This study attempts to examine the distributions and characteristics of language forms and learning activities necessary for communication used in the middle school textbooks based on the 2015 revised national curriculum. To this end, 12 textbooks were analyzed and compared by grades and 4 textbooks by different publishers. The results are as follows: 1) Of the 38 language forms required for communication in middle school textbooks, 23 forms were commonly addressed in all the textbooks, while 12 forms were optional or missing, which may cause problems in articulated learning. 2) Even in the same language form, the level of difficulty increases as the grade goes up, which follows spiral curriculum. 3) Some language forms were omitted in the list presented in the 2015 revised curriculum, where only examples were presented without explanation. Explicit explanations need adding with elaborately classified examples. 4) Although the activities in the textbooks focus more on language acquisition than language use, they are well-organized to practice core language forms focusing on meaning in a controlled manner and gradually apply them to real life situations.

This article reports on a classroom-based study that examined the effects of direct focused and unfocused written corrective feedback (WCF) on the accuracy development of the past hypothetical conditional (e.g., If I had had money, I would have bought a new computer.) and the indefinite article (a/an). The study employed a pretest-posttest-delayed posttest design with two feedback treatment sessions. Six intermediate classes, a total of 108 college freshmen at a university in Korea and two native English speaking instructors, participated in the study. The classes were assigned into a focused WCF group, an unfocused WCF group, and a control group. A text-reconstruction task was used as a writing material and a test instrument. The results revealed that both focused and unfocused WCF groups outperformed the control group in the accuracy gains of both target forms. When the relative effects of two types of feedback were considered, there was no difference in the contribution focused and unfocused WCF made for the accuracy improvement of the hypothetical conditional. However, focused WCF was more beneficial than unfocused WCF for the development of the indefinite article.

近年，香港中學學制逐漸轉變，其中中國語文的教學模式和學習範圍也作出了大幅度的改動。對於學生的語文能力來說，究竟帶來了甚麼影響呢？當中關於漢字部分，究竟學生經過十多年的語文學習之後，對漢字的認識有多深呢？　　筆者在過往數年的教學過程中，接觸的主要是大學一年級的同學。不管原來唸文科、理科還是商科，從他們的表現中，都發現一個有趣的現象。愈是近年的同學，對於「傳統正字」（例如「鉅、祕」等）的認識愈是模糊，很多時把正確的字誤以為錯字而逕予改正。可是，這種情況在數年前並不是那麼嚴重的。那麼，近年來這種情況有多究竟嚴重呢？　　為觀察同學漢字認識程度的變化，筆者根據過去數年的錯別字試題做了統計。本文將根據這些統計數字，考察同學對「傳統正字」的認知失落情況。　　同學的漢字認識是在小學養成，在中學深化的，如果經過中學階段後，卻出現對「傳統正字」的認知失落，看到與所教所習不同的字，就視為錯字，則問題出在哪裏。　　當前香港的中學中文課程改革仍在進行，這個研究將持續多年，從而看看由範文到取消範文，由七年制轉成六年制之後，香港學生對「傳統正字」的認識能力有何轉變。筆者希望透過持續研究，審視這個現象跟中學階段中國語文科取消範文閱讀以及增加其他內容的課程改革之間有沒有關係。　　筆者希望藉這個研究所得的結果，重新思考在香港的漢字學習環境下，大學「正字」教學如何定位，以樹立語文的判別能力為目標，使同學「習其一亦知其餘，明其新亦識其舊」，來補足同學對傳統漢字正字的認知缺失，不至於遇到他人所寫「正字」迥異時，瞠目結舌，甚至誤以為錯字，逕行改正，結果貽笑大方。

중국과 한국이 다 한자문화권에 속해 언어와 문화의 비슷한 부분이 많다. 학자들이 양국 언어에 대해 비교연구를 많이 실시했으며 중한 인터넷언어는 비슷한 부분이 있지만 차이점도 적지 않다. 본 연구는 중한 양국 인터넷 언어의 어휘적 특징에 대한 비교연구를 한 결과 양국 인터넷 언어의 구성방식은 해음식, 생략식, 새로 해석식, 부호식 등으로 나눌 수 있는 공동점이 있지만 언어 자체의 특성과 사회적 문화차이 등으로 인해 많은 차이점도 있는 것으로 나타났다. 중국 인터넷 언어에서 해음 현상이 많으나 한국어에서는 적으며 중국어도 표의문자의 특성으로 인해 많은 기존 단어들에 대한 새로운 해석이 많지만 한국어에서는 거의 없다.