This study aims to explore effective Chinese character education measures for foreigners in non-Chinese-character culture areas. Towards that end, it analyzed the overview of the Korean learning status of students in the Department of Korean Languag
Korean in Egypt. Because of this huge demand, Ain Shams University made Korean department in their university. But it is only institute that Egytian can earn the education of Korean.
KOICA is voluntarily providing them Koreaneducation but it’s impossible to follow the huge demand of learning Korean.
So we decided to establish a KoreanLanguage institute in Egypt. We will going to hire gradu
the interview, however, he stated that there are other members in the organization as well, and it is simply that they are not working inside the office. Other members include Professor Mi-Kyung Cha, who is also a founder of the organization and currently works together when her assistance is deemed necessary, and other Koreanlanguage teachers that come to the office two to three days a week.
introduced in 2004, is managed by the Korea Institute of Curriculum and Examination.
The test is usually offered on the third Thursday of November.
And it is made up of five subjects
:Koreanlanguage with listening,
:foreign language (English),
:social studies/science/vocational training (students choose one of these three subjects) :and a second foreign language.
language with varying amounts of each language used in accordance with the program model.
What is our subject?
We want to tell you about the bilingual education of multicultural family in Korea.
Who ever mother or father, if they come from other countries, they face to language problem.
They want to teach their own language and also want to teach Korean.
But there are many problems. Now
language teaching (CLT) of L2 learners in Korea, there have been difficulties in adopting effective ways of teaching. According to an article, Defeng Li says “a study of a group of South Korean secondary school English teachers' perceived difficulties in adopting CLT reveals that the difficulties have their source in the differences between the underlying educational theories of South Korea and