광고문구에 나타난 외래어의 양상과 언어의식 — 잡지광고를 중심으로 —

강연임 한국언어문학회 2009 한국언어문학 Vol.71 No.-

This thesis is studied about a language using and consciousness of foreign language in advertisement. These days in advertisement using foreign language is so much with frequency. Because a producer of advertisement would raise up satisfaction of advertisement to customers in various point of view. So it is examined that aspects of using foreign language is divided into writing and meaning, and is looked into language consciousness of foreign language with superiority, group consciousness, and expression consciousness. 1. It is studied about writing aspect of foreign language in advertisement. In advertisement, there are three writing forms. First it is written in korean language of all every words, sentences. Second there is mixing writing forms, so the words that foreign language is written by english and the words that korean language is written by korean. And third, every sentences are only written by english. 2. It is examined about meaning aspects of foreign language in advertisement. The case that combined foreign and korean language and wrote korean language all kinds of words would be happen meaning change. But the expression of english writing either word or sentence could not happen meaning change because customer could do a translation into korean. 3. The using foreign language is for a superiority through differentiate strategy. So the customer that use foreign language has a thought of superiority, and they think they are not the same as other customer. These differentiation could give expression to use foreign language. This is a strategy that makes for customer's superiority. 4. The using foreign language is for new expression and group consciousness. Every utterance are search for new, and fresh expression always. In advertisement foreign language is used for new expression often. Using foreign language means high quality imagnation and differentiation socially, and due to these actual condition advertisement uses to foreign language. 5. Using foreign language is for various expression through meaning change. In advertisement it is used incompatible words for making sentence to change meaning. And it is made new and fresh expression.

Language Education in Bulgaria -with the special attention on minority language and foreign language education

김원회 한국슬라브어학회 2010 슬라브어연구 Vol.15 No.1

1. The overall organization of the foreign language teaching in Bulgaria is actually in a progress of reform in compliance with the State Educational Requirements formulated in the Public Education Act(1991) and covering as follows: the study content, type of school, grading system, school documentation, textbooks, extra-class and extra-curricular activities, school facilities and equipment, cultural and ecological milieu, health care and education. Also Special attention in the overall legal framework of the Bulgarian secondary education system should also be given to the law on the level of schooling, the general educational minimum and the syllabus. Along with this, Bulgarian government and educational institutes give a special attention on promoting the national language education(it means Bulgarian) and propaganda of this language in the EU academic communities and social life. On the other hand, Bulgarian government and educational institutes pay more efforts on the second foreign language education and the minority language learning. Now in Bulgaria, in the school are taught mainly 7 foreign languages(English, German, French, Italian, Spanish, Russian and Romanian) and 4 minority languages(Turkish, Roma, Armenian and Hebrew). Also are taught other minor languages like Czech, Polish, Serbo-croation, even Japanese after the middle grade of the school. 2. Bulgaria is a "Gatekeeper" of the Linguistic Crossroads after EU membership in the Europe. Among this, Bulgaria's location specially encourages involvement in the different Blue Danube and South East Mediterranean language project like Associated Schools Project Network(ASPnet). UN and UNESCO International Days and Years are celebrated in great number in ASPnet schools. One of the most successful was the European year of languages. Second language learning and use is seen as an important aspect of involvement in ASPnet, through improved teaching, communications, UNESCO materials, and links and exchanges. Most ASPnet schools have multiple links with other countries in Europe. Many of them are deeply involved in charity work in their own communities, and many are also themselves supported through grants from European Union programmes such as Socrates and Comenius. In the Bulgarian educational context, a complex matrix of power relations govern second language education. Bulgarian government and educational institutes give a special attention on using the educational exchanges in the EU structure. There are two aspects. They are spreading the Bulgarian language to EU and Promoting the ability of second language commanding. Also should participate to this as playing a main role. 3. The dimensions of the expanding circle of English(more than other foreign languages) were furthered in the early years following the political and economic changes in central and eastern Europe. The English language was not a new phenomenon to this geographical region. However, the role of English changed as it began to displace the Russian language as the dominant second language of the country. English was rapidly becoming the pan-regional language. From this points, Bulgarian government and educational institutes give a more attention on English teaching and learning. Also Bulgarian government and educational institutes make English as a compulsory foreign language in the primary and middle schools. Compulsory teaching of English or other foreign language should begin at an increasingly early age and stage. The author think that it is possible for the majority of Bulgarian pupils to learn at least two foreign languages. Language teaching is not provided over a short period. So, the proportion of teaching time allocated to foreign languages as a compulsory subject and second foreign language grows more. Also another special attention should be paid to the second foreign langage education after English. In tradition, in Bulgaria, Russian language and also German. One final note is to say that ...

