문화유산을 활용한 한국어 문화교육 방안 연구 - 고급 학습자를 중심으로

이가원 한국현대문예비평학회 2019 한국문예비평연구 Vol.- No.64

The importance of cultural education in Korean language education has long been emphasized, because the language of a country is closely bound up with learning about the culture of the nation. Indeed, cultural education is of great importance for learning a foreign language, and the necessity of education that focuses on fostering an ability to interpret the customs of the discourse community rather than offering fragmental knowledge of culture should be stressed. In fact, however, current cultural education for teaching Korean has just been conducted as what's additionally needed for language education, though the importance of cultural education is recognized. Cultural education is included in the curriculums of educational institutions that teach the Korean language, but this education is provided just fragmentarily as part of the language curriculum. Cultural education cannot be successful if it is offered fragmentarily without considering actual contexts. Therefore it should be avoided to present cultural information only as supplementary materials or without being properly connected to what's taught in class. Instead, it's advisable to teach learners to infer naturally about the given contexts by presenting practical materials. To make it happen, the kind of educational method that provides a variety of contents for learners to experience, apply and analyze in person is required. In recent years, the number of learners who learn Korean is on the rise, and their motivation, learning goal and needs are diversified. Besides, they have a strong cultural achievement motivation in accordance with their learning goal and needs. The example is learners who major in the Korean language, Korean studies, Korean culture, Korean history and Korean economy. Accordingly, cultural education for teaching Korean should be conducted in a systematic and diverse way in consideration of the goal and level of learners. In this study, problems with cultural education for teaching Korean are pointed out. Cultural education mostly centers around daily linguistic culture, and this education is not diverse enough to satisfy the needs of advanced learners. Korean culture is presented just briefly or as supplementary materials that aren't properly linked to what's taught in class. Therefore how to provide cultural education for teaching Korean by taking advantage of cultural heritage was explored in this study. Cultural heritage is one of educational items to improve the Korean cultural competency of advanced learners. That represents national culture, history and identity and is an educational material which shows the unique features of the nation and can gain empathy as universal value of mankind at the same time. Specifically, the cultural contents industry is lately very dynamic along with growing concern for cultural heritage, and cultural education that utilizes cultural heritage seems to be of great use. The purpose of this study was to examine textbooks, cases of cultural experience and contents used in cultural education for teaching Korean in an effort to determine the state of the utilization of cultural heritage in Korean language education. And it's also meant to shed light on the educational value of cultural heritage and to seek ways of taking advantage of it in cultural education for teaching Korean. Cultural education for teaching Korean that uses cultural heritage is expected to make a contribution to the improvement of the Korean proficiency of advanced learners by increasing their understanding of Korean society and culture, and that also is expected to exercise a positive influence on the diversification of cultural education for teaching Korean in terms of level and content and on the improvement of practical teaching. 본 연구의 목적은 외국어로서의 한국어 교육에서 문화유산의 교육적 가치를 밝히고, 이를 활용한 한국어 문화교육 방안을 제시하는 데에 있다. 최근 한국어 학습자의 증가로 한국어를 배우는 동기와 목적, 학습자의 요구 등이 다양화되었고, 이에 따라 문화적 성취동기도 높아지게 되었다. 언어에는 다양한 문화적 내용이 담기게 되므로 언어 능력의 증진을 위해서는 문화적 이해가 필수적으로 전제된다고 볼 수 있다. 특히 한국어와 한국학 관련 전공자들은 한국어와 한국문화에 대한 깊은 이해가 선행되어야만 전공 학습과 학문적 성취가 가능하기 때문에 문화교육의 중요성이 더 강조된다고 볼 수 있다. 한국어 문화교육은 학습자의 목적과 수준에 따라 다양하고 체계적으로 이루어져야 하며, 문화에 대한 단편적인 지식보다는 목표어 문화 구성원들의 관습을 해석할 수 있는 문화능력 증진에 중점을 두고 이루어져야 한다. 본 연구에서는 한국어 문화능력을 높일 수 있는 교육 항목으로 문화유산에 주목하고 이를 활용한 문화교육 방안에 대해 살펴보았다. 민족문화와 역사, 민족의 정체성을 담고 있는 문화유산은 민족마다의 고유성을 지니면서도 인류 보편적 가치에 대한 공감을 이끌어낼 수 있는 교육소재이다. 특히 최근 문화유산에 대한 관심의 증가로 문화 콘텐츠 산업이 활발하게 이루어지고 있으므로, 이를 활용한 문화교육은 매우 유용하리라 판단된다. 본 연구는 한국어 문화교육에서 문화유산의 교육적 가치를 밝히고 문화유산 콘텐츠를 활용하여 실제적인 교수방안을 제시했다는 점에서 의의가 있다. 앞으로도 수준별・내용별 문화교육 프로그램의 다양화를 위한 다각적 방향에서의 연구가 이어지기를 바란다.

