이민자를 위한 사회통합 프로그램 교재의 한국 사회문화 관련 내용 분석

One of the most popular beliefs in adult education is the value placed on self-directed learning. Self-direction is assumed to be a desirable characteristic of adult learners and adult educators are encouraged to promote self-direction in their teaching. Self-directed learning usually implies that learners take responsibility for their learning processes, such as command of goal-setting, instructional design or evaluative procedures. Thus, on the teachers' part, the objective of conducting self-directed learning is to help learners become skillful in those processes independent of teachers. On the learners' part, in addition to attaining their learning goals, the objective of self-directed learning is to gain a sense of autonomy during and after their learning processes. Thus, the eventual goal of self-directed learning is the learner becomes a teacher of herself or himself. While scholars, such as Brookfield (1985), expand the technician-oriented process of self-directed learning as including changes in learners' consciousness (transforming perspectives on their experiences), at the core of self-directed learning are independence and autonomy of learners in their learning processes. Given that these two virtues, independence and autonomy, are valued as those idealized adults are expected to achieve -- along with rationality -- in North American culture, self-directed learning as an instructional design for adult learners seems to be a valid strategy for adult educators to perform with American adult learners. However, the essence of self-directed learning is not as highly valued in other cultures as in America: Not every culture promotes independence and autonomy as virtues. The learning processes of Korean women leaders suggest another perspective on self-directed learning, a perspective that gives more attention to interdependence as well as independence as a part of a self-directed learning process. Personally, I am a Korean woman and my own cultural background also informs my perspective. I interviewed five Korean women leaders in male-dominated professions such as the financial industry, governmental administration, architecture and the press. The purpose of the interviews was to understand these women's learning processes by which they became leaders, overcoming gender discrimination at work and to utilize the findings in leadership education for women. I analyzed their learning experiences in terms of self-directed learning theory. Above all, it is necessary to provide some background information about Korean society and culture. Korean people have survived wars throughout their history and are still facing a communist country In North Korea, collectivism and collaboration are taught from one's childhood as one of the most important survival skills and moral virtues. Independence and autonomy are not attributes one has to attain as she or he reaches adulthood. Rather, a person becoming independent of his or her parents, teachers or other people, tends to be considered threatening the stability of a community he or she belongs to. The virtue of independence and autonomy is not an indication of a person reaching an idealized adulthood in Korean culture. Instead, becoming independent and having others become dependent on her or him is one of the appropriate signs for a sound adulthood in Korean culture. Becoming independent without being interdependent passes for immaturity or self-centeredness. Thus, my Korean research participants' self-directed learning processes in becoming leaders illuminate different features of self-directed learners from those of American self-directed learners. These Korean self-directed learners articulated their awareness of others' well-being. Some might want to say these women's awareness of others' well-being is attributable to their so-called womanness that cherishes relationships with others. However, I think the following remarks are culturally-based rather than gender-based: I realized that I had to take my junior women into account . …