National Foreign Language Education Policies and CEFR: English as L2 and the Situation of Other Foreign Languages in Korea

( Jae Hak Lee ) 고려대학교 스페인·라틴아메리카연구소 2013 스페인라틴아메리카연구 Vol.6 No.2

The Common European Framework of Reference for Languages(CEFR) is the product of the political will for the emerging supranational organization and it`s intended to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe” (Council of Europe, 2001). Although the CEFR has been welcomed by many foreign language educators in Europe, there has been criticism against its influence such as Fulcher`s. As we know, the CEFR is not language specific and it requires a comparable level of proficiency from language to language. However, the status of English as an international lingua franca is very strong in Korea and it`s the only foreign language(FL or L2) in Korea. In fact the Korea Institute for Curriculum and Evaluation named all other foreign languages such as French, German, Russian, Spanish, Chinese, Japanese, etc. as second foreign languages while it named English as foreign language. The widely spread concept that English speakers can communicate with the rest of the world is still dominant in Korea and the so called second foreign language education in high school level has been almost disappeared in last ten years. While the foreign language education policy makers in Korea ignore the value of the foreign languages other than English, the European language educators tend to value the achievement of the CEFR. Thus this study will analyze the Korean National Curriculum of English and other European Languages and will discuss the effectiveness of the CEFR in developing national language education policy in Korea.

공공언어 사용 실태 및 개선을 위한 지침 - 서울시 보도자료를 중심으로 -

서현정 ( Seo Hyun-jung ) 한국공공언어학회 2020 공공언어학 Vol.3 No.0

본고에서는 공공언어의 사용 실태조사 결과를 바탕으로 공공언어의 요건을 갖춘 공문서를 작성하기 위해 활용할 수 있는 구체적인 지침을 마련하고자 서울시 보도자료 200건을 대상으로 용어 사용 실태를 분석하고 그 결과를 토대로 공공언어 생산자인 공무원이 공무서 작성 시에 참고해야 하는 지침 내용을 제시하였다. 서울시의 각 실·국·본부 71곳과 사업소 및 투자·출연기관 34곳의 보도자료를 검토하였다. 보도자료 검토 결과, 외국어 남용의 사례 중 적절한 대체어가 없는 외국어를 사용한 사례는 160개, 불필요한 외국어 사용 사례는 525개, 어려운 한자어는 23개였다. 외국어 남용과 관련하여 보도자료 1건당 평균 3.4개를 사용한 것으로 나타났다. 일부 기관의 경우, 용어 차원에서의 외국어 남용뿐 아니라 의미를 파악하기 어려운 문장들도 지적되었다. 전반적으로 외국어 남용 사례가 많았으며, 특히 부서에 따라 어려운 용어나 외국어를 많이 사용하는 경우가 있었는데, 이러한 용어를 많이 사용하는 부서의 공문서를 심층적으로 분석하여 자주 사용하는 용어를 중심으로 순화어로 바꾸어 사용하도록 적극적인 교육과 권고가 이루어져야 하며, 다듬은 말로 제시된 용어들 중 우선순위를 정하여 개선이 필요한 용어를 적극적으로 홍보하는 일이 필요하다. 일상적으로 많이 사용되는 행정용어 중에서 의미가 쉽게 전달되는 순화어가 마련되어 있는 경우를 먼저 개선하는 것이 효과적일 것으로 보인다. 예를 들어 ‘워크숍’은 ‘공동연수회’로, ‘T/F’은 ‘전담팀’으로, 거버넌스는 ‘민관협력’으로, ‘인프라’는 ‘기반 시설’로, ‘트렌드’는 ‘유행, 경향’ 등으로 바꾸어 쓰도록 지속적으로 권고해야 한다. 본고에서 제시한 지침을 토대로 공문서의 생산자라고 할 수 있는 공무원들을 대상으로 하는 지속적인 교육도 필요하다. 아울러 공공언어 사용 관련하여 현장에서 부딪힐 수 있는 다양한 문제 상황에 대하여 협력적으로 논의할 수 있는 기회를 마련할 필요가 있다. The purpose of this study is to propose specific guidelines that can be used to prepare public documents that meet the requirements of public language based on the actual use of public language. The survey presented detailed criteria by referring to the Fundamental Law on Korean Language and the guidelines for preparing official documents provided by the Seoul Metropolitan Government's Korean Language Use Ordinance. The biggest problem is the abuse of foreign languages rather than the error of the written rules. The main target for improving foreign language abuse includes writing foreign letters, especially Chinese characters or English alphabet. The use of public language was reviewed by dividing it into 'specialized and policy terms without a substitute,' 'foreign language' and 'difficult Chinese words,' 'foreign characters(alphabet)' and 'other expressions.' According to the review of 200 press releases from 71 local government offices and 34 business establishments and investment and presentation agencies of Seoul Metropolitan Government, 160 cases were found to have used foreign languages without proper alternatives, 525 cases of unnecessary use of foreign languages and 23 difficult Chinese words. The report showed that an average of 3.4 was used for each press release. In addition, foreign languages that do not have Korean words to replace are mostly used in policy terms and technical terms, while foreign languages that have Korean words to replace are mostly used in administrative terms. Thus, the guidance provided a variety of legal grounds to support the public language and suggested alternatives to foreign language cases used in policy terms, technical and administrative terms, and included explanations on the need to improve public language.

