觀光產業維持著成長趨勢，被視為 21 世紀全球性時代的朝陽產業。聯 合國世界觀光組織(UNWTO)預期 2020 年中國大陸即將成為僅次於德國、 日本和美國的世界第 4 大、高達一億人次的觀光出口國。曾經日本為韓國的 主要觀光市場，在首爾的明洞、東大門等許多韓國主要的觀光地區都能聽到 以日文導遊、推銷的聲音。但現在情境逐漸轉變，華人約佔全訪韓的外國觀 光客的 50%以上，中國大陸成為韓國的觀光業的主要對象。隨之，對於可 使用中文與中國大陸觀光客溝通、推銷的人力的需要也日益增加。
本研究將針對韓國藥妝店的店員設計銷售華語會話課程。首先分析訪韓 觀光客的趨勢及隨之變化的韓國觀光業界政策等動向，說明本研究的必要 性。再來探討專業華語之特徵、需求和溝通交際法作為本研究的課程設計的 理論基礎。
接著調查現有的韓國銷售華語課程以及相關教材，參考韓籍學習者在華
語習得上的特徵和干擾等與韓籍學習者相關的研究文獻，歸納韓語和華語之 間的共同點和相異點。進行問卷調查以及訪談來了解學習者工作上的特徵， 分析在真實情況下常見問題為何，設計符合學習者要求的教學內容以及幫助
學習者在工作現場即時有效地應用到的練習活動。根據文獻探討和需求分析 的出的華語課程設計原則為: 1.以溝通為目標，練習也不是單純的答對文 法，而是利用訊息落差等真正溝通的練習;2.內容的針對性，使用專門用語 跟顧客介紹商品的特徵和效果，可以推銷目前在韓國受歡迎的商品。學習專 門用語、詞彙，針對一些必須要處理的情境學習、練習;3.真實性，為了貼 近實際的情景，使用實際商品、支付設備、廣告海報等進行角色扮演等活動。
根據此內容，設計十個單元的課程。其內容包括: 華語介紹、結帳、商 品引導、商品介紹 1、商品介紹 2、商品比較、優惠活動、退稅、換貨退貨 以及其他情境。其中課程活動包括角色扮演等多樣的方式來多提供學習者練習實際的情境的機會，也給予學習者彼此相互分享經驗的機會，以期課程更 貼近真實情況。

The tourism industry has maintained stable growth and is considered to be a promising sector in the age of globalization in the 21st century. The World Tourism Organization of the United Nations projected that China will become the fourth country, after Germany, Japan and U.S.A., to have its number of outbound tourists reaching over a hundred million in 2020. In the past, Japanese tourists used to be the main target for South Korea’s tourism industry, and you can always hear people speaking Japanese in the major tourism areas in Seoul, like Myeongdong or Dongdaemun, no matter it is tour guides introducing the sites, or store owners trying to sell something. But nowadays the scene is gradually changing; Chinese tourists have now taken up over 50% of foreign visitors to Korea, and China has become the major target of Korea’s tourism industry. Consequently, salespersons that can promote products and communicate in Chinese with the Chinese tourists are increasingly in demand.
This study aimed at designing a Chinese conversation course that caters for the salespersons of the drugstores in Korea. It first analyzed the trend concerning tourists visiting Korea, and the corresponding changes in the policy of Korea’s tourism industry, in order to outline the significance of this study. Next, it explored the features and the needs for teaching Chinese for specific purposes, and the employment of communicative approach as the basis of the course design in this study.
Furthermore, a review of the present Business Chinese courses in 12 of the institutes in Korea, and 7 related textbooks for Koreans, has been conducted. The author also examined the literature regarding the characteristics of Korean learners of Chinese, and the interferences they experienced in their acquisition of Chinese, so as to summarize the points that the languages of Korean and Chinese have in common, and those others in which they differ. Questionnaire survey and interviews have been administered to understand the distinctive features in the learners’ line of work. The most frequently asked questions in real life situations were also analyzed, so as to design course materials that cater to the needs of the learners, and also devise exercises that could help them immediately apply what they learned to their workplace.
Based on the results of the needs analysis, this study has designed 10 units for the course, which includes: Introduction to Chinese, Payment, Lead-in to Products, Introduction to Products 1, Introduction to Products 2, Comparison of Products, Promotions, Tax Refund, Exchanges and Returns, and Other Scenarios. Classroom activities have included role playing and other variety of methods to provide opportunities for students to practice in genuine situations. It also gives them the chance to learn from each other by sharing their experiences, so that the course itself could be more authentic.
In summary, the study has come to the following conclusions in terms of designing a Chinese conversation course for the salespersons in Korean drugstores: Firstly, the course should be designed from the communicative approach, and the activities should include tasks with information gaps. Secondly, the course content should focus on the jargons to be used to introduce to the customers the features and the results of the products, especially those that promote the latest popular merchandises. Thirdly, classroom activities like role playing should be carried out to let the students practice the language content to be applied to their workplace. More conversation exercises should be conducted, in order to prepare them for using the language in an authentic way. For the sake of creating authentic situations, the author has also made use of real products, payment equipment and advertising posters in planning the classroom activities.

