문화적 문식력 향상을 위한 한국어 중·고급 학습자의 설화 교육 연구 – 국내 대학 교양 학부의 중국인 유학생을 중심으로 -

Abstract

The purpose of the present study lay in: 1) conducting education in Korean folktale on intermediate and advanced Korean language learners enrolled in schools of liberal arts at South Korean universities and examining the subsequent changes in the learners’ literacy in Korean culture; and 2) devising methods for teaching and learning folktale that can improve learners’ cultural literacy. If and when cultural literacy is defined as an ability to understand and to interpret the knowledge and values universally acknowledged and shared by members of the target culture, folktale, which are continuously transmitted from the past to the present and reflect the ideas, values, institutions, actions, and products of the target culture, are useful educational materials for improving the cultural literacy of Korean language learners. Meanwhile, patterns in Korean language learners’ cultural literacy were examined and classified into diverse types by analyzing reports written by the learners in response. The patterns exhibited by intermediate and advanced Korean language learners in the processes of teaching and learning folktale are as follows. First, the learners interpreted the target culture based on their background knowledge of both the home culture and the target culture. Second, the learners conducted cross–cultural comparisons by making use of their intertextual knowledge of both the target culture and the home culture. Third, the learners formed value attitudes while maintaining critical and introspective attitudes toward the target culture. Methods for teaching and learning folktale to improve cultural literacy were designed in three stages: understanding knowledge and values; comparing knowledge and values; and evaluating knowledge and values. They were then presented concretely as: lectures and question and answer sessions; cross–cultural comparisons making use of intertextuality; and learner–centered learning activities such as discussions and composition. The significance of the present study lies in examining patterns of cultural literacy reflected in education in folktale conducted on intermediate and advanced Korean language learners and, based on them, concretely presenting methods for teaching and learning folktale.