한국 언어문화 교육에 대한 비판적 고찰

최웅환 ( Choi Ung-hwan ) 한국언어문화교육학회 2007 언어와 문화 Vol.3 No.1

The purpose of this study is to conceder critically a Language-Culture education in Korean as a foreign language. The Korean language education has been developed based on the communicative competence. Communicative competence may mean to be able to understand the culture of target language. We intend to conceder critically a Language-Culture education in Korean language and Korean culture education. Korean ‘Language-Culture’ education has been coined for the study of the interrelation of Korean language and Korean culture education. ‘Language-Culture’ have been explained to restricted area of Korean language education or inclusive area of Korean culture language, and new academical area as a fusion of Korean language and Korean culture. On the other hand, area of ‘Language-Culture’ was not set up. Opinions of researchers regarding concept of ‘Language-Culture’ and items of Language-culture education were different. I propose that ‘Language-Culture’ is not interrelation area on contents of Korean language and Korean culture education but strategy on a pedagogics.

언어교육과 언어문화: 어휘를 중심으로

이충우 ( Choong Woo Lee ) 한국독서학회 2010 독서연구 Vol.0 No.24

“Linguistic culture” is one of the culture education, because language is a part of the culture. But, this definition is too wide and this approaches makes to misthink to language education. Language education is “teaching language”. This study defines “linguistic culture contains cultural language,language in culture, culture in language, and lingual culture.” It is narrowest definition of linguistic culture that not intensified cultural but intensified language. This study is new method that approaches to how describe about “‘degree of language’, ‘degree of culture’ in “linguistic culture”. “Linguistic culture” must be language education, cultural approaches must be relate to linguistic contains as cultural language and lingual culture etc. “Linguistic culture education” will be more study by many scholars.

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.

K-Culture의 핵심 동력, 한국어의 세계화 전략 - 전 세계 한국어 보급 관련 문화체육관관광부 정책 ‘한국어 세계화 전략’을 중심으로

정원기 재단법인 문화영토연구원 2023 문화영토연구 Vol.4 No.2

본 논문은 한글의 세계화 전략에 대한 방안으로 전 세계 한국어 보급과 관련하여 문화체육관광부에서 발표한 ‘한국어 세계화 전략’이라는 정책을 중심으로 정책의 과제를 제언하고 향후 발전을 위한 시사점을 도출하는 데에 목적이 있다고 할 수 있다. 한국어 세계화 전략’으로 문화체육관광부에서 공시한 ‘한국어 세계화 전략’ 다섯 가지 전략(‘촘촘하게, 똑똑하게, 문화로 재미있게, 언제 어디서나 편리하게, 현지 기반 탄탄하게’)을 제시하고 다섯 가지 키워드로 제시된 정책을 중심으로 정책의 과제를 제언하고 향후 발전을 위한 시사점을 도출하는 하면서 한국어와 한국문화의 보급 및 발전 방향성을 제시하였다. 본고에서 제시한 ‘한국어 세계화 전략’에 대한 발전 방향성의 내용을 크게 다섯 가지로 요약하면 첫 째, 해외 많은 한국어 학습자를 위한 교육원 및 한국어와 한국 문화를 접할 수 있는 곳이 늘어나야 한다는 것이고, 두 번째 한국어와 한국문화를 교육, 보급하기 위해 교원 교육이 필요하다는 것이다. 세 번째는 문화교육 측면에서 언어에 집중된 교육을 한류를 통한 다양한 콘텐츠의 개발을 하여 해외 한국 문화 보급에 더 많은 노력을 해야 할 것이다. 네 번째는 최근 온라인 관련하여 다양한 플랫폼이 개발되고 이러한 콘텐츠를 활용하여 한국어 및 한국 문화를 교육하고 보급할 수 있도록 해야 할 것이다. 마지막은 한국어 학습자들이 한국어와 한국문화를 배우는 것에서 그치지 않고 직접 교육을 할 수 있는 전문적인 인력으로 성장할 수 있도록 현지 기반을 탄탄하게 하는 것이다. The purpose of this paper is to suggest policy tasks and derive implications for future development, focusing on the policy of "Korean Globalization Strategy" announced by the Ministry of Culture, Sports and Tourism regarding the distribution of Korean language around the world. As a "Korean Globalization Strategy," five strategies for "Korean Globalization Strategy" announced by the Ministry of Culture, Sports and Tourism ('Tight, Smart, Fun with Culture, Anytime, Convenient, and Local-Based Solid') were presented, and policy tasks were suggested around the policies presented with five keywords, and implications for future development were drawn, suggesting the direction of the spread and development of Korean language and culture. To summarize the five major development directions for the "Korean Globalization Strategy" presented in this paper, first, there should be more educational centers for many Korean language learners abroad and places where they can access Korean language and culture, and second, teacher education is needed to educate and disseminate Korean language and culture. Third, in terms of cultural education, it is necessary to make more efforts to spread Korean culture abroad by developing various contents through the Korean Wave through language-focused education. Fourth, various platforms have recently been developed in relation to online, and these contents should be used to educate and disseminate Korean language and culture. The last is to strengthen the local base so that Korean language learners can grow into professional manpower who can directly educate themselves, not just learning Korean language and culture.