中文
王海峰 (2011)。對韓漢語教學法。北京市：北京大學出版社。
王艷芳 (2014)。CSP課程與面向大企業的對外漢語教學。經管研究，第4期，158-159。
朱黎航 (2003)。商務漢語的特點及其教學。暨南大學華文學院學報，第3期，55-60。
呂必松 (1992)。華語教學講習。北京市：北京語言大學出版社。
李泉 (2004)。論對外漢語教材的針對性。世界漢語教學，第2期，49-57。
李泉 (2011)。論專門用途漢語教學。語言文字應用，第3期，110-117。
李泉(主編) (2006)。對外漢語教學學科理論研究。北京市：商務印書館。
周小兵、李海鷗(主編) (2004)。對外漢語教學入門。廣州市：中山大學出版社。
周筱娟 (2008)。現代漢語禮貌語言研究。北京市：中國社會科學出版社。
周靜婷 (2010)。對外商務漢語教學相關問題。經濟研究導刊，第16期，254-256。
林宜樺 (2009)。外籍留學生學位預備華語課程設計。台北市：國立臺灣師範大學碩士論文(未出版)。
金惠淑 (2005)。觀光華語導遊教材設計-針對韓國的專門大學觀光中國語系之用途。台北市：國立臺灣師範大學碩士論文(未出版)。
姜春玉 (2014)。淺談韓國語中的敬語。遼寧師專學報，第3期，27-28。
晁娜 (2014)。中韓敬語的概念介紹與分類對比。語文學刊，第7期，15-34。
真島淳 (2011)。日本籍地勤人員華語短期密集課程設計。台北市：國立臺灣師範大學碩士論文(未出版)。
袁曉凌 (2002)。淺談中日文敬語的差異。日語知識，第6期，21-22。
張祖忻、朱純、胡頌華(主編) (1995)。教學設計-基本原理與方法。台北市：五南圖書。
張黎 (2006)。商務漢語教學需求分析。語言教學與研究，第3期，55-60。
張麗 (2007)。論韓語韓字詞對韓國學生學習漢語的影響。天津市：天津師範大學碩士論文(未出版)。
陳松岑 (1989)。禮貌語言。北京市：商務印書館。
彭增安、陳光磊 (2006)。對外漢語課堂教學概論。台北市：世界圖書出版。
潘明宏、陳志瑋 (2003)。最新社會科學研究方法。新北市：韋伯文化國際出版。
鄧岩欣 (1994)。漢語主從式禮貌詞初探。語文建設，第1期，6-7。
戴琳劍 (2011)。對比中韓兩語中的經與概念及分類。中國校外教育，上旬刊，135-136。

