This paper is a basic research to develop Korean writing curriculum as a liberal education of university. Therefore it critically examines the existing researches on writing education and suggests the goal of writing education and the principle of developing writing textbooks. And based on this, it analyzes writing textbooks for international students of university. It also tries to figure out current educational environment to suggest a new curriculum. An analysis of educational environment on a theoretical perspective is the examination on the existing studies and a practical perspective is a review of writing textbooks. From the former, this paper could draw a goal and principle of Korean writing education as a liberal education for international students different from both writing in Korean language education curriculum for general purpose and writing as a liberal education for domestic students. And from the latter, it has found out that current Korean writing textbooks do not consider the characteristics of international students of university when contents are chosen and organized. It is because they do not fully understand what are academic texts, not have sufficient amount of practices, and not give detailed procedures.

King Sejong Institute was established with the objectives to promote Korean and Korean culture to those who are learning Korean in foreign countries. Under this very objective, development of textbooks and education methods were done continuously, yet resources or studies are lacking in promoting Korean culture. However, when considering the fact that those who wish to learn Korean in foreign countries visit King Sejong Institute with the interest in Korean culture, it is necessary to develop cultural education program. Therefore, for this purpose this thesis studies the internationally accepted model for Korean education, textbooks and teacher`s manuals used in King Sejong Institute as well as the requests made by the local instructors. Furthermore, based on those requests, direction for cultural education program was made, along with the program`s goal, teaching hours, cultural contents, method of Korean cultural education.

The purpose of this study is to explore concept and constructs of Korean lexical fluency by researching Graders` perception. In a KSL or KFL class which stand on the communicative approach, the concept of Fluency is dealt with as a important content and goals of education due to the fact that fluency is rather a overall linguistic competence and could be observed by real performance premise communication context. In this perspectives, vocabulary also taught and measured in the communication context and premise performance, since lexical competence also should be expected to contribute to communicative competence. In this reason, this study introduced the concept of ‘lexical fluency’ as a vocabulary use ability in a performance dimension. The concept of ‘lexical fluency’ is not concerning the lexical knowledge, is related to qualitative ability that vocabulary use in a performance situations, so that can be the goal of Korean lexical education and assessment. Nevertheless, up to the present, There is no explicit agreement relative to concept and constructs of fluency and the lexical fluency, naturally. Therefore, This study conduct assessment specialists` perception survey for draw a concept and scale of lexical fluency and the constructs of it. To conclude, Graders look at lexical fluency from a broad perspective. They assessed vocabulary use in two ways ; microscopic dimension, macroscopic dimension. The former contains lexical diversity, level, accuracy, and the latter, macroscopic dimension is related to discourse competence and pragmatic competence.(Human Resource Development Program in Korean history, BK21 PLUS project, Korea Univ.)

This study aims to identify the differences between ‘-kunyo’ and ‘-neyo’. Both expressions are taught and learned as exclamatory sentence endings in Korean language education. They have similarities in meaning and function, therefore Korean language learners have difficulties in understanding and distinguishing the meaning and use of them. Thus, this study sought to suggest the information which can distinguish ‘-kunyo’ and ‘-neyo’. The differences between ‘-kunyo’ and ‘-neyo’ were discussed in relation to the property of ‘formality and informality’, ‘direct perceptual experience of objects’, ‘degree of intent to deliver information to listener’, and ‘utterance from inference.’ Also content of explanation, presentation methods and example sentences which can be utilized in Korean education fields are also suggested in the study.(Pukyong National University)

The purpose of this study is to investigate the dynamic developmental process of inter-individual and intra-individual variabilities through accuracy rates and complexity measures of free written essays. This study tracked the written production of four Korean beginners over six months. With time, there was an overall increase in the development of the group`s average syntactic complexity and lexical diversity, but their accuracy decreased. However, there were differences in inter-individual and intra-individual variabilities over time. As a result of the comparison of inter-individual variabilities, it appeared that the developmental process of learners is non-linear and individual developmental paths are quite different from one anther. Also, within intra-individual variabilities, interaction existed between accuracy, syntactic complexity and lexical diversity. In particular, clauses per sentence and words per sentence appeared as connected growers, and according to the learners, these two measures appeared as competitors with words per clause and lexical diversity.(Yonsei University)

This study investigates how shadow speaking affects on adult Korean learners` listening comprehension and affective attitude about Korean language learning. To meet the goal, an experiment had been carried out into shadow speaking education for five weeks to 29 adult Korean learners. The group was assigned to three language proficiency groups followed their levels on the Test of Proficiency in Korean: level 4, level 5 and level 6. The study examined learner`s Korean listening ability using the TOPIK and affective attitude using the survey. Paired sample t-test and one-way ANOVA were conducted for statistical analysis. As for results, the study found out that (i) the whole group showed significant improvement on Korean listening ability, (ii) there is a significant improvement on only level 4 group, and (iii) the whole group reported that shadow speaking brought the positive effects on listening ability and affective attitude. Overall, this study proved that shadow speaking was an effective way improving Korean listening ability and arousing a positive attitude about Korean language learning.(Kyung Hee University)

In this research, a total of 34 children (48 to 60 months old) belonging to 2 groups (Korean monolinguals, Korean-French bilinguals) were compared and their responses were analyzed during an action naming task based on video-clips, called APPROX to explore the verbal lexicon acquisition and their expressive diversity. Two groups differed significantly in rates of used lexicon, valid responses, referent verbs, error patterns and valid verbs` uses. Especially, on the expressive diversity, monolingual group exceeded bilingual; on the responses` validity, the best performance was achieved by bilingual children whose language of instruction differed from the language of testing. Thus, executive control outcomes for bilingual children are general but performance on verbal task is specific to factors in the bilingual experience.(Pusan National University & Universite de Toulouse II)