A Study on Korean Language Learning and Healing of Kenyan Korean Learners

Ye-in Heo,Geon-su Im,Hyun-Yong Cho 셀메드 세포교정의약학회 2024 셀메드 (CellMed) Vol.14 No.6

재일조선인 문학의 이중언어 현실과 언어 의식

하상일 한민족문화학회 2024 한민족문화연구 Vol.88 No.88

The main debate in discussions about Korean-Japanese diaspora literature since liberation has centered around the ideologies rooted in language, ethnicity, and nation, and their relevance to literary works. This perspective biases understanding of Korean-Japanese diaspora literature through external perspectives defined by North and South, rather than viewing it from within as a subjective viewpoint. Korean-Japanese diaspora literature contains internal complexities that defy uniformity based on specific languages, generations, and ideologies, with the most contentious issue being the dual-language reality of using both Korean and Japanese. The linguistic patterns in Korean-Japanese diaspora society can be categorized into cases where the mother tongue (Korean) matches or mismatches with the native language. The former pertains to the first generation born in colonial Korea and later liberated in Japan, while the latter includes those born in Japan post-liberation who have always lived there, and those born in colonial Korea who received Japanese education and practically do not know Korean. Generally, the mother tongue and native language are often mixed without discrimination of meaning, yet in Korean-Japanese diaspora society, distinguishing between them is necessary. The term "mother tongue" often emphasizes the identity between language and country or the association of language use with national or ethnic identity, but in current Korean-Japanese diaspora society, rather than alignment, the predominant case is mixing, making language a highly debated issue in Korean-Japanese diaspora literature. For Korean-Japanese diaspora, using Korean as a mother tongue suggests a linguistic opposition to Japanese as the dominant language within Japan. Strategies that a minority language can adopt toward a dominant language appear as assimilation, coexistence, and resistance. Coexistence can be further divided into passive and active differences, resulting in four main scenarios: first, abandoning one's language and assimilating into the dominant language; second, resisting the dominant language through the ethnic language; third, passively using both the dominant and mother languages; fourth, actively using both minority and dominant languages as a lingua franca. In Korean-Japanese diaspora literature, language usage is limited to these three scenarios of assimilation, resistance, and coexistence. Additionally, as a special situation, the issue of translated works in Korean-Japanese diaspora literature is related to the ideology of conflict and confrontation between North and South Korea, so it should be carefully examined. The creative activities of using