사회통합프로그램 한국어 교재의 의사소통 기능 연구

Abstract

The purpose of this study is to analyze the composition of communication functions presented in the Korean textbook for the Korea immigration & Integration program published in 2020, and to identify the implementation of cultural speech acts essential for learners to improve their communication skills. To this end, the characteristics of the functions presented in the speaking activities of each unit of the Korean textbook from levels 1 through 4 have been examined. The number of functions presented in the new textbook is significantly smaller than the types of functions selected in the International Standard Curriculum for Korean language conducted and the category of 'request and delivery of information’ employing 'questioning and answering' skills constitute the most parts. In terms of difficulty, functions of a higher level than those determined as the core level in the international standard Korean language curriculum are presented. Therefore, in actual class activities, it is essential to adjust the difficulty of the corresponding functions. In addition, considering that the target learners are immigrants, various functions should be exposed to them so that they can use different functions effectively in real communication situations. In this study, the special emphasis was on how key speech acts with high cultural sensitivity or cultural speech acts, which is essential to improve communication competence, are presented in the text book. The result indicated that ‘Greetings’ is the only speech act presented as a unit in the new text book. However, cultural speech acts such as 'greeting, thanking, apology, complimenting, rejecting' are the basic speech acts of human relationships, in which they serve as linguistic tools for resolving conflicts when problems arise. Cultural speech acts are essential for immigrants who have different cultural backgrounds to adapt to Korean society and maintain human relationships. Therefore, education to acquire this social as well as cultural and linguistic skills should be provided, not only to improve the communication skills of the immigrants, but also to achieve ultimate goal of ‘social integration’ program.