근대 계몽기 외국어 교육 실태와 일본어 권력 형성 과정 연구

허재영 동북아역사재단 2014 東北亞歷史論叢 Vol.- No.44

The purpose of this study is to inquire into foreign language education and the formation of Japanese language power in the modern period, when language influence was derived communicative ability in a foreign language. Language power is not a technical term, but many scholars have used “language and power” instead of “language power.” This tendency is similar to sociolinguistics. The term does not exist in the dictionary of sociolinguistics, though terms such as language change, language contact, language conflict, language rights, and language shifts do. Broadly these terms are related to language and power indirectly. Foreign language power resulted from communication capability. This power came about from communication capability with foreigners in the period of modern enlightenment in Korea. I divide the history of foreign language education into three steps. First, before the introduction of the modern school system in Korea (1880-1894), some government bureaucracies had an interest in foreign language, introducing a need for interpretation and translation. Some schools were established at this time for the purpose of interpretation and scientific skills. Such schools included Dongmunhak (同文學), Wonsanhaksa (元山學舍), Yukyeong Gongwon (育英公院), and others. Second, after the Gabo reforms in 1894 (甲午更張), the first school system was introduced in Korea, and the law for the foreign language school system was announced. Japanese was one of the foreign languages in these systems. The foreign language schools consisted of English, Japanese, French, German, Chinese, and Russian. But school buildings and teachers were separated into one language. Third, during the period of Japanese supervision, the so-called Tonggam period (統監時代, 1906~1910), Japanese became a foreign language that was equal to the Korean language. As a result, at the initial stage, Japanese language was a foreign language, and it continued to progress to become a foreign language equal to the mother language. Therefore, the Japanese language became a national language in the colonial period. I believe that language is used for communication, and therefore language is