Cultural Component in the Content of Korean Studies and Language Education in Kazakhstan
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The study relevance both by the needs of methodical science in theoretical development of socio-cultural component in teaching a foreign language in general, and the needs of Kazakhstan higher education institutions for textbooks with a focus on "dialogue of cultures", providing for interconnected communicative and socio-cultural development of future professionals. The paper assesses the content of national-cultural component structure in teaching the Korean language to Kazakhstan University students. This study is determined both by the needs of methodical science in theoretical development of socio-cultural component of teaching a foreign language in general, and Kazakhstan higher education institutions’ needs for textbooks with a focus on "dialogue of cultures", providing for interconnected communicative and socio-cultural development of future professionals. The need to address the problem of the socio-cultural and national-cultural component in the content is caused by the new goal of teaching the Korean language, understood as developing students' ability of intercultural communication. The problem of creating an image of Korea, as a native Korean speaker’s country, as well as that of Kazakhstan, has a political sound, since its solution is connected with overcoming a possible barrier between the two peoples, the destruction of obstacles between Korean and Kazakhstan linguistic cultures. Intensification of an adult communicator’s social connections, expansion of his field of activity as a subject of the “cultural dialogue” makes the processes of communication increasingly diverse and intense. This requires improving the structure of a future Korean teacher’s thesaurus (model of consciousness) at all levels of his professional communicative activities.
Abstract
The study relevance both by the needs of methodical science in theoretical development of socio-cultural component in teaching a foreign language in general, and the needs of Kazakhstan higher education institutions for textbooks with a focus on "dialogue of cultures", providing for interconnected communicative and socio-cultural development of future professionals. The paper assesses the content of national-cultural component structure in teaching the Korean language to Kazakhstan University students. This study is determined both by the needs of methodical science in theoretical development of socio-cultural component of teaching a foreign language in general, and Kazakhstan higher education institutions’ needs for textbooks with a focus on "dialogue of cultures", providing for interconnected communicative and socio-cultural development of future professionals. The need to address the problem of the socio-cultural and national-cultural component in the content is caused by the new goal of teaching the Korean language, understood as developing students' ability of intercultural communication. The problem of creating an image of Korea, as a native Korean speaker’s country, as well as that of Kazakhstan, has a political sound, since its solution is connected with overcoming a possible barrier between the two peoples, the destruction of obstacles between Korean and Kazakhstan linguistic cultures. Intensification of an adult communicator’s social connections, expansion of his field of activity as a subject of the “cultural dialogue” makes the processes of communication increasingly diverse and intense. This requires improving the structure of a future Korean teacher’s thesaurus (model of consciousness) at all levels of his professional communicative activities.
참고문헌 (24)
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