the mother tongue in Korean-Japanese diaspora literature have been aimed at preserving the ethnic identity of Korean-Japanese, who have been gradually assimilated into Japanese society since liberation. It can be understood as a result of the will to resist oneself against the practical limitations of living in the colonial power Japan. Even if they admit the inevitability of using Japanese as Korean-Japanese, they strategically choose to use their mother tongue consciously in writing and creative activities. The coexistence of the mother tongue and Japanese in Korean-Japanese diaspora literature faithfully reflects the bilingual reality of Korean-Japanese diaspora society. Most Korean-Japanese diaspora members are familiar with Japanese as a daily language, and the reason for their lack of proficiency or the impossibility of creating their mother tongue itself can be found there. Choosing the coexistence method, which recognizes and accepts the appearance of Korean-Japanese diaspora society in a bilingual reality beyond the confrontation of the native and Japanese languages, reflects the reality that Korean-Japanese diaspora literature has been performed in a very small minority since the third generation. Therefore, it aims to achieve the individuality and uniqueness of Ko... 해방 이후 재일조선인 문학 논의의 주요 쟁점은 언어, 민족, 국가에 토대를 둔 이데올로기와 작품의 관련성이었다. 이러한 관점은 재일조선인 문학을 내부의 주체적 시선으로 이해하지 않고 남과 북에 의해 규정된 외부의 시선으로 획일화한 데서 비롯된 편향된 시각이다. 재일조선인 문학은 특정 언어와 세대 그리고 이념의 문제로 획일화하기 어려운 내부의 복잡성을 지니는데, 가장 쟁점적인 문제는 우리말과 일본어를 동시에 사용하는 이중언어 현실에 있다. 재일조선인 사회의 언어 양상은 세대에 따라 모어와 모국어가 일치된 경우와 모어와 모국어의 불일치를 드러내는 경우로 구분할 수 있다. 전자는 해방 이전 조선에서 태어나 식민지 시대 일본으로 건너가 그곳에서 해방을 맞이한 재일 1세대에 해당하고, 후자는 일본에서 태어나 해방 이후에도 줄곧 일본에서 살아온 재일 2세대 이후의 경우와 식민지 조선에서 태어나 조선어가 아닌 일본어 교육을 받아 사실상 조선어를 모르는 상태에서 해방 전후 일본으로 건너가 정착한 경우로 세분화할 수 있다. 일반적으로 모어와 모국어는 의미의 변별 없이 혼용되는 경우가 많지만 재일조선인 사회에서 모어와 모국어는 구분될 필요가 있다. 대체로 모국어라는 표현은 언어와 국가의 동일성을 강조하거나 언어의 사용이 국가 혹은 민족적 정체성과 결부되는 양상이 뚜렷한데, 현재 재일조선인 사회에서 모어와 모국어는 일치되는 경우보다는 혼재된 경우가 대부분이어서 재일조선인 문학에서 언어의 문제는 상당히 첨예한 논란거리가 된다. 재일조선인에게 모국어로서의 조선어 사용은 지배언어로서의 일본어에 대한 대항 언어적 성격을 지녔다는 점에서 일본 내에서 소수 언어로서의 지위를 강하게 드러낸다. 지배언어에 대하여 소수 언어가 취할 수 있는 전략은 동화, 공존, 저항의 세 가지 양상으로 나타나는데, 공존의 양상을 소극적/적극적 차이로 구분하면 크게 네 가지 경우가 있을 수 있다. 첫째, 자신의 언어를 버리고 지배언어에 동화하는 경우, 둘째, 지배언어를 거부하고 민족어를 통해 저항하는 경우, 셋째, 지배언어와 모국어를 동시에 사용하는 소극적인 경우, 넷째, 소수 언어와 지배언어를 공용어로 함께 쓰는 적극적인 경우가 있다. 재일조선인 문학에서 언어의 사용은 앞의 세 가지 경우에 한정된다고 할 수 있는데, 차례로 동화, 저항, 공존의 양상으로 정리할 수 있다. 이에 덧붙여 특수한 상황으로 번역어로서의 재일조선인 문학의 양상이 있는데, 해방 이전 일본어로 창작한 작품을 해방 이후 우리말로 번역한 경우, 반대로 해방 이전 조선어로 창작한 작품을 일본어로 번역하여 재출간한 경우 등을 들 수 있다. 이러한 번역의 문제 역시 재일조선인 사회의 언어 문제가 남북한의 갈등과 대립이라는 이데올로기와 깊이 연관되어 있다는 점에서 중요하게 살펴봐야 한다. 재일조선인 문학에서 모국어를 사용한 창작 활동은 해방 이후 점점 일본 사회에 동화되어 가는 재일조선인의 민족적 정체성을 지켜나가기 위한 것으로, 재일 1세대 이후 세대의 변화를 거듭함에 따라 민족교육의 위기가 가속화되는 현실에 맞서 모국어의 회복을 통해 민족정신을 올바르게 정립하기 위한 것으로 이해할 수 있다. 이는 식민지 종주국 일본에서 살아가는 자신들의 현실적 한계에 맞서 스스로 저항하고자 하는 의지를 반영한 것으로, 재일조선인으로서 ...