한국어 초급 통합 교재의 문화 교육 항목 분석 연구

김주연 중앙대학교 외국학연구소 2024 외국학연구 Vol.0 No.67

This study aimed to understand the direction of Korean language and culture education as reflected in Korean language textbooks by selecting three types of integrated Korean-language textbooks and comparing and analyzing the current status of cultural education items reflected by unit and textbook. The regular curriculum textbooks produced and published by Yonsei University, Korea University, and Seoul National University have practicality as integrated textbooks that independently organize culture into units. They contain four language functions, language items, and culture in one volume. In total, 12 textbooks were analyzed, including Yonsei Korean, Korea University Korean, and Seoul National University's Korean Student's Book. The criteria for analyzing the cultural education items in these integrated Korean-language textbooks came from the framework (large classification-medium classification-small classification-example) that details the cultural categories and education items of the Korean-language education standard model based on the target and content skills for each level in the ‘2nd phase of development of the international standard model for Korean-language education.’ The following conclusions were drawn from the analysis results on each unit in the Korean beginner's integrated textbooks. First, the cultural categories at the beginner level should be properly arranged. In the three types of Korean beginner's integrated textbooks, it is necessary to select cultural categories by excluding cultural education items that are not appropriate for the stage considering the cultural grade by level. Second, various cultural education items should be presented. The analysis results showed three types of cultural education items dealing with different aspects of Korean culture. Third, cultural education items should be organically connected to expand the scope of cultural activities in an integrated manner in terms of phased expansion and indepth activities. This should be done to ensure the cumulative effect of daily life experiences through learning cultural education items. Fourth, cultural education items viewed from the perspective of Koreans and foreigners must be presented evenly. This study is significant because it analyzed the current status of cultural education items by unit and textbook for three types of integrated Korean-language textbooks and suggested a direction for cultural education that can be reflected in Korean-language textbooks in the future. A full-scale discussion should take place to develop textbooks that contain more effective cultural education items to increase the number of foreign Korean-language learners.

