외국인 대학원생의 한국 대중문화 향유 경험과 교육적 의미

박정미 한국콘텐츠산업학회 2024 콘텐츠와 산업 Vol.6 No.3

본 연구는 외국인 대학원생의 대중문화 향유 경험이 한국문화 이해 및 문화적응에 미치는 영향을 살펴보고, 한국문화교육의 측면에서 대중문화 향유 경험의 교육적 의미에 대해 탐색하였다. 이를 위해 A대학교 대학원 한국학과 재학생이며 ‘한국의 대중문화’ 교과목을 수강한 외국인 대학원생 12명을 대상으로 2023년 6월 9일부터 14일까지 한국 대중문화 향유 경험에 대한 개방형 설문조사를 실시하였다. 설문조사는 3개의 연구 문제를 중심으로 총 15문항으로 구성하였으며, 각각의 연구 문제는 다음과 같다. 첫째, 외국인 대학원생의 대중문화 향유 경험과 요구에 대해 살펴본다. 둘째, 외국인 대학원생이 대중문화를 통해 이해한 한국인과 한국문화의 양상에 대해 살펴본다. 셋째, 대중문화를 통한 한국문화 이해와 외국인 대학원생의 한국문화적응에 대한 상호 관계성에 대해 살펴본다. 본 연구를 통해 대중문화가 외국인 대학원생의 한국문화 이해와 문화학습을 위한 ‘잠재적 교육 자원’으로서 기능할 수 있다는 점을 확인하였지만, 한편으로는 대중문화가 초래하는 부정적 영향도 간과할 수 없다는 점을 알 수 있었다. 따라서 외국인 대학원생을 위한 교육적 지원이 필요하며, 이를 위해 본 연구 결과를 통해 얻은 시사점을 정리하면 다음과 같다. 첫째, 대중문화는 잠재적 교육 자원으로서 외국인 대학원생의 문화 이해와 문화적응에 긍정적인 역할을 할 수 있지만, 실제 외국인 대학원생의 대중문화 향유 경험과 시도는 유학 전과 비교해 여전히 제한적인 영역에 한정되어 있다. 따라서 이에 대한 원인을 면밀히 조사하여 구체적인 대안 마련이 필요하다. 둘째, 잠재적 교육 자원으로서의 대중문화는 한국문화와 한국인에 대한 편향적 이해를 가져올 수 있기 때문에 외국인 대학원생의 비판적 이해와 수용을 위한 ‘매체 이해 및 활용 교육’이 별도로 제공될 필요성이 있다. 셋째, 외국인 대학원생의 성공적 유학생활과 한국사회 내 안착을 위해 문화적응 단계별 지원 방안을 강구해야 한다. This study examined the impact of foreign graduate students' experience of enjoying popular culture on their understanding and acculturation of Korean culture, and explored the educational meaning of their experience of enjoying popular culture from the perspective of Korean culture education. For this purpose, an open-ended survey was conducted on the experience of enjoying Korean popular culture from June 9 to 14, 2023, targeting 12 foreign graduate students who took the course ‘Korean Popular Culture’ and majored Korean Studies in the Graduate School. The survey consisted of a total of 15 questions centered on three research questions, and each research question was as follows. First, I look at the experiences and needs of foreign graduate students in enjoying popular culture. Second, I examine the aspects of Korean people and Korean culture that foreign graduate students understand through popular culture. Third, I examine the correlation between understanding Korean culture through popular culture and foreign graduate students' acculturation to Korean culture. This study confirmed that popular culture can function as a 'hidden educational material' for foreign graduate students' understanding of Korean culture and cultural learning, but on the other hand, the negative effects caused by popular culture cannot be overlooked. Therefore, educational support for foreign graduate students is necessary, and for this purpose, the implications obtained through the results of this study are summarized as follows. First, popular culture, as a hidden educational material, can play a positive role in cultural understanding and acculturation of foreign graduate students, but in reality, foreign graduate students' experiences and attempts to enjoy popular culture are still limited compared to before studying abroad. Therefore, it is necessary to closely investigate the cause and prepare specific solutions. Second, because popular culture as a hidden educational material can lead to a biased understanding of Korean culture and Koreans, there is a need to provide additional education on media understanding and use for foreign graduate students to critically understand and accept it. Third, it is necessary to devise a step-by-step support plan for acculturation of foreign graduate students that study and settle down successfully in Korean society.

