한국어교육에서의 ‘매개(mediation)’ 영역 설정의 필요성과 방향
The Necessity and the Direction of the ‘Mediation’ Section in Korean Language Education
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This study aims to discuss the establishment rationale and utilization of “mediation,” which is the sub-domain of the curriculum, in <The Curriculum of Korean as a Foreign Language for Primary and Secondary Schools Overseas (2021)>. To this end, we first extended the concept of “mediation” from a limited concept of linguistic activity that helps third-party communication as direct communication is not possible in “relational mediation” that establishes and manages interpersonal relationships and a “cognitive mediation” that enables access to knowledge and concepts. By expanding the concept of mediation in this way, mediation was divided into mediation activities and mediation strategies to examine each subtype and concept. Based on these discussions, the rationale for introducing the domain of mediation in Korean language education was the need to promote communication between Korean users and learners' peer groups, attitudes and speech tone, and multimedia utilization in education. And lastly, for the utilization of “mediation” in Korean language education, the necessity of the validation of descriptors, development of teaching/learning materials, and development of evaluation tools such as self-assessment grids was suggested .
Abstract
This study aims to discuss the establishment rationale and utilization of “mediation,” which is the sub-domain of the curriculum, in <The Curriculum of Korean as a Foreign Language for Primary and Secondary Schools Overseas (2021)>. To this end, we first extended the concept of “mediation” from a limited concept of linguistic activity that helps third-party communication as direct communication is not possible in “relational mediation” that establishes and manages interpersonal relationships and a “cognitive mediation” that enables access to knowledge and concepts. By expanding the concept of mediation in this way, mediation was divided into mediation activities and mediation strategies to examine each subtype and concept. Based on these discussions, the rationale for introducing the domain of mediation in Korean language education was the need to promote communication between Korean users and learners' peer groups, attitudes and speech tone, and multimedia utilization in education. And lastly, for the utilization of “mediation” in Korean language education, the necessity of the validation of descriptors, development of teaching/learning materials, and development of evaluation tools such as self-assessment grids was suggested .
참고문헌 (14)
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