Teaching Korean language and culture through local culture.

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 onnative 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

A study on improving teachers ability of teaching writing in Korean as an L2

The purpose of this study is to examine phenomena of teaching writing in Korean as a foreign or a second language, and to propose contents and methods for improving teachers ability of teaching writing. I presented 3 reasons that mainly cause the difficulty in teaching writing for nonnative speakers of Korean. Among the reasons, teachers lack of confidence and insufficiency of expertise in teaching writing is the most important one which we have to compensate in terms of improving teachers ability. First, in chapter Ⅱ, I analyzed the trend of teaching writing in Korean as an L2, and examined the characteristics of teacher training for teachers-to-be in Korean language education. Next, in chapter Ⅲ, I defined the concept of ability of teaching writing, and summarized the categories of the ability. Finally, in chapter Ⅳ, I suggested the contents and methods for improving teachers ability of teaching writing with regard to teachers expertise. Specially, I focused not only on the pedagogic content knowledge (PCK), but also on the content knowledge (CK). In this paper, I explored teacher education which is considered as one of the most important area for better teaching Korean as an L2. However, this paper remains only as a pioneer attempt at teacher education research for the area is not fully discussed yet

Teaching writing in Korean as an L2 through elaborating word definition

The purpose of this study was to suggest a method for improving writing skills of foreign students through elaborating word definition. We took a position that brand-new teaching methods of writing are needed for specific learning groups, especially for students who study in Korean universities because they are supposed to develop and prove writing skills in order to perform their studies successfully. First, in chapter Ⅱ, We examined the current state of teaching writing in Korean as an L2 in context of teaching tradition and made sure that practical methods of teaching writing for academic purposes are still insufficient. Next, in chapter Ⅲ, we analyzed previous research results focused on word definition and found elaborating its definition useful for improving writing skills for tertiary level students. Finally, in chapter Ⅳ, we presented a practical teaching method for writing through elaborating word definition by showing the results which 15 foreign students (from China and Japan) produced while participating in the writing class. In this paper, we introduced a new method for teaching writing in Korean as an L2 relating word learning, but expect much more teaching methods to be developed and presented

귄터 아이히의 방송극 『꿈(Traume)』의 해석 시도 : `무의식 속으로 억압된 과거의 인식`을 중심으로

학위논문(석사)--서울대학교 대학원 :외국어교육과 독어전공,1997.Maste

Instructional Design for Teaching Korean History and Culture as a Foreign Culture

이 글에서는 한국어 교육에서 역사 문화를 교수하고자 할 때 무엇을 고려하여 설계해야 하는지, 그리고 역사 문화의 교수 설계는 어떤 방식으로 구현될 수 있는지 등에 대해 살펴보았다. 우선 Ⅱ장에서는 주요 개념인 역사 문화, 교수 설계, 내용 중심 교수에 대해 검토하였고 Ⅲ장에서는 역사 문화 교수 설계를 위한 전제와 고려 사항을 확인해 보았다. 그리고 Ⅳ장에서는 국내 대학 부설 한국어 교육기관과 국외 소재 재외동포 교육기관에서 시행되고 있는 역사 문화 교수의 실례를 대비해 보았다. 내용 있는 한국어 교육을 위해서는 역사 문화 교수가 필요하다는 것이 이 글의 기본적인 입장이었다. 한국어 교육에서 역사 문화를 교수하는 것은 학습자들이 표층적으로 드러나는 한국 문화 현상의 이면 또는 기저까지 학습할 수 있게 한다는 의미가 있으며 역사 문화 교수를 통해 이들이 한국 사회와 문화를 더욱 깊이 있게 이해하고 그만큼 더 수준 있는 한국어 실력을 기르게 할 수 있다고 보았기 때문이다. 한국어 교육, 문화 교육, 역사 교육, 교육공학 등 여러 학문 분야의 이론과 논의를 통합하여 한국어 교육에서 역사 문화 교수 설계에 대해 논의하였다는 점이 이 글의 의의라 할 수 있을 것이다. 그 반면에 여러 분야의 논의를 포괄하려다보니 역사 문화 교수 설계의 내용이 다소 피상적으로 다루어진 것은 한계라 하겠다. The purpose of this study was to examine how to design a course and what factors should be considered for teaching Korean history and culture as a foreign culture, and how this instructional design can be implemented. First, in chapter Ⅱ, main concepts such as history and culture, instructional design, and content-based teaching were reviewed. Second, in chapter Ⅲ, premises and considerations were also examined for making an instructional design for teaching Korean history and culture as a foreign culture. Next, in chapter Ⅳ, examples of institutions in and outside of Korea, which have already implemented programs on Korean history and culture were presented. In this paper, interdisciplinary discussions from the fields of Korean language education, Korean culture education, Korean history education, and educational technology were integrated on the instructional design for teaching Korean history and culture as a foreign one

(A)Study on the KFL-learners` development in writing

학위논문(박사)--서울대학교 대학원 :국어교육과 국어교육전공,2006.Docto

A needs analysis of the bilingual education for children of multicultural families

The purpose of this study is to analyze needs of bilingual education for children of multicultural families, specially the bilingual classes performed by multicultural family support centers in Korea. Following a brief overview of the meaning and goals of bilingual education, the present study provides the results of the survey that was conducted on 45 program managers, 55 teachers, and 114 mothers of multicultural children who take bilingual classes. The results indicate that the current status of the bilingual programs reflects that of multicultural families in Korea. For example, the number of Korean-Chinese bilingual programs is the biggest one as that of immigrant women through marriage from China. The findings from this research tell us that the programs play efficient roles for improving the bilingual abilities of multicultural children although there remain many problems in terms of systematized curricula, interesting materials, and teacher training. Most of respondents (managers and teachers) say that they need to have standard teachers' manuals and workbooks for better educational services. The results of the analysis also show that it is urgent and important to enrich the substance of teacher training programs for enhancement of bilingual teachers' qualification