The purpose of the article is to find effective methods for teaching past tenses, especially the adjective past tenses in Korean, to Chinese learners. Because of the lack of tense markers in Chinese, it is considerably difficult for Chinese learners to master the past tense in Korean. Verbal past tenses are easier to distinguish between present tenses since students can judge whether an action has happened or not; however, for the adjective past tenses, it is different. The difficulties are not only in the expression of the past tense or present tense in Chinese or Korean, but also due to the different cognitive ways of judging an event. The first step of this study is to analyze the form and significance of theʻ-었-ʼ that displays the past in Korean and the auxiliary words ʻ了ʼ that represent the past in Chinese. through this procedure, we obtained the correspondence between ʻ-었-ʼ in Korean and ʻ了ʼ in Chinese. The second step conducted Chinese Learners of Korean as a Foreign Language a survey by 40 questions. Twenty of these items have a temporal noun added in. The other twenties did not. The additions are to check the variations in responses due to the addition of a temporal noun. The survey revealed that adding temporal nouns in Korean sentences can help native Chinese classify what tense a Korean sentence is. Furthermore, it can also help the native Chinese Korean learners to use Korean tenses properly.