This study set out to establish the concept of cultural literacy anew from the sociocultural perspective and apply it to culture education in an undergraduate liberal arts course for foreign students in college to search for its educational methods. Specifically, the study would clarify the concept and scope of cultural literacy based on literature study about it, prove its need based on teaching material analysis, survey with foreign students and interview with Korean teachers, and propose lesson plans to promote their cultural literacy.Chapter 2 defined cultural literacy as an ability of understanding social and cultural phenomena within the sociocultural context and forming values and attitudes through communication with the social community. The components of cultural literacy were categorized into knowledge, communication and attitude. The knowledge category included linguistic, cognitive, sharing, and total knowledge. The communication category contained text communication, social communication and communication with one's life. The attitude category included self-attitude, consideration and reflection. Chapter 3 identified elements to promote cultural literacy by analyzing teaching materials and proposed plans to develop them. Teaching materials for culture analyzed in the study were divided into teaching materials connecting language and culture, those covering culture independently and those connecting functions and culture. The elements related to cultural literacy were analyzed in their percentage in teaching materials according to the subcomponents of cultural literacy. The analysis results of teaching materials show that there was a shortage of learning activity under such elements as "total knowledge, social communication and self-value and attitude," which raises a need for educational supplementation to enhance cultural literacy. Based on these analysis results, the chapter proposed three directions for culture education to enhance cultural literacy including "ability of integrating knowledge, communication with the world outside the classroom and establishment of value and attitude as a subject."Chapter 4 surveyed foreign students in the undergraduate course for the patterns of their cultural communication activities and teachers providing them with culture education in the liberal arts course for their perceptions to discuss the actual application of cultural literacy education. The results of the online survey on the cultural communication activities of foreign students show that most foreign students were active with communicating and having cultural exchanges with Korean people via the Internet and obtained information about the Korean society outside the school in natural ways. These results demonstrate that an environment was created to some degree where foreign students were able to accept cultural literacy education. The study examined teachers' perceptions of cultural literacy education in the undergraduate liberal arts course and found that they were divided between a need for such education and no need for it. Those who voiced a need for cultural literacy education agreed on the opinion that foreign students in college should develop a viewpoint of looking at the world from their perspectives. Those who were concerned with cultural literacy education for foreign students argued that a couple of challenges should be resolved for such education including the low Korean proficiency of learners, lack of proper teaching materials and shortage of lesson hours assigned to culture. The investigator recognized concerns that some instructors raised about foreign students' lack of Korean command but anticipated that cultural literacy education would be possible for them as they were having both direct and indirect experiences with the society and culture of South Korea in the South Korean society.Finally, Chapter 5 organized, designed and provided a culture education model whose goal was to promote cultural literacy in four stages of "knowledge acquisition, organization of integrated knowledge, communication and formation of self-value and attitude." The study proposed questions and answers for confirmation and expanding such as understanding the content of a text and figuring out social and cultural contexts around a text for activities at the stage of knowledge acquisition. The study proposed comparison of texts in different viewpoints, figuring out situational contexts and organizing the overall content of a text for activities at the organization stage of integrated knowledge. The communication stage was designed to proceed with discussion activities as a stage of sharing ideas with peers. A couple of activities were proposed for the stage including reorganizing a situation, listening to friends' different viewpoints and checking one's own point of view. The last stage of forming self-value and attitude was designed to proceed with presentation or writing activities so that learners could reveal their attitudes and grant values to cultural phenomena. In such cultural literacy lessons, the major process involved encouraging students to recognize and accept different attitudes from theirs and reflect on their attitudes. The present study reestablished the concept of cultural literacy for foreign students in the undergraduate liberal arts course, selected the elements of educational content to promote cultural literacy in culture education in the liberal arts course and proposed a specific educational model for cultural literacy, thus holding its significance.