韓文
Choi,Yoonsun、Kwon,WoonYoung、Lung,Ping (2013).면세점 필수 중국어.Seoul：시사중국어사.
Eom,IkSang、Park,YongJin、Lee,OkJu (2011).중국어 교육론. Seoul：한국문화사.
Ha, SuJin (2013).한권으로 끝내는 판매 중국어. Seoul：ECK북스.
Hwang,KiHa (2001).중국어 발음 오류 분석 A phonological Analysis on Chinese mispronunciation of a Korean High School. Mokpo：Mokpo University 碩士論文(未出版)
Jeong, HyunMi (2014). 판매왕 중국어 회화. Seoul：비타민북.
Jeong,HyeonMo (2012).한국인의 중국어 학습자의 전치사 사용상의 오류분석 연구. Seoul：Hankuk University of Foreign Studies碩士論文(未出版)
Jo,JaeEun (2007).한국어와 중국어 음소대조 분석을 통한 중국어 발음지도 연구. Seoul：EHwa Womans University碩士論文(未出版)
Ju,HyoJin (2008).중국어 학습에서 나타나는 한국어의 간섭현상 Korean Language Interference Appeared in Studying Chinese Language.Iksan：Wonkwang University碩士論文(未出版)
Kim,SunNyeo (2011).한국인의 중국어 사용 오류에 관한 연구- 동사 중심으로 A study on Chinese usage eroor of the Korean. Kongju：Kongju National University碩士論文(未出版)
Lee, HyeSuk (2015).실전 세일즈 중국어. Seoul：황금두뇌.
Lee,IkSeob (2004).한국어 문법. Seoul：서울대학교출판부.
Lee,jongSun、Lee,EunSun、Jang,JinGae(2014).판매 중국어. Seoul：동양북스.
Lyu,Ga (2010) 한국어와 중국어의 어휘높임법 비교 연구 A Comparative Study of Lexical Honorific Form in Korean and Chinese. Daejeon: Pai Chai University
NamGoong, YangSuk (2011).판매달인 중국어 회화. Seoul：동인랑.
Nexus contents team (2015).판매 중국어. Seoul：넥서스Chinese.
Oh,JaeOh (2002).한국인이 중국어 학습상 오용하기 쉬운 단어에 대한 연구 A Study of misuse of Chinese words for Korean. Iksan：Wonkwang University 碩士論文(未出版)
Sung, EunSeung (2011). 한중 유사발음 비교분석을 통한 한국인 학습자의 발음지도 방안. Seoul：Kyung Hee University碩士論文(未出版)
Sung,KiCheol (2000).현대 한국어 대우법 연구. Seoul：개문사.
Wang,HanLim (2011).한중 경어법의 비교연구. Asan：Sunmoon University 碩士論文(未出版)

英文
Brindley, G. (1984). Needs Analysis and Objective Setting in the Adult Migrant Education Program. Sydney: NSW Adult Migrant Education Service.
Canale,M &Swain, M(1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Lingustics 1
Chomsky(1965) Aspects of the theory of syntax. Cambridge, MA: MIT Press.
David Nunan (1999). Second Language Teaching & Learning . Boston: Heinle &Heinle.
Davies(2001) The logic of testing languages for specific purposes. Language Testing,18(2), 133-147.
Dudley Evans&St.Jhon(1998) Developments in English for Specific Purpose. Cambridge: Cambridge University Press.
Finocchiaro, Mary. (1973) The Foreign Language Learner : A Guide for Teachers. New York : Rogents Publishing Company.
Halliday(1973). Explorations in the Functions of Language, London: Edward Arnold.
Halliday(1975). Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold.
Hymes,D.H. (1971). On Communicative Competence. Philadelphia: University of Pennsylvannia Press.
Leech, Geoffrey(1983) Principles of Progmatics. London, New York : Longman.
Mackay, W. F. (1981) English for Specific Purposes. Bloomington : Indiana University Press.
Richards, J. C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridge University Press.
Rivers(1981) .Teaching Foreign Language Skills, Chicago: The University of Chicago Press.
Strevens(1988) ESP after twenty year : a re-appraisal . M.Tickoo(ed.). ESP: State of the Art. Singapore: SEAMED Regional Language Centre.
Tom Hutchinson & Alan Waters (1987). English for specific purposes : a learning-centred approach. Cambridge: Cambridge University Press
William Littlewood (1981). People in organizations: Communicative Language Teaching .An introduction. Cambridge: Cambridge University Press.
Zoltán Dörnyei (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Taylor & Francis.

網路
教保文庫http://www.kyobobook.co.kr/index.laf?LINK=NVS
韓國觀光公社 http://kto.visitkorea.or.kr/kor/notice/data/statis/profit.kto
韓國法務部 http://www.moj.go.kr/search/jsp/search.jsp
NAVER時事常識字典 http://terms.naver.com/list.nhn?cid=43667&categoryId=43667
SBS NEWS http://news.sbs.co.kr/news/endPage.do?news_id=N1002543912
UNWTO http://www2.unwto.org/