In this article, we have examined the studies on the reading competence in the context of French as a foreign language. The goal of this study originated from the observation that the pedagogy in Korea focuses on the linguistic and socio-cultural competences of learners. However, this teaching method would not adequately enable learners to read efficiently, nor to become autonomous readers in French. In order to better understand the reading competence, we have proposed to consider the text in which reading activities take place as a semiotic and linguistic object and as a discourse. We have adopted the "l'ordre du scriptural" and the "l'aire scripturale" according to the theory of J. Peytard. From this perspective, we have examined a text used in the reading comprehension part of DELF, level B1. Our study indicates that reading activity is the communication between the writer and the reader, and requires the reading competence, which the communicative competence of which all components also involved. Thus, we have proposed that it is necessary to teach reading in terms of characteristics of the text which concerns the "l'ordre du scriptural" according to M. Dabène.

This study investigated the relationship of collocations to reading and writing skills. Eighty-six Korean university students were given a collocation knowledge test, followed by a reading test; both lexical and grammatical collocations in the collocation test were extracted from the passages in the reading test. Subsequently, the students were given a writing test, and its topic was related to the content of the reading passages; both lexical and grammatical collocations appearing in their compositions were counted based on the classification criteria provided in The BBI Combinatory Dictionaty of English. The findings are as follows. There were no significant correlations between the students' co llocation knowledge and reading ski ll s. However, a significant correlation was found between writing quality and col location use. Good and poor readers were simil ar on average in both grammatical and lexical co llocations, which corroborates the nonsignificant relationship between reading and collocation knowledge. In contrast, good and poor writers showed significant differences in the use of both grammatical and lexical collocations, thus substantiating the significant correlation between writing quality and collocation use. The group difference was more pronounced in grammatical collocations. Across good and poor writers, lexical collocations were used much less than grammatical collocations. Taken together, these results support a need for EFL writers to learn both grammatical and lexical coll ocations to improve writing quality. The results also caution not to overgeneral ize the influence of co ll ocation knowledge on reading performance . •

Neither Chinese character (Hanzi) learning nor classicalChinese literature instruction should be done in isolation. This paperexplores the way to integrate Hanzi learning, classical Chineseliterature and comprehensive reading in primary schools. It firstdiscusses the hypothetical mental process of children’s readingcompetence development. Guided by this hypothesis, children couldeasily learn Chinese characters in their reading practice, higher gradeprimary school students could learn to fluently read simple classicalChinese articles with proper pause, and they do not need to spend extratime on Chinese learning. In this paper, all of the practices are guidedby the principles of teaching target category in the curriculum designtheories accepted worldwide, such as how we teach students learn tocorrectly write the commonly used Hanzi required by course standards, howwe teach students to write Hanzi in a standard way so that theirhandwriting looks good, how we teach students to learn Pinyin, and howstudents could improve both reading and writing skills in comparativeclassical Chinese literature reading exercises, etc..

A large number of foreign students enroll at Korean universities each year. Although a good command of the Korean language is crucial for them to be successful in their studies, and both university authorities and teaching staff now agree that students’ language ability needs to be tested before their admission, a valid and reliable test of academic Korean is still to be developed. The aim of this paper was twofold: to determine the Korean language proficiency level and language task types that are necessary to succeed at the university level in Korea; and to determine test specifications that could be used by examiners to appraise university candidates’ language skills. To develop such specifications, Common European Framework (CEF) descriptors of language proficiency were used. These descriptors can be used as indicators showing which language tasks a candidate should be able to do at a certain level. To create test specifications, academically relevant descriptors were selected and task types associated with each were analyzed. Many descriptors associated with the B2 level of the CEF were used to determine the language achievement level necessary for university students in Korea. Information about linguistic input and output associated with each language task type was also gained and applied from CEF descriptors.

The purpose of this experimental study is threefold. First is to investigate how significantly EFL learner’s competence in the English pronoun as cohesive tie correlates with their reading proficiency. Second is to search for pedagogical implications for acquisition of the pronouns with reference to awareness-raising instruction. Third is to examine how narration variation affects EFL learners’ co-interpretative competence in the pronouns created in descriptive or direct speech narration. The subjects were grouped into two by pedagogical variable, i.e. awareness- raising instruction. Both control and experimental groups were given three tests: 1) house-made Toefl as pretest or norm test, and two post-tests: 2) Pronoun Test in which every pronoun was asked to be co-interpreted with its referents in the reading text; 3) Reading Proficiency Test constructed by a close technique. All the test scores were statistically processed in terms of t-test and the Pearson correlation. The statistics revealed a positively significant correlation (0.743 or 0.629) between EFL learners’ co-interpretive competence in the English pronoun and their reading proficiency. Furthermore, the impact of awareness- raising instruction turned out to be significant for co-interpretive competence and thus for reading proficiency. This experimental study concludes that higher competence in the pronoun corresponds to higher proficiency in reading. Thus acquisition of English pronouns must be facilitated at the discourse level by means of intra, inter, and intra-intersentential co-interpretation with their referents.