2007, Vol.11, No.1

Cross-Cultural Studies 2023 KCI Impact Factor : 0.52

pISSN : 1598-0685 / eISSN : 2671-9088
https://journal.kci.go.kr/ccs

As a sub-category of Korean education for special purpose, this paper shows the current state of textbook development for Korean learners with an academic purpose. For this purpose, this paper analyses the present textbooks published for Korean education with an academic purpose and suggests a development of new textbooks  in line with contents based instruction (CBI) syllabus. For the effective education for Korean learners with an academic purpose, the curriculum development along with a demand analysis should be preceded to preparation of a new textbook. This paper suggests a new model of Korean textbook for foreign learners with a business major as an example of CBI and discusses its validity. This paper classifies the curriculum into the three levels for Korean learners with a academic purpose and discusses the necessary instruction contents in each level and provides an examples in Korean business textbooks.

This study is one of the ground work to construct the necessary curricular of teaching grammar. Thus, this paper studies the errors appeared in grammatical collocation, which is one of category-based classification of patterns, with the viewpoint of communicative grammar instruction and tries to make ground data to find more efficient grammar instruction. A Korean textbook includes lexical function items such as single vocabularies, lexical collocation, idioms and proverbs, lexically approached grammar items, specific verb's frame structure. It also includes frequently used sentences being used by people of Korean mother tongue and category-based classification of patterns that shows medium characteristics of the two factors composing complex factors of lexis and grammar. The intermediate and advanced levels of textbooks include more category- based classification of patterns. It is resulted from the fact that the category-based classification of patterns that is composed of chunk units is more efficient in learning a language than lexically approached grammatical items. This paper studies errors in grammatical collocation that is one of category-based classification of patterns. But it regards the grammatical collocation of vocabulary-grammar complex structure as a unit to differentiate from the existing research method that has seen the learners errors with the analytical viewpoint of grammatical range system. It found that Korean learners were inclined to use the grammatical collocation, which is chunk of lexico-grammar complex structure, analytically relying on their own incomplete Korean structural knowledge. It found that one of main reasons was unsystematic Korean educational grammar and instruction. This paper can provide Korean learners with realistic materials for efficient grammar instruction. It is expected that the accumulated experienced materials could be used as basic materials to set up Korean educational grammar system with the new viewpoint based on category-based approach.

This paper is concerned with two studies. One is about the c-commanding relationship between a reflexive or a pronoun and its possible antecedent, the obedience properties of Principle A and Principle B. The other involves the influence of the lexical properties on the co-reference between the reflexive ‘ziji’ or the pronoun ‘ta’ and its possible antecedent. Our findings suggest that children basically depend on their knowledge of locality and the lexical properties of the reflexive and the pronoun in interpreting the reflexive and the pronoun in Mandarin Chinese. There is a contrast between the possessive pronoun ‘ta-de’ and the non-possessive pronoun ‘ta’ in co-referring to the local antecedent. The possessive pronoun is bound to the local antecedent at a higher percentage than the non-possessive pronoun. The data exhibits a contrast between the adults and the children in G3 with the mean age of 5;9；0. 100% of the adults chose the long-distance antecedent for the reflexive ‘ziji’, 100% of the children chose the local antecedent. This may suggest that in children’s grammar, locality is prior to prominence in L1 reflexive acquisition.