Chinese as a foreign language education is one of China's crucial national and governmental strategy. Over the past 70 years of development, Chinese as a foreign language education has made remarkable achievements, but it faces great challenges. In China, the term Chinese as a Foreign Language Education is the last in a series of terms from Teaching Chinese as a Foreign Language to Teaching Chinese to Speakers of Other Languages and then to International Chinese Language Education, and in its development has passed from the 1.0 era to the 4.0 era. This article aims to present new goals by examining the achievements and characteristics of Chinese as a foreign language education step by step from the perspective of governance and drawing out their implications, identifying the causes of its development, and forecasting future tasks

The forms and demands of language learning are changing in the pandemic era. Learners no longer rely solely on a formal language curriculum. Instead, they are using various informal language learning (ILL) channels. Although informal language learning has been in the spotlight and is growing, more research on ILL is needed. In this study, ILL taking place through an online community was analyzed. Articles from the Korean learning community (r/Korean in Reddit) were collected, and the topic modeling technique, Latent Dirichlet Allocation, was conducted on the collected data. As a result, seven major topics were selected. The most common topics in all posts were issues faced by beginner learners, followed by vocabulary and sentence meanings, interest in Chinese characters and applications of Korean language skills, culture and daily life, translation, online learning materials, and Korean phonics. Through this, the interests of ILL learners and the characteristics of learners could be identified. Due to the nature of ILL, in which a formal curriculum does not exist, it was found that questions about general strategies for learning and questions that could not be solved in formal language education were most prominent. In addition, the characteristics of ILL learners who actively sought learning content and materials were also found.

In this study, a multiliteracy model is proposed that can be applied to foreign language education in the era of artificial intelligence (AI), in which language-related technologies are rapidly developing. Artificial intelligence-based translation and interpretation technologies are lowering the threshold of foreign language use, and speech recognition (SR) technology and text-to-speech (TTS) technology break down the boundary between spoken language and written language. With such Information Communication Technology (ICT) literacy, therefore, foreign language literacy along with first language literacy tends to be integrated into multiliteracy. Besides, as our society has become specialized, the importance of content literacy of each specialized field is emphasized more and more. As a result, in foreign language education, a multiliteracy model is needed with Content-Language Integrated Learning (CLIL) methodology. With introducing a multiliteracy model, in this study, a translation course between first and foreign languages and a content course of book publishing are introduced as samples of the application of the multiliteracy model.

본 논문에서는 한국어 쓰기 교육을 위한 교육용 게임으로서 text-to-scene 모델을 제안한다. 사용자 입력 문장에 대해 즉각적인 피드백을 제공하기 위해서, 제안하는 text-to-scene 모델은 사용자 입력 문장의 의미구조를 분석하여 장면을 자동으로 생성한다. 사용자가 문장을 교정하면서 자연스럽게 한국어 쓰기 능력이 향상될 수 있도록, 제안하는 text-to-scene 모델은 정답 장면과 사용자 입력 문장에 대한 장면을 함께 제공하므로, 사용자는 입력 문장의 어느 부분이 잘못되었는지 쉽게 파악하고 문장을 수정할 수 있다. 기존의 text-to-scene 연구에서 정교하게 장면을 생성하기 위해서는 필요한 자원 구축이 어렵고 처리 과정이 매우 복잡하다는 점을 고려하여, 제안하는 text-to-scene 모델은 외국인이 쉽게 이해할 수 있는 수준으로 장면을 단순하게 표현한다. 실험결과 격조사나 문장 요소 생략 등을 고려하여 15개의 단어를 임의로 조합하여 5개 어절 이내의 문장 1,048,576개 문장을 만들어 실험한 결과 제안하는 모델은 한 문장당 평균 14.94ms가 소요하면서 안정적으로 장면을 생성하였다. 외국인을 대상으로 한 작문 시험 결과, 종이를 이용한 작문 결과에서는 10개 문항 중 오답 문장이 평균 4.7개 나왔는데, 제안하는 text-to-scene 모델을 이용한 작문 결과에서는 한 문장 당 평균 1.56회의 미리보기를 하고 문장을 수정하여 0.87개가 나왔다.

Tandem Language Learning method is a form of autonomous foreign language learning. Its main purpose is to better grasp the target language or understand the target culture. The two learning partners are not only foreign language learners but also native speakers.They are also "experts" of their respective languages, countries and cultures. In this kind of communication, they will break the barrier of language and remove cross-cultural misunderstandings. Tandem Language Learning is a good opportunity to continue to improve the learner's ability to express the target language, as it provides the opportunity to communicate with a native speaker and makes intercultural learning possible. Tandem Language Learning method is also a learning method of PBL (Problem-based learning) model. It not only expands learners' ability to judge language, but also improves learners' problem-solving ability and team cooperation ability. The purpose of this paper is to simply introduce the tandem language learning method that has not been widely promoted in Asia and to analyze the feasibility of applying the learning method in Chinese and Korean language teaching. Investigation and Analysis of Application of Tandem Language Learning Method in Chinese and Korean Classrooms of Korean Universities. Summarizes several problems that have arisen in the application of this learning method, and provide some references for effectively improving the teaching level of Chinese and Korean.

