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Exploring ways of facilitating the manifestation of creativity through contexts in Korea classes Lim, Song-gyu The present study makes a distinction between the components of creativity and the requisites for the manifestation of creativity, and, as such, interprets them as representing two different entities. The components of creativity refer to categorized capacities that contribute to generating creativity, around which education to promote creativity can be implemented. The requisites for the manifestation of creativity refer to those conditions and environmental elements that provide favorable grounds for potential creativity to be realized or manifested, on which the so-called education for the manifestation of creativity centers. The study focuses on how to help students manifest their own creativity through contexts in Korean classes, exploring ways in which contexts facilitate their creative potential. Because I view diversifying activities in Korean classes, per se, as reflecting Korean linguistic creativity, it is of particular importance that lessons designed to promote creativity should be able to engender learning environments in which students are encouraged to engage in a wide variety of activities in different forms and contexts. In this sense, it appears that contexts have great potential to diversify learning environments so that students can experience various language learning activities in differing contexts, through which they become (more) able to manifest and demonstrate their potential creativity.