럿거스 대학의 시조 수업 사례 연구

염은열,유영미 한국어교육학회 2020 국어교육 Vol.0 No.170

Korean as a Foreign Language (KFL) programs in higher education in North America are experiencing unprecedented growth, placing Korean as the 11th in the midst of steady decrease of overall foreign language enrollments. Korean enrollments show the highest increase from 2006 to 2016 (MLA Report 2017). Currently more than 80 institutions offer three or more years of language instruction, and over 50 schools provide Korean studies (KS) courses within an Asian or a world languages department. In this era of quantitative expansion and content development, KFL courses are often considered a “service” component, and KS scholars rarely deal with primary materials in courses on literature, history, cinema and popular culture, thus completely putting aside the Korean language in the undergraduate program. Recent research findings, however, urge us to move from such a strict division towards integrated curricula that simultaneously promote linguistic and disciplinary proficiencies in foreign language programs. This paper reports on one such pedagogical attempt with a connections-based course at Rutgers The State University of New Jersey. “Korean Traditional Poetry: Sijo,” a content course offered in 2017 and 2020, examines one of the most prominent and enduring poetic forms of traditional Korea in the larger context of East Asian traditions and explores its unique structural and thematic properties through the lens of the language, religion and culture of Korea. In addition, the course analyzes the historical backgrounds of sasŏl sijo of the 18th century and modern sijo of the 20th century. In the process, cultural and linguistic implications of sijo translation and the current popularity of sijo in North America are also discussed. Some of the pedagogical implications emerging from the analysis of the course content are as follows. Firstly, it is possible to design a course according to the principles of Individualized Instruction and accommodate students with a wide spectrum of KFL proficiency and cultural/linguistic backgrounds. While mostly relying on English translations of sijo, it was possible to tap into the students’ prior knowledge of Korean language by foregrounding translation issues and providing Korean original texts throughout the semester. The exploration of sijo’s unique structural and thematic properties was seen to be handled most effectively when language was the integral part of learning. Secondly, the instruction, based on the integrative curricular model, was not limited to acquiring knowledge but includes analyses, interpretations, and appreciation of sijo across time and space. In addition, the students were able to relate sijo to KS disciplines other than literature such as music, painting, calligraphy, religion, political/social history, and even botany, ultimately enhancing their overall understanding of Korea, which would have been difficult without a multi-faceted integrative syllabus. Thirdly, we were able to identify the educational value of translation and personal creation. Comparing multiple versions of published English translations against the Korean original text and producing one’s own translations, as well as exploring English language sijo and Hip-Hop style experiments inspired the students to reflect on the empowering role of language as a critical medium in poetic and musical forms. The course demonstrates that it is possible to build content as an invaluable resource for language learning, as much as to utilize language proficiency in acquiring knowledge of Korean literature, thus creating a true two-way bridge in language and content in KFL education.

초등국어과 기초학력 교육 방향 탐색

김도남 한국초등국어교육학회 2006 한국초등국어교육 Vol.30 No.-

초등학교 국어과 기초학력은 제7차 교육과정이 시행되고, 국가수준 기초학력 진단평가가 실시되면서 많은 관심을 받고 있다. 그러나 국어과 기초학력은 기본학력이나 심화학력 못지않게 중요함에도 교육에서 제대로 이루어지지 않고 있다. 성적부진학생 지도나 학습문제학생 교정 지도의 의미로 받아들여지고 있다. 이는 기초학력 개념의 부재와 가치에 대한 인식의 소홀에서 비롯된 문제이다. 이 글에서는 기초학력의 개념을 탐구하고 교육적 접근 방향을 탐구하였다. 먼저 기초학력의 개념을 ‘국어’와 ‘기초학력’의 의미에 대한 논의를 바탕으로 ‘국어심성을 바탕으로 국어생활을 할 수 있는 국어문식력’으로 정의하였다. 그리고 국어과 기초학력의 교육 목표를 ‘국어생활인’ 교육으로 제시하였다. 이 목표를 이루기 위한 교육 내용과 방법을 생각하여 보았다. 국어과 기초학력 교육 향상 방향은 본질 규정, 내용 구조, 교육 원리로 구분하여 보았다. 첫째 국어과 기초학력의 본질은 국어심성과 국어정체성 및 국어문식력을 갖춘 국어생활인 교육이다. 둘째, 기초학력 교육 내용은 국어심성개발, 국어정체성확립, 국어문식력향상의 범주로 구분하였다. 셋째, 국어과 기초학력 교육 원리로는 미분성과 종합성, 구체성과 상황성, 직접성과 경험성을 제시하였다. 국어과 기초학력 교육은 바른 개념정의에 기반을 두고, 체계적인 계획에 의하여 이루어져야 한다. 목표와 내용도 없이 비체계적으로 이루어진다면 큰 의미가 없다. The basic learning is very important to the korean-language education in elementary school. It is a foundation of another learning. It is emphasized in the seventh korean education curriculum and the national basic learning achievement test. But there is upon to question what is the basis learning. Because of there is no an agreement among the korean-language educator for the basic learning in the elementary korean-language education In this paper, I discuss the concept and the direction of the basic learning in the elementary korean-language education. I define the concept of basic learning as 'korean-language literacy for the life of korean based on korean-language humanity'. And I take the educational goal of the basic learning at that is to educate the person who have korean-language life. The direction of the basic learning in korean-language education are divided three fields. The first is to find the characteristic of the person who have korean-language life. The second is to select the contents of instruction; those are the mentality, the identity and the literacy. The third is to choose the principles of teaching: those are the unity-integration, the concrete-situation, and the direct-experience.