“Action-oriented Approach (AA)” as a new teaching method has taken an important role in teaching and learning of French Education during past 10 years. However, even though the new teaching method is very welcome for educators, now it is the time that we have to consider whether the key principle and fundamental notion of this approach is suitable for our language education environments and is theoretically appropriate for education. For that, it is necessary that we have to carefully examine this “Action-oriented Approach” from two points of views. First of all, from the angle of foreign language education, we need to verify whether this new approach could be appropriately applied in teaching and learning of Korean foreign language education or not. Secondly, from a societal perspective, we need to examine how this method, considering language education as everyday life itself, can handle some critical perspectives in the point of “status in quo” of “AA”. It has been criticized that language education as everyday life itself can make learners in everyday life to unconsciously acquire maintaining the ‘status quo’ during actions such as “educational inequality”. It is expected that this kind of examination will suggest us an improved way of “AA” for more effective and appropriate practice of French Education, and will give us an opportunity to think about the better way of teaching and learning model by “AA” in Korea.

The purpose of this study is to examine phenomena of teaching writing in Korean as a foreign or a second language, and to propose contents and methods for improving teachers’ ability of teaching writing. I presented 3 reasons that mainly cause the difficulty in teaching writing for nonnative speakers of Korean. Among the reasons, teachers’ lack of confidence and insufficiency of expertise in teaching writing is the most important one which we have to compensate in terms of improving teachers’ ability. First, in chapter Ⅱ, I analyzed the trend of teaching writing in Korean as an L2, and examined the characteristics of teacher training for teachers-to-be in Korean language education. Next, in chapter Ⅲ, I defined the concept of ‘ability of teaching writing’, and summarized the categories of the ability. Finally, in chapter Ⅳ, I suggested the contents and methods for improving teachers’ ability of teaching writing with regard to teachers’ expertise. Specially, I focused not only on the pedagogic content knowledge (PCK), but also on the content knowledge (CK). In this paper, I explored teacher education which is considered as one of the most important area for better teaching Korean as an L2. However, this paper remains only as a pioneer attempt at teacher education research for the area is not fully discussed yet.

This research focuses on the analysis of the high school German textbook "Deutsch 1" which is developed and published in South Korea in 2013. Many public high schools have adopted this book as the official textbook for introduction to German language and culture. This book reflects the communicative and intercultural competences, which are formulated as an explicit teaching goal in the national teaching plan of 2009. In the theoretical part of this research we critically look into the diverse checklists of German textbook criteria which are developed in the history of German language edcuation. In the practical part of this research we aim to devise new criteria which correspond to our schemes of analyses by means of which we analyze the school textbook licensed in Korea.

Foreign language education has so far put emphasis on the so-called communicative and cultural objective where learners communicate with native speakers in the foreign languages they have learned and then understand and execute the native speakers’ cultures. However, the modern society, which has rapidly become a global village with the development of the means of communication, expects foreign language education to play a new role. This new role is taking into account not only the practical aspect of the communication, but also the educational goal of cultivating the ability to properly understand others’ culture and hold a critical attitude toward one’s own culture. The intercultural approach is emerging as a new approach that enables foreign language education to achieve this goal. 2007 Amended Curriculum and 2009 Amended Curriculum used the term, “intercultural”, but did not specifically state it, and thus it was little reflected in the textbooks. As a method of practically resolving this problem, we made an intercultural teaching plan by utilizing the cultural contents in the current textbooks.

In der vorliegenden Arbeit wird versucht, die Anwendungsmöglichkeit der Begriffe ‘emotionale Intelligenz’ von Daniel Goleman im deutschen Kulturunterricht zu erläutern. Der Begriff ‘emotionale Intelligenz’ wird fünf Ebenen untergeordnet: i) die eigenen Emotionen kennen, ii) Emotionen beeinflussen, iii) Empathie, iv) Emotionen in die Tat umsetzen, v) Umgang mit Beziehung. Heutzutage ist die Kultur im Deutsch als Fremdsprache einen wichtigen Lernstoff. Die Kultur kann nicht nur kognitive Ebene sondern auch affektive Ebene beeinflussen. In dieser Arbeit wird aber sie sich auf das affektive Lernen konzentriert. Um die Affektivität der Lernenden im Kulturunterricht zu entwickeln, kann der Begriff ‘emitionale Intelligenz’mit vier Lernverfahren kombiniert werden: die Zusammenarbeit für Wahrnehmung von Emotionen, der Rollspiel für Nutzung von Emotionen, das Lesen für Verstehen von Emotionen und das Sehen für Beeinflussung von Emotionen. Je nach Lernverfahren können die verschiedenen affektiven Ebenen der Lernenden sich darin progressiv entfalten und daher können die Lernenden innerlich stark motivert werden.