본 연구는 유학생 대상 교양 교과목에 적용할 수 있는 동영상 광고 활용 한국언어문화 교수 · 학습 모형을 개발하는 데 그 목적이 있다. 이를 위해 한국 언어문화 교육 제재로서 동영상 광고가 갖는 교육적 의의를 검토해 보고 모형을 개발하여 학부 유학생 대상의 교양 교과목에서 실제 수업을 실시하였다. 교수 · 학습 모형은 준비 단계, 창조 단계, 심화 단계로 구성하였으며 준비 단계는 ‘배경지식 활성화, 언어적 준비 학습’, 창조 단계는 ‘스토리 만들기, 발표하기’, 심화 단계는 ‘문화 비교하기, 통합적 생산’을 주요 학습 활동으로 배치하였다. 이와 같은 모형으로 유학생 대상의 교양 교육 과목에서 수차례 수업을 진행하였다. 이 중 가족 문화를 주제로 한 수업 사례를 살펴본 결과 학생들은 광고의 주요 장면들을 논리적으로 연결하여 스토리를 만들어 나가는 과정에서 서로의 사고방식과 문화 차이를 확인할 수 있었으며 심화 단계에서 자국 문화의 시각으로 한국의 현재 문화를 이해하면서 현재의 가치 문화와 행동 양식에 대해 비판적으로 사고하는 모습을 보였다. 본고는 학생들의 반응과 산출물을 질적으로 살펴봄으로써 동영상 광고를 활용한 언어문화 교육이 유학생 대상의 교양 교육에 긍정적으로 적용될 수 있음을 확인하였다.The purpose of this study was to develop a teaching and learning model of video advertising for Korean language and culture education for international students. To explore the topic, we examined the educational significance of video advertising as a sanction of Korean culture education and developed a teaching and learning model using video advertising after which we implemented the plan in actual classes in the undergraduate curriculum for international students. The teaching and learning model using video advertising comprised three stage: preparation, creation, and intensification. The main activities in the preparation stage were “activation of background knowledge” and “linguistic preparation learning” ; the activities in the “creation stage” were “creating stories” and “presentation”; those in the intensification stage were “cultural comparison” and “integrated production”. The main learning activities in the preparation stage was “activation of background knowledge” and “linguistic preparation learning” and those for “learning” in the in- depth phase were “cultural comparison” and “integrated production”. Several classes were held in liberal arts courses for international students using this model. After examining the case study under the theme of family culture, students were able to identify the way of thinking and cultural differences in the process of creating stories by connecting the main scenes of advertising logically. Students were able to successfully criticize the value and behavior of the contemporary Korean culture by applying the perspective of their own culture background. This study confirms that language and culture education using video advertising can be positively applied to liberal arts education for international students by looking at students’ responses and outputs in a qualitative way.

Objectives This study aims to explore the career exploration process of students who majored in Korean Studies in Taiwan, thereby examining the students’ Korean language learning process as well as the trajectory of Korean language education in Taiwan. Methods The participants of the study are four Taiwanese Korean Studies majors who are currently working in fields related to Korea or are planning to do so as graduate students in Korean Studies. The research was conducted through narrative inquiry, beginning with a survey in February 2024 and involving a total of 10 focused interviews (two individual interviews per participant and two group focus interviews) over approximately six months. Results The investigation into the subjects' history of Korean language learning revealed that they were first exposed to the Korean language and culture by exposing Korean mass culture during childhood. They voluntarily studied the Korean language and culture during adolescence, and in college, they majored or minored in Korean Studies. Participation in activities such as translating to or from Korean played a crucial role in navigating their careers, guiding them towards occupations related to Korean Studies. Furthermore, the subjects displayed strong will and had clearly defined goals to continue working in occupations related to Korean Studies and actively sought direct interactions with Koreans. Conclusions This study concludes that the Korean language and culture, which the Taiwanese Korean Studies majors have consistently engaged with since childhood, have positively influenced their personal and academic growth, leading them to establish themselves as Korean Studies experts. The development and expansion of Korean language and Korean Studies programs within Taiwan is anticipated to foster more Korean Studies professionals in the country.

The primary purpose of this paper is to analyze the current condition of how foreign students adapt to Korean culture and learners’ demand for a cultural adaptation program. Korean cultural adaptation criteria and a survey were utilized to analyze the present situation and demand and a cultural educational program design was proposed. To analyze how foreign students adapt to Korean culture, “Criteria of Korean cultural adaptation for foreign students” was employed on foreign students of B university located in Busan. Examination of the current cultural adaptation situation between each subordinate element indicated the following sequence: “Understanding and familiarity with Korean customs” ＞ “Social and personal relationship with Koreans” ＞ “Understanding and familiarity with Korean pop culture” ＞ “Familiarity with the Korean language” ＞ “Social utilization of the Korean language.” The survey on programs considered most necessary for Korean cultural adaptability revealed increasing demand for “Program on social interchange and personal relationship with Koreans” and “Program on understanding and experiencing traditional Korean culture.” Based on these results, this paper proposed various Korean cultural and educational programs. This paper discusses a variety of concrete program development features to ensure adaptability continues, reflecting the current situation and demand of foreign students who are the learners.

