정, 보완하였다. ‘한문과 교과 교육 내용 체계 및 내용 교재 개발’의 결과물은 한문교육을 담당하는 한문 교사에게 한문과의 학문적 정체성이 무엇인지, 학습자에게 전수할 한문과 학습 내용의 핵심이 무엇인지에 대한 방향을 제공할 수 있을 것이다. 내용 체계가 바뀌면 학교 현장의 한문교육의 양상도 바뀌게 될 것이다. 내용체계의 변화는 내용의 변화를 수반하며 이를 수행하기 위한 교재로서의 교과서 개편도 불가피할 것으로 보인다. 우선 교과서를 구성하는 방식에서 다양한 변화가 예견되며 이는 교육목표를 달성하기 위한 학교 교실 수업의 교수-학습에도 지대한 영향을 끼치게 될 것이다.

The purpose of this study was to investigate to what extent Korean college students can acquire vocabulary from reading course materials. The participants were 32 college students who enrolled in a TEFL methodology course. A vocabulary test was administered at the beginning and the end of the course, and the results showed that the participants were able to recognize meanings of an average of 3.6 new words, suggesting that small but significant amounts of incidental vocabulary learning can occur as a result of reading course materials. The findings also showed that there was a statistically significant relationship between the number of times each word occurred and its relative learning gain. The results of this study suggests that incidental vocabulary learning is possible from reading even though the amount of such learning is not large. Implications for vocabulary learning and teaching are discussed.

Recognizing the importance of culture in language learning, this paper suggests a cultural education through the use of Korean proverbs. Proverbs not only reflect how people think and live, they also cover various themes. Korean language learners have difficulties in understanding Korean proverbs because they contain elements of Korean culture. Korean language learners should be systematically educated in proverbs to effectively communicate with Koreans, as well as to better understand Korean culture. Therefore, it is essential to study how to teach them effectively, and a cultural education textbook based on this study will have to be published. Proverbs education methods have focused on understanding. We will focus on expression education as well as understanding education. This type of textbook will offer a chance to easily learn korean proverbs by providing an interesting format. The aim of this paper is to demonstrate the best direction for teaching Korean proverbs, and to present a lesson as a model about their education.

Heo, Jae-young. 2006. The Nature of Literacy in Textbooks for Women's Education in the Modern Enlightenment Period. The Sociolinguistic Journal of Korea 14(1). This study investigated the nature of literacy in textbooks for women's education in the modern enlightenment period. Expectations of literacy in textbooks greatly differs from the literacy level of people in reality. Although textbooks are the means for realizing educational goals, the implications of literacy presented can vary according to the educational system, textbook writers, and target audience. This examination of textbooks for women's education in the modern enlightenment period focused on various aspects such as changes in the content presented and the language used (e.g., Hangeul, translations from Chinese classics, Chinese characters). Textbooks for women's education in the modern enlightenment period reflected the plight of women who strived to acquire knowledge but were limited by literacy and the duties of everyday life. There seems to have been a great divide between the literacy level of these women in reality and that presented in educational texts. Consequently, attempts were made to understand women's life in the modern enlightenment period by investigating the acquisition of literacy by women and the processes involved in women becoming full-fledged members of society.

The Sociolinguistic Journal of Korea 14(1). This study investigated the nature of literacy in textbooks for women's education in the modern enlightenment period. Expectations of literacy in textbooks greatly differs from the literacy level of people in reality. Although textbooks are the means for realizing educational goals, the implications of literacy presented can vary according to the educational system, textbook writers, and target audience. This examination of textbooks for women's education in the modern enlightenment period focused on various aspects such as changes in the content presented and the language used (e.g., Hangeul, translations from Chinese classics, Chinese characters). Textbooks for women's education in the modern enlightenment period reflected the plight of women who strived to acquire knowledge but were limited by literacy and the duties of everyday life. There seems to have been a great divide between the literacy level of these women in reality and that presented in educational texts. Consequently, attempts were made to understand women's life in the modern enlightenment period by investigating the acquisition of literacy by women and the processes involved in women becoming full-fledged members of society.