한국의 영상자료를 이용한 언어,문화 교수 방안

김남경 ( Nam Kyeong Kim ) 한국민족연구원 2015 민족연구 Vol.0 No.64

최근 한국 언어 교육 중심에서 문화 교육의 중요성이 날로 커지고 있다. 한국의 언어와 문화를 동시에 학습한다는 것은 한국어를 좀 더 정확하고 능숙하면서 흥미롭게 습득한다는 것을 의미한다. 또한 고급 학습자가 한국 언어 능력 향상의 한계에 부딪혔을 때 이를 극복할 수 있는 방법이 한국 문화에 대한 깊이 있는 이해이다. 본 논의는 이러한 점에서 한국의 언어와 문화를 동시에 가르치기 위한 방안을 제시하고자 한다. 한국의 문화를 담고 있는 영상 매체를 이용하여, 한국 영상자료가 가진 문화적 요소와 언어적 요소를 어떻게 구조화하여 가르칠 수 있을지에 대한고려를 바탕으로 한다. 다시 말해, 기존의 영상자료를 활용한 교육에서 문화의 내용을 부수적으로 다루었다면, 이 글에서는 언어와 문화를 좀 더 대등한 비중으로 다룰수 있는 자료제작의 방법이나 교수 방안을 모색하고자 하는 것이다. 문화가 내재해있는 교육 자료는 그것으로서 좋은 문화 교육이 되겠지만, 학습자에게 문화감각의 흥미를 일깨우고, 지속적인 관심과 사고를 유도하기 위해서는 구체적이고 다양한자료를 구조화하여 제시하는 작업이 필요하다. This study is based on consideration of how to structuralize and teach cultural and linguistic elements of Korean video materials. This intends to survey making-material or teaching methods which can cover language and culture with equal weights. When making teaching materials of language and culture, a subject must highlight cultural side, as well as have attraction and educational values. Therefore, these make it possible to educate language and culture simultaneously with efficiency. For the purpose of conducting fusion education of Korean language and culture, successfully, this study propose a (teaching) plan organized as (1) presenting materials which expose Korean culture (2) supplement materials related with culture (3) advanced reading materials related with culture (4) instances of speaking and writing activities using relating knowledge about culture. Educational materials themselves in which culture inheres can be cultural educational materials. However, tasks are required to structuralize and present selected matrials efficiently, for the sake of awakening interests for cultural feelings and attracting continual attention and thinking.