This comprehensive gem of a book is designed as a “textbook… intended for courses for prospective and in-service KFL teachers” (p. x). The book consistently combines theory and research with elements of practical application in each of its eight well-planned, thoughtfully discussed chapters that center on the following “key issues”: SLA (Second Language Acquisition), pedagogy, language in use, culture, heritage language learners, literacy and multiliteracies, assessment, and program building. These eight chapters collectively constitute Part I of the volume. Each chapter provides a basic overview of the topic, cites selected prior literature and research central to that topic, specifies with concrete illustrations how such issues emerge in the Korean as a Second Language classroom, and concludes with between five and 12 discussion questions, designed to encourage readers to: synthesize the contents and importance of each chapter, imagine themselves in the topic-specific contexts of learning and teaching, and expand their critical understanding of the chapter beyond the specific details provided therein. Part II is a robust assemblage and review of 524 research pieces (495 peer-reviewed journal articles and 29 doctoral dissertations), organized according to the focus areas of each of the eight chapters in Part I. The full volume showcases the academic expertise and practical experience of 18 contributors, all of whom are deeply involved in and committed to Korean language pedagogy, theory, and research, from such fields as linguistics, applied linguistics, literature, culture, civilization, and intercultural communication.Chapter 1 (Kim) provides a historical overview of the field of SLA, in general terms, but more specifically in relation to theories, approaches, and factors related to the teaching and learning of Korean as a Second Language (e.g., L1 influences in developmental sequence of grammatical forms and phonological (dis)similarities, implicit vs. explicit instruction, etc.). The chapter sets the groundwork by appealing to the classic SLA literature, including Kellerman (1979) and Krashen (1982), and building toward more current theories (e.g., Ortega, 2007; Spada & Tomita, 2010; White, 2007), and offers a wide range of application to multiple areas of Korean SLA (e.g., Ahn, 2015; Jeon, 2004; Kim H-Y, 2012; Lee, 2012).Chapter 2 (Park, Choi, and Ko) provides a view into the theoretical backgrounds and implementation of various Communicative Language Teaching (CLT) methodologies, focusing the discussion on where and how each approach is currently being applied in Korean language education programs. In this review of task-based language teaching, content-based instruction, and technology-enhanced language instruction methodologies, the reader finds an overview of current approaches in the field of Korean language education (e.g., Cheon, 2007; Kim, Choi, Yun, Kim, & Choi, 2020; Kong, 2012; Lim & Lee, 2015; Noji, Yuen, & Yuen, 2012; Roh & Kim, 2019).Chapter 3 (Kim and Yoon) reviews how “linguistic, pragmatic and interactional” features of Korean are used in “managing topic and reference” for coherent communication (e.g., Kim, 1999; Kim H-Y, 2012; Oh, 2007), “organizing discourse” according to interactional goals (e.g., Hwang, 2015), and “performing social actions” in terms of both speech act and stance expression (e.g., Kim, 2020; Lee, 1999; Park, 1999; Yoon, 2019). These patterns of usage are linked to a speaker's interactive competence (Young, 2008; Hall & Pekarek Doehler, 2011), and activity ideas for Korean language classes are included.Chapter 4 (Brown and Yoon) complexifies issues of culture in relation to language teaching, by first underscoring the assumed primacy of grammar in both SLA and language pedagogy. The authors propose multiple perspectives on “culture” and the multivariate ways in which culture is defined and discussed (Byram, 2008; Herron, Cole, Corrie, & Dubreil, 1999; Walker, 2000). Supplementing the more traditional, pragmatically grounded explanations of Korean society and culture, the authors also address issues of identity (“Korean adoptee returnees,” Higgins & Stoker, 2011) and note the use of media-based materials (advertisements) and pop culture, as resources for language-culture content, while also pointing out drawbacks of how culture is introduced and taught in Korean textbooks (Choo, 1999; Ree, 2000).Chapter 5 (Kim) reviews the characteristics of Korean heritage learners in terms of error types and cognition of language processing as compared to those found in L2 learners and bilingual Korean-English speakers (e.g., Kim, 2008; Kim H, 2012). Through this discussion, heritage learners' unique learner profiles are explained by their tendencies of attending to (Zyzik, 2016) and noticing (Schmidt, 1990) language patterns, which are informed by their background knowledge (Gass, 1988, p. 201) and history of Korean language input. Implications of these findings on Korean Heritage Language education are suggested in terms of concrete teaching approaches, feedback methods, and subject matter.Chapter 