문화의 개념과 문화교육 - 언어교육과 관련하여

김주관 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

Recently language educators are interested in teaching culture in their classrooms, which means that there is a general consensus among them about the need for language learners' cultural awareness of the community where the target language is used. However, there does not seem to be an agreed-upon concept of culture. This is largely because of the difficulty to define the concept of culture. In this paper, I propose that the ideational dimension of culture should be taught in language classrooms since it is closely related to the concept of communicative competence. Another problem is that there are few researches on the culture teaching methods. I propose that language educators should teach the aspects of culture which are closely related to language use. To do so, it is very useful to borrow some methodological devices developed in anthropology, sociology, and/or sociolinguistics. Tentatively, I recommend those methods like ethnoscience, the ethnography of communication, conversation analysis, the analysis of tropes, the analysis of silence, kinesics, proxemics, occulesics, and haptics. Recently language educators are interested in teaching culture in their classrooms, which means that there is a general consensus among them about the need for language learners' cultural awareness of the community where the target language is used. However, there does not seem to be an agreed-upon concept of culture. This is largely because of the difficulty to define the concept of culture. In this paper, I propose that the ideational dimension of culture should be taught in language classrooms since it is closely related to the concept of communicative competence. Another problem is that there are few researches on the culture teaching methods. I propose that language educators should teach the aspects of culture which are closely related to language use. To do so, it is very useful to borrow some methodological devices developed in anthropology, sociology, and/or sociolinguistics. Tentatively, I recommend those methods like ethnoscience, the ethnography of communication, conversation analysis, the analysis of tropes, the analysis of silence, kinesics, proxemics, occulesics, and haptics.

어휘를 활용한 한국 문화의 교육 내용에 관한 연구

구본관 국제한국어교육문화재단 2017 국제한국어교육 Vol.3 No.2

International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the contents of Korean language culture education through vocabularies thus far, not so many of the discussions were regarding concrete contents of the education. We hope that this paper will contribute to the richening of the contents of Korean culture education.