외국인을 위한 한국가곡 자료개발에 대한 제안

장기범,백기한 한국음악교육공학회 2015 음악교육공학 Vol.- No.22

The main purpose of this study is to develop Korean arts song(Lied) teaching-learning materials for foreigners. A Korean pop star- PSY has shaken the world with his hit song the “Kang Nam Style”. This became a big motivating factor for Koreans for proudly introducing Korean pop culture to the world. Korean composers have cultivated Korean arts song culture for more than 90 years. Beginning of 20th century, Korea has opened its door to western culture, and since then numerous Korean arts songs were composed by Korean composers. <울밑에선 봉선화: Garden balsam under the shadow>, <명태>(Dried pollack), <그리운 금강산>(Longing for Mt. Keum Kang) are some examples. The researcher believes that now is the right time and moment to share that rich Korean arts song culture with the world. Main problems of sharing that rich Korean arts song culture with foreigners are two kinds, language barrier and lack of well-developed Korean arts song teaching & learning materials. Since the Korean is not the international language, it is really hard for the foreigners to understand the meaning of Korean arts song and to sing by listening to it alone. In this study, the writer proposed a carefully planned sequential approaches for world wide spreading of Korean arts songs. And the development of art song teaching & learning material is the starting point of the proposed procedures of spreading Korean arts songs out the world. Suggested Korean arts song teaching & learning material consisted of two types of sources, namely text(learning of music) and context(learning about the music and related culture). In the domain of text, music(with Korean and international phonetics text), song Mp3, lyric Mp3, and motion picture of actual performance of the song are included. In the context section, a note for the song, information on composer and lyric writer, meaning of the song, right occasion of singing that song, and other necessary information for learning that song are included. A sample Korean arts song entitled <청산에 살리라: I will live in the deep blue mountain> written by Kim, yeon Jun is given as a model to raise a further discussion on developing Korean arts song teaching material for the foreigners. 이 연구의 목적은 외국인을 위한 한국가곡 교수 학습 자료를 개발하는 것이다. 한국가곡은 음악적, 예술적, 문화적 관점에서 세계와 나눌 충분한 가치가 있다. 영어문화권이나 라틴문화권의 노래들이 널리 애창되는 것에 비하여 한국가곡은 세계에 잘 알려져 있는 상태가 아니다. 그 주된 원인은 한글이 국제 공용어가 아닌 것과 체계적인 가곡 자료의 개발이 없었다는 점을 들 수 있다. 이 연구에서는 한국가곡의 세계화를 지향하는 시작점으로 한국가곡을 세계 사람들이 부를 수 있는 자료개발에 초점을 맞추었다. 어떤 가곡을 우선 선정할 것인가? 자료개발은 어떤 내용을 담을 것인가? 어떤 형식/방식으로 제시할 때 자료접근의 수월성이 확보될 것인가? 개발된 자료의 타당성은 어떻게 담보할 것인가? 한국가곡 뿐만 아니라 가곡과 연관된 한국의 문화 공유를 위한 이상적인 자료형태는 무엇인가? 에 대한 방안을 논의하였고, 그에 따른 예시안을 제시하였다.

한국 언어문화 교육의 과제

김대행 영남대학교 민족문화연구소 2008 민족문화논총 Vol.40 No.-

Language culture is the way of life in language activities. Due to the definition of language culture, education of Korean national language culture focuses on the way of life in Korean language activities. In order for this plan to be practical, it must first clarify why language culture should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught. The question of “why teach” can be thought of as a justification for the need for and significance of language culture, at its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, if we are to teach language culture in a manner befitting language culture, and in a manner that will foster a language culture of meaningful life, we need to establish the three goals of personal growth, realization and integration of social life, and transmission and creation of national language culture as principles of language culture education. With regard to “what to teach”, we should observe that language culture is comprised of four aspects: knowledge, experience, performance, and attitude. Language culture education must allow students to acquire knowledge of language culture through language, experience life and the mind, cultivate the ability to understand and create language culture, and form their own attitudes toward the world and life. This will help foster a proper view of language culture and cultivate a temperament for living a life worth living. When answering the question of “how to teach”, we must formulate four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instruction must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of and ability for language culture. Language culture is the way of life in language activities. Due to the definition of language culture, education of Korean national language culture focuses on the way of life in Korean language activities. In order for this plan to be practical, it must first clarify why language culture should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught. The question of “why teach” can be thought of as a justification for the need for and significance of language culture, at its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, if we are to teach language culture in a manner befitting language culture, and in a manner that will foster a language culture of meaningful life, we need to establish the three goals of personal growth, realization and integration of social life, and transmission and creation of national language culture as principles of language culture education. With regard to “what to teach”, we should observe that language culture is comprised of four aspects: knowledge, experience, performance, and attitude. Language culture education must allow students to acquire knowledge of language culture through language, experience life and the mind, cultivate the ability to understand and create language culture, and form their own attitudes toward the world and life. This will help foster a proper view of language culture and cultivate a temperament for living a life worth living. When answering the question of “how to teach”, we must formulate four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instruction must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of and ability for language culture.

