한·일 속담 비교를 통한 한국어 교육 방안 연구 : 일본인 학습자를 대상으로

다국어 초록 (Multilingual Abstract)

This study suggested the effective teaching method on the proverb education which led for Japanese students to understand Korean culture, be familiar with Korean language and encourage the appropriate use of proverbs in daily life. The proverb education was an invaluable tool not only for enhancing Korean language skills but also for understanding Korean culture.
Since the proverbs implied people's consciousness and patterns of behavior, two countries' cultural difference, ethnicity and perception could be exposed easily. First, the vocabulary from food, clothing, and shelter category was differed regarding two countries' geographical characteristics. Second, the fact that Korea used to be governed by Confucianism while Japan was ruled under samurai was reflected. The significant difference in vocabulary was recognized but it was just the matter of expression. Overall, both countries had more in common than differences and it implied that they shared a lot in social and cultural backgrounds.
When learning Korean proverbs, the students benefitted from comparing them with their own and eventually they could understand Korean culture as well as learning the language. To suggest the effective teaching method on the proverb education for Japanese students, this study was conducted as below.
The chapter 1 suggested the purpose and the need of this study. Also it looked into the previous researches and methods on proverb education for both Koreans and foreigners.
The chapter 2 examined the concepts and characteristics of proverbs as well as the meaning of proverb education based on the hallmark of proverbs. Some hallmarks such as moral, satire, and timely topics implied the significance of cultural education. Other hallmarks such as simplicity, comparison, synonymy, and ambiguity suggested the significance of linguistic education.
The chapter 3 did analysis of proverb textbooks as well as regular textbooks published by 9 Korean language institutions and then did comparison with equivalent Japanese proverbs. The reason was to boost up the learners' schema and then discover the more effective teaching method.
After the comparison/analysis of proverbs from Korea and Japan, they were categorized into three groups- the group of same meaning and structure, the group of same meaning but different expression, and the group of having only in Korean. The list was used in the actual lessons for Japanese students. The first group-same meaning and structure- was introduced as the beginner's proverbs. The second group-same meaning but different expression, especially the ones included more than three times in a textbook were suggested as the intermediate and the ones that were required historical and cultural explanation as the advanced. And the Korean proverbs were categorized by food, clothing, shelter, animal, word and human. After that, it did the comparison of two countries' lifestyle, values and philosophy from the vocabulary used in the proverbs.
The chapter 4 classified them by cultural and linguistic elements in terms of teaching objectives when you teach Korean culture through proverbs to Japanese students. The cultural elements were divided into three smaller groups-living, product, and spiritual culture and covered Korean's philosophy, values, and worldly wisdom. The linguistic elements covered three teaching methods-vocabulary, speaking, and writing.
The chapter 5 suggested new proverb teaching methods for Japanese students based on the cultural and linguistic elements mentioned in the chapter 4. Also the teaching method was presented with two groups- cultural and linguistic aspects according to the students' levels.
This study compared the corresponding Japanese proverbs to Korean proverbs in a Korean language textbook and presented effective teaching method on the proverb for Japanese students. It also suggested different list of proverbs for different levels and looked into two countries' lifestyle, values, and philosophy by comparing vocabulary used in the proverbs. This study was significant owing to three reasons. First, the comparison of culture and vocabulary triggered Japanese students' interests. Second, it enhanced their learning motivation. Third, it provided them a chance to feel more intimate to Korean proverbs and learn more.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 선행 연구 2
• 1.3. 연구 방법 9
• 2. 한․일 양국의 속담의 개념 및 교육적 의의 11
• 2.1. 양국 속담의 정의 및 특성 11
• 2.2. 속담교육의 의의 13
• 3. 한․일 양국의 속담 비교 15
• 3.1. 한국어교재의 속담 제시 현황 15
• 3.2. 한․일 양국속담의 내용 32
• 3.3. 한․일 양국속담의 소재 39
• 4. 한․일 속담 비교를 통해 본 문화․언어적 교육요소 48
• 4.1. 문화적 교육 요소 48
• 4.2. 언어적 교육 요소 53
• 5. 일본인 한국어 학습자를 위한 속담 활용의 교육 방안 57
• 5.1. 문화 교육적 측면의 교육 방안 58
• 5.2. 언어 교육적 측면의 교육 방안 71
• 6. 결론 85
• 참고문헌88
• Abstract111