한국어 초급 통합 교재의 문화 교육 항목 분석 연구

Abstract

This study aimed to understand the direction of Korean language and culture education as reflected in Korean language textbooks by selecting three types of integrated Korean-language textbooks and comparing and analyzing the current status of cultural education items reflected by unit and textbook. The regular curriculum textbooks produced and published by Yonsei University, Korea University, and Seoul National University have practicality as integrated textbooks that independently organize culture into units. They contain four language functions, language items, and culture in one volume. In total, 12 textbooks were analyzed, including Yonsei Korean, Korea University Korean, and Seoul National University's Korean Student's Book. The criteria for analyzing the cultural education items in these integrated Korean-language textbooks came from the framework (large classification-medium classification-small classification-example) that details the cultural categories and education items of the Korean-language education standard model based on the target and content skills for each level in the ‘2nd phase of development of the international standard model for Korean-language education.’ The following conclusions were drawn from the analysis results on each unit in the Korean beginner's integrated textbooks. First, the cultural categories at the beginner level should be properly arranged. In the three types of Korean beginner's integrated textbooks, it is necessary to select cultural categories by excluding cultural education items that are not appropriate for the stage considering the cultural grade by level. Second, various cultural education items should be presented. The analysis results showed three types of cultural education items dealing with different aspects of Korean culture. Third, cultural education items should be organically connected to expand the scope of cultural activities in an integrated manner in terms of phased expansion and indepth activities. This should be done to ensure the cumulative effect of daily life experiences through learning cultural education items. Fourth, cultural education items viewed from the perspective of Koreans and foreigners must be presented evenly. This study is significant because it analyzed the current status of cultural education items by unit and textbook for three types of integrated Korean-language textbooks and suggested a direction for cultural education that can be reflected in Korean-language textbooks in the future. A full-scale discussion should take place to develop textbooks that contain more effective cultural education items to increase the number of foreign Korean-language learners.