6 (Suh and Jung) centers on literacy and multiliteracies as conceptualized in the Korean L2 classroom. The authors underscore the fact that literacy extends far beyond reading, writing, and orthography in all L2 education. Rather, literacy and multiliteracies are grounded in the various layers of meaning within texts (explicit, implicit, and cultural). Literacy practices are also related to critical thinking, in the sense that texts are imbued with multiple voices and perspectives that are then decoded and subsequently appropriated by language learners. Crucially, the chapter underscores the robust ways in which literacy is social action (Kim, 2018), as enacted in TV dramas (Lee-Smith & Roh, 2016), Public Service Announcements (PSAs) (Lee-Smith, 2016), peer review in composition assignments (Byon, 2005), and overall writing skill development.Chapter 7 (Shin and Lee) considers timely issues in both standardized and classroom-based assessments of Korean language. An overview of standardized assessments particularly focuses on the contexts and limitations of prominent Korean language exams. The discussion of classroom assessments points out essential considerations such as the distinct needs of heritage versus nonheritage learners (Brinton, Kagan, & Bauckus, 2008; Cho & Chun, 2015; Kondo-Brown, 2005; Lee & Kim, 2008; Sohn & Shin, 2007; 손성옥, 2005) and the alignment of assessments with classroom instruction content (Norris, 2016). The creation of criterion-referenced tests for achievement assessments is suggested, and a framework for such assessments is described in detail (Davidson & Lynch, 2002). Finally, helpful guidelines are put forth for the creation of achievement assessments that mirror actual language usage as closely as possible, and alternative forms of assessment are also described.Chapter 8 (Yu Cho, Lee, and Wang) lays out the history and development of Korean language programs in higher education and at K-12 levels, underscoring such factors as the National Standards for Korean Language Education and the invaluable support by the Korea Foundation. The authors provide an overview of the various Korean language programs in North America, while illustrating the current Korean as a foreign language (KFL) faculty profiles and discussing the various types of professional development opportunities for preservice and in-service KFL teachers and their importance to continued growth and success (Im, Suh, Jung, Shin, & Choi, 2013; Kim, 2017). At the heart of successful Korean language programs are the KFL instructors.Part II of this volume is an extensive and detailed annotated bibliography consisting of 524 research pieces, of which 495 are peer-reviewed journal articles and 29 are doctoral dissertations. The journal articles were culled from 35 major journals that specialize in foreign language pedagogy, each of which has published at least one article on Korean foreign language education in English. Of these, 21 were published in North America and 14 in South Korea. Part II opens with a quantitative summary of relevant KFL-related research topics from the past 2.5 decades, a qualitative compilation of topic-based research trends, a brief discussion on the evolution of scholarship in Korean as a Heritage Language, and a summary of more recent research trends in KFL scholarship more generally. Following this introduction, the actual annotations to relevant research articles and dissertation appear in the same order and under the same headings as the chapter headings for the eight chapters in Part I. The annotated bibliography is designed as a “useful and ready-to-use resource” (p. 206).One drawback to the annotated bibliography is that the authors have designedly excluded such academic publications as “book chapters” (and thus also full book-length publications) because they are “not easily downloadable from online databases.” This focus may skew both the overall findings as well as the summaries of research trends, since much seminal research on Korean, Korean applied linguistics, Korean pragmatics, Korean language pedagogy, socialization, and so forth (written in English) also appears as chapters in important edited volumes, including the full series of Japanese-Korean Linguistics and the full series of conference proceedings from International Circle of Korean Linguistics (ICKL).Overall, this book is a welcome addition to the growing body of publications on Korean language pedagogy and professional development that serves multiple purposes: It is an invaluable resource for classic and more recent theoretical trends in linguistics, applied linguistics, sociolinguistics, pragmatics, literacy, multiliteracies, and language socialization.It provides insights into critical topics related to KFL issues and how such issues have been investigated and analyzed.It provides practical, concrete examples for potential application in the KFL classroom.It is user-friendly and includes discussion questions for readers to develop their own understandings of the eight key issues beyond the content and limitations of each individual chapter.

