The purpose of this paper is to review the policy of foreign language education in France and to analyze its effects in primary and secondary schools, including the changes that have recent1y taken place. Under the assumption that languages ref1ect their culture, the administrative of France has tried to co、rer a variety of languages in Europe and to improve the quality of foreign language education. These efforts, however, appear to be unsuccessful due to the financial problems and the heavy emphasis on particular languages based on the social and economical reasons. Nevertheless, these efforts are valued highly, and provide some insights to the cωurre Korea.

We cannot imagine textbooks without visual images in foreign language education. What are their roles and fuctions in language teaching? Are they simple decorations for just visual effects? Or are they presented to facilitate listening and reading comprehesion? To answer to these questions, this study is designed to analyse the relations between visual images and texts in language teaching materials based on communicative approach, and to argue that visual images are means of conveying their own autonomous meanings.

English language teaching in elementarγ school was proposed and is now in practice on the basis of the Critical Period Hypothesis which is also theoretically supported by innatists who argue that UG begins attrition around puberty and that language acquisition becomes increasingly difficult beyond this period. This was proved true of first language acquisition and naturalistic SLA, but no evidence has been known about instructed second language leaming in formal education. Elementary school ELT is supported by some parents who wish their children to leam this world language effectively, but the educational environment is far from utilizing the leamers' UG: few teachers are capable of providing authentic input, so the leamers depend on their general intelligence and leaming strategy rather than UG. It is suggested that high school age is optimum for utilizing leamers' motivation, intelligence, and leaming strategy.

When the importance of various cu1tures is emphasized more and more, 1earning various languages can a1so keep off the cultural standardization. But today the second foreign 1anguage education is facíng a serious crisis. The balance of foreign 1anguage learners is not proper. The environment for learning the second foreign languages is getting worse. In the seventh curricu1um the credit hour will be reduced. Moreover, students staπ to 1eam the second foreign language only when they are in the e1eventh grade. Many German- or French teachers have to change their own subjects into another subject. The quality of education wiU go down. Changes should be taken place gradually in order t。 prevent side effects.

이 연구는 한국어교육 어휘에서는 무엇을 가르쳐야 하는가 곧 어휘 내용 요소의 설정에 대한 논의를 전개하는 데 그 목적이 있었다. 이것은 한국어교육 어휘의 지식 영역을 이전의 언어학적 혹은 국어학적 연구 성과를 다소 그대로 옮겨온 것이 아닌가 하는 반성과 한국어교육 어휘에서는 이전의 언어학 혹은 국어학 연구 성과를 수정 이나 해석하지 않은 채 한국어교육에 응용할 수 없다는 점에서 교육 어휘(pedagogical vocabulary)의 측면에서 접근이었다. 그런 측면을 반영 하여 한국어교육 어휘의 내용 요소는 형식(구어/문어/단어 구성), 의미(형태와 의미/개념과 지시대상/연상 관계), 사용(문법적 기능/연어 관계/ 사용제약)의 영역에서 설정할 수 있었다.