related to race, culture, and society. This means that language is related to elements of social power. In particular, communicative ability is connected with the formation of language power. Interpretative and translation abilities have been recognized as being connected with knowledge information circulation in the time before the introduction of the modern school system. The influence of the Japanese language strengthened gradually through Japanese colonial policies and the policy of language dissemination. I conclude that the study of language power is a sociolinguistic problem with a rich historical background. 이 논문은 근대 계몽기 외국어 교육의 실태를 파악하고, 그 과정에서 일본어 권력이 형성되는 과정을 연구하는 데 목표가 있다. 언어 권력은 의사소통 상황에서 작용하는 언어의 힘을 의미한다. 언어 권력은 개인 대 개인의 담화 상황뿐만 아니라 언어를 사용하는 집단, 국어와 외국어와의 관계 등에서 다양한 형태로 작용한다. 우리나라에서도 외국어가 권력으로 작용하게 된 것은 오랜 역사성을 갖고 있다. 이러한 차원에서 이 연구는 근대 계몽기의 외국어 교육과 일어 권력 형성 과정을 연구 대상으로 하였다. 이 연구에서 논의한 바를 정리하면 다음과 같다. 첫째, 근대 계몽기를 세 시기로 구분하여 ‘근대적 지식 유통에 필요한 외국어 교육’이 어떻게 이루어졌는가를 사실적으로 파악하고자 하였다. ‘학제 도입 이전’의 경우, 조사 시찰단과 영선사를 파견한 이후 서구의 지식과 정보를 수입하면서 근대식 외국어 학습의 중요성이 부각되기 시작했음을 확인할 수 있다. 이 시기는 통상 조약이 처음 체결되고 외국 문물을 수용하는 과정에서, 근대적 지식을 수용할 만한 적절한 국문 정리 및 보급이 이루어지지 못한 상황에서, 동문학이나 육영공원과 같이 통역을 목표로 한 외국어 교육이 실시되기도 하였다. 또한 이 시기부터 재일 유학생이 출현한다. ‘학제 도입기’의 외국어 교육은 모국어 교육보다 더 관심을 끈 경향이 있는데, 외국어학교 관제 공포 이후 정치적 영향력에 따라 외국어 교육 경향이 변화하였다. 당시 외국어 학교의 중심 세력은 ‘영어’와 ‘일본어’였으나 일본어의 영향력이 급증하였다. 그뿐만 아니라 갑오개혁 이후에는 일본에 본격적으로 관비 유학생을 파견함으로써 일본어의 영향력이 더 증대되는 요인으로 작용하였다. ‘통감시대’에는 학부 관제를 개편하여 일본어가 모국어에 준하는 교과로 설정되었으며, 외국어 학교를 비롯한 각종 학교 또는 야학 교육에서 일어 교육이 강화되었다. 이와 함께 사비 재일 유학생도 급증하였는데 이 또한 일본어 권력 형성의 요인으로 작용하였다. 둘째, 소통 능력과 일본어의 권력화 과정을 살펴본 결과, 초기의 ‘어학(언어학)’은 타 언어를 배워 통역하는 능력을 기르는 것을 목표로 했음을 확인할 수 있었다. 이러한 의도에서 일본어 소통 능력이 강조되면서 일본어 구사 능력이 권력 요인으로 작용하는 흐름을 살필 수 있었다. 특히 통감시대에는 국어와 국문보다도 일본어가 중시되는 경향이 나타나기도 했는데, 이 시기 국문으로 된 신문과 잡지에서는 이를 비판하는 목소리가 높아지기도 했다. 이러한 차원에서 일본어 권력의 형성 요인으로 식민 언어 정책의 근간이 된 ‘일본어의 국민어화’ 과정과 ‘근대 지식 수용 과정에서의 일본어의 역할’을 제시하고자 하였다. 달리 말해 근대 계몽기 이후 지속적으로 추진된 ‘일본어 보급 정책’의 기저에는 ‘일본어 = 일본 정신’이라는 등식을 가능하게 한 ‘일본 국민어’가 존재했으며, 일본을 경유하여 근대적 지식을 수용하는 과정에서 자연스럽게 일본어 헤게모니가 형성되었다는 뜻이다. 이러한 흐름에서 일본어의 권력화는 일제 강점기 ‘일어 학습’의 당위적 근거로 작용하게 된다. 특히 『매일신보』를 비롯하여 식민 정책을 지지하는 입장에 서 있었던 신문이나 잡지에서는 일어(일제 강점기의 국어) 학습의 당위성과 필요성을 ‘지식 습득’뿐만 아니라 ‘ ...

