Building Culture Identity through Psychological Techniques in Studies of Korean Language
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The paper addresses peculiarities of building a cultural identity through psychological techniques in teaching Korean as a foreign language. The introduction touches upon cultural identity as a sense of belonging to a particular culture and its essence as a person’s consciously acceptance of relevant cultural norms and patterns of behavior, value orientations and language. The first chapter offers an in-depth examination of secondary linguistic identity as an element of developing communicative competence, defining secondary culture identity as combination of a person's ability to communicate in a foreign language at a multicultural level, which means adequate interaction with representatives of other cultures. This ability consists of mastering verbal-semantic code of the target foreign language in its three elements: language picture of the world of native speakers; developing secondary linguistic consciousness; global picture of the world. The second chapter analyzes some types and functions of psycho-technical training and describes some classifications of psycho-technical training: - by common goals; - by focus on certain mental characteristics; - by the applied techniques and approaches, and on. The main functions of psycho-technical training in teaching a foreign language are defined as: - creating in trainees’ internal visibility, which is necessary for presenting a particular situation in the classroom; - intensive training of lexical and grammatical material under study. The third chapter describes methodology of using group psychological techniques for developing secondary culture identity in teaching Korean as a foreign language in higher school: stages of testing modified psychological techniques for more efficient developing lexical and grammatical skills in teaching Korean as a second foreign language in the university educational process. The complex of psycho-techniques included various types of activities - from simulation to deep "getting into" the local situation and its "living" with significant and deep coverage, and allowed to “unwrap” the received mental experiences and understandings in long time intervals. We estimates the results of the experimental work on testing the complex of psycho-techniques building secondary culture identity of students and improving level of Korean lexical and grammatical skills.
Abstract
The paper addresses peculiarities of building a cultural identity through psychological techniques in teaching Korean as a foreign language. The introduction touches upon cultural identity as a sense of belonging to a particular culture and its essence as a person’s consciously acceptance of relevant cultural norms and patterns of behavior, value orientations and language. The first chapter offers an in-depth examination of secondary linguistic identity as an element of developing communicative competence, defining secondary culture identity as combination of a person's ability to communicate in a foreign language at a multicultural level, which means adequate interaction with representatives of other cultures. This ability consists of mastering verbal-semantic code of the target foreign language in its three elements: language picture of the world of native speakers; developing secondary linguistic consciousness; global picture of the world. The second chapter analyzes some types and functions of psycho-technical training and describes some classifications of psycho-technical training: - by common goals; - by focus on certain mental characteristics; - by the applied techniques and approaches, and on. The main functions of psycho-technical training in teaching a foreign language are defined as: - creating in trainees’ internal visibility, which is necessary for presenting a particular situation in the classroom; - intensive training of lexical and grammatical material under study. The third chapter describes methodology of using group psychological techniques for developing secondary culture identity in teaching Korean as a foreign language in higher school: stages of testing modified psychological techniques for more efficient developing lexical and grammatical skills in teaching Korean as a second foreign language in the university educational process. The complex of psycho-techniques included various types of activities - from simulation to deep "getting into" the local situation and its "living" with significant and deep coverage, and allowed to “unwrap” the received mental experiences and understandings in long time intervals. We estimates the results of the experimental work on testing the complex of psycho-techniques building secondary culture identity of students and improving level of Korean lexical and grammatical skills.
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