전통문화 교육 자료로서 웹툰의 활용에 대한 고찰

김정욱(Kim, Jeong-uk) 중앙어문학회 2015 語文論集 Vol.61 No.-

현재 국내의 문화 교육은 ‘다문화’라는 거대 담론 하에 교육 대상이 내국인이 아닌 여성결혼이민자와 그 자녀들 내지 이주근로자로 구성되어 있다. 그 과정에서 한국인은 문화교육에 있어 타자에 위치에 자리하게 되었다. 특히 전통문화의 경우는 교육대상과 상관없이 교육수요가 적어 전통의 가치를 그대로 담으면서 흥미요소를 갖춘 콘텐츠의 계발이 필요한 실정인데 본고는 새로운 콘텐츠를 제작하자는 것이 아니라 이미 만들어진 작품을 가지고 교육 자료로 활용을 할 수 있어야 한다는 측면에서 논의를 전개했다. 네이버 웹툰 <신과 함께>는 우리 신화와 전통적인 저승관을 현대적 감각으로 그려낸 작품으로 작품성과 흥행성 모두에서 성공했다는 평가를 받고 있다. 삶과 죽음은 연속된 현상으로 어떤 인생을 살았는지가 어떻게 죽음을 받아들일지에 영향을 미친다. 즉 ‘인생관’과 ‘사후관’은 서로 영향을 미치는데 일생의례 중 상례는 아직까지 전통적 모습을 대부분 갖추고 있기 때문에 과거와 현재의 소통에 중요한 매개가 될 수 있다. 따라서 작품에 반영된 저승관을 아는 것은 지금의 우리와 과거의 조상 모두를 이해하는 기회가 될 수 있다. 그런 측면에서 문화적 타자로 전락한 한국인을 대상으로 해당 작품을 가지고 교육 자료로서의 활용에 대해 논의해보았다. 네이버 웹툰 <신과 함께>는 ‘교육목적을 가지고 창작되었다는 점’과 ‘학문적 정확성’ 그리고 ‘전통 저승관의 현대적 변용’의 측면에서 교육 자료로서의 활용 가능성 및 가치를 확인할 수 있었다. 문제는 ‘현대적 변용’이 흥미 및 공감을 진작시키는 역할도 하지만 오히려 신화원형을 파괴하여 독자로 하여금 잘못된 우리 문화에 대한 이해를 불러일으킬 수도 있다는 점이다. 따라서 전통 저승관의 현대적 변용 과정을 세밀히 분석하여 해당 변용이 과도하게 이루어진 부분에 대해서는 해당 문화내용 및 현대적 변용의 의미 그리고 작가의 창작의도를 살핌으로서 교육내용을 모색해 보았다. Koreans to let the world know about Korean culture. However, they neglect to learn about their own culture. The targets of cultural education in Korea are generally not Koreans, but immigrants or migrant workers. It concern with multicultural society. Therefore ironically, culture education in Korea, Korean became others. It is imperative for the nation to globalize Korean culture. But first, we have to know exactly what our Korean culture is. The value of traditional culture is the connection between the past and present. The portmanteau word “webtoon” formed from the words “web” and “cartoon,” describes animated works like Singwa Hamkkie which depicts the traditional Korean understanding of hell. Ju, Ho-min who the author studied the traditional Korean conception of the afterlife for over a year before beginning to produce the webtoon. The product is especially suitable for Korean cultural education for three main reasons. First, the writer"s creative motivation fits the purpose of education. Second is cultural accuracy and third is interesting from modern adaption of traditional afterlife. However, the third of these points is problematic, since it may lead viewer to misunderstand aspects of the afterlife as traditionally represented in Korean culture. Therefore, I compare the traditional Korean understanding of the afterlife with its modern representation in Singwa Hamkkie. I find that the writer has not totally altered the original form of the traditional Korean afterlife, just made it more interesting. Nevertheless, I do find excessive changes to the modern adaption in some parts. On this basis, I analyze the cultural content and the writer"s purpose for writing this webtoon the meaning of the modern adaption, and sought learning materials of culture education.