The textbook is the materials of teaching for teachers and students, and is sorted into the unit by the topics. If such units combine with some factors that are involved with the topic organizationally well, the text may be helpful in its own way. Thus, this study is to analyze the textbooks that have been used in Korean language learning context with the regard to both the construction of the unit and organization of such that construction, and to investigate whether the textbook could promote the learner’s communicative ability to express their target language (Korean language) in the real language context or not. For this analysis, this study should follow up on these progresses. First of all, (1) this study attempts to identify some of the basic concept related to the textbook in chapter 2, (2) chapter 3 suggests other studies which have been done previously (3) chapter 4 presents the framework in the design of units, (4) chapter 5 analyzes the textbook with the framework suggested above. Finally, in chapter 6, this study sets up some components of the units making topics by focusing on the notion of organization.

When we closely look into Korean particle usage of Korean learners, we can find many misuses in Japanese language learners even if Japanese language has similar word order and particles structure as well as English Korean language learners whose language is different to Korean in language order and no particles structure. The purpose of this study is to find out the actual condition, how the Korean particles education for Korean language learner is being processed to make clear how various type of misuses in particles usage of Korean language learner are resulted from the Korean language education locale, the correlation between manifold particles misuse and korean language learning contents in language learning locale. To bring these actual Korean particles education condition, firstly we are going to examine the frequent Korean particles misuse of Korean language learners, and then compare the Korean education locale for particles. These comparison will be helpful to suggest the efficient method of Korean particles education to prevent misuse in Korean particles of learners and make good material for the meaningful learner centered education for Korean particles.

1950년대부터 우리의 일부 자전과 교과서가 일본자전의 부수명칭을 모방하기 시작하였다. 그 대표적인 것이 부수위치표시어와 일본자생속칭이다. 일본의 부수위치표시어는 "偏, 旁, 冠(頭), 脚(畓), 構, 垂, 繞"인데 이를 우리 교과서에서는 "변, 방, 머리, 몸, 받침, 안, 발(아래), 밑, 제부수(한부분), 가운데, 엄, 에운담, 사이, 삐친머리, 지게다리, 양쪽 변이 합쳐서 부수를 이루는 것, 밑이트임, 옆이 트임"등으로 분류 표기하고 있다. 뿐만 아니라 旁, 몸, 받침, 발, 밑, 엄 등의 놓이는 위치나 모양에 대한 정의 역시 통일적이지 못하다. 속칭의 형태와 갈래를 분류해보면, (1)부수자의 형, (2)부수자의 음, (3)부수자의 의, (4)부수자의 위치, (5)대표적인 參構字, (6)부수자의 필획에 의해서 속칭이 생산되었다. 현재의 중고등학교 학생들에게 할당된 수업시수나 문화적인 정서를 고려할 때 부수(部件)에 대한 俗稱보다는 正稱(본의 본음)으로 가르쳐야 더욱 학습효과를 높일 수 있다. 예컨대 彳을 중인변과 자촉거릴척 어느 것으로 가르쳐야 彳을 따른 한자를 효과적으로 가르칠 수 있는지 자명한 일이다.

The course is composed of the teacher, the student and the teaching materials. But the function of supplementary readers as teaching materials for German literature has been not widely discussed and approved in Korea. In the first part of my paper 1 wiU describe existing supplementary readers which are almost the annotated readers. In the second part 1 will explain to three aspects for the production of the supplementary readers in the foreign language class. 1) The aspect of literature: it is important for the students to do experience the literary forms which are various and original. 2) The aspect of language: words and sentence structures must be neither excessively easy nor excessively difficult. 3) The aspect of reading process: the understanding process of literary texts should be more effectively used. The present paper attempts to convey the aesthetic and pedagogical values of supplementary readers in the foreign language class.