中韩两国建交以后，中国大学的韩国语教育出现短时期内的急速发展， 其规模和速度是中国大学教育史上前所未有的。同时处于初创期的中国大学 韩国语教育也存在不少的问题，面临新的挑战。本论文回顾了中国大学韩国 语教育的历史，介绍了现阶段中国大学韩国语教育的过程，剖析了中国大学 韩国语教育的特点和存在的问题。中国大学韩国语教育发挥教师队伍的优 势，借鉴大学英语、日语等其他语种教育的成功经验，教育过程围绕口语、听力等实用语言技能的培养为中心，成功的培养出大批的实用型韩国语人 才。但是过于偏重语言教育，忽视了文化教育的重要性。由于教育规模的盲 目扩大,以及金融危机的影响，目前韩国语专业毕业生面临严峻的就业难问 题。因此中国大学韩国语教育的发展开始由量的扩展转向内涵的提升，许多 大学正在探索实行韩国语+日语、韩国语+贸易、韩国语+软件开 发等形式的复合型人才培养模式，代表了中国大学韩国语教育新的发展方 向。为此需要进一步扩充教师队伍、建立新的教育评价体系、开发更加科学 合理的教材。这些问题虽然是中国大学的韩国语教育问题，但是需要通过中 韩两国学者的共同研究来解决。

This study points out that introducing and teaching semantic functions of Korean demonstratives 'i', 'ku', and 'ce' have not gained the attention of scholars and practitioners, although demonstratives are effective tools for expressing the speaker's psychological attitude towards object indication and for establishing coherence in delivering discourse. The study examined which semantic functions of Korean demonstratives, such as 'i', 'ku', and 'ce', should be incorporated as the content of teaching and how these could be taught in an effective way. As a principle of teaching, fostering learners' language awareness of the structure of semantic functions of 'i', 'ku', and 'ce' at these different strata was pursued. This made it possible to avoid giving out the glossary of each demonstrative or selectively delivering very simplified usage of them. Considering that the semantic functions of demonstratives are used in three different strata, metalingistic activities to foster learners' language awareness of these issues were suggested.

흡혈성 등에류(Diptera: Tabanidae)는 대형가축인 소, 말, 사슴 등에게 직・간접적으로 피해를 주는 해충이다. 한국마사회 경기도 원당 경마교육원(36.3ha, 70필 사육)의 흡혈성 등에 방제를 위해 2008년 5월 7일에 마방주변과 초지에 20개의 포집트랩을 설치하였고, 6~9월까지 4개월 동안 총 3회에 걸쳐 포집된 등에류를 조사하였다. 총 18종 2,184개체가 포집되었으며 그 중 흡혈성 등에는 10종 1,692개체였고 비흡혈성 등에는 8종 492개체로 조사되었다. 흡혈성 등에의 월별 포집수는 6월에 9종 1,364개체, 7월에 8종 382개체였다. 월별 우점종은 6월에 얼룩털등에(Tabanus griseinus) 482개체(35.3%), 북방등에(Haematopota tamerlani) 416개체(30.5%)이었으며, 7월에는 북방등에 140개체(42.7%), 얼룩털등에 89개체(27.1%)였다. 트랩의 설치 장소에 따라 포집된 흡혈성 등에는 마방주변이 총 574개체(평균 34.5개체/트랩)이었고, 초지는 총 1,118개체(평균 153개체/트랩)가 포집되었다.

One of the issues in Korean language education is the development of effective alternatives to teach Korean language to immigrant labors. This article deals with the Korean language education for immigrant labors from the point of view of Korean language education policy. It explores the actual conditions of Korean language education for immigrant labors including its meaning and its features. It points out that Korean language education for immigrant labors changes the existing paradigm of Korean education and it has some unique features and problems that cannot be resolved by the capability which has been accumulated during the development process of Korean language education. In this paper, three alternatives are provided to develop Korean education for the immigrant labors. First, every party concerned with Korean education for immigrant labors should participate in working out the master plan. Second, existing regular Korean language education circles and Korean language education circles for immigrant labors collaborate and raise the level of cooperation. And lastly, the accessibility to Korean language education of immigrant labors should be raised.