외국어로서의 한국어: 학문적 정체성 탐구

김영규 ( Young Kyu Kim ) 연세대학교 언어정보연구원 2013 언어사실과 관점 Vol.31 No.-

This study aims to investigate the identity of an academic discipline, Korean as a foreign language, and examine the sub-classification of the discipline with respect to its academic terminology. To this end, the study explored what similarities and differences had been identified between the terms ``foreign language`` and ``second language`` in the field of applied linguistics and second language acquisition as well as teaching the Korean language, respectively. The use of terms ``Korean as a second language (KSL)``, ``Korean as a foreign language (KFL)``, and ``Korean as a heritage language (KHL)`` in the literature was also analyzed. Based on this exploration, it was suggested that, instead of using such terms which are difficult to make clear distinctions among, the umbrella terms such as ``Korean language teaching`` or ``teaching Korean to speakers of other languages`` should be encouraged to use in the field. Furthermore, from a pedagogical perspective, the study examined the issues of ``who``, ``to whom`` and ``what`` in teaching, learning, and assessing Korean as a foreign language. In consideration of the characteristics of various learner groups in KSL and KFL contexts, it was suggested that differentiated approaches to each learner group are required and that multi-faceted aspects in the Korean language usage should be studied through the analysis of target language use situations.

일본에서의 한국어교육의 현황과 과제

김현철 한국초등국어교육학회 2015 한국초등국어교육 Vol.59 No.-

일본에서 외국어로서 한국어교육은 2000년대 이후에는 확고한 기반을 갖고 매년 성장하고 있다. 양적으로 학습자가 늘어나면서 자연스럽게 다양한 문제점도발생하고 있다. 이 논문은 한국어 교육의 문제점에 대해서 진지하게 논의하고 개선해야할 시기에 도달했다는 문제인식에서 출발하였다. 구체적으로 동북대학의사례를 중심으로 현재의 문제점을 제시하고, 그 문제점을 해결하고자 어떠한 시도를 하고 있는지에 대하여 사례 중심으로 서술하였다. 「초수외국어로서 한국어의 특징」, 「조선어 명칭 문제」, 「동북대학 한국어 교육의 현황」, 「이문화이해에서 이문화체험으로」가 중심적인 내용이다. 「초수외국어로서 한국어의 특징」에서는 외국어 학습의 목표가 글로벌 인재 양성이지만, 현실적으로 주2회 수업으로 도저히 도달할 수 없는 구조적 한계를 서술하였다. 「조선어 명칭 문제」에서 학술적인 명칭인 조선어의 입지가 점점 약화되고 있고, 특히차별어라는 한계성을 가지고 있다는 문제점을 지적하였다. 「동북대학 한국어 교육의 현황」에서는 초급레벨의 주2회, 중급레벨의 주1회 수업이 가진 한계, 학습자의 의욕 저하문제, 한국어 학습환경에 대한 문제점과 해결방안에 대해서 서술하였다. 「이문화이해에서 이문화체험으로」에서는 동북대학의 SIJAK 서클, 한국인 네이티브 서포트(스터디그룹), SAP(한국체험프로그램)이 어떻게 연계되어 학습동기를 이끌어내고, 한국문화에 관심을 갖게 하는 지에 대한 구체적인 사례를 소개하였다. Since the year 2000, the Korean language has risen rapidly in Japan as a foreign language. Accordingly, there are now many more learners of varying levels and with varying needs and objectives, which has naturally led to the emergence of issues concerning Korean language education. In this paper, I will discuss head on the problems in Korean language education, and I set out on this discussion with the understanding that the time has come to remedy these problems. Specifically, focusing on the examples in Tohoku University, I highlight the present issues and introduce examples that show how these problems are being addressed. The central themes discussed are “the characteristics of the Korean language as a second language,” “the problematic nature of the term chōsen-go,” “the present situation of Korean language education at Tohoku University,” and “the shift from intercultural understanding to intercultural experience.” With regards to “the characteristics of the Korean language as a second language,” I discuss the fact that while the officially stated aim of foreign language education is to nurture globally-oriented human resources, with only two lessons a week, the aim is unattainable. In “the problematic nature of the term chōsen-go,” I argue that the term is increasingly losing its status as an academic term, and that its discriminatory nuance presents another limitation. In “the present situation of Korean language education at Tohoku University,” I discuss the limitations of having twice-weekly beginner level classes and one-weekly intermediate level classes, and I highlight the problem of poor motivation among learners and the issues concerning the learning environment for Korean language. I also discuss strategies to resolve these issues. In “the shift from intercultural understanding to intercultural experience,” I introduce specific examples to show how Tohoku University’s SIJAK (a Japan-Korea exchange circle), Korean Native Support (a study group), and SAP (a Korean experience program) are working together to inspire motivation among learners and raise interest in Korean culture.

