This paper analyses the foreign language curriculum of general high schools in China. The Chinese educational authority announced an experimental version of its language curriculum in 2003, revised it in 2017, and revised it in 2020. In 2003, the foreign language curriculum included only three foreign languages: English, Japanese, and Russian. German, French, and Spanish were added from the 2017 curriculum. The 2017 curriculum consists of three categories: ‘required’, ‘required optional’, and ‘optional’. The required courses meet the requirements for graduation by all students. Students intending to go to college must complete all required optional courses. The six foreign language curriculums equally set four core competencies: language ability, cultural consciousness, thinking ability, and learning ability. In addition, this paper investigated curriculum structure of the six foreign languages, learning vocabulary, and items included in the appendix, and compared the foreign language curriculum in China and Korea. In conclusion, Korea’s next curriculum suggested that achievement standards and evaluation criteria should be more specific in preparation for the high school credit system, and that achievement standards and evaluation criteria should be described so that the curriculum and college entrance can be linked.

The present study aims to examine the realization of language immersion education for FLE (Français Langue Étrangère) and CLE (Coréen Langue Étrangère). Foreign Language teachers’ role has been recently concerned as to find out the interaction between a teacher and a learner in language immersion education. The success of language immersion education depends on the learners’ attitudes and motivation. The learners’ motivation can be enhanced through the electronic sources online made by the nonnative language teachers or through the extra-curricular language activities. The findings of the present study are summarized as follows. First, the teachers must perceive learners’ first language and culture to accomplish a successful interaction. Second, the foreign language policy should favor not only English, but also other various languages as well. Third, the feedback through the self-evaluation should be followed by its purposes and types.