The purpose of this study was to provide basic data for the development of a basic major Korean curriculum for foreign students. Chapter I for the introduction addressed the needs and goals of the study and examined the previous studies related to Ko... The purpose of this study was to provide basic data for the development of a basic major Korean curriculum for foreign students. Chapter I for the introduction addressed the needs and goals of the study and examined the previous studies related to Korean curriculums for foreign students and the current state of Korean curriculums for academic purposes. Chapter II for theoretical backgrounds reviewed Korean education for academic purposes and examined the content-based teaching methods that were most commonly applied to education for academic purposes and the characteristics of the four domains for academic purposes, namely listening, speaking, writing, and reading, with a focus on college study. Chapter III for methodology presented the results of survey on a basic major Korean curriculum with 94 foreign students studying in a South Korean university. The questionnaire consisted of three major areas including personal information, major courses, and design of a basic major Korean curriculum and contained total 24 items. Chapter IV for research findings analyzed and sorted out the survey results, which can be briefly summarized as follows: First, as for the personal information of the respondents, 83% of the foreign students studying in a South Korean university were Chinese students whose mother tongue was Chinese with those who were aged 21 or 22 accounting for the biggest percentage. Most of them received Korean education for a relatively short period of time from six months to two years at a Korean education institution attached to university after graduating from high school before they entered university. Second, as for their responses on major courses, there were more students that said Korean education they received before entering university was "a little bit helpful"(53.2%) for their major courses than those who said such Korean education was "very helpful"(34.2%) for their major courses. When considering by the majors, many computer and Korean literature and linguistics majors said such Korean education was "very helpful." As for the computer major, most of the lectures involve actual practice with direct observation rather than the understanding of in-depth content, which means Korean education for general purposes can help computer majors understand their major courses to some degree. As for the Korean literature and linguistics major, the Korean education they received at a language school seems to help Korean literature and linguistics majors develop a basic understanding of the major to some degree. Of the foreign students, 52.2% said that their major courses were "difficult" or "very difficult." Many of them found their major courses difficult because they "lacked Korean skills"(29.8%) or "lacked the knowledge of the major course and common sense"(26.6%). The biggest 39.4%(37) said they received help from their "major professors" when having some difficulty with a major course. The biggest 50.0%(47) said they had a difficulty with the "speed the professors talks." As for the domain of Korean language they most used during major courses, the biggest 66.0%(62) said "listening." As for the most difficult domain, the biggest 37.2%(35) said "writing." Foreign students seem to have picked "listening" as the domain they most needed and used since the fundamental task in college courses is listening to the lecture. They experienced the greatest difficulty with "writing" that requires such learning techniques as writing a and giving an answer. As for the area that was most needed in major courses, the biggest 54.3%(51) said "acquirement of technical terms related to the major or basic knowledge," being followed by 40.4%(38) who said "Korean skills." Those findings indicate that there is a high need for basic knowledge in a major course and also for Korean skills to take a major course. Finally, 56(60.2%) of the respondents said there was a need to establish a basic major Korean curriculum. While as many as 76.2% of business administration majors had a wish for a special course, only 27.3% and 33.3% of computer and mechanics majors, respectively, expressed a need for a special course. Those findings reflect the fact that computer and mechanics majors participate in actual practice with direct observation rather than the understanding of major content more than other majors, which means that major techniques have more influence on their major courses than language skills. It is thus required to organize a basic major Korean curriculum closely in the design process by taking those differences among majors into account. Chapter V for conclusions presented the study results, finding that foreign students studying in the nation had considerable difficulties with their major courses and hoped for the establishment of a basic major Korean curriculum. Based on those results, follow-up study should examine the needs of the major professors and administrators, as well. If diverse researches are carried out on a basic major Korean curriculum, they will help foreign students complete their major study in a more stable environment with flying colors.
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