This article studies on the identity of Korean Culture and the direction of Korean culture contents. Our Korean society goes on to value-pluralism and cultural diversity. In this point, we need to confirm the identity of our Korean culture. And we meet with the crisis of Humanities. Humanities is the core of our culture. It is the key point to make identity of our Korean culture as cultural universality and to apply it to develop Korean culture contents for the revival of Humanities. The core contents of Korean culture lies in the ancient myth, the thought of Hwarang, Confucianism, Neo-Confucianism, Buddhism, Taoism, the practical thought, thought of Yangmyeong study and the thought of East study and so on. On the basis of these thoughts, the core of Korean culture are humanity, harmony, the spirit of Punglyu, thought of life- esteem, ethics of environment etc. I suggest that we can apply our cultural core ideas those I analyzed above to develop Korean culture contents in the fields of cinema, music, cartoon, animation, game, character, digitalization, cultivation of experience programs of Korean culture etc. In addition, I suggest their commercial application like e-learning and culture contents education.

Journal of the International Network for Korean Language and Culture 16-2, 305-335. This study suggests a teaching approach to Korean culture teachers by conducting interviews with teachers who teach Korean culture to learners with various purposes and examining the attitudes that should be acquired by these teachers. Accordingly, in Chapter 2, the attitude of the teachers of Korean culture are investigated. In addition, this chapter introduces the elements that should be sensitively considered while teaching students about culture. Further, Chapter 3 discusses the professionalism of Korean culture teachers and investigates the teaching ability that should be possessed by these teachers to educate their students about intercultural communication. Further, this study suggests the elements that should be included in teaching programs to enable teachers to acquire such expertise. Subsequently, Chapter 4 considers various aspects of the teaching approaches in educating learners with different purposes, for example, learners with academic purposes, female immigrants through marriage, immigrant children, and immigrant workers. In addition, based on interview data, it discusses the characteristics of each type of learners; the current situation of culture education; difficulties encountered while imparting cultural education; and the attitude, and professionalism that should be maintained by Korean culture teachers. To ensure effective Korean culture teaching, teachers should contemplate on the contents and scope of teaching material, characteristics of learners, teaching perspectives, and the teaching method. This study intends to provide a starting point for future studies on the topic since only a few studies have been conducted on the teaching approaches followed by Korean culture teachers to date. However, future research should carefully inspect the existing programs for training Korean culture teachers, which are not examined in this study, and clarify the aspects of cultural education for learners with various purposes.

Культурная политика Республики Корея, связанная с продвижением корейской массовой и традиционной культуры, корейского языка, стимулировала интерес к получению профессионального образования по специальностям, связанным с Кореей. Значительная часть студентов образовательных программ бакалавриата увлекается музыкальным жанром К-поп, сериалами (дорамами), кинематографом, корейскими комиксами манхва. Настоящее исследование на основе результатов социологического опроса дает ответы на вопросы: какой процент студентов на программах с изучением корейского языка в качестве основного могут составлять К-поп-фанаты; какова их мотивация к изучению языка в университете? Результаты исследования подтверждают детерминированность выбора профессиональной траектории обучения увлеченностью популярной корейской музыкой и культурой. Эмоциональная вовлеченность и самостоятельный опыт получения информации о феноменах корейской культуры формируют долгосрочную мотивацию к изучению языка. Будущие специалисты-востоковеды должны будут стать эффективными посредниками в российско-корейском межкультурном диалоге. The cultural policy of the Republic of Korea, aimed at promoting Korean popular and traditional culture as well as the Korean language, has encouraged students to pursue university degrees in Korean studies. Many undergraduate students demonstrate keen interest in K-pop music and culture, Korean TV series, cinema, and Korean manhwa comics. This study, based on the findings of a sociological survey, aims to address two key questions: what proportion of students majoring in Korean identify themselves as K-pop fans, and what motivates them to pursue Korean as their university major? The results of the study reveal that students' choice of educational path is driven by their passion for popular Korean music and culture. Emotional engagement and independent exploration of Korean cultural phenomena contribute to their sustained motivation to learn the language. It is anticipated that future experts in Asian studies will have to play pivotal roles as effective mediators in fostering Russian-Korean intercultural dialogue.

Younghi Pagh-Paan is an internationally renowned contemporary Korean-German composer. While her music has been strongly influenced by German contemporary musical aesthetics, her compositions also possess Korean musical and cultural influences. In her works, Pagh-Paan employs Western instruments and musical languages that incorporate contemporary techniques such as vibratos, flatter tonguing, pitch bends, and legato glissandi. These effects are thought to imitate the sounds created by traditional Korean instruments. Man-Nam I, for clarinet and string trio, was the second work that Pagh-Paan composed following her move from Korea to Germany. The piece includes many sounds representative of traditional Korean instruments, along with significant symbolism of the sociological background, culture and history of Korean people. The study of Man-Nam I focuses on unraveling hidden elements of Korean traditional music and culture, and addresses the need for the performers to understand its rich Korean influences in order to reach a deeper interpretation of Pagh-Paan's work.