학문 목적 한국어 교재의 한국문화 교육 내용 분석

유현정(Ryu Hyun-jung) 국어문학회 2017 국어문학 Vol.65 No.-

본 연구는 학문 목적 한국어 학습자의 한국생활 적응 및 학업 수행 능력향상을 위해 학문 목적 한국어 교육과정에서 한국문화 교육이 적극적으로 이루어져야 할 필요성이 있음을 인식하고, 현재 학문 목적 한국어 교육과정에서 사용되고 있는 한국어 교재에 제시된 한국문화 내용을 분석하여 학문목적 한국어 학습자의 학습 과정에 필요한 문화 내용의 제시 현황 및 체계화 정도를 살펴보고자 하였다. 최근 정부의 적극적인 외국인 유학생 유치확대 정책으로 한국 대학(원)에 진학하기 위해 한국을 찾는 유학생이 급증하고 있으나 이들 중 많은 수가 학업을 중도 포기하는 등의 부작용도 발생하고 있다. 이러한 문제의 해결을 위해서는 유학생의 언어능력 향상과 함께 적극적인 문화 교육이 함께 이루어져야 할 것이다. 본고에서는 학문 목적 한국어교육 현장에서 이루어지고 있는 한국문화 교육의 양상을 고찰하기 위하여 학문 목적 한국어 교재의 한국문화 교육 내용을 추출하여 그 내용을 분석하였다. 본 연구의 결과는 최근 학문 목적 한국어교육 현장에서 사용되고 있는 실제 자료의 분석을 토대로 학문 목적 한국어 교재의 한국문화 교육의 실태를 파악하였다는 데에 의의가 있다. 앞으로 더욱 가속화될 것으로 전망되는 학문 목적 학습자의 양적인 증가에 발맞추어 교육의 질적인 측면을 강화하기 위하여 한국문화의 구체적인 교육내용 선정 및 교육방안 구상에 관한 연구가 더욱 다양하게 이루어져야 할 것이다. The purpose of this study is to investigate the degree of systematization of Korean cultural education by sorting out and analyzing the Korean cultural contents in Korean textbooks for academic purpose, based on the recognition of importance of Korean cultural education in Korean language education. The need for cultural education in Korean language education for academic purpose is increasing with the significant increase in the number of the international undergraduate students in korean universities. Although this need is prevalent, it is still not enough to learn about Korean culture from current Korean textbooks for academic purpose because there is not an approved standard to select the essential cultural items for Korean language education and to present them in the textbooks. This study tries to examine how Korean cultural education is going by sorting out and analyzing comparatively the Korean cultural contents in Korean textbooks for advanced course and undergraduate course. The result suggests some points to be modified or improved in Korean cultural education for academic purpose. This study is significant as it recognizes the importance of cultural education in Korean language education for academic purpose and attempts to analyze the vast real-world data. The result of this study is expected to provide informations on anticipated future studies in Korean language education for academic purpose for the international undergraduate students. Another expectation is that there will be many other studies in Korean cultural education for academic purpose as how to present various Korean cultural contents and how to teach the detail contents for proficient communication in Korean language of the international undergraduate students.

한국어 문화교육을 위한 교수요목 체계 연구 –‘K-드라마’를 중심으로-

최상옥 조선대학교 국제문화연구원 2023 국제문화연구 Vol.16 No.2

‘K-문화’의 영향으로 형성된 팬덤은 ‘K-문화’와 소통하기 위해 한국어를 배운다. 한국어 학습자의 수요가 증가하는 이유이기도 하다. 단순한 호기심에 머물던 예전의 팬덤이 아니다. 한국어 학습자의 인식은 빠르게 변하고 한국어를 배우고 싶은 목적과 요구가 분명하다. 이들은 예비 유학·연수생이며 졸업 후에는 한국과 관련된 직업을 희망하는 예비 취업자이기도 하다. ‘K-문화’를 이미 경험하여 ‘문화간 의사소통’을 원하는 한국어 학습자의 학습 목적과 요구를 반영한 실용적인 문화교육이 필요하다. 기존의 한국어 교재에서 문화교육은 그 역할이 미약하거나 단편적이어서 학습자의 목적과 요구를 충족하기에 부족하다. 문화교육의 중요한 역할은 과거나 지금이나 학습자의 의사소통과 학습 목표 성취를 돕는 것은 변함없으나 교육 방법은 학습자의 목적과 요구에 따라 계속 변화해야 한다. 따라서 본고는 이러한 흐름에 따라 보조 역할과 단편성의 문화교육을 지양하고 실용적인 문화교육을 지향하였다. 이에 따라 4단계의 문화교육 교수요목 체계를 제시하였다. 듣기-말하기 통합교육 중심으로 ‘의사소통’과 ‘문화간 의사소통능력’향상에 중점을 두었으며 각각의 단계는 트리어(Jost Trier)의 어휘장 체계를 따라 유기적으로 연결되도록 구성하였다. 본고의 한국문화교육 교수요목 체계를 통하여 한국어 학습자가 자신만의 한국문화 정보를 구축하고 자기 주도 학습을 통하여 한국어교육의 최종 목표인 ’의사소통‘과 ’문화간 의사소통능력’이 향상되길 기대한다. ‘K-culture’ has created communities of fandoms who learn Korean to better immerse themselves in Korean culture. ‘K-culture’, which includes the likes of K-pop and K-dramas, is one of the reasons why the demand for Korean language learners is increasing. These communities of fandoms are unlike past communities that were born out of curiosity. These new communities’ goals and needs for learning Korean are clear. These new Korean language students are prospective study abroad students, trainees and also prospective employees who hope to pursue jobs related to Korea and Korean culture after graduating. Accordingly for these learners who have already experienced ‘K-culture’, practical cultural education that reflects the learning purposes and needs of these individuals is needed. In existing Korean language textbooks, the role of cultural education is weak or fragmentary, which is insufficient to meet learners' goals and needs. Cultural education will help learners communicate better and achieve their learning goals, which is why cultural education must play an important role and why education methods must also change in accordance to learners’ goals and needs. Cultural education will help learners communicate better and achieve their learning goals, which is why cultural education must play an important role and why education methods must also change in accordance to learners’ goals and needs. Following the current cultural phenomenon, this paper aims to avoid supporting existing cultural education in favor of practical cultural education that is more applicable with current times. Thus a four-stage cultural education syllabus is presented. Focusing on an integrated listening and speaking education approach, ‘communicative competence’ and ‘cross-cultural communication competence’ are the forefronts. Each stage was structured to be organically connected following Jost Trier's Lexical Field-Theory. Through this paper's Korean cultural education syllabus system, we hope that Korean language learners will build their own Korean cultural information and achieve 'communicative competence' and 'cross-cultural communication competence', which are the final goals of Korean language education, through self-directed learning.

