From the viewpoint of contrastive analysis and error analysis, a great deal of effort has been made on the problems of acquisition of Japanese pronunciation by Korean speakers. The aim of these studies concern To whom / When / What we should instruct, with the focus on development of syllabus, curriculum, and teaching materials. What seems to be lacking, however, are concrete proposals for ways of instruction. Since these studies can not directly answer the question about How we can have more effective and efficient instruction in the classroom, it is imperative that we collect a large amount of data during actual classroom teaching.
