Teaching Culture in Foreign Language Classes

Esther Stockwell 서울대학교 외국어교육연구소 2018 외국어교육연구 Vol.22 No.-

Even though many researchers emphasise the interrelatedness of language and culture and the significance of teaching culture in foreign language education, understanding how culture can be taught has proven to be a difficult undertaking in many respects. This problem is hardly new, and the problems of defining what culture is and how to teach it in language classes have been of concern to researchers for decades. Developments in technology have opened up access to cultural resources from all over the world, and to this end, methods of teaching culture using technology have started to appear more regularly in research associated with second language teaching and learning. A glance through the literature reveals, however, that where in the past many teachers focused on teaching a single culture within a language class, in recent years there has been a movement to try to broaden the focus to include general intercultural communication competence, but a systematic approach for methods of teaching culture have been still lacking. However, it is generally accepted that cross-cultural understanding is indeed a by-product of foreign language learning, and language should be taught as an explicit element of cultural practice. Therefore, it is necessary to consider issues about teaching culture in foreign language education such as what role culture plays in language teaching and how it is being taught. Based on current developments in technology, it is timely to think about effective teaching methodologies for integrating culture and language that prepare learners to communicate and collaborate effectively in the 21st century

Construction of culture intelligence: On-site investigation and suggestion on Chinese teaching to foreigners in China

Wu Jianqiao APEC국제교육협력원 2018 Asia-Pacific Cybereducation Journal Vol.14 No.2

Culture teaching is little included in the practice of teaching Chinese to Speakers of Other Languages, which has lasted for a long time. Taking Chinese teaching in Shaanxi Normal University of China (a splendid university famous for Chinese teaching to foreigners) for example, the explanation and description of basic Chinese language uses is the most important objective in the teaching of reading, speaking, listening and writing, whereas culture teaching is very limited. This results in low motivation for students to learn Chinese, who are then unable to adapt into the local community and culture, and therefore cannot increase their Chinese standards. Based on the theory of culture intelligence firstly put forth by Peterson, one would be influenced by culture intelligence if he studies, learns, and works in a non-native language environment, and culture intelligence is closely related to culture teaching. Students with high culture intelligence could perform better than those without. This thesis is aiming at discussing the present situation of China’s Chinese teaching to foreigners and giving suggestions based on Culture Intelligence Theory. Firstly, it will discuss the concept and values of culture intelligence. After that, it will discuss the present condition of domestic Teaching Chinese as a Foreign Language and the lack of culture elements therein from the perspective of teacher, teaching and students. Finally, it will utilize Culture Intelligence Theory to make suggestions in related areas and explore students' Culture Intelligence cultivation standard as well.

미국소설로 미국문화 가르치기

최정선(Jung sun Choi) 한국영미문학교육학회 2014 영미문학교육 Vol.18 No.2

Teaching American culture through American literature has been discussed a lot since 2000, and it has been hypothesized that literature is the suitable contents for teaching culture. According to this hypothesis, this article demonstrates my experience of teaching American culture to undergraduate students, attempting to share it with the teachers who are interested in using American novel. This study includes selection of textbook, choosing crucial issues in American culture, teaching methods, and an analysis of students' responses. As an introduction, the first section focuses on the discussion of teaching culture through literature. The second section illuminates how an American novel, Holes, is a suitable text for teaching American culture. The textbook contains critical issues in American culture, such as immigration, racism, and gender, as well as lots of other cultural issues. This section also explores an auxiliary textbook and bibliography. The third section investigates an effective way of teaching American culture. It includes recognizing cultural issues in Holes, sharing indirect experiences of American culture through audiovisual aids and students' participation and activities through presentation and discussion in small groups in classes. The fourth section shows students' responses to teaching American culture through Holes and the analysis of those responses. The last section suggests using another novel as second textbook and assignments of experiencing American culture for a better class.

