Korean language education in Vietnam is developing rapidly, so a study on the development of localized Korean language textbook for Vietnamese students is very necessary. Meanwhile, research on the development of Korean language textbook for Vietnames... Korean language education in Vietnam is developing rapidly, so a study on the development of localized Korean language textbook for Vietnamese students is very necessary. Meanwhile, research on the development of Korean language textbook for Vietnamese learners were primarily conducted on marriage migrant women and the majority of research focused on teaching writing and reading. Therefore, a study on the development of Korean language listening textbook for Vietnamese learners in Korean major is imperative. The objective of this study is to analyze text authenticity, the diversity of listening activities, applicability in Vietnam of Korean language listening textbooks at the intermediate level which are being used at the local university, and based on that, the study aims at developing a localized listening textbook for Vietnamese students. The study was carried out as follows. In chapter 1, the objective and the necessity of this study are presented. Also, a review on previous researches on Korean language education in Vietnam and previous researches on listening textbooks is also carried out. In chapter 2, teacher and student status, curriculum, and current situation of Korean listening teaching in Danang University of Foreign Language Studies and Hue University of Foreign Languages are presented In part 1 of chapter 3, the focus is on theoretical background of the concept and characteristics of listening, the importance of listening, listening material composition, and listening activities. In part 2 of chapter 3, ‘Yonsei Korean 3-1, 3-2’ of Yonsei University, ‘Fun! Fun! Korean 3’ of Korea University, ‘Synthetic Korean textbooks for Vietnamese 3’ were chosen as subjects of analysis, and theory-based standards of analyzing textbooks are set up. In chapter 4, textbook analyzing results are presented. Firstly, the result of analyzing 116 texts in Korean language textbooks shows that all three kinds of textbooks do not have many topics suitable with students at the intermediate level, and compared with communicative situations in reality, the authenticity of listening materials is insufficient. Secondly, according to the result of analyzing 443 listening activities, display questions, focused questions, nonvisual questions are more than referential questions, open questions, and visual questions. Among the types of listening activities, true-false questions outnumber other kinds of questions. Thirdly, the perspective of Korean and Vietnamese contrastive linguistics and Vietnamese cultural background are not reflected in textbook A and B but are reflected in textbook C. The perspective of contrastive Korean and Vietnamese cross culture are not deeply reflected in all three kinds of textbooks. In the textbooks, the commonalities and differences between the culture of Korea and Vietnam are not presented. Instead, the textbooks only present Korean culture and then ask learners about Vietnamese culture. In chapter 5, the results of the survey on teachers and students of Danang University of Foreign Language Studies and Hue University of Foreign Languages are analyzed. The students of two universities have a little opportunity to use Korean. 57.1% of students and 35.7% of teachers answered that they feel listening materials in the textbooks are different with reality conversation, so we can realize that more students than teachers feel the difference between textbook and reality conversation. Among the supplement point of developing textbook, teachers and students think that topic and conversation situation are the most important factor. Based on the result of textbook analysis, and teachers’ and students’ needs analysis, this study develops Korean language listening textbook for Vietnamese students at the intermediate level as follows. Firstly, the textbook is composed of 14 units and each unit contains 3 small topics. Each unit is composed in the order of the tittle, learning objectives, listening 1, listening 2, listening 3, grammar, vocabulary and the listening section is composed in the order of Pre-listening, While-listening, and Post-listening. Secondly, based on the result of the survey, 14 topics are chosen in the textbook which includes more situations used in Vietnam than in Korea. Thirdly, the textbook reflects the perspective of Korean and Vietnamese contrastive linguistics, Vietnamese cultural background, the perspective of contrastive Korean and Vietnamese cross culture. Especially, to attract interest and create learning motivations of students, as well as to help them understand rightly about the culture of the two countries, the textbook is composed of the conversations that compare the commonalities and differences of the cultures between Korea and Vietnam. It is different from preceding textbooks. Fourthly, it is composed of the various text types to help students communicate successfully in many situations. Fifthly, it reflects colloquial flavor concretely. Sixthly, various types of questions, types of listening activities, cognitive process are composed. Especially, visual materials that concerns with the topic ‘University life’ not only attract students’ interest but also reflect the image of reality situations, so it can help them learn well. This study is a basic research for Korean language listening textbook for Vietnamese students, which surveys environment of education in Vietnamese universities, analyze textbooks, and surveys the needs of teachers and students. However, the limitation of this study is that it surveys a limited number of teachers and students, so what are missing from this study will continue to be researched.
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