학문 목적 한국어 학습자를 위한 대학생활 기반 문화 교재 개발 연구

강소영 한국문예창작학회 2019 한국문예창작 Vol.18 No.3

The purpose of this study was to develop the practical educational materials based campus life for cultural education necessary for those, learning the Korean language for academic purpose, to adapt themselves to the campus culture of Korea and improve the leaning competency. As the government has mapped out the policy to attract foreign students at a policy level, there has been an increase in the number of people who Korean language for academic purpose among the students entering domestic university. However, the results of investigation indicated that there was the adverse effect, considering that many people learning the Korean language for academic purpose showed sluggish academic performance or dropped out right after they entered domestic universities, raising the concern. Therefore, campus life-based cultural education needs to be provided separately, so that people who Korean language for academic purpose can understand the norms, mode of conduct, and custom which they have to observed, and it is necessary to create an environment conducive to promoting systematic cultural education based on development of educational materials. In this study, we discussed the development of cultural educational materials practical and useful in light of the characteristics and level of learners. We examined current situations and problems through analysis with existing studies and cultural educational materials, and conducted the analysis of requirements and needs of learners and professors, thus exploring the basic course for improvement that could be achieved when the cultural educational materials were developed. For successful educational culture, the campus life-based cultural educational materials may be developed for those learning the Korean language for academic purpose in the following way: First, the education integrating the cultural education and linguistic education should be pursued while organizing each unit by taking the content-based approach on the basis of campus life. Second, the educational materials should allow for the academic activities in view of the characteristics of those learning the Korean language for academic purpose. Third, the educational materials should be practical educational materials that can provide motivation to learners. Fourth, educational materials should present the activities comparing the culture so as to help build the critical thinking of culture and expand the ability for intercultural communication through the learning of culture. Fifth, the educational materials suited for the level of learners should be developed, and furthermore, the stage of evaluation that assesses the level of understanding after cultural learning would need to be presented together. Based on aforesaid principles, this study organized and presented the learning items corresponding to a total of 8 units, along with the actual cases of contents for each unit. The results of this study are meaningful in that this study organized practical teaching items and educational contents through development of campus life-based cultural educational materials. Through that, learners can learn practical cultural details based on more systematic process, which would lead to minimization of burden on their teachers and promotion of efficient cultural education. 본 연구는 학문 목적 한국어 학습자를 대상으로 한국의 대학 문화에 안정적으로 적응하여 학업 수행 능력을 높이기 위해 필요한 문화 교육을 실행하기 위하여 대학생활 기반의 실용적인 문화 교재를 개발하는 데 목적을 두고있다. 정부 정책의 일환으로 외국인 유학생의 유치를 확대하는 제도가 마련되면서 국내 대학에 진학하는 학문 목적 한국어 학습자가 꾸준히 증가하고 있다. 그러나 조사 결과에 따르면 많은 수의 학습자들이 국내 대학 진입과 동시에 학업 부진이나 중도 포기하는 부작용이 발생하여 우려의 목소리가 높다. 때문에 한국의 대학 사회 내에서 성공적인 의사소통을 이루기 위해서는학문 목적 한국어 학습자로서 반드시 지켜야 하는 규범이나 행동 양식, 관습들을 이해할 수 있도록 대학생활 기반의 문화 교육이 별도의 교육으로 이루어져야 하며, 교재 개발까지 이어져 체계적인 문화 교육의 환경을 마련하는 것이 필요하다. 이에 본고는 학습자의 특성과 수준을 고려하여 실제적이고 유용한 문화교재 개발에 관해 논의하였다. 기존 연구와 문화 교재 분석을 통해 현황과문제점을 고찰하였고, 학습자와 교수자의 요구분석을 실시하여 문화 교재개발 시 어떤 점들이 새롭게 보완되어야 할 것인지에 대한 방향성을 모색하였다. 성공적인 문화 교육을 위해 학문 목적 한국어 학습자를 대상으로 대학생활 기반의 문화 교재를 개발하기 위해서는 첫째, 대학생활 기반의 주제중심 접근법(Content-based Approach)을 바탕으로 단원을 구성하되, 문화 교육과 언어 교육의 통합 교육을 지향해야 한다. 둘째, 학문 목적 학습자의 특성을 고려하여 학문적 활동들을 수반하는 교재여야 한다. 셋째, 학습자에게 동기부여가 될 수 있는 실제성이 있는 교재여야 한다. 넷째, 문화 학습을 통해문화에 관한 비판적 사고를 키우고, 문화 간 의사소통 능력을 함양할 수 있는 문화 비교 활동이 제시되어야 한다. 다섯째, 학습자의 수준에 적합한 교재를 개발해야 하며 문화 학습 이후 이해 여부를 확인할 수 있는 평가 단계를 함께 제시해야 한다. 이러한 원리를 바탕으로 본 연구에서는 총 8과에 해당하는 교수요목을 구성하여 제시하였으며 단원에 따른 내용 구성을 실례로 제시하였다. 본 연구의 결과는 대학생활 기반의 문화 교재 개발을 통해 실제적인 교수요목과 교육내용을 구성하였다는 점에서 의의를 가진다. 이를 통해 학습자들은 보다 체계적인 과정 속에서 실제적인 문화 내용을 학습할 수 있으며, 그들을 가르치는 교사의 부담도 최소화되어 효과적인 문화 교육을 진행할수 있을 것이라 기대한다.