한국 언어문화 교육의 과제

김대행 영남대학교 민족문화연구소 2008 민족문화논총 Vol.40 No.-

Language culture is the way of life in language activities. Due to the definition of language culture, education of Korean national language culture focuses on the way of life in Korean language activities. In order for this plan to be practical, it must first clarify why language culture should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught. The question of “why teach” can be thought of as a justification for the need for and significance of language culture, at its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, if we are to teach language culture in a manner befitting language culture, and in a manner that will foster a language culture of meaningful life, we need to establish the three goals of personal growth, realization and integration of social life, and transmission and creation of national language culture as principles of language culture education. With regard to “what to teach”, we should observe that language culture is comprised of four aspects: knowledge, experience, performance, and attitude. Language culture education must allow students to acquire knowledge of language culture through language, experience life and the mind, cultivate the ability to understand and create language culture, and form their own attitudes toward the world and life. This will help foster a proper view of language culture and cultivate a temperament for living a life worth living. When answering the question of “how to teach”, we must formulate four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instruction must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of and ability for language culture. Language culture is the way of life in language activities. Due to the definition of language culture, education of Korean national language culture focuses on the way of life in Korean language activities. In order for this plan to be practical, it must first clarify why language culture should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught. The question of “why teach” can be thought of as a justification for the need for and significance of language culture, at its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, if we are to teach language culture in a manner befitting language culture, and in a manner that will foster a language culture of meaningful life, we need to establish the three goals of personal growth, realization and integration of social life, and transmission and creation of national language culture as principles of language culture education. With regard to “what to teach”, we should observe that language culture is comprised of four aspects: knowledge, experience, performance, and attitude. Language culture education must allow students to acquire knowledge of language culture through language, experience life and the mind, cultivate the ability to understand and create language culture, and form their own attitudes toward the world and life. This will help foster a proper view of language culture and cultivate a temperament for living a life worth living. When answering the question of “how to teach”, we must formulate four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instruction must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of and ability for language culture.

하상욱 시를 활용한 한국 직장 문화 교수-학습 방안

황원준 고려대학교세종캠퍼스 한국학연구소 2024 한국학연구 Vol.88 No.-

In this article, the goal was to present a teaching-learning method for Korean culture using poetry, focusing on the workplace culture shown in Ha Sang-wook's poetry. Considering that there is a lack of proposals for teaching-learning models, teaching techniques, and specific materials that can be actively used in actual Korean language education settings, we developed teaching-learning models and teaching techniques through cultural education using poetry and implemented them in practice. presented. In particular, the need for education on Korean workplace culture was raised, and considering foreigners who encounter workplace culture in Korean society, the aim was to suggest ways to help understand Korean culture, focusing on the workplace culture expressed in Ha Sang-wook's poetry. In Chapter 2, previous research showing the reality of cultural education using poetry was reviewed, and based on this, the significance of Korean cultural education using poetry and the necessity of workplace culture education were discussed. In situations such as the increase in the number of foreign workers in Korea, their prolonged employment and stay in Korea, difficulties in communication, and lack of understanding of Korean culture, the need for Korean workplace culture education was raised. In Chapter 3, as a method of workplace culture education using Ha Sang-wook's poetry, the workplace culture and its characteristics expressed in poetry are discussed, and the criteria for selecting actual poetry texts are revealed to select, classify, and present poems. Ha Sang-wook actively deals with the position, hardships, and sorrows of office workers in his poetry, and the workplace culture shown in his poems is developed humorously based on universal and popular sensibilities and the formation of public consensus. Next, this article presents a teaching-learning model and constructs examples of teaching-learning based on it. In this article, we set a learning goal for reading poetry and understanding the working environment (overtime, company dinners, hierarchical relationships), emotions, and grievances of Korean office workers, and presented examples of teaching and learning. After presenting the poetry reading activity sheet, specific content of each activity divided into pre-reading, reading, and post-reading stages was included.

