TV 프로그램을 활용한 한국 문화교육 교수요목 설계 방안 연구

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.

This research argues the need for the development of a training program for Korean culture educators to cultivate their teaching ability of Korean culture to a professional level. Therefore, this paper aims to provide a foundation to the Korean culture educator training program. We plan to discuss Korean culture as an independent education content by breaking away from the previous Korean culture education that was used as a tool to better communicate competence in Korean. In order to provide education on Korean culture as an independent subject, there is a need to develop an educator training program that will cultivate a culture expert that has the skills of a culture professor who has cross-cultural competence and has profound knowledge on the Korean culture as well as other cultures. This paper will present the program with four sections that are required from a Korean culture educator and will suggest appropriate curriculum for the program.

Objectives This study explores a relatively under-researched aspect of Korean language programs tailored for international students in science and technology institutes. The objective is to contribute to a broader understanding of various types of Korean language programs within this unique academic environment.
 Methods We present an overview of the curriculum and analyze learner characteristics within the Korean language program at K University. Specifically, we conducted an analysis of a survey involving 145 students enrolled in Korean language classes at K University.
 Results International students at K University predominantly enroll in Korean language courses due to graduation requirements, with their motivation for learning Korean primarily stemming from integrated factors. At K-University, since more than 80% of classes are taught in English, the direct impact of students' proficiency in Korean on their academic performance is minimal. This circumstance has the potential to diminish their enthusiasm and inclination to learn Korean.
 Conclusions In conclusion, the Korean language program at K University should adapt to the diverse levels and needs of international students by offering courses in both Korean language and culture. We provide recommendations for enhancing the program, including diversifying the range of Korean courses, introducing cultural immersion initiatives, and adopting a flipped learning approach.

The Social Integration Programs run by the Ministry of Justice play an important role in coping with growing immigration in Korea. All immigrants joining the Program use two kinds of textbooks: (1) Korean Language and Culture and (2) Understanding Korean Society. In December 2020, the newly revised textbooks were published; it is necessary to examine if they are assisting immigrants’ anticipatory socialization into Korean society.
 This study aims to analyze the two newly revised textbooks used for the social integration programs run by the Ministry of Justice and to suggest implications on how to further improve them. For this purpose, the content on Korean society and culture in the revised textbooks were analyzed. These are the major findings. First, Korean Language and Culture mostly deals with Korean society and culture while rarely touching on Korean politics, laws, history and geography. Second, both textbooks partly reflect the comparative view of culture. Third, the holistic view of culture can be found only in the second book (Understanding Korean Society), but not very often. Fourth, Understanding Korean Society covers more current issues and statistics than Korean Language and Culture while Korean Language and Culture deals with more useful items for daily lives and traditional Korean culture than the other. Fifth, considerable relevance when it comes to topics has been found between the two textbooks.
 In order to develop further improved textbooks on Korean society and culture for future immigrants, the developers of the textbooks should select more current and useful materials on Korean society and culture with holistic and comparative views of culture. In addition, it is necessary for the developers of each book to work in closer cooperation with one another.

This study aims to analyze the educational needs of international workers on the Korean Immigration and Integration Program (KIIP) and suggest directions for developing the new Korean language textbooks for these workers. The current KIIP provides the essential Korean language and culture education for international workers in Korea but often fails to address their specific educational needs adequately. To explore these needs, a survey involving 282 international workers on the KIIP in Gyeongnam Province was conducted and the main findings are as follows: First, respondents expressed high satisfaction with current textbooks, hoping to learn work-related Korean language in future. Second, significant differences in educational needs were identified according to their workplace and nationality. Third, correlation analysis indicated that the need for listening skills were highly correlated with the need for other language skills, and that the need for reading skills demonstrated high correlations with the desires to learn Korean language for their daily life and work respectively. Fourth, regression analysis confirmed that textbook satisfaction was significantly influenced by the perceived utility of the current textbook and the aspiration to learn Korean language for their work in future. Based on these findings, new textbooks for these workers should maintain the strengths of current KIIP textbooks while considering learners' nationalities and workplaces; they should emphasize the listening skills, integrating listening with other language skills; the proportion of work-related content should be increasing gradually. The significance of this study lies in the empirical analysis of international workers’ educational needs, providing specific and data-based directions for developing new Korean textbooks.

The purpose of this study is to propose a method of intercultural education us ing cultural contents Pansori in Korean language culture class for foreign students majoring in Korean language. Pansori is an important literary style that contains the unique emotions and thoughts of Koreans and has universal universal and multicultural values. Pansori is a genre with openness and universality that is com pleted by the emotional sympathy and reaction of the audience who appreciates the performance, not just the performers and the performers, and it is suitable as a material for intercultural education in that it is a genre that can understand the unique emotions and emotions of Korea. This study emphasized that Korean culture education should be conducted in the direction of intercultural understanding and respect for other cultures and finding ways to live together through dialogue with other cultural groups, rather than aiming at conveying and assimilating Korean culture.,In addition, this study is meaningful in that it embodies the Korean culture education plan using cultural contents Pansori, which is a suitable material.

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.