한국 내 대학 한국어교육학과의 교육과정 개발 연구

김재욱 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.1

The focus of this study is to develop Korean language course as a foreign language for the department of the Korean language education. Most of existing curriculum of the department is based on the examples of the Korean language Act of 2005. However the Act can not be applied to undergraduate studies because it's focused on the curriculum for graduate schools and only presenting mandatory subjects for the teaching certificate of Korean language. Supplementing the Act, it is necessary to develop the curriculum considering not only domestic Korean language courses but also foreign courses. To develop Korean language education course for undergraduate schools, this study analyzes 17 domestic courses and 20 Japanese courses and 29 Chinese ones, where the demand for Korean language eduction is high, and presents basic principles regarding designing Korean education curriculum and the actual curriculum for the department. Courses for the 1st, 2nd, and 5th areas of the domestic curriculum is correspondent to the mandatory credit required by Korean language Act, but the 3rd, which is the essential part of Korean education, is 10% less than the Act rules, and the 4th course is excessing the regulation of the Act by 16%. This is due to the fact that the existing courses are only presenting courses following basic requirements of the Act and not developing new courses which can open up new opportunity to the students. Professors for the anticipated courses are also severely lacking. While domestic courses are focusing on Korean linguistics and language educations following the frame of the Act, Japanese courses emphasize comparative linguistics and improving language skill itself and Chinese courses are paying attention to improving language skill and Korean linguistics. Based on the analyze, it is concluded that curriculums of Korean education department need to link each area of the Korean linguistics regarding Korean as a 'language' not as the 'mother tongue' This study also presents newly designed Korean education courses to extend the area of the study for various purposes and targets. It also suggests to extend and specialize Korean education practice.

한국어와 몽골어에 있어서의 언어예절에 대한 비교연구 - 호칭을 중심으로-

D. Otgontsetseg 고려대학교 한국언어문화학술확산연구소 2010 Journal of Korean Culture Vol.15 No.-

This study’s purpose is to explain the similarities and differences in the two countries’ use of honorific titles and raise awareness of manners in Korean language to Mongolians learning Korean and help them use Korean language correctly. Such attempt is meaningful in that it is important for Mongolian students to use honorific titles correctly in using Korean as an everyday language and to deepen their understandings in Korean language and its language manners. Therefore, there is purpose in helping Mongolians learning Korean have sounder and deeper understanding in Korean language and in a more systematic comprehension of cultural and social factors reflected in both languages through comparative analysis of title use in Korean and Mongolian. In the first chapter of the thesis, we emphasized the necessity of cultural education. This is because explaining with cultural comparison of learners’ mother tongue to the foreign language they learn would not only help improve their language proficiency but also will work as an important study material for introducing the language’s culture and literature and play a crucial role in understanding the culture and customs of the nation’s people as well. In the second chapter, we discussed the purpose and necessity of this study and made it clear that manners in language are important in teaching Korean to foreigners. In the third and fourth chapters, we examined honorific titles in both languages and looked over similarities and differences in actual characteristics in application. Moreover, through such comparative analysis we wanted to examine differences in honorific customs between the two languages and also shed a light on potential difficulties in learning languages or mutual cultural misunderstandings that could arise due to such differences. In the fifth chapter, we explained on forms and characteristics of honorific titles in Korean and Mongolian, and asserted that people learning Korean language must pay attention to the innate characteristics of Korean honorific titles. Therefore, we wanted to present Mongolian students principles to follow when using Korean titles which lack Mongolian counterparts. 본 연구는 양국의 호칭어 사용 특징의 공통성과 차이성을 밝히고 몽골인 학습자들의 올바른 언어 사용 및 한국의 언어 예절에 대한 인식을 높이는 데 목적을 두고 있다. 이러한 시도는 몽골인 학습자들이 한국어를 일상 언어로서 구사함에 있어 올바른 호칭어를 사용하고, 나아가 한국어에 대한 인식과 한국의 언어 예절에 대한 이해를 심화하기 위해 중요한 의미가 있다고 생각된다. 따라서 한국어와 몽골어에 있어서의 호칭어 사용을 비교 분석함으로써 몽골인 한국어 학습자들에게 한국어에 대한 더 깊고 확실한 이해를 돕고 언어에 투영된 서로의 사회와 문화적인 요소를 좀 더 체계적으로 이해하는 데 도움을 주려는 것에 그 목적이 있다. 논문의 1장에서는 외국어 교육에서 학습자의 모국어와 목표 언어를 문화적인 관점에서 비교하여 가르치는 것이 학습자들의 언어 능력의 향상에 도움이 될 뿐만 아니라, 목표 언어의 문화와 문학을 소개하는 유일한 수업 자료가 되고 그 나라 민족의 문화와 풍습을 이해하는 데 매우 중요한 역할을 지닌다는 것을 밝히면서 문화 교육의 필요성을 강조하였다. 논문의 2장에서는 연구의 목적과 필요성에 대하여 논의하고 외국인을 위한 한국어 교육에서 언어예절의 중요성을 정리하였다. 논문의 3과 4장에서는 양 언어의 호칭법을 검토하고 실제 응용적 특징의 공통점과 차이점을 살펴보았다. 아울러 이러한 대비적 분석을 통해 두 언어의 호칭 경어관례의 차이점을 규명해보고 그로 인해 유발될 수 있는 잠재적인 상호 문화적 오해나 학습의 어려움 또한 밝혀보고자 하였다. 논문의 5장에서는 한국어와 몽골어 호칭법의 형태 및 특징을 밝히면서 한국어를 배우는 학습자는 한국어 호칭어의 고유한 특징에 주목하여야 한다고 주장하였다. 그래서 몽골인 학습자가 한국어의 호칭과 지칭을 올바르게 사용하는 데 있어서 몽골어 호칭에 없는 한국어 호칭을 쓸 때 지켜야 할 원칙들을 제시하고자 하였다.