기업 내 외국어 사용여부 및 활용정도가 임금과 이직의도에 미치는 영향

김호원,이종구 한국기업경영학회 2014 기업경영연구 Vol.21 No.4

This study is to indirectly assume return on investment in foreign language learning by analyzing whether foreign language is used or not, and the amount of its usage in job environment. Positive influence was found between wage and whether foreign language is used or not and also between wage and whether it is widely used or not in job environment. Regarding separation intention, using foreign language or not was positively influential. However, whether foreign language is widely used or not in job environment didn't show significant influence. Previous studies analyzed this subject with foreign language skill in seeking a job such as whether to take the TOEIC test, the test score, English speaking capability, how much they prepare English tests in university, language training abroad. However, this study has been conducted to see how whether foreign language is used and how much to be used in companies have an effect on wage. Also in order to check how foreign language usage affects external labor market, how much they have an impact on separation intention has been analyzed. Like other previous studies, this research result shows that not only language learning as a part of job preparation significantly influences wage, but whether or not foreign language is used also influences wage. Furthermore, it raises separation intention promoted by extended job opportunity from labor market resulting in enhanced individual right of choice. It can be said that the importance of foreign language is reaffirmed. Therefore, it is necessary for individual job seekers to enforce foreign language capability. It also implies that especially when foreign language is widely used in job environment, individual employees should consider more about enhancing foreign language capability. And companies needs to care about workers speaking foreign languages to retain and employ them because whether foreign language is used for work gives the workers more chances to change their jobs. Although this study has positive meaning to use variables different from previous studies and go further by examining the separation intention, it has some drawbacks originating in its data attributes as followings. First, this study assumes that a company using foreign language always has workers speaking foreign language well, and used it as an independent variable. However, there are some workers not speaking foreign language well but working for the company where they have to speak foreign language. The reason why this study can't cover this issue is that the questionnaire doesn't have a question to analyze the foreign language capability like asking TOEIC test score. Second, This study has analyzed only the separation intention not how many people to change a job. That's because of one of flaws from the questionnaire as well. Besides, even though this study tries to control variables like whether to work for one company, no change in work place and business field, position, task, whether to be promoted directly related to wage and separation intention and even the extent of their influence, it has limited variables for checking how much subjects speak foreign language in company, which is collected by self-report. That's why there is high error probability regarding those variables. And in order to measure wage premium, this study cares about variables for example, human capital, profession, personal attribute. However, there is a possibility that whether foreign language is used and how much to be used can be overestimated because of ability variable missed in normal regression analysis. Lastly, concerning whether foreign language is used and how much to be used having an effect on labor market, this study is unable to see if it has a short-term or long-term effect due to limited data. So, if following researchers make up for this issue, it's expected that the effect can be analyzed precisely. 본 연구는 기업내 외국어 사용여부 및 활용이 실제로 임금과 이직의도에 어떠한 영향을 미치는 지를 현재 기업의 상황에 기초하여 분석함으로써 외국어에 대한 투자의 ‘수익(return)’을 간접적으로 추정해 보고자 하였다. 분석결과 임금의 경우, 기업에서 외국어 사용여부와 업무상 외국어 활용정도가 임금에 대해 모두 정(+)적인 영향을 미치는 것으로 나타났다. 또한 이직의도의 경우, 기업에서의 외국어 사용여부는 이직의도에 대해 정(+)적인 영향을 미치는 것으로 밝혀졌다. 하지만 업무에서 외국어 활용정도는 유의미한 영향을 미치지 않는 것으로 나타났다. 이와 같은 연구결과는 선행연구들처럼 외국어에 대한 취업준비과정이 임금에 유의미한 영향을 주는 것뿐만 아니라 기업내 외국어 사용여부 및 활용정도에 있어서도 임금에 유의미한 영향을 미치고 있다는 것을 보여주는 결과이다. 또한 보다 많은 외부노동시장에 대한 기회제공으로 이직의도를 높여 근로자 개인에게 노동시장에서 보다 많은 선택권을 확보할 수 있는 만큼 외국어 역량의 중요성이 재차 확인됐다고 볼 수 있다. 따라서 개별 청년구직자 입장에서는 외국어 역량을 강화시키는 것이 필요하며 특히, 현업에서 외국어 활용정도가 높은 경우, 더욱 이 점에 유의해야 한다는 사실을 시사해주고 있다. 그리고 기업측면에서는 기업에서의 외국어 사용여부가 근로자 개인에게 노동시장에서 보다 많은 선택권을 확보 할 수 있게 해 줌으로써 이직의도를 높여줄 수 있으므로 외국어를 사용하는 인력들을 유지·확보하기 위해 보다 세심한 관리가 요구된다.