The purpose of this research is to suggest contents, class models and examples of related subjects to educate Korean culture as Korean language classes are increasing in Cambodia while using Korean TV Programs. Education for Korean culture will not be a supplementary idea to help with improving Korean language, but as an independent idea to recognize diverse cultures and to widen the understanding the concept of mutual culture. To achieve the purpose, surveys of demands were given to Korean language teachers and students in Royal University of Phnom Penh. Based on the result, exemplary class was presented in ‘Korean False Promise Greeting Expressions’ with William(1983) model to appropriate Korean cultural education.

İnsanlar, geçmişten günümüze kadar çeşitli sebeplerle kendi dillerinin dışında farklı diller öğrenme ihtiyacı duymuşlar ve yeni bir dil öğrenmek-öğretmek için de ders kitaplarından yararlanmışlardır. Bu nedenle de çeşitli kurum ve kuruluşlar da dil öğretimiyle ilgili olarak seviyelere göre ders kitapları hazırlamaktadır. Ancak bu kitaplar hazırlanırken dikkat edilmesi gereken en önemli hususların başında temaların ve bu temalara uygun kelimelerin tespit edilmesi gelmektedir. Son yıllarda Türkiye ve Güney Kore hem siyasi hem de ticari alanda büyük gelişme kaydeden iki devlettir. Buna bağlı olarak dünyada hem Türk kültürü hem de Kore kültürü merak edilmektedir. Bu nedenle iki kültürü yakından tanıyabilmek ve öğrenebilmek için insanlar; Kore ve Türk dizilerini izlenmekte, şarkılarını dinlemektedirler. Ayrıca Türk ve Kore kültürüne ilgi duyan insanlar Türkçe ve Korece öğrenmek için dil öğreten kurum ve kuruluşlara başvurmaktadırlar. Yunus Emre Enstitüsü; Türk tarihini, kültürünü, sanatını yurt dışında 58 kültür merkezi aracılığıyla tanıtmakta ve bu merkezlerde Türkçe öğretmektedir. Kore Hükümeti Kültür, Spor ve Turizm Bakanlığı tarafından desteklenen Kral Sejong Enstitüsü de 60 ülkedeki 180 enstitüsünde Yunus Emre Enstitüsü gibi Kore kültürünü tanıtmanın yanı sıra Korece öğretmektedir. Bu çalışmada her iki ülke enstitüsünün dil öğretimi için A1 seviyesinde hazırladıkları ders kitaplarındaki temalar ve kelimeler incelenip karşılaştırılacaktır. Yedi İklim Türkçe Öğretimi A1 kitabı ile Sejong Hangugo Korece Öğretimi 1A-1B kitapları karşılaştırılarak bundan sonra kitap hazırlayacaklara yardımcı olmak amaçlanmaktadır.

The burgeoning influence of Korean culture, propelled by the Korean Wave, has transcended geographical boundaries, including Türkiye. Despite the geographical distance between Türkiye and Korea, cultural and linguistic similarities have fostered a sense of closeness between the two countries. As the Turkish and Korean languages belong to the same language family, both countries retained similarities in their ways of thinking and even traditional customs. Influenced by such similarities and also by the social and economic growth of Korea, the number of people in Türkiye who wants to learn Korean has recently increased. This paper delves into the current context of Korean language learning in Türkiye, probing into learners’ perceptions, motivations, aspirations, and visions concerning the learning of the Korean language. Through a comprehensive survey, this study unveils the multifaceted dimensions of learners’ perceptions, motivations, and learning preferences regarding the Korean language and set to understand their needs in relation to Korean language learning. The findings contribute to a nuanced understanding of Turkish learners’ motivations, enriching the global picture surrounding Korean language and culture learning.