국어교육,한국어교육 : 문화 교육으로서의 한국 문학 교육 방안 연구 -비교문화적 관점을 중심으로-

유현정 ( Hyun Jung Ryu ) 한성대학교 한성어문학회 2015 漢城語文學 Vol.34 No.-

이 연구는 한국어교육을 위한 한국 문화 교육에서 한국 문학을 활용하는 방안에 관해 논의한다. 최근 한국어교육 분야에서 진정한 의사소통 능력향상을 위한 문화 교육의 필요성에 관한 인식이 높아지면서, 한국의 문화 및 한국인의 생각과 행동, 생활양식 등에 관한 정보를 포함하고 있는 한국문학 교육에 대한 관심도 높아지고 있다. 그동안 한국어교육 분야에서 문학과 관련된 연구는 주로 언어학습을 위한 문어(文語) 텍스트로서 그 활용 방안에 관한 논의를 중심으로 이루어졌다. 그러나 최근 한국어교육을 포함한 외국어교육 분야에서 의사소통 능력 향상을 위한 문화 교육의 필요성에 관한 인식이 높아지면서 문학을 문화 교육의 측면에서 다루어보고자 하는 논의가 활발하게 이루어지고 있다. 즉 문학을 단순한 실용적 차원의 언어 교육을 위한 제재로서가 아니라 문화 교육 차원에서 필수적이며 적극적으로 다루어져야 할 문화교육의 도구로 보는 경향이 나타나고 있다. 그러나 현재 한국어 교재가 언어의 습득이라는 1차적 목표 아래 주로 대화문이나 설명문과 같은 실용적 텍스트 위주로 구성되고 있는 현실에서 학습자 수준에 맞는 문학 작품의 선정 및 교수요목 상의 주제, 기능등을 고려한 구체적인 수업활동의 고안에 대해서는 좀 더 구체적이고 다양한 논의가 필요한 시점이다. 이에 본고에서는 문화 교육으로서 문학 교육의 필요성 및 당위성이라는 전제를 바탕으로 현재 한국어교육에서 문화 교육 및 문학 교육에 관한 연구의 결과를 고찰하고 그 안에서 문학 교육의 위치를 파악하여, 그 문제점과 개선점을 중심으로 문화 교육으로서의 문학 교육 방안을 제시해 보고자 하였다. 이를 위해 현행 한국어 교재의 문학 교육 내용을 추출하여 그 항목과수업 활동을 분석하고, 최근에 이루어진 ‘한국어 확산 문화프로그램 연구’ 와 ‘국제 통용 한국어 교육 표준 모형 개발’ 연구의 결과를 참고하여 문화교육을 위한 문학 작품 선정 기준 및 교육 내용 제시 방안을 고안하였다. 또한 학습자가 문학을 문화 지식의 대상으로 학습함에 있어 비교문화적관점에서 문화 내용을 주체적으로 이해하고 비판적 시각으로 받아들이는 과정을 통해 적극적인 문화 교육이 실현될 수 있도록 하였으며, 이를 바탕으로 학습자 중심의 문화 교육이 이루어지게 하는 방향으로 논의를 진행하였다. The purpose of this study is to seek a teaching method of Korean literature as a cultural education within the confines of Korean language education for the purpose of communicating in the Korean language proficiently. As the need for cultural education in Korean language education is increasing, the importance of Korean literature education is getting attention as the literal works contain many informations about Korean culture. This study examines various studies about cultural education and Korean literature education and analyze the literal contents in Korean textbooks to seek the way to use Korean literature as a method of teaching of Korean culture. This study attempts to offer a discriminatory method of teaching Korean culture by using Korean literature in the cross-cultural perspective which can make Korean language learners compare the cultural facts in Korean literature to their native culture. This study is significant as it recognizes the importance of the education of literature and attempts to change the perspective on literature from simply being the "additional fact" for language learning to the important subject of language education and cultural education. The result of this study is expected to provide information on anticipated future studies in Korean literature education as a cultural education for proficient communication in the Korean language. Another expectation is that there will be many other studies in Korean literature education focused on various subjects such as how to set up the standard to select the Korean literal works which is useful for cultural education and how to use them in a Korean textbooks.