광고문구에 나타난 외래어의 양상과 언어의식 : 잡지광고를 중심으로

강연임(Gang YeonIm) 한국언어문학회 2009 한국언어문학 Vol.71 No.-

This thesis is studied about a language using and consciousness of foreign language in advertisement. These days in advertisement using foreign language is so much with frequency. Because a producer of advertisement would raise up satisfaction of advertisement to customers in various point of view. So it is examined that aspects of using foreign language is divided into writing and meaning, and is looked into language consciousness of foreign language with superiority, group consciousness, and expression consciousness. 1. It is studied about writing aspect of foreign language in advertisement. In advertisement, there are three writing forms. First it is written in korean language of all every words, sentences. Second there is mixing writing forms, so the words that foreign language is written by english and the words that korean language is written by korean. And third, every sentences are only written by english. 2. It is examined about meaning aspects of foreign language in advertisement. The case that combined foreign and korean language and wrote korean language all kinds of words would be happen meaning change. But the expression of english writing either word or sentence could not happen meaning change because customer could do a translation into korean. 3. The using foreign language is for a superiority through differentiate strategy. So the customer that use foreign language has a thought of superiority, and they think they are not the same as other customer. These differentiation could give expression to use foreign language. This is a strategy that makes for customer's superiority. 4. The using foreign language is for new expression and group consciousness. Every utterance are search for new, and fresh expression always. In advertisement foreign language is used for new expression often. Using foreign language means high quality imagnation and differentiation socially, and due to these actual condition advertisement uses to foreign language. 5. Using foreign language is for various expression through meaning change. In advertisement it is used incompatible words for making sentence to change meaning. And it is made new and fresh expression.

The Influence of Foreign Language Experiences on Children’s Language Development: A Review and Suggestions for Future Research

이현아,송현주 연세대학교 언어정보연구원 2019 언어사실과 관점 Vol.46 No.-

Monolingual children are more likely to be exposed to multiple languages than ever before as foreign language education is gaining popularity around the world and new technologies make it easier to access multiple languages. The purpose of this paper is to provide a comprehensive review of previous studies on the effects of foreign language exposure on children's understanding and learning of foreign languages. In this review, the experiences of foreign language exposure that affect children's understanding of foreign languages are categorized into two major aspects, namely, the amount of foreign language exposure and the types of foreign language exposure. We reviewed how each factor influences children's language learning. In addition, we suggest the direction of future research on important questions arising from the systematic review of previous studies. Suggestions for future research will ultimately explain the underlying mechanisms of foreign language learning and are expected to help develop effective foreign language learning methods.

History of Foreign Lanmuage Education in Korea

Kwang-Sook Lee 서울대학교 외국어교육연구소 2015 외국어교육연구 Vol.18 No.-

Foreign language education in Korea commenced from the period of the Three Kingdoms. During this period, which lasted until 7th - 8th century AD, the Kingdom’s close relationship with China prompted Chinese language education. Similarly, interaction with Japan started the education of Japanese language. Education during this period was reserved for the children of the upper class. From the end of the Three Kingdoms era until the early 19th century, education of four languages including Mongolian and Manchurian, as well as Chinese and Japanese took place. A government agency, Sa Yeok Won, trained translators during this time. Education of English, German, French and Russian languages started from the end of the 19th century, because the newly formed diplomatic relationships with these countries required the knowledge of their languages for communication. That was the beginning of the modern-style public education, which the foreign language education in the 20th century was based on. Currently, foreign language education takes place in high schools and universities. In high schools, the first foreign language is English, while the second foreign languages offered are Japanese, Chinese, German, French, Spanish, Russian, Arabic, Vietnamese and Classical Chinese characters. Universities offer both compulsory and elective courses on foreign languages. In addition to the languages taught in high schools, African and Southeast Asian languages are available for students to study in university.

A Study on the Textbook Designed to Teach Korean as a Foreign Language

( Sun Min Lee ) 범태평양 응용언어학회 2012 Journal of Pan-Pacific Association of Applied Ling Vol.16 No.1

It is the reality of Korean language education that the development of teaching materials for Korean language for academic purposes are not so brisk, compared to that of the materials for general purpose, as the education of Korean language as a foreign language has just begun to proceed. The focuses of this study are to survey the brief history of teaching Korean as a foreign language and the development of the textbooks to teach KFL, and to compare the textbooks designed to teach English as a Foreign Language(EFL) and Korean as a Foreign Language(KFL) in order to find more desirable ways to develop the academic area of teaching Korean as a foreign language. Therefore, this study aims to suggest a more desirable way for the development of teaching materials for KFL for academic purpose, by comparing the composition of a Korean language textbook for academic purposes with the composition of an EFL textbook that has already achieved excellent outcomes.