이 연구는 우리나라 영재교육에서의 소그룹 탐구활동에서의 실태 및 인식을 정량적으로 조사한 것이다. 임의 표본으로 전국의 16개 도시의 영재담당 교사 614명, 수학에서는 1,670명, 과학에서는 1,732의 영재학생이 이 연구에 참여하였다. 자료 수집을 위하여 본 연구의 연구자들은 기존의 관련 문헌을 바탕으로 협동학습 형태의 소그룹활동 및 탐구활동에 대한 설문지를 개발하여 실태 및 인식을 조사하였다. 이 연구의 결과는 (1) 현 한국의 영재교육에서의 소그룹 탐구활동은 교실 내에서 효과적인 학습 및 교수법으로 빈번하게 사용되고 있었다. 또한 한국영재교육에서의 소그룹 탐구활동에 대해 교사 및 영재학생들은 인지적 및 정의적 측면에서 긍정적으로 인식하고 있음에도 불구하고, (2) 실질적으로 학생간의 상호작용을 활발하게 도모하기 위한 교수법이나 효과적인 조구성을 위한 교수법은 사용하지 않았다. 이는 영재교육에서 이루어지고 있는 소그룹 탐구활동은 단순한 전통적인 그룹 활동에 불과하다는 것을 지적하며, (3) 이는 영재담당 교사들의 소집단 탐구활동, 특히 협동학습 관련 이해 및 지식이 충분하지 않아 효과적으로 적용할 수 있는 교수법의 부족에서 오는 것이라 할 수 있겠다. 한국영재교육에서의 효과적인 소그룹 탐구활동의 적용을 위해서는 영재담당 교사연수를 통해 소그룹 탐구활동에 대한 이해도 및 지식을 반성하고 개발하며 또한, 학생들의 상호작용을 극대화할 수 있는 관련된 교수법 및 교수 모델을 창안할 수 있는 기회가 제공되어야 할 것이다.

The purpose of this study was to analyze post-liberation Korean Physical Education (P.E) and the effect of US forces' occupation on the P.E curriculum development and delivery. Physical Education during the US Army-occupied era has had positive and negati

This study is aimed at applying conjunctive adverbs of type of "그러-‘ for education site of Korean language by clearing up syntactical condition and contextual meaning and mutual replacement relation of conjunctive adverbs having similar meaning to be able to use opposition conjunctive adverb of type of "그러-’. According to inclination of foreign learner who want to learn Korean by rule and formula instead of meaning explanation. So this study was represented table and chart as suggesting way of each items, and it could be called as new tryout that we could not find in existing studies. This discussion might be little different with meaning of conjunctive adverbs explained in the study of Korean language. In the selection of example, used example of Korean language text book for foreigners by considering level of learners. Therefore, this study was inconvenienced by impractical sentence and non-suggestion of concrete plan to be able to be used in practice lesson. But if teachers fully understood schematic pictures and used them in class, it could become a little help to reduce learner"s confusion occurred by using opposition conjunctive adverbs of type of "그러-."

This study aims to investigate the major themes and contents of studies on teaching English as an EFL in elementary schools in Korea since TEFLES (Teaching English as a Foreign Language in the Elementary School) was first introduced in elementary schools as a regular subject under the 7th National Curriculum in 1997. For the purpose of the study, a total of 218 research was examined in terms of the research methods, topics and main contents, and implications. The results of the study show that more than a half of the research was oriented toward quantitative approach. In addition, the main foci were the effects of certain tasks, pronunciation, dramatization, the use of a variety of multimedia materials on elementary school students" speaking skills. However, a large number of studies dealt with speaking skills in an integrated manner with other factors such as language skills, motivation, interests, and confidence. On the basis of the results, pedagogical implications on the teaching of speaking skills are suggested.