한국어교육을 위한 문화 항목 연구

김진호 한말연구학회 2010 한말연구 Vol.- No.27

A language and a culture has an position as mutual supplement for each. This character have aroused scholar’s much interest in culture for language education and language for culture education in the scene of Korean education. As the result, the final object as improvement in communication ability in language education is understood as duality or mutuality that are communication on the veins of culture than of language education. However, it is really demanded that preparing a ground of education to make a one in a cultural respect through central education about overall Korean culture than about separately cultural education for language education for a learner who have a high ability in Korean communication. Therefore, this article is focused on the composition of cultural contents of teaching materials to deal with overall Korean culture. First, we selected ten heads for the general subject of Korean culture. They are like on next. ‘the past and the future of Korea’, ‘living features of Korean’, ‘transportation culture of Korea’, ‘education culture of Korea’, ‘economy and money market of Korea’, ‘religion culture of korea’, ‘living and life of Koreans’, ‘sightseeing culture of Korea’, ‘language culture of Korea’, ‘literature of Korea’. Second, we divided each general subject into two or three middle subject, and middle subject composed of subdivision contents. In this case, we supposed a standard as a character of classification, unless it is as character of a time period. Third, the specific way for applying these can composed of ‘thinking - communication in various situation - the text - reading material - grammar and vocabulary - exercises and application’, and we though that this have to follow as possible to a system of language education of regular course. Although we consider description way and systems of contents composing for culture education of Korea for a higher learner on Korean education, like other existing studying results about this subject, several problems, as how much do we reflect these things when we develop teaching materials in actual and rationality of cultural subject and effect of Korean education on overall Korean culture and so on, are still leaving for next studies.

