Structure of Research and Education of Korean Language Education Studies

Abstract

The present study is to analyse the structure of Korean language education studies, and, on the basis of which, to put the light on the systems of its research and education. The results of the study are as follows: The Korean language education studies are those of teaching Korean language, where Korean language signifies linguistic activity by means of Korean language. For linguistic activity, we may assume two ruling principles such as the principle of use and that of culture: the former implies criteria as a standard, a norm, a synchronism, an effectiveness, a collectivity, while the latter, a historicality, a creativity, a diachronism, an emotional appeal, and an individuality. Thus, the principle of use has to do with types of language in use and intentions of language use, then, the principle of culture, with properties and mode of culture. For the Korean language education studies, three phases as follows are suggested: substantial studies, practical studies and methodological studies, among which substantial studies are regarded as basic ones. Substantial studies refer to studies of linguistic activity and to carry out profound investigations of this field would guarantee the high level of Korean language education studies themselves. Substantial studies are devided into two parts of language use and language culture: practical studies, into those of comprehension and expression: and, methodological studies, into several parts of teaching and learning process, material, evaluation and etc. When we attribute characteristics of researches, composed of two sub-domains of use and culture investigated upon theories of linguistic activity, to subtantial studies, we, then, attribute those of education to the two remained categories of the study. The Korean language education studies have as basis studies of symbolic system, studies of context of language use, studies of formalities of language use, studies of Korean language culture, literary studies and educational studies. The first ones are important as a preparatory course of study to initiate researches on linguistic activity and language education, yet, the rest may provide theories and methodes of the researches. We, now, conclude that the identity of the Korean language education studies is evident and that their future prospect is optimistic for their practical value is so high thanks to effective usefulness of theirs