This research investigated how native English speakers incorrectly use cohesive devices when speaking Korean, impeding communication. Specific cohesive devices analyzed in the transcripts included connective endings, conjunctive adverbs, and reference & substitution. The result of this study is as follows: First, there is an overuse of the connective ending '-고'. Instead of using the most appropriate ending within the lengthy list of Korean connective endings, participants almost solely use '-고' whether of not they intend to list or order. In addition to the incorrect overuse of '-고, -(으)면, -아/어서' there is often the inaccurate placement of this device at the end of the sentence instead of between the two clauses. Second, learners excessively use conjunctive adverbs as filler words, instead of their predetermined meanings. Such excessiveness prevents clear and concise communication. Finally, the rate of reference & substitution errors is highest due to language transfer. The results suggest that KFL learners in the U.S. need to acquire a better understanding of and more accurately use the extensive range of connective endings and conjunctive adverbs, while being more cognitively aware of reference & substitution and more intentional in its implementation. This is best accomplished through comparing and contrasting the structure of students' native language and Korean.
(The University of Utah, Yonsei University)

This intermediate Korean textbook for expressive language skills was designed following the 4P model to improve face-to-face communication and web-based non-face-to-face communication abilities simultaneously. The 4P model aims to : Present dialogue templates and sample dialogues, Practice similar tasks repeatedly, Produce written contents from the previous practice and Promote application ability of real-life tasks. Also this textbook's contents have been developed for students with at least a secondary level education in mind according to the competencies outlined in the Definiton and Selection of Key Competencies(DeSeCo) Project of OECD in 2012. The dialogues during class through the textbook will be practiced repetitively so students can enhance their interpersonal competence. These tasks focus on discussion, composition, and Internet-related activities. The intended result is to develope intercultural communication, comprehensive thinking skills, technology based abilities and self-directed learning competencies by portfolio evaluation.
(Yonsei University)

The purpose of this study is to analyze the mock class of the Korean Practicum for the Academic Credit Bank System attendees and to understand the problems thereby providing the necessary information for an efficient mock class. To this end, a Korean mock class was divided into 'the overall curriculum of the class, teachers' words and attitudes, interaction and use of additional materials' and observed for analysis. As a result of the analysis, it was found that the students had difficulties in preparing and proceeding with the contents of the mock class. It is important that there are many opportunities to actually get to know Korean language education and the training for specific and practical education on Korean grammar in advance to practicing in a Korean mock classes and to have the necessary skills as a pre-service Korean language teacher. This study is significant in that it has provided the information necessary to implement a better mock class by analyzing the difficulties and practical classes of Korean Practicum students.
(Yonsei Universityㆍkonkuk University)

'-ci anh-'is a grammatical item with the meaning of negation, which is essential for beginner level in Korean language education. However, when '-ci anh-' takes the form of a question, it often does not function as a question with meaning of negative in the actual discourse.
The purpose of this study is to clarify the various meanings and usage of the interrogative sentences using '-ci anh-'. In this study, the meaning and the usage of '-ci anh-' questions extracted from 59 Korean textbooks were analyzed. It is found that the number of cases without the meaning of negation is more than the case with the negative meaning, and although it takes the form of negative question, it is used as a means of emphasizing or confirming the affirmative statement of the speaker.
In Korean textbooks, '-ci anh-' is presented only as a grammatical item with the meaning of 'negation'. If the lexical and grammatical elements fixed with '-ci anh-' are used as a specific usage, it is helpful to classify them according to their types and to educate them so as to prevent learner's confusion and increase understanding ability in the level of discourse. (Hankuk University of Foreign Studies·Soongsil University)

The purpose of this study is to examine preceding research regarding language difference between South and North Korea and then suggest the need of supplementary textbooks for the North Korean defectors to help their early settlement and for the coming era of unified Korea.
First, the study tries to investigate language teaching textbooks produced by 'Hanawon' under the Ministry of Unification and the National Institute of Korean Language and then address some points to be added to the textbooks for North Korean defectors. Based on the conversations from 'TV Nam-Nam Buk-Nyuh', the study investigates the actually different usage of the two languages from the South and the North and reexamines serious situations caused by the real difference of the two languages. Last but not least, surveying problems concerning North Korean defectors from the previous research, the study seeks to find answers to the problems by referring language policy in Germany after its reunification. 
(Sun Moon University)