2015 개정 한문과 교육과정 "한문과 문화"영역 교수, 학습 및 평가 방법 분석

정효영 ( Hyo Young Jeong ) 한국한문교육학회 2016 한문교육논집 Vol.46 No.-

2015 개정 교육과정의 ‘한문과 문화’ 영역 성취 기준은 ‘한문 기록에 담긴 우리의전통문화를 바르게 이해하고, 미래 지향적인 새로운 문화 창조의 원동력으로 삼으려는 태도를 형성한다.’, ‘한자문화권의 문화에 대한 기초적 지식을 통해 상호 이해와 교류를 증진시키려는 태도를 형성한다.’이다. ‘한문과 문화’ 영역의 교수·학습 방법은 이러한 성취기준을 달성하기 위한 구체적인 방법이 되어야 한다. 2015 개정 교육과정의 교수·학습 방법 진술은 이전 교육과정에 비하여 구체적이고, 실제 학교 현장에서 활용이 가능한 활동으로 제시되었다. 그리고 ‘② 유의 사항’을 통하여 교수·학습 방법과유의 사항, 기대 효과까지 진술하고 있다. 한문과 문화 영역의 교수·학습 내용은 우리나라에서 전해 내려오는 고유문화와 한자를 매개로 한 여러 국가들과의 공통되거나 차이가 있는 문화를 내용으로 한다. 한문과에서 텍스트로 삼는 대부분의 내용이 전통문화와 관련이 있다. 따라서 ‘한문과 문화’라는 영역이 독립적으로 설정되어 있지만, 실제 수업 현장에서는 ‘한문의 독해’와 ‘한문과 문화’의 성취 기준이 함께 달성되고 있다. 한자문화권에 대한 교수·학습은 같은 문화 지역의 구성원으로서 서로를 이해하고 함께 살아가기 위한 기초 지식 확보를 목표로 하여야 한다. 2015 개정 교육과정에서 제시한 교수·학습 방법은 ‘전통 문화의 계승과 발전’과 관련하여 토의·토론을 통한전통문화 이해하기, 전통문화 그림으로 표현하기, 문화유산 답사하기가 제시되었고,‘한자문화권의 상호 이해와 교류’와 관련하여 토의·토론을 통한 한자문화권 이해하기, 한자문화권 언어·문화사전 만들기, 한자문화권의 상호 교류 사례 찾아보기가 제시되었다. ‘토의·토론을 통한 전통문화 이해하기’는 ‘토의·토론을 위한 주제 제시→ 주제 설명 및 사전 자료 수집 방법 제시→모둠 구성→모둠별 토의·토론을 위한 사전 자료 수집→ 모둠별 토의·토론 및 내용 정리→ 모둠별 발표 및 의견 교환’의 방법으로 수업을 진행할 수 있다. ‘전통문화 그림으로 표현하기’는 ‘전통문화 관련 내용학습→ 그림으로 표현하기→ 전시 및 발표’의 방법으로 수업을 진행할 수 있다. ‘문화유산 답사하기’는 ‘지역 문화유산 조사→ 답사 계획서 작성→ 답사 자료 수집→ 답사실시→답사 보고서 작성 및 발표’의 방법으로 수업을 진행할 수 있다. ‘토의·토론을통한 한자문화권 이해하기’는 ‘토의·토론을 위한 주제 제시→주제 설명 및 사전 자료수집 방법 제시→ 모둠 구성→ 모둠별 토의·토론을 위한 사전 자료 수집→모둠별토의·토론 및 내용 정리→ 모둠별 발표 및 의견 교환’의 방법으로 수업을 진행할 수있다. ‘한자문화권 언어·문화사전 만들기’는 ‘한자문화권의 개념 파악→ 한자문화권의 언어·문화 조사→ 언어·문화의 공통점과 차이점 정리→언어·문화사전 만들기’의 방법으로 수업을 진행할 수 있다. ‘한자문화권의 상호 교류 사례 찾아보기’는 ‘한자문화권 국가 파악→ 교류 사례 찾기→발표’의 방법으로 수업을 진행할 수 있다.‘한문과 문화’ 영역의 교수·학습은 한문 텍스트를 기반으로 함으로써 타 교과와 차별성을 확보해야 한다. 한문교육용 기초 한자 범위 내에서 문화 관련 텍스트를 찾아 교과서에 싣는다면 한문과 문화 영역 교수·학습을 효과적으로 진행할 수 있을 것이다 The achievement standards for the area ``Hanmun and Culture`` in the 2015 revised curriculum are ``properly understanding our traditional culture included in Hanmun records and shaping an attitude that tries to take the culture as driving force of creation of new, future-oriented cultures``, ``shaping an attitude that tries to promote a mutual under- standing and exchanges through a basic knowledge of the culture of the Chinese character cultural sphere``. Teaching and learning methods for the area should be specific ones for meeting these achievement standards. As for the statements for the teaching and learning methods for the 2015 revised curriculum, activities that are more specific and more useful in school practices compared to previous curriculums were presented. In addition, they deal with teaching and learning methods, things to remember, and even expected effects through ‘② Things to Remember``. The teaching- learning content for the area is supposed to include cultures that several other nations also have or that are different from those of the nations, the nations and Republic of Korea being connected through Republic of Korea``s native culture that has come down to us and through Chinese characters. Most of the content used in the texts for the subject ``Classical Chinese`` is related to the traditional culture. Therefore although the area is set as a separate one, in school classes achievement standards for both ``Hanmun’s Reading`` and ``Hanmun and Culture`` are met. Teaching and learning the Chinese character cultural sphere should aim to secure a basic knowledge needed for