그림책을 활용한 한국 언어문화교육 가능성 탐색 -외국어로서의 한국어 학습자를 대상으로

신정아(Shin Jung a) 한국언어문학회 2017 한국언어문학 Vol.102 No.-

Now it is generally recognized that education about Korean cultural factors is required in Korean Language education as foreign language. This means not cramming Korean culture to foreigners but role of communication to make them understand Korean culture and adjust well to life in Korea. In particular, language culture education emphasizes to grow communicative ability, and the application of literatures enables to understand and respond to knowledge about society and culture where the language is used, and discourses and behaviors fit to the criteria of the language community. Literature shows an individual s way to behave in some situations by contextualizing it, and provides useful insights about relations, emotions, attitudes, and the like. The method to suggest through contexts in cultural education, can raise cultural ability to be familiar with the targeted culture and to utilize the culture in linguistic activities beyond knowledge about the culture. Especially, Korean illustrated books among literature genres, contain various sub-cultures which are not seen easily in daily lives as well as the entire culture such as language, religion, and ethnicity with the stories including special situational contexts in visual images. Characteristics of Korean language culture seen in illustrated books include naming culture, honorific expressions, high context culture, appropriate speech-acts of asking and refusing, etc. High context culture can compose an intact discourse or phrase even a necessary element is omitted, and in some cases, when an element is omitted, it may be more naturalistic. In high context culture, in order to figure out the core contents of communications, it is necessary to be interested in the situation more than the message. Especially, in relations with family or friends, they already know the other party s message even though he or she does not mention it, they would reduce words with more limited language, and depend on the scenes or the situations more. Foreign learners would be able to understand and be familiar with Korean s language culture through learning from illustrated books. Honorific expression, one of characteristics of Korean language, shows Korean people s emotions. Korean s honorific expression is used to express for respecting the other party properly fit to the context of its usage. Based on illustrated books, to contemplate Korean s ways to think, to tell about the reason why Korean honorific expression is various and complex, and to learn various usage of we and diverse greetings by Korean would play a meaningful role for their adjust to life in Korea. If the culture of naming is learnt in the contextual situation of illustrated book, it is easy to understand and effective for foreign learners to remember it. Culture is not just confirmed when meanings in dictionaries in the language used in literature texts, it is necessary to instruct them to understand the contexts of language culture and basic culture mixed in a literature work. Foreigners aim to acquire culture is to adjust well to life in Korea, and its most basic requirement depends on acquiring language culture.

한문과 문화 영역의 성격과 교육 방향

류준경 ( Jun Kyung Ryu ) 한국한문교육학회 2015 한문교육논집 Vol.45 No.-

본 논문은 한문과 문화 영역의 성격과 교육의 방향을 모색한 글이다. 2007년 개정 교육과정에서부터 지금까지 한문과 교육과정에서 문화 영역의 위상은 지속적으로 강화되고 있지만, 문화 영역의 구체적 내용은 크게 변화하지 않았다. 이는 문화영역 강화의 방향성은 동의하지만 그 구체적 교육의 목표와 내용에 대한 합의가 이루어지지 못한 상황을 반영하는 것이다. 한문과 문화 영역 교육의 방향을 모색하기 위해서는 언어문화로서의 한문문화를 주목해야 한다. 전통시기 우리의 언어문화는 한문과 민족어의 이중언어체계를 이루고 있었다. 중세적 이중언어체계에서 한문은 높은 위상을 점유하면서 낮은 위상의 민족어와 서로 영향을 주고받으며 변화·발전하였고, 아울러 현재의 ‘국어문화’는 한문문화와 민족어문화를 통합적으로 계승한 것이었다. 이상의 사실을 고려할 때, 한문과 교육과정의 문화 영역은 전통시기 이중 언어체계에서의 한문의 위상과 역할에 대한 기초적인 이해를 중요한 교육의 방향으로 삼아야 하며, 동시에 한문문화는 현재 ‘국어문화’의 밑바탕이며, 현재 ‘국어문화’는 민족어문화의 일방적 계승이 아니라 한문문화와 민족어문화의 통합적 계승임이 부각되도록 교육되어야 한다. 그래야만 현실 언어의 기저로 작용한 한문문화에 대한 이해를 바탕으로 현재의 언어문화에 대한 바람직한 관점을 얻을 수 있고, 나아가 ‘국어문화’에 대한 다원적 인식을 이룰 수 있기 때문이다. 이러한 한문과 문화 영역교육의 방향은 한문과가 현실 언어생활과 밀접한 관련을 갖는 교과이면서 다문화와 융합으로 대표되는 현대사회에 걸맞은 우리의 정체성을 교육하는 교과라는 성격을 보다 뚜렷이 드러나게 할 것이다. This paper focuses on the characteristics and future directions for culture studies in the education of classical Chinese in secondary school. Although the position of culture studies in the education of classical Chinese may have been gradually elevated since the revised curriculum of 2007, the detailed content of cultural studies remain unchanged. This reflects the current state of the educational sphere, under which the experts agree on the general direction of emphasizing cultural studies but fail to reach an agreement on the specific educational directions and content. In order to find a directional path for culture studies in the education of classical Chinese, it is important to take notice of the culture of classical Chinese as a language culture. Traditionally, Korea’s language culture was diglossia, consisting of classical Chinese and the Korean language. In the medieval diglossia, classical Chinese, which was perceived to be more superior to the Korean language, interacted and developed alongside with Korean, so as to result in the present “Korean language culture” which comprehensively inherited both the classical Chinese and Korean language culture. Considering such facts, culture studies in the classical Chinese curriculum should be based on the basic understanding of classical Chinese’s position and role within the diglossic and historical context. At the same time, the classical Chinese culture should be emphasized as the basis for the contemporary “Korean language culture,” which did not unilaterally stem from the national language culture but is an integrated successor of both the classical Chinese and the national language culture. Only through such emphasis on the classical Chinese culture, which composes the basis of today’s language, can students gain a wholesome perspective towards the contemporary language culture and furthermore, can form a pluralistic understanding of the “Korean language culture.” Such a change in direction will shed light on the characteristics of culture studies in the education of classical Chinese, which is closely linked with the everyday language and is a subject that could inform students of our multi-cultural and convergent identities.

