①The textbook deals all language skills introducing various texts including cultural information.
In Chapter 4, the main topic is Dol party, the first birthday celebrated in Korea. It covers Koreanculture, so it is suitable for the course goals as well as the communication skills.
② Since the students needs and interests are different, the textbook can’t cover all although it has lots of
Korean students to overcome cultural barriers is preservation.
Koreans desire high enclosure for themselves. As one Korean exchange student stated, “If I try to hang out with more Americans, they simply abandon me or talk about how un-Korean I am” (“National”).
(3) Cohesiveness: Koreans are cohesive and their size is a minority compared to the target language group (i.e. Americans).
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and recommendation in the main discourse.
2) Rationale
we choose the three topics as the most difficult part of grammar that the Korean student have trouble in learning based on some theories; 1) tense and aspect, 2) modal verbs, and 3) relative pronouns.
Prator’s(1967) 6 categories of difficulty between the first language and the second language says that there are 6 levels of difficul
and Residential environment is also very poor.
③Educational issue,
Mother is Vietnamese, can not teachlanguage to their children. andCultural differences, it brings about lack of communication in family.
④Emotional problems.
Father becomes increasingly helpless. Family members should try to facilitate communication one another.
For Supportive family e
Korean.
So we decided to establish a KoreanLanguage institute in Egypt. We will going to hire graduate student from Ain Shams University’s Korean department.
But the problem is, employees who are going to go to Egypt from Korea don’t know anything about Egypt. So we have to educate them so that they can live in Egypt without any problems, and they can get along with Egyptian Employees in