문화 체험 프로그램 중심의 한국어 교재 개발 방안-국내 외국인 한국어 학습자를 중심으로-

안기정,권순희 국제한국어교육학회 2020 한국어 교육 Vol.31 No.4

The purpose of this study is to suggest a new direction of Korean cultural education according to the changes of the times, the educational environment, and the needs of learners. The societal change caused by COVID-19 has led some to suggest online culture classes; however, learners continue to request cultural experiences. Considering that cultural experiences remain necessary, our goal is to create a cultural experience program that can be used in the future of Korean language education while keeping COVID-19 in mind. In this paper, we recognize that Korean language education currently relies mainly on knowledge transfer and that cultural education and language education are being handled separately. Therefore, we propose a cultural education which encourages active participation of the learners. Accordingly, we must first move away from a paper-based study of culture and instead create cultural lessons that focus on actual experiences in order to allow learners to cultivate their ability to learn about and adapt to Korean culture. In order to accomplish this, we created a textbook that allows learners to selectively progress through grammar, speaking, listening, writing, and reading activities. The experiential education plan for Korean culture presented in this paper will increase the learners’ motivation through learner-centered education while facilitating a deeper understanding of Korean culture.

Адаптация сахалинских корейцев к иным культурам

Seung Ui Park(Сын Ы Пак) 한림대학교 러시아연구소 2015 Journal of Siberian and Far Eastern Studies Vol.12 No.1

Koreans were forcibly brought to Sakhalin Island to fend for themselves during the Japanese rule, but nevertheless they managed to preserve their national culture. Koreans, forced to adapt to the surrounding circumstances, have learned a new language and assimilated into an alien culture, lifestyle and way of thinking. This process can be traced back to the example of material culture, food, clothing and housing. While adapting to a new environment, Sakhalin Koreans have acquired many elements of the culture of the peoples inhabiting the island. The main content of the integration of Koreans, incorporating them into the host society, was the transformation of the language, acculturation of the material (housing, clothes and food) and spiritual (beliefs, religion, customs, and rituals) culture. Sakhalin Korean diaspora of modern times demonstrates the dual tendency of its development: the simultaneous perception of Russian culture and the preservation of individual ethnic identity. This is especially evident in the rites of the life cycle of Sakhalin Koreans. For example, in many families, the funeral and memorial services are held according to the Russian customs and tradition.

