While -ja, -jamaja, and -neun daero have appear significant similarities of meaning that the behavior and events of the antecedent clause first happen and subsequently those of the following clause occur, because there are differences in each meaning and usage, the learner make frequent errors when composing sentences by utilizing them. Accordingly, the teacher and the Korean language textbook should clearly provide the semantic, functional and syntactic features of -ja, -jamaja and -neun daero. Therefore, this study analyzed and distinctively revealed the semantic and syntactic features of -ja, -jamaja and -neun daero. Furthermore, based on the textbook and the Standardized International Model for Korean Language Education, it analyzed the Korean textbook of universities and analyzed how -ja, -jamaja and - neun daero are provided in the Korean language textbook. In addition, based on the results of the analysis, this study suggested an education plan for the learner to efficiently understand and appropriately use the features of each expression. On the basis of the PPP(Presentation-Practice-Production) models, this study presents the teaching and learning models which consist of the process of ‘Presentation, Practice, Production’. Moreover the education plan includes the semantic and syntactic features and illustrative sentences that can distinguish each consecutive event. (The Ewha Womans University)