This study investigated and analyzed the recognition and needs for Korean communication competency among non-Korean learners who participated in an online Korean language course. To this end, the importance, performance, and necessity of the categories of communication competency recognized by Korean language learners were measured, and then IPA(Importancce-Performance Analysis: Martilla & James, 1977) analysis and Borich’s needs analysis(Borich, 1980) were used. After implementation, we examined whether there were differences in outcomes depending on learner variables. After examining the sub-items, it was found that there were differences in importance, current level, and need depending on the learner’s home country, and there were differences in current level, demand, and necessity depending on academic background and Korean language proficiency. In addition, there are differences in need depending on the learner’s reason for learning Korean, so it is necessary to respond to individual learnier’s needs according to learner variables when designing curriculum for online foreign language learners of Korean.

This study is undertaken to design a Korean presentation class for academic purposes based on CALLA (Cognitive Academic Language Learning Approach) and to find its effectiveness. In this study, 10 foreign graduate students participated in the class which teaches presentation strategies for 15 weeks. According to CALLA, some useful presentation strategies were introduced and practiced repeatedly, and the students’ presentations in Korean considering their major were completed gradually. As a result, positive effects from the presentation class on the perspective of language, non-language and data organization could be acquired through repetitive feedback and practice. Thus, the students could use the proper discourse for topics ranging from the introduction and development of the presentation to concluding presentation. The learners have shown a lot of improvements in presentation ability through the CALLA course regardless of language proficiency but the class design used in the study should be conducted in other presentation classes for academic purposes.

The purpose of the study is to propose Korean text education for foreign students majoring in translation. Korean as a foreign language students need to improve their Korean skills before taking higher level translation classes. However, there are no basic courses to solve this problem. For this purpose, the study argued for providing Korean text education for advanced Korean language courses and translation. Further, it attempted to show the effectiveness of ‘back translation’. For the study, an experiment was conducted with two groups. One group studied the text structure and language of the instruction manual, and the other group did not study them. The research findings are as follows: first, the text-trained experimental group performed better than their counterpart. They completed the text properly and did not make many translation errors or language errors. In addition, the experimental group showed higher satisfaction with the class. Based on the results of the study, future research suggestions are made.

이 연구의 목적은 중국 대학 한국어학과에서 개설된 한국문화교 육 관련 교과목과 사용하는 한국어 교재에 대해 살펴보고, 한국어 전공 학습자들의 요구조사를 통해 한국문화교육에 대한 개선 방향을 제시하 는 데 있다. 그 결과, 중국 대학 한국어학과에서 한국 문화에 대한 교 육을 부족하게 다루고 있음을 알 수 있으며, 이에 비해, 한국어학과 재 학 중인 학습자들은 모두 한국문화교육의 중요성과 필요성을 인식하고 있으며, 교육 내용 및 교수학습 측면에 대한 요구가 높았다. 이를 바탕 으로 본 연구에서는 1) 교육 내용의 풍부성, 2) 교수 학습의 다양성, 3) 교재 내용의 실제성, 4) 학습활동의 실천성이라는 네 가지 개선 방향을 제시하여 중국 대학 한국어 전공 학습자들에게 보다 더 적합한 한국문 화교육 방안을 마련하기 위한 토대를 다루었다는 데 의의를 둔다.