결혼이민자를 위한 방언 한국어 교재의 필요성 고찰

박경래(Park Kyeong-rae) 우리말글학회 2010 우리말 글 Vol.48 No.-

This research concentrate upon the subject on the necessity of the Korean dialect teaching materials and on the contents. The top barrier to marriage immigrants undergo the troubles owing to the lack of communication ability, financial means and loneliness. Marriage immigrants need to educate Korean dialect the more remote from standard Korean and the more high level in Korean skills. They want to be educated the domain of speaking and hearing in education of Korean dialect skills. And they want to be educated twice a week and three hours at a time the same as their Korean teacher. The Korean dialect teaching materials for the marriage immigrants demand the contents relation to the theme for dialogue and to the living space and the culture. The majority of the marriage immigrants and the Korean Language teachers feels a necessity of the Korean dialect education, but they were not offered it in the field systematically. Teachers think that a start time of the education appropriate ahead of the standard Korean education and that appropriate at intermediate level or beginning level of the Korean skills. They want to be educated the domain of speaking and hearing in education of Korean dialect skills. And they want to be educated twice a week and three hours at a time. Therefore the Korean Language education must be settled without delay including the Korean dialect.

두 가지의 민속학과 의식주 연구 -한복·한식·한옥에서 복식·음식·주거로-

주영하 국립민속박물관 2007 민속학연구 Vol.0 No.20

This study makes a claim about an issue that exists in the study of food, clothing and housing in Korean folklore research fields. Generally, folklore studies on food, clothing and housing have dealt within the scope of “material culture.” However, the beginning, folklore research, which started in the 19th Century, did not discuss much about the material cultures of food, clothing and housing. The early folklore was mainly focused on “the life stories of people.” Due to industrialization, material folk culture started to disappear. Therefore, the study of the material folk cultures of food, clothing and housing became an important field of research into folklore. The situation is quite similar in Korean folklore as well. Above all, the research on food, clothing, and housing was performed by some scientific scholars, because there were fewer folklorists before 1990s, and the research was mainly focused on the historic approach rather than the folkloristic approach. One of the reasons was that most of the scholars believed that it was useful to historically verify “the identity of ethnic culture.” One study of genuine ethnic groups and the history of people started from an early stage of ancient times and it has lasted until now. I would call it “modern folklore.” The modern folklore served politically by trying to make an ethnic group of people in a modern state who were educated by the nation state. Conventional research on food, clothing and housing in modern folklore mainly discusses “traditional” things rather than “practical” things in reference to the study of Korean traditional food, clothing and housing. Consequently, focus has been on the past. An ethnicity oriented approach was made by modern folklorists. After all, the 21st-century folkloristic research on food, clothing and housing, which was being conducted within the framework of the nation state, should now look to the fashion, food, and housing that were actually being consumed by Korean people. Thus, I coin the issue of “postmodern folklore” as a method of theorizing and study which can overcome the limitations of modern folklore. Furthermore, here are some other suggestions for research into modern folklore. First, understanding some of the phenomena of producing and consuming patterns in current fashion, food and housing is mandatory. It is necessary to adopt a new research method encompassing modernity and ecology of everyday life necessities as they could be applied to the study of modern folklore. Secondly, consuming food, clothing, and housing is a very important research topic which has formulated during modern times. Thirdly, take a look very carefully at “the house” as a scene of consuming food, fashion and housing. Finally, a very significant pursuit is underway, led by conventional folklorists on the research of food, clothing and housing, which is considered to be a special and an old “the knowledge of folk.” This method reveals many meanings which can be applied as cultural contents. We should focus on an integrated perspective on food, fashion and housing. We should abandon the perspective of the material itself. To make it possible to pursue the research on food, fashion, and housing, we need to gain a deep perspective into the local community members who actually exist and have personal knowledge of folk culture. This effort will shed light on the meaning of the knowledge of folk from a single system to a plural system, which modern folklorists have greatly sought after.