중국어 모어 학습자들을 대상으로 한국어를 교육할 경우 부딪히게 되는 대표적인 문제로는, 발음 교육에서는 유음 ㄹ, 연음, 모음 ㅡ, ㅢ, 후설모음 ㅓ, ㅜ, ㅗ 등의 발음이 어려움으로 대두될 수 있다. 또한 문법 방면에서는 무엇보다도 조사의 활용이 학습자로 하여금 어려움을 느끼게 하는 요소이며, 그 중에서도 ‘은/는’ 과 ‘이/가’의 구분이 더욱 어려움을 느끼게 한다. 물론 위에서 제시한 문제 외에도 중국어에는 없는 종성의 발음 문제, 종성 대표음의 발음 문제, 경어 활용 등등 더 많은 문제들이 있는 것이 사실이다.드라마에서 학습자들이 접하게 되는 동사/형용사의 형태들은 이미 여러 가지 형태 변화 과정을 거치고 난 것이어서 초급이나 중급 수준의 학습자가 그것을 보고 기본형과 그 어미를 분리해내는 일은 매우 어려운 일이기 때문이다. 또한 잘 분리해내었다 하더라도 그 어미가 나타내는 어감과 의미를 알아내기도 어려운 일이다. 예를 들어 학습자가 드라마에서 ‘하렴’, ‘하려무나’, ‘하게’, ‘해야지’ 등등의 표현을 접하고 그 어감과 의미의 차이를 알아내는 일은 상당한 노력이 필요한 일일 것이다. 그러한 노력을 덜어주는 것이 사전의 역할일 것이다. 그러나 실제로는 중국어 모어 학습자들은 의미를 파악하기 위해 사전을 찾고 싶어도 기본형을 분리할 수 없기 때문에 찾을 수 없거나 찾아도 사전에 나와 있지 않아서 답답하다는 불만을 토로하는 경우가 많다. 중국어 모어 학습자들의 학습 편의를 도와주고 궁극적으로는 중국에서의 한국어 학습 수준을 제고시키는 데 유용하게 쓰일 수 있는 중국어 학습자를 위한 한국어 어휘사전, 한국어 학습 사전, 그리고 한국어 역순 사전 등이 나오기를 기대한다.

The aim of this paper is to analyze Korean specific particles ‘i/ga’ and ‘eul/leul’ and show how to teach them effectively to foreign learners. In this respect, we first analysed some typical ‘i/ga’ or ‘eul/leul’ constructions: they seem very similar in appearance but their syntactic structures are quite different. We showed that in order to explain effectively ‘i/ga’ and ‘eul/leul’ constructions, the notion of ‘topic’ should be introduced and found that there exist some particular semantic restrictions between two successive noun phrases participating in ‘i/ga’ and ‘eul/leul’ constructions. Secondly, we tried to show how to construct the educational substance and method of these specific particles ‘i/ga’ and ‘eul/leul’. We proposed to introduce types of ‘i/ga’ and ‘eul/leul’ constructions, typical predicates used with these constructions, semantic restrictions of two successive noun phrases participating in these constructions, equivalent constructions corresponding to these constructions and their concrete examples in constructing the educational substance and method of the specific particles ‘i/ga’ and ‘eul/leul’.

This paper discusses what the basic principle of Korean consonantal assimilation and tensification is and how to teach the two processes to learners. Since some of the Korean phonological changes including these two processes are complicated and cannot easily be seen in other languages, students may face difficulty in learning such processes. It has been claimed that these processes are due to the "principle of economy" in pronunciation. That is, certain consonant clusters or consonantal sequences that are difficult to produce undergo changes in a way to make them easy to pronounce. In this paper I argue against such a claim by adopting the principle of English, which has two different types of consonant clusters, namely "word-initial and word-final clusters". The phonotactic constraints of the word-final clusters in this language, which are opposite to the case of word-initial clusters, have the ascending structure in the consonantal strength between the two consonants. We see that the two consonants in sequence in Korean have almost the same structure. Unlike English, these constraints must be obeyed whether words are simple or complex in Korean. The two consonants that are not kept up to these constraints by the morphological process undergo phonological process. This is the principle of consonantal assimilation and tensification in Korean, and thus, teachers (and also possibly learners) of Korean should recognize the principle to understand the processes correctly.