There is a lack of research on comparative and sociopragmatic apology strategies between Korean native speakers and Chinese KSL (Korean as a second language) learners. This paper compares apology strategies between 232 Korean native students and 73 Chinese KSL students, employing 8 situations from the DCQ (Dialogue Construction Questionnaire) used by Bergman & Kasper (1993) and Maeshiba et al. (1996). The study results show that the two groups employed different apology strategies in the same situations given in the DCQs. The Chinese KSL students used substantive apology strategies including IFID, taking on responsibility and offer of repair; the Korean students used ritual apology strategies including IFID, downgrading responsibility and opting out in the same situations. Also, the Korean students employed different strategies according to severity of offence and power relationships. However, the KSL students' strategies did not show any differences in power as a social factor. These results indicate that the different apology strategies between the two groups can lead to “cross-cultural pragmatic failure” (Thomas, 1983) and make cultural conflicts in their communications in Korean. Thus, it is suggested that sociopragmatically comparative apology speech act should be included in Korean language education.
(Chung-Ang University)

This study uses a large scale Korean language learners' corpus to examine the errors in collocation usage among Native Chinese speakers learning Korean. The study analyzes the cause of the errors and their syntactical structures, while also revealing the change in collocation errors according to the learners' levels. The study finds that 18% of all collocation errors are 'subject + predicate' collocation errors, and 81% of all collocation errors are postpositional particle errors. These findings reveal that Native Chinese speakers experience difficulty in using postpositional particles. Next, an analysis is made according to the syntactic category of the errors. The highest proportion of errors were due to adverb-predicate collocation errors and the highest proportion of errors due to differences between native and target languages were due to object-prediction collocation errors. Third, it was found that native language interference caused a high proportion of collocation errors. This study can aid not only in providing collocation-focused language education in all levels of language acquisition, but also in preventing collocation errors due to native language interference. The implications of this study can be used to prevent collocation errors among language learners. Moreover, it may serve as a reference for creating collocation education for Native Chinese speakers.
(Namseoul University)

This Study aims to develop principles and examples of instructional unit designs based on spiraling-up structure for Korean language learners in King Sejong Institutes all around the world. In order to reach the of this study, this article will perform theoretical researches on the spiral curriculum and field researches on the curricula of King Sejong Institutes. And based on these researches, this article will suggest major principles in designing instructional units and also present the organization of the example unit design with actual sample units. The unit design presented in this article will be focused on how to create an textbook unit which can enhance Korean learners'conversational, in other words, spoken language ability by reinforcing the connection between language knowledge and communicative tasks. The final outcome of the sample units will show how the actual textbook units incorporate spiraling-up approach and the factors that can reinforce the connection between language knowledge and communicative tasks. 
(KyungHee University, KyungHee University, Gyeongin National University of Education)

This research provides a model of teaching Korean language and culture that utilizes intercultural approach. By following the principles of an intercultural approach, learners will be able to learn their target language and target culture efficiently. A survey was held in a foreign language university in Taiwan, which targeted students who were intermediate-level Korean language learners. The results of the survey clearly showed that the learners did not have much interaction with Koreans, and that they solely relied on their one and only way of learning Korean: watching Korean dramas. This reflected the fact that it was and still is necessary for these learners to thoroughly understand the actual Korean culture and compare their cultures to Korea's with critical aspects. Placing an emphasis on one of the topics from intercultural communicative approach, the learners' developments in their understandings of their own culture, target language, and target culture were identified in this research. By analyzing the learners' compositions, this research attempts to prove that the objective of teaching Korean language and culture based on intercultural approach is to help improve the learners' intercultural competence for effective interaction with Koreans.
(Wenzao Ursuline University of Languages)

The technological advances and ubiquitous use of Internet-access devices in recent years are changing the trajectory of language learning. Combining technology and project-based learning as a teaching method can help students gain knowledge and develop skills that help them solve problems and become responsible and autonomous in their learning. The development and sharing of project-based activities for classroom use is now becoming an important issue. In response to the need, this paper introduces the phases of planning and implementing a book trailer activity as an instruction model as part of the curriculum for use in an advanced Korean language class. A book trailer is a video that introduces a book and used in the classroom can help students exercise language, interaction, and complex thinking skills. Through the project learners highlight the story using their imaginations in a persuasive manner. The paper also discusses the results of implementation of the activity with learner responses on the benefits of the project. The results of the learners' responses suggest that after this activity they better understood the content of the books, felt more confident in reading Korean literature, and were able to understand new vocabulary and grammar in the context.
(University of Toronto)