As a material published in the latter part of Joseon, ‘Eongandok’ is a letter-writing textbook which dealt with the formality tone should keep when writing a letter in Korean. ‘Eongandok’ is a material that shows the custom of discourse of Korean language and culture, centered on various examples. Existing studies on ‘Eongandok’ are focused on block book ‘Eongandok’. On the other hand, in the case of manuscripts, studies are not actively conducted due to uncertainties surrounding the transcriber and transcribing time. In the case of ‘Eongandok’ housed in Keimyung University and, used in this study, it is highly useful as a research material as transcriber and imprint are clearly recorded. Thus, this study researched the custom of discourse of the Korean language culture in ‘Eongandok’, focusing on the ‘Eongandok’ edition housed in Keimyung University.BR First, this study examined the revised Korean language education curriculum and high school Korean textbooks in order to understand the characteristics of the discourse practice. Also, this study examined the educational direction of the discourse practice from the perspective of social constructionism. The discourse practice of the Korean language presented in the textbooks can be arranged into the discourse customs centering on family and kin community, discourse customs emphasizing ranking and formality, discourse customs emphasizing emotion and feeling, discourse customs lowering oneself and raising the other party, and generosity expression. Next, based on the previous research, this study examined the characteristics and the educational implications contained in Keimyung University’s ‘Eongandok’, and analyzed the discourse practice of Korean language reflected within.BR ‘Eongandok’ is a textbook used by ancestors for the purpose of teaching discourse practice. By using ‘Eongandok’ we will be able to understand the tradition of discourse practice that our ancestors learned. Also, by accepting and criticizing our findings from today’s point of view, this study can contribute to the formation of desirable Korean language culture.

Universally, motifs and tales in oral literature reflect the ideas, values, ethics and worldviews of some people who have made the stories, so such stories as oral literature are quite conservative. These natures of oral literature can be great clues to see the perspectives and concepts of some people about something. This study is focused on motifs in tales of ‘Tied in Wedlock’ in Korean oral literature, especially, including motifs of metamorphosis - marriage between different species - marriage obstacle. These motifs tend to combine very well in many stories and it can also mean a tendency of the concept of marriage in Korean culture. In chapter 2, the metamorphosis motif alleviates the difference between brides and grooms in tales. It, however, can also deepen the difference between them so that they are finally separated forever. Therefore, the ‘metamorphosis motif’ plays a role in alleviating or deepening the differences between brides and grooms, and it is almost always accompanied by a ‘motif of marriage between different species’ in tales. In Chapter 3, I discuss the social code of marriage in Korean culture by focusing on the surrounding figures who are jealous, disturb protagonist couples or approve of their marriage. These figures in the ‘marriage obstacle motif’ symbolize the social code or standards of the Korean marriage culture. In this system, some couples are rejected without any acknowledgment as a formal married couple. For instance, couples without any permission of their parents and couples with some gap in any aspect like social status, property, appearance or knowledge. These two conditions are crucial in approving married couples in Korean society. In conclusion, brides and grooms have to share some similarities in their conditions or levels to marry each other and they also only can be approved as a married couple formally by their parents. Here the similarity means a kind of balance and approximated in some level between a couple. The parents’ power of approving children’s marriage makes a premise of their children immature, so children who are about to marry need to pass a rite of passage, where they have to show their ability and maturity to be adults who can be great spouses. This is why the combination of motifs with metamorphosis-marriage between different species-marriage obstacle works in tales of ‘Tied in Wedlock’ in Korean oral literature.

The purpose of this study is to analyze various issues and problems related to Korean language education inherent in the experiences of Korean teachers who teach immigrant students in public education, as well as teachers' multicultural reflection. The experiences of five Korean language teachers as research participants were collected and analyzed through in-depth interviews, and core themes were derived from five categories, and 15 major themes were classified and organized. At the beginning, a Korean language teacher entered the school with curiosity, excitement, and confidence, but was a stranger who was not welcomed, and the educational environment was unprepared. The various students who cannot speak Korean or do not want to study were stressed and uncomfortable, and at the same time, the participants expressed regret and concern for the situation of their students. The participants educated the students with recognition, praise, encouragement, and expectation, which are the core of multicultural education teaching methods, and changed educational goals. They showed pride in contributing to the growth and development of the students and Korean society, recognizing them as beings who accompany students, mediators, and becoming a home for them. While, they endured difficulties in the face of inappropriate treatment of them and system of Korean language education in public schools. This study is meaningful in that the participants partially practiced special teaching methods based on multicultural education perspective in guiding immigrant students, rediscovered the role of Korean language teachers for the students, and the importance of Korean language education. Accordingly, changes and innovations in public education for Korean language education and students were suggested.