understanding each other and for living together as members of the same cultural area. Teaching and learning methods presented in the 2015 revised curriculum were understanding the traditional culture through a discussion and debate, depicting the traditional culture in the form of drawing, exploring the cultural heritage in terms of ``inheriting and developing the traditional culture``; under-standing the Chinese character cultural sphere through a discussion and debate, writing a linguistic dictionary and a cultural dictionary of the Chinese character cultural sphere, looking for examples of mutual exchanges in the Chinese character cultural sphere in terms of ``mutual understanding and exchanges in the Chinese character cultural sphere``. The classes for ``understanding the traditional culture through a discussion and debate`` can be conducted through this method : ``presenting a topic for the discussion and debate → presenting methods of describing the topic and collecting the preliminary materials → grouping → collecting preliminary materials for the group-based discussion and debate → having the group-based discussion and debate and organizing the content → each group``s presentation and opinion exchanges``. The classes for ``depicting the traditional culture in the form of drawing`` can be conducted through this method : ``learning the content related to the traditional culture → depicting the content in the form of drawing → exhibiting the works and giving presentations``. The classes for ``exploring the cultural heritage`` can be conducted through this method : ``investigating the regional cultural heritage → writing an exploration plan → collecting materials for the exploration → exploring → writing an exploration report and giving a presentation``. The classes for ``understanding the Chinese character cultural sphere through a discussion and debate`` can be conducted through this method : ``presenting a topic for the discussion and debate → presenting methods of describing the topic and collecting the preliminary materials → grouping → collecting preliminary materials for the group-based discussion and debate → having the group-based discussion and debate and organizing the content → each group``s presentation and opinion exchanges``. The classes for ``writing a linguistic dictionary and a cultural dictionary of the Chinese character cultural sphere`` can be conducted through this method : ``looking for the definition of the Chinese character cultural sphere → investigating the languages and cultures of the cultural sphere → summarizing the linguistic and cultural commonalities and differences → writing a linguistic dictionary and a cultural dictionary``. The classes for ``looking for examples of mutual exchanges in the Chinese character cultural sphere`` can be conducted through this method : ``looking for information about the nations in the cultural sphere → looking for examples of exchanges → presentations``. Teaching and learning for the area should be differentiated from other subjects through teaching and learning based on classical Chinese texts. Finding culture related texts that only contain the basic Chinese characters for Chinese classics education and including the texts in the textbook will be able to help effective teaching and learning for the area.