한국 현대시를 활용한 상호문화 지식 교육에 대한 고찰 - 중국인 학습자의 문화 지식 구성 양상을 중심으로 -

김유리 ( Kim¸ Yu-ri ) 서울대학교 국어교육과 2021 先淸語文 Vol.48 No.-

This study aims to project Korean culture education, focused on learner, where learner becomes the active principal and forms the Korean culture knowledge. Currently the culture education in Korean language education is usually made in a way to present fragmentary knowledge. However, as culture is a learning object to recognize, feel and experience, it is better for the teacher not to make the culture education via one-way provision of cultural knowledge. In this context, this study used the concept of ‘inter-culture’ and projected a intercultural knowledge education where the learner interacts with the target culture, based on his/her cultural identity, to understand, interpret, and personalize the cultural knowledge. In addition, considering the possibility that the cultural knowledge construction may differ by language level, this study tried to find out the difference in the cultural knowledge construction by intermediate and advanced level learners and design different teaching and learning method based on the difference. In this study, ‘knowledge’ is assumed not just as the knowledge as a target but as the more expanded concept to comprise the process of knowledge construction and affective aspects. Also, in this study, Korean modern poems are used as education materials to have affective approaches to Korean culture. As the principles of intercultural knowledge construction using Korean modern poems, ‘formation of Kommunikat via understanding of the text’, ‘construction of the meaning of culturalknowledge via interactions’, and ‘reconstruction of cultural knowledge as personal knowledge’ are proposed. And, this study found that the intercultural knowledge education using Korean modern poetry has educational implication as it provides personal experience of poetic emotion via which the learner can have affective approaches to Korean culture, personalize via active meaning construction of the poem’s text, and foster intercultural competence via inter-culture communication. The experiment of this study was administered for Chinese intermediate and advanced level learners and designed to achieve both personal knowledge construction and inter-personal knowledge construction based on the viewpoint of constructivism. In addition, to compare the aspects of knowledge construction that differ by the level of language of each learner, the experiment was administered by two different groups of intermediate and advanced level learners. The study observed following categories in the cultural knowledge construction aspects using the Korean modern poems. Firstly, in the aspect of ‘forming Kommunikat via understanding of the text’, learners used either the internal information of the text or external factors of the text. Secondly, in the aspect of ‘construction of cultural knowledge meaning via interactions’, learners either understood the factual meaning of the text or shared the awareness on self-culture and personal cultural awareness. Thirdly, in the aspect of ‘reconstruction of cultural knowledge as personal knowledge’, learners stated cultural knowledge based on the understanding of the text and interpreted the cultural knowledge via making relations between cultures and personalized the cultural knowledge via personal reactions. The difference in the aspect of intercultural knowledge construction by intermediate and advanced level learners was as follows: Most advanced level learners understood the cultural knowledge via the poem’s text to proceed to interpretation and personalization. Compared to this, intermediate level learners failed to make active interpretation of the cultural knowledge and personalization as they stayedin the stage of understanding the text. That is, in many cases, intermediate level learners aroused the knowledge of self-culture in the stage of interpretation, however, due to the lack of understanding on the text, they failed to make active comparison between the cultures and kept the awareness of self-culture in the stage of personalization, which made them keep the awareness of the self-culture to keep the affective distance with other culture and failed to make reflective recognition on the self-culture. The study is meaningful as it found the processes and various aspects of cultural knowledge construction by using Korean modern poems based on actual data of learners’ noticing the importance of the processes of cultural knowledge construction, and, it projected differences in the aspects of cultural knowledge construction between intermediate and advanced level Chinese learners.

한국문화 교육과 한류의 연관관계 연구 -드라마를 중심으로-

박찬숙 한국언어문화교육학회 2008 언어와 문화 Vol.4 No.2

This study purposed to examine the effectiveness of the utilization of popular culture in cultural education in association with the importance of cultural education in Korean language education for foreigners and with the recent waves of Korean popular culture. Although the importance of culture in Korean language education has been discussed intensely, yet frames for cultural education have not been structured clearly. In addition, according to the recent tendencies of Korean language learners, many of them learn the Korean language as their interest in the language has been stimulated by Korean popular culture spread through the Korean Wave, but the image of popular culture presented in Korean language education is considered not much different from popular culture viewed from Korean culture (treated as popular, entertaining, and vulgar). However, popular culture and in particular dramas contain many elements for effective cultural education, so we can develop desirable Korean culture teaching learning plans by studying and utilizing dramas. Thus, the present study purposed to examine the relation between Korean culture education and the Korean Wave centering on dramas, to select and suggest cultural items that can be learned through dramas, and to analyze the merits of dramas for cultural education. (Sun Moon University of Korea/ Il-Stad Youth Center of Port-Said, Egypt) This study purposed to examine the effectiveness of the utilization of popular culture in cultural education in association with the importance of cultural education in Korean language education for foreigners and with the recent waves of Korean popular culture. Although the importance of culture in Korean language education has been discussed intensely, yet frames for cultural education have not been structured clearly. In addition, according to the recent tendencies of Korean language learners, many of them learn the Korean language as their interest in the language has been stimulated by Korean popular culture spread through the Korean Wave, but the image of popular culture presented in Korean language education is considered not much different from popular culture viewed from Korean culture (treated as popular, entertaining, and vulgar). However, popular culture and in particular dramas contain many elements for effective cultural education, so we can develop desirable Korean culture teaching learning plans by studying and utilizing dramas. Thus, the present study purposed to examine the relation between Korean culture education and the Korean Wave centering on dramas, to select and suggest cultural items that can be learned through dramas, and to analyze the merits of dramas for cultural education. (Sun Moon University of Korea/ Il-Stad Youth Center of Port-Said, Egypt)

