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In Korea, achievement standards and achievement levels of all subjects have been developed this year for the implementation of the achievement assessment system. They have been developed partly from the 7th national curriculum(1997-2007). As a result, Chinese1, Chinese2 and Chinese of middle school have started describing its contents as a form of 'achievement standards’ since the general national curriculum revised in 2009. Achievement standards in Chinese subjects were reconstructed based on the quantity and level of contents of the national curriculum revised in 2009. Especially, listening and speaking areas were specified and rearranged into several achievement standards. In general, achievement standards, which are usually expressed like ‘students can (do) (something)’, refer to “specification on knowledge, skills and attitudes that students should learn from each subject, functioning as the basis of teaching and learning, assessment”. In the case of Chinese, it is described as achievement standards that the listening and speaking topics of basic communication as well as the reading and writing materials. The verbs of describing behaviors were usually as follows: listen and understand, can speak, can read loudly, can write… and understand culture. To be specific, this study developed achievement standards for language functions and cultures. And achievement standards for language materials of pronunciation, vocabulary and grammar are included to those of language functions. This study analyzed achievement standards of Chinese according to national curriculum revised in 2009. It is expected that results of the study would be actively utilized to plan and assess teaching and learning and to develop textbooks.