문화 중심 언어와 문화의 통합 교수ㆍ학습 방법 연구

임경순 한중인문학회 2006 한중인문학연구 Vol.19 No.-

언어문화교육에서 언어와 문화교육은 그 필요성과 중요성을 인식하는 단계를 넘어 구체적인 내용과 방법을 모색하고 있는 단계에 있다. 그러나 교육의 내용과 방법을 규정하는 교육의 방향이 무엇인지에 대한 논의는 깊이 있게 논의되지 않고 있다. 본고는 언어문화교육이 문화 중심의 통합교육이 되어야 한다는 전제 하에 언어문화교육의 이념(목적)을 문화능력의 신장이라 하였고, 바람직한 문화능력을 갖춘 인간을 그 지향하는 인간상으로 제안하였다. 또한 외국 언어와 문화를 이해하는 일이 이질적인 문화 이해를 통해 다른 삶의 양식과 조화를 이루고, 자신의 문화적 정체성을 찾아가고, 나아가 다른 문화권의 사람들과 더불어 살아가는 세계인으로서의 존재 가능성을 확장해가는 과정이라는 점도 밝혔다. 그리고 긍정적인 문화를 계승 발전시키고, 문화의 상대적 가치를 인식하고 궁극적으로 인간을 억압하는 문화를 넘어 새로운 문화 창출에 기여할 수 있어야 한다고 보았다. 따라서 언어문화교육에서 이루어지는 어휘/문법교육, 의사소통교육 등은 문화교육이라는 큰 틀 속에서 위치를 정립할 필요가 있음을 주장하였다. 이러한 방향 속에서 교수학습의 원리, 교수학습의 모형을 제안하고 교수학습의 단계에 따라 적용할 수 있는 방법을 구체적 사례를 들면서 제안하였다. 특별히 스토리텔링과 교육연극의 방법을 포괄하면서 서사의 속성을 내용과 방법적인 차원에서 활용 가능성이 있는 교육서사를 제안한 것은 이 방면에 또 하나의 이론을 구축한다는 의의를 지닌다 하겠다. A Study on the Methods of Integrative Teaching-Learning of Language and Culture in Culture Centered Now, Korean Language and Culture Education step into investigation of concrete contents and methods beyond cognition about importance of language and culture education. Especially, We should notice about unified approach of culture and language education. But We did not discuss about its idea(goal). It is very important in that it decides contents and methods of Korean Language education. The educational idea(goal) is development of culture-ability and its personal image is owned human of desirable culture-ability. and The foreign culture understanding is harmony with other life style and investigate self-culture-identity, and process expending being as world human through foreign culture understanding. Besides, culture and language education should develop positive culture, recognize relative value of culture, and contribute creation of new culture beyond oppressive culture. Thus Grammar teaching and communication teaching should be relocating in the great category of culture education. This article presents teaching-learning principles and models in this orientation. and suggest its methods according to teaching-learning steps. and This article show teaching-learning examples. First of all, I insisted that Narrative in Education(NIE) is very important approaching for integrative education of culture and language. NIE include narrative like storytelling, DIE(drama in education), teaching-learning process etc.

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.

일반 논문 : 한국어교육에서 한국문화교육의 쟁점과 전망

김종철 ( Jong Cheol Kim ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

One of the issues in teaching Korean and culture for foreigner is the identity of modern Korean culture. Generally Korean Culture in Korean textbook is composed of Korean pre-modern culture, but it is not the real culture Korean learners could confront in daily life of modern Korea. Korean textbook must contain core value or thought running through the modern Korean society. Another issue is teaching Korean and culture in terms of the globalization of Korean culture. Through Korean class Korean learners abroad can enjoy or perform Korean culture, and recognize values involved in Korean culture, and then express the values in Korean. For example foreigners can try Korean costume and recognize the unique beauty of Korean costume, and then express the beauty in Korean like as `meot(멋)‘. Teaching Korean and culture can contribute to build up national image. Korea has formed her image by traditional culture, remarkable economic development and Hi-tech so far, but this image can not exceed the limit of nationalism. In the furture the national image of Korea must stand as a symbol for universal value to further the spiritual happiness of human race.

외국어로서의 한국어 교육에서 지역문화 활용에 대한 연구

진대연 서울대학교 외국어교육연구소 2016 외국어교육연구 Vol.19 No.-

The purpose of this study was to suggest orientations, contents and methods for teaching Korean language and culture through local culture. I took a position that using local culture in Korean language education as an L2 diversifies teaching contents and methods and fosters in- and outbound glocalization of Korean language education. First, in chapter Ⅱ, I examined concepts such as local culture, locality, and glocalization with regard to teaching Korean culture as a C2. Next, in chapter Ⅲ, I suggested orientations, contents and methods for teaching Korean language and culture through local culture. Finally, in chapter Ⅳ, I presented two examples of teaching Korean language and culture using local culture. In this paper, I introduced a new perspective on teaching Korean culture as a C2 from which we can systematize various levels of Korean culture and richen contents and methods of Korean language education for nonnative speakers. However, this paper remains as a pioneer attempt at the Korean culture education research related to local culture for the concept of local culture has a wide range for discussion.