한국어 문화교육의 내용과 방법

윤여탁 한국언어문화교육학회 2011 언어와 문화 Vol.7 No.3

This study is focusing on the cultural education in Korean language education as a foreign language. Recently, not only instrumental value of language but the importance of cultural education of target language has been brought up in a field of language education. In account of this, the concept of teaching-learning has been developed to permit and/or adjust disparity of language and intercultural competence. According to this point of view, the encountered literature and culture in a foreign language education functions as authentic texts a language learner should study to learn target language. As well as the notion that language, literature, and culture should be integrated has been recognised in the field of foreign language education and second language education. Culture, the major issue of the current study, has been defined in diverse contexts and concepts; such diversity leads to a bias toward the belief that the culture is inscrutable and abstract so that it is unteachable. As facing internal and external challenges of the culture and skeptical criticism, the researchers of cultural education have tried establishing the status of the academic field of Korean Language Education as a foreign language. As a result, the culture in Korean language education is considered as a concrete figure, not merely a teaching-learning instrument. Cultural competence in Korean language competence is regarded as important educational content in the same manner. In this context, this study has examined the current state of the contents of Korean cultural education and the reality of cultural education was reviewed by using Korean literature works. In this regards, it was conducted to suggest the aim of Korean cultural education which has characteristics of integrated teaching-learning.

The Nature of Korean Legal Culture and Challenges of Law Related Education in Civic Education

박성혁 서울대학교 교육종합연구원 2009 The SNU Journal of Education Research Vol.18 No.-

Generally speaking, the legal culture influences validity and appropriateness of learning contents in law-related education. The purpose of this study is to comprehend marked characteristics of Korean legal culture and to seek implication for developing appropriate learning contents of law-related education in civic education. Because of the impact of Confucian ideas on Korean legal culture after Choson Dynasty, there is a little tendency to perceive that law is not a facilitative tool for protecting individual rights but simply a punitive tool for compelling ritual norms. Also Confucian ideas have an impact on Korean legal culture which regards private connection as important since private ritual norms are considered much more important than law. These characteristics of Korean legal culture remained up to now, because of unhappy historical experiences, for example, The Japanese colonial days, ideological conflict and social disorder after Liberation and Korean War. But these days, much changes are occurring in the cultural context of Korean society such as improvement of social structure, facing a multicultural society, emphasis on trust, emphasis on citizenship internalization, preparation the unification and globalization, and many others. According to these changes in the cultural context, for developing Korean civil society, law-related education in civic education should focus on reinforcement of learning legal cultural in formal curriculum, cultivation of positive legal consciousness, strengthening a participatory attitude, training a legal consideration, institutionalization of conflict resolve, and development of a legal consciousness in everyday life. Generally speaking, the legal culture influences validity and appropriateness of learning contents in law-related education. The purpose of this study is to comprehend marked characteristics of Korean legal culture and to seek implication for developing appropriate learning contents of law-related education in civic education. Because of the impact of Confucian ideas on Korean legal culture after Choson Dynasty, there is a little tendency to perceive that law is not a facilitative tool for protecting individual rights but simply a punitive tool for compelling ritual norms. Also Confucian ideas have an impact on Korean legal culture which regards private connection as important since private ritual norms are considered much more important than law. These characteristics of Korean legal culture remained up to now, because of unhappy historical experiences, for example, The Japanese colonial days, ideological conflict and social disorder after Liberation and Korean War. But these days, much changes are occurring in the cultural context of Korean society such as improvement of social structure, facing a multicultural society, emphasis on trust, emphasis on citizenship internalization, preparation the unification and globalization, and many others. According to these changes in the cultural context, for developing Korean civil society, law-related education in civic education should focus on reinforcement of learning legal cultural in formal curriculum, cultivation of positive legal consciousness, strengthening a participatory attitude, training a legal consideration, institutionalization of conflict resolve, and development of a legal consciousness in everyday life.