한국어 교육을 위한 문학 텍스트 연구 : 문학 텍스트 선정기준과 교수 방법을 중심으로

다국어 초록 (Multilingual Abstract)

We all know that literature gives us 'Usefulness' as well as 'Fun' in human life. The usefulness of literature can also be found in the field of education and it can be applied to the teaching of Korean as a foreign language. Although the linguistic aspect of literature is useful for the teaching of Korean as a foreign language, in-depth studies on using literature in language teaching remains in its very initial stage and thus it is essential to conduct studies to find out the criteria on selecting adequate texts for teaching and on the teaching methods This study investigates: (1) the criteria for the selection of text (2)the selection of text according to the criteria (3)the teaching methods using the texts.

To diminish vagueness wherein we select text among the vast text pool, it is important to set boundaries for selection pool. This study suggests literature textbooks for mid-high school students as an alternative for the criteria of selection pool. Firstly, the texts in 'Moon-hak(literature textbook)' and/or 'Kook-eo(textbook of Korean language)' is selected and valuated by experts. Secondly, most of Korean people have studied those texts in their school days. In other words, there are some important roles wherein sharing same literary texts with Korean people as it provides some basis allowing learners to sharing common linguistic and cultural viewpoints in the communication process.

This studies also discusses the selection criteria of the literature textbook for mid-high school student . The most fundamental selection criteria is the process of education and the consideration for purpose of teaching. Numerous studies suggest that education process and purpose of teaching should be reflected when teaching learners of various levels. Another essential consideration in addition to education process is the purpose of literary course. That is to say, we have to verify the main purpose whether it is for development of 'writing' ability or it is for the development of 'speaking' ability through literary text.
Secondly, the considerations of text itself are also important, such as the value of the history of literature, the aspect of literary style and the length of the text. The value of the history of literature means the quality of literary work. If a piece of work(text) gains academic recognition in terms of the history of literature, that is the major selection criteria for teacher. The aspect of literary style is the matter of difficulty of text - how easy it is for non-native speakers of Korean to understand. In other words, difficult text and archaism is not suitable for foreign learners. Although there are some cases that applied archaism to teaching, it is necessary that they should be translated to current style. Learners also want to learn a target language through literary texts. For this reason, there is a need to provide understandable text for them with varying degrees of fluency. The length of texts is also an important point to consider as it plays an important role in the aspect of efficiency of teaching. That is to say, using long sentences are less effective in terms efficiency.
Thirdly, it is necessary to consider the adequate subject for learners for content. What is the main purpose of learners in studying literary text? It may be history, culture or a way of life in Korea. So we must select texts that meets the needs of the learners.
Finally, we have to consider the availability for teaching. Literary text is not only for reading lessons. Literary text is available for various activities such as writing, speaking or listening. So we have to select the text of high availability. Using those texts, learners can express their opinions in written forms, make speeches after group discussions or carry out comprehension check as a listening activity.

This study proposes new selection criteria in checklist style under the principles briefly state above. It provides a guideline to decide what text is more useful to teach in terms of ostensive availability. When we need to select text for actual teaching, we can decide adequacy of text by applying it to the checklist.
The selectional criteria for text and the teaching methods suggested in this study provides some basis for the literature education for foreign learners. Further in-depth studies need to be conducted in order to provide more basis for literary education in the field of teaching Korean as a foreign language and also to overcome the limits and the defects of this study .

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 목적 1
• 1.2 연구의 내용 및 방법 2
• 1.3 선행 연구의 검토 5
• 2. 한국어 교육에서 문학교육의 필요성 9
• 2.1 언어 교육으로서의 문학교육 14
• 2.2 문화 교육으로서의 문학교육 15
• 3.한국어 교육에서 문학교육을 위한 문학 텍스트 선정 기준 20
• 3.1 국어 교육에서 문학 텍스트 선정 기준 고찰 21
• 3.2 한국어 교육에서의 문학 텍스트 선정 기준 고찰 32
• 3.3 한국어 교육에서의 문학 텍스트 선정 기준 38
• 4. 한국어 교육에서 문학교육을 위한 텍스트 선정 45
• 4.1 교과서 문학 텍스트 목록 재검토 46
• 4.2 한국어 교육에서의 문학교육을 위한 텍스트 선정 56
• 5. 문학 텍스트 이해를 위한 읽기 전략 78
• 5.1 질문하기 79
• 5.2 인물로 이해하기 82
• 5.3 플롯으로 이해하기 85
• 6. 초점화된 수업 목표별 문학 텍스트 교수방안 89
• 6.1 언어 용법 사용 능력 신장을 위한 교수 방안 93
• 6.2 쓰기 능력 신장을 위한 교수 방안 107
• 6.3 말하기 능력 신장을 위한 교수방안 123
• 6.4 듣기 능력 신장을 위한 교수 방안 140
• 6.5 문화이해 능력 신장을 위한 교수 방안 157
• 7. 결론 176
• ■ 참고 문헌 ■ 181
• ■ 부록 <설문조사> ■ 188
• Abstract 199