introduction

Chapter 1.
How to Understand Language in Korean Language Education
Chapter 2.
What are the basic principles of constructing Korean sentences?
Chapter 3.
How has the Korean language changed from yesterday to today?
Chapter 4.
How to Teach Korean Pronunciation
Chapter 5.
How to Teach Korean Vocabulary
Chapter 6.
How to express Korean sentences
Chapter 7.
What do particles do in a sentence?
Chapter 8.
What particles add meaning to a sentence?
Chapter 9.
How do Korean sentences end?
Chapter 10.
How are sentences connected?
Chapter 11.
How should I approach teaching Korean?
Chapter 12.
How to teach Korean expressions (speaking and writing)
Chapter 13.
How to teach Korean language comprehension (listening and reading)
Chapter 14.
Korean: What and How to Evaluate

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In this third revised edition, errors and unclear expressions made during the writing process have been corrected, and the academic achievements and content of Korean language education, which have advanced significantly over the years, have been significantly reflected and supplemented.
Additionally, the revised contents of the Korean Language Proficiency Test currently in effect were actively reflected and revised.
This book is an introductory text for college or graduate students who wish to teach Korean to foreigners.
Korean language education as a foreign language is closely related to Korean linguistics and Korean language education, but they are different academic fields in many ways.
There are many cases where language phenomena that are very natural to Koreans are difficult for foreigners to understand, and also cases where things that are problematic for Koreans are naturally accepted by foreigners.
This book approaches Korean language education from the practical perspective of foreigners, moving beyond the Korean language studies or Korean language education approach, and presents the essential information that must be known in Korean language education in a concrete and structured manner.
Teaching Korean as a foreign language is important not only because it teaches Korean to foreigners, but also because it allows them to look at Korean objectively.
This is why we need a textbook for teaching Korean as a foreign language.

This book is divided into three parts: curriculum content studies, curriculum education studies, and general education studies.
In the Curriculum Contents (Chapters 1-3), the basic and essential linguistic knowledge required to teach Korean was covered.
In the curriculum pedagogy (Chapters 4-10), a generative approach was taken to enable discourse aimed at by foreigners regarding the various elements that make up the Korean language.
Additionally, a teaching model for each grammar is provided for each chapter to enable application in the field.
General Education (Chapters 11-14) covers the teaching methods necessary for teaching Korean as a foreign language, methods for teaching practical expression and understanding, and pedagogical methods such as evaluation.