한국어 학습자 대상 한글 맞춤법 교육 방안

박지순 ( Park Jisoon ) 한국문법교육학회 2021 문법 교육 Vol.41 No.-

In this study, the Korean language norms were considered to be within the minimum range of norms in Korean language education because they are the norms that Korean speakers should follow in their language lives. In particular, Korean orthography must be treated as an educational content in Korean language education, but it is not appropriate to educate Hangul orthography as an independent area as in education for Korean native speakers. Since Korean orthography is based on basic grammar principles, Korean language education needs to integrate the principles of Korean orthography, especially in the grammar area. In this study, we explored the direction of Korean spelling education, referencing specific examples of how Korean orthography items should be reflected in Korean language education. Considerations for integrating Korean orthography into Korean grammar education are as follows. First, Korean learners learn written language simultaneously without fully knowledge and ability of spoken language, so they need to understand the difference between spoken and written languages. Second, Korean learners lack intuition in spoken language and lack problem-solving power in the use of written language, so if necessary, the principles of Hangul orthography should be given as reference information to enhance understanding and production. Third, native speakers have difficulty in writing what they already know how to speak of, Korean learners are likely to have difficulty speaking the written language, so it supposed to be focused to teach and learn how to speak written language.

베트남 학습자들의 드라마를 활용한 한국 언어 · 문화 교육 연구

Nguyen Thi Phuong Mai 국제한국언어문화학회 2009 한국언어문화학 Vol.6 No.1

Nguyen Thi Phuong Mai. 2009. ‘A study on teaching Korean language-culture through television drama for Vietnamese learners’. Journal of the International Network for Korean Language and Culture. Vol. 6-1. 191-211. Korean dramas started the Korean wave in Vietnam and are still a favourite for Vietnamese people. Loving Korean dramas has become a motive for studying Korean language and culture among a great number of Vietnamese students. Therefore, using the Korean dramas as teaching materials would lure the attention from the students as well as create an interesting studying atmosphere. In addition, Korean dramas use lively and daily communication language so as to help students to approach to the modern language not the formal one stated in the textbooks. The study aims at recommending a suitable teaching methodology of Korean language and culture through television dramas. The contents of Korean language-culture teaching and learning methodology in this paper include three parts: linguistic etiquette, productive skill based on comparison of language and cultural characteristics of Vietnamese and Korean languages, and the general Korean language-culture teaching. Regarding the teaching methodology of Korean language and culture through television dramas, this study brings about some suggestions such as using drama as a audio visual media in practising speaking and listening skills, using drama script in improving the reading skill, and sharpening the writing skill by rewriting the script in the cross-culture perspective.(Vietnam National University-Hochiminh City)