국어과 교육에서의 '언어문화' 연구 = A Study on 'Language-Culture' in Korean Language Education

다국어 초록 (Multilingual Abstract)

This study stipulates that Korean language education is Language-culture education, and the aim of that education is an improvement of cultural literacy, makes the learner's learning procedures of language-culture experiences by categorizes contents and methods of language-culture education. Improvement of a communicative competence which is emphasized in Korean language education is not cultivated by the cognitive skill learning, but brought up effectively when it has to consider about a situational or sociocultural context.
First of all, this study takes a good look at the very complex concept about a culture in a connection with a language. As a result, a culture does not include a language, so the relationship between a culture and a language is a mutual relation which makes influence each other. So, this study stipulate that a mutual relation between a language and a culture is Language-culture, this study demonstrate that Language-culture has a dynamic power which is worked by a quality of the center of a circle and the center of a sphere, with a quality of the present and the tradition at once.
And this language-culture can be established a major object of Korean language education with satisfying a periodical, social needs of a culture education. In consequence, this study emphasizes that Korean language education has to be Language-culture education. And also, this study suggests that Language-culture education's aim is a cultural literacy, a communicative competence, which is improved by learners who get a productive accommodation and a critical creativity when they participate in a community's language-culture. At this time, a cultural literacy also has a dynamic structure same as Language-culture, this could be understood of an existing condition that a functional literacy and a critical literacy which is a subcategory of a cultural literacy, compete with each other.
And the next, for making content's components of Language-culture education, this study review special qualities of Language-culture in Korean language education curriculum from the first to the revised. As a result, Korean language education curriculum present 'language use skill, text, value, attitude, context, media' as special qualities of Language-culture the while, and through these special qualities, there are 'Knowledge, Activity, Attitude' as a content's components of Language-culture education. These content's components were not done teaching & learning independently in a real education field with works in correlative condition each other, they were done teaching & learning by integrative in a view of mutual repletion.
The method of language-culture education proves a procedure of a learner experiencing Language-culture through presenting a learner's language-culture experience step by step. The first step is an accommodation of Language-culture through a reading activity. A learner could experience understanding and accommodating a social context of a text through reading in this step. The first step is an accommodation of Language-culture through a reading activity. A learner could experience understanding and accommodating a social context of a text through reading in this step. The second step is Language-culture collision through a discussion, an argumentation activity. Each learner could experience of making clear their own position by doing an activity which is giving and taking a social contexts and meanings in Language-culture of their own. The last step is Language-culture's formation through a writing activity. A learner could experience a procedure of agreeing of an exiting language-culture or creating a new language-culture differed from an existing language-culture through showing their inner standpoint about Language-culture. These steps have a circular structure, so formed language-culture by these steps needs an accommodation to new learners. By the way, in each step of Language-culture experience, a teacher actively has a role to encourage a learning environment, to help students to set their clear position by an argument with them.
But, this study has a several limitation in a re-conceptualization from Korean language education to Language-culture education.
First, this study does not look around all the aspects of culture which related to Korean language education. This study discusses by selecting a culture's concept and condition which could make help to this study among the various concepts and conditions of a culture. So, the concept and condition in this study does not speak for all cultures discussing in Korean language education.
Second, this study has a boundary of a discussion just in Korean language education, so it could not be generalizing to a cultural education in Korean language education for foreign learners. Korean language education for foreign learners accommodates a cultural theory more positively than Korean language education in a close reason. This study selects some parts of them and tries comparison and assistant role with Korean language education. So it needs to be investigated minutely for a helpful relationship between Korean language education and Korean language education for foreign learners.
Third, Language-culture education develops to a classroom lesson because this study doesn't have a discussion about an evaluation of Language-culture education. All discussions about Korean language education have to develop to a classroom lesson environment. But this study just suggests a model for that.
From these limitations, this study tells a fundamental direction for one step forward advancing Korean language education to Language-culture education. In conclusion, a concrete practical plan which couldn't't be dealt with in this study will be made by continuous scrutiny.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구사 검토 = 3
• 3. 연구의 내용과 방법 = 6
• 4. 연구의 한계점 = 8
• Ⅱ. 언어문화의 개념 정립 = 10
• 1. 문화와 언어의 관계 = 10
• 2. 전통적인 언어문화의 모습 = 14
• 3. 문화론적 시각을 통한 언어문화의 재개념화 = 17
• 4. 언어문화의 역동성 = 23
• Ⅲ. 언어문화와 문화적 문식성 = 27
• 1. 언어문화의 교육적 의의 = 27
• 2. 언어문화 교육 목표로서의 문화적 문식성 = 30
• 3. 문화적 문식성의 역동적 구조 = 35
• Ⅳ. 언어문화 교육의 내용 = 41
• 1. 교육 내용 요소 선정 = 41
• 2. 지식 = 46
• 2.1. 텍스트 = 48
• 2.2. 맥락 = 52
• 3. 활동 = 56
• 4. 태도 = 63
• Ⅴ. 언어문화 교육의 교수 학습 방법 = 71
• 1. 학습자의 언어문화 경험 과정 = 71
• 2. 언어 활동을 통한 언어문화 경험 학습 = 78
• 2.1. 언어 활동의 통합 = 78
• 2.2. 언어 활동과 언어문화 경험의 통합 = 82
• 2.3. 상황 중심 학습 = 89
• 3. 언어문화 교육의 실제 = 92
• 3.1. 읽기 활동을 통한 언어문화의 수용 경험 = 94
• 3.2. 토의·토론 활동을 통한 언어문화의 교섭 경험 = 96
• 3.3. 쓰기 활동을 통한 언어문화의 형성 경험 = 99
• Ⅵ. 결론 = 102
• 참고문헌 = 106
• ABSTRACT = 113