The purpose of this paper is to examine the theoretical backgroud of a phraseo-didactics in French as Foreign Language and to present concrete ways to develop it in an effective way. The teaching methodology for french phraseolgy is very critical to improve one’s communicative competence among Korean learners. In this regard, this article raised the following 4 issues: 1) To distinguish the type of french phraseology. 2) To examine the status of phraseology in Common European Framework of Reference. 3) To investigate components of phraseology which are divided into three parts: sociocultural component, linguistic component, pragmatic component. 4) To set up some issues for the teaching of french phraseology in Korean context. For an effective teaching, this paper need to more carefully consider the teaching lists, rages, time and various methods of french phraseological expressions.

This article presents the didactic possibility of using movies in the university teaching, most of all in the faculties of german studies. As like other forms of arts, films can be used as a serious object for learning and teaching. In this article I want to present a case study of film didactics, or a sustained image of a teaching situation with films - a set of circumstances that produces significant learning in students. The purpose of this article lies also in the transformation of the image of good teaching. It is argued that student-centered learning and discussion-based teaching with movies are possible and necessary.

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

This paper studies psychological experience of reading narrative literary texts from the cognitive perspective. Vicarious experience through literary texts as construction of a virtual human world, generally understood as situation model in the cognitive process of text comprehension, can be grasped as readers’ mental simulation on the backgrounds, scenes, and the actions of characters. Readers, however, not only simulate the outside world in the texts, but also recognize the inner states of the characters such as motivation, intention, and emotion, which makes readers’ reading experience psychological reality. This empathic experience can be explained as readers’ retrieving personal experience from the long-term memory as direct resources for inferencing the overall situation in the texts. In that cognitive text comprehension is closely connected with human learning by both updating and reconstructing memory, mental simulation through narrative literary texts ultimately leads to readers’ personal growth by deeper understanding on themselves and broadening their horizons. Finally this paper suggests two educational implications on reading in foreign language education; the importance of empathy through reading literary texts in communicative situation, and facilitation of foreign language learning by connecting readers’ own experience with it.

언어 교육에서 오류 분석은 언어를 배우는 학습자들의 언어를 연구하거나, 효과적인 교수-학습 방안을 고안하는 데 있어 아주 중요한 방법론의 하나이다. 하기에 많은 학자들이 학습자들의 작문이나 발화에서 오류문을 추출하여 연구를 시도하고 있으며 또한 많은 연구 성과들이 나오고 있다.그럼에도 불구하고 학자들마다 오류에 대한 견해에서 서로 다른 의견들을 제기하고 있으며 그 판정에서 어려움을 시사하고 있다.본고에서는 학자들의 견해를 기초로 하여 한국어 교육에서 오류의 판정, 오류와 실수, 중간언어와의 관계에 관한 학자들의 견해를 종합해 보고 필자의 견해도 밝히고자 하였다. 그 견해를 요약하면 다음과 같다.1. 오류는 외국어 학습자 자신에게 있어서 필요 불가결이며 교사는 오류 분석과 오류 교정에 주목해야 한다.2. 오류 판정에서 문법성, 체계성, 반복성을 고려해야 할 뿐만 아니라 원인을 밝힐 수 있으면 오류로 보아야 한다.3. 오류는 학습자가 스스로 판단할 수 없고 교정할 수 없지만 실수는 학습자 스스로가 인식할 수 있고 교정할 수 있다.4. 오류는 중간언어에 포함되어 있으며 그 기원을 찾을 수 있고 원인을 밝힐 수 있다.

In the dearth of pre-service and in-service teacher education in gifted education, particularly in foreign language education, teachers have difficulty in learning theory and principle. This study describes the secondary teachers" perception of gifted education in foreign language after they participated in a teacher training program. The research questions are: 1) How did the teachers perceive gifted education?; and 2) Did the teacher training program influence the teachers" perception of gifted education? If so, in what ways did it influence the teachers? The data include surveys of the 21 teachers, their class assignments and observations. This qualitative case study indicates despite the teachers" initial negative perception of gifted education, the program helped them see it in a renewed perspective. Briefly, through the program, the teachers familiarized themselves with the basic theory and principle in gifted education. More importantly, they gained hands-on experience by discussing various issues in gifted education and creating class materials. The study concludes with pedagogical implications.

Foreign language education in Korea has a long history. Since the introduction of Chinese characters in the 2nd century, many foreign languages have been taught in Korea. European languages were introduced in the late part of the 19th century, but the teaching of them experienced a setback during the Japanese colonial period. After liberation in 1945, English became the most important foreign language, while other foreign languages were called “second foreign languages”. German and French were the two most popular “second foreign languages” in the early years after liberation, but Japanese increased its weight as German and French gradually lost their appeal to high school students. Chinese is also steadily gaining in popularity. A corollary of this change was the government’s retraining program to convert German and French language teachers to Japanese or Chinese language teachers. The present paper discusses these and other changes in the status of “second foreign languages”, and recommends that the government take some drastic measures to revive the balanced development of “second foreign-language education”.