Journal of the International Network for Korean Language and Culture 16-2, 93-119. This paper suggests a practical way to implement smart learning in Korean language classes: smart classroom response system. A Classroom response system is a pedagogical tool that enables students to use a keypad in order to respond to questions posed in class through the use of a digital presentation. The Smart Classroom Response System is a smartphone-based Classroom Response System. The rapid development of Information Communication Technology(ICT) has changed educational concepts and methods of learning. Korean language learners who are digital natives prefer digital devices such as computers, smartphones, tablets and personal computers to textbooks and lectures. It is necessary to look for an alternative teaching-learning tool that meets learners’ needs. This paper provides an overview of the Smart Classroom Response System, including its definition, functions, selection criteria, and expected pedagogical effectiveness. Further, it proposes a teaching-learning model for intermediate level Korean reading classes using Kahoot, a Smart Classroom Response System tool.(Sangmyung University)

The purpose of this study is to compare and analyze the perceptions of foreign learners and Korean language teachers on Korean culture education methods. The results derived through this seem to be meaningful in that basic data on Korean culture education can be obtained in the future. To justify this purpose, an online survey was conducted on 130 foreign learners and 28 Korean language teachers on their preferred learning methods for 12 major categories of Korean culture education published by the National Institute of Korean Language. As a result of the survey, two areas of history and science that foreign learners responded with insufficient learning experience were excluded. And among the remaining 10 areas, values, politics, economy, education, and society were the areas where learning methods generally coincide between learners and teachers. On the other hand, there were differences in life, customs, geography, art, and cultural heritage areas. These differences need to be actively reflected in the design of Korean culture education in the future.

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.

Objectives This study aims to design and implement a Korean language course applying the Selection, Optimization, and Compensation (SOC) theory for Japanese elderly learners, and to explore the effectiveness of this instructional approach. Methods For this purpose, Korean language classes were designed and conducted, based on a 5-session course, targeting five elderly learners residing in Tokyo, Japan. To assess the outcomes of class operation, learner inter-views were conducted and qualitatively analyzed. Results Analysis results showed several key findings. Firstly, allowing learners to choose topics they are genuinely interested in led to higher satisfaction levels among learners. Secondly, adjusting the level and scope of learning activities to match the learners' proficiency level during class design and operation resulted in increased sat-isfaction with the learning process. Thirdly, using familiar and comfortable tools to assist learners' memory and fa-cilitate information retrieval also contributed to higher satisfaction with the learning process. Fourthly, learners ex-pressed satisfaction with Korean language classes applying the theory of Selection-Optimization-Compensation (SOC), noting minimal physical exertion and the possibility of review. Lastly, by completing learning activities, learners not only experienced psychological satisfaction but also a sense of achievement in learning. Conclusions It was confirmed that Korean language classes applying the theory of Selection-Optimization- Compensation(SOC) improved the learning autonomy, interest, and satisfaction of elderly learners.This study contributes by addressing Korean language learning for elderly learners aged 70 and above, a topic not extensively explored in Korean language education research. Furthermore, it provides foundational data for designing and op-erating Korean language classes for elderly learners based on SOC theory.

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.

This study investigated experience and willingness to learn Korean, awareness of the necessity of learning Korean, and important factors when learning Korean through surveys and individual interviews conducted on young adults and adolescents of Koryeoin living in Uzbekistan and Kazakhstan. A total of 113 people participated in the survey, and among them, 108 people(95.6%) have learned Korean and only 5(4.5%) responded that they had never learned Korean. Also, the 74 people(65.5%) who are currently learning Korean continued to learn Korean because of their plans to study abroad or to move to Korea, and their interest in Korean language and culture. Also, the survey participants answered 3 or more out of 5 points on average when asked about the necessity of learning Korean for young adults and adolescents of Koryeoin, and there were various reasons for thinking that learning Korean was necessary, such as plans to study abroad or to move to Korea, justification as a Korean, and in order to get a job in the local area. In addition, ‘professor's professionalism' and ‘speaking' accounted for the highest proportion of the questionnaire on the most important elements and areas of learning Korean, and these results were also consistent with the results of individual interviews conducted on a total of 10 young people and adolescents of Koryeoin in their 10-20s. Also most of the young people and adolescents of Koryeoin who answered that they had learned Korean studied Korean for less than three years, and among the areas of learning Korean culture, the importance of ‘popular culture such as K-pop' was perceived as the lowest compared to ‘modern society and culture', ‘history' and ‘traditional culture'. Through this, this study was able to find out the perception of young adults and adolescents of Koryeoin living in Uzbekistan and Kazakhstan on Korean language, and based on the main results, this study suggested the direction of Korean language education in the corresponding area in the future.

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 paper aims to establish the importance of the experience of learner identity formation and the acquisition of intercultural competence in Korean culture education. In addition, in order to propose an effective cultural teaching methodology, the “‘Standard Curriculum of Korean Language for International Use’” and “‘Culture & Art Syllabus’” are examined as these documents serve as the guidelines of cultural teaching in a Korean Foreign Language(KFL) class. However, the purpose and the content structure centers only on the Korean culture. As a result, for the acquisition of intercultural competence and the experience of learner identity formation, teacher feedback and revision of the content as well as the purpose of these documents are needed to establish quality and relevant instruction.