한국어 문화와 한국 문화의 관계 설정

최영환 한국초등국어교육학회 2016 한국초등국어교육 Vol.60 No.-

한국어교육에서 한국 문화교육은 한국어 능력을 확장하는 데 기여하게 해야하며, 한국 문화의 전반에 내재하는 공통성을 기반으로 한 문화적 이해까지 다룰수 있도록 해야 할 것이다. 이를 위해 한국어교육에 출발점을 두고 분석적 교육단계에서는 다양한 한국어 자료를 사용하고, 한국어 문화의 통합적 교육 단계에서는 한국어 문화 여러 요소 및 수준이 복합된 한국어 자료를 사용하도록 해야 한다. 우리가 한국어 사용 방식 또는 한국어 문화에 담긴 내적 체계와 공통성을 발견할수 있는 한국 문화적 요소를 찾아 연계하여 교육한다면, 한국어교육을 지향하면서도 한국 문화에 대한 이해를 촉진할 수 있는 중요한 기반을 제공하게 될 것이다. This study has focused on the concepts of korean language culture and korean culture. Korean language culture has intimate relations with korean culture in korean language education. I have dealt with the uniqueness of korean education, the relations between korean language materials and korean language culture and korean culture. The conceptual spectrum of culture are followings. conceptual spectrum and elements of culture elements spectrum of concept concepts (A)basis of thinking (B) symbol system style of living (C) procuct categories way of thinking religion ⇩ ⇦ ⇨ worship, funeral art ⇧⇩ ⇦ ⇨ painting, novel society ⇧⇩ ⇦ ⇨ family, economy system ⇧ ⇦ ⇨ education, law prope rties visibility internal explicit abstraction abstract concrete approach percipient analytic We should consider the heterogeneity and homogeneity of korean language culture and korean culture in korean education. Korean culture education should be the teaching of Korean language culture, not the teaching of korean culture itself. There seems to be three types of korean language education according to the relation between korean language culture and korean culture. ① Teaching korean through korean education materials ② Teaching language culture through korean education materials ③ Teaching culture with various korean education materials The teaching of language culture seems to be desirable in a particular sequence - from ① to ③(① → ② → ③)- in korean education. Korean education for non-native speakers in multicultural situation should not be taught as “social” culture itself but as “language” culture. Advanced communication skills with the well-ordered language culture education will be helpful for non-native speakers to adapt themselves to korean society.

문화 번역과 탈 언어적 요소

김경선 한중인문학회 2015 한중인문학연구 Vol.48 No.-

한 언어를 사용하는 언어집단은 모두 자체의 역사, 문화, 풍속습관, 사회규범, 사고방식, 도덕관념, 가치취향을 가지고 있다. 이런 특정한 언어집단의 특징을 반영하는 방식과 요소가 언어의 문화 환경을 형성하며 실지 교류에서 언어의 의미는 일반적으로 문화 환경에 의해 결정된다. 번역에서는 문화, 언어, 시대 등 요소들이 번역의 문화 언어 환경을 형성하면서 번역 실천에 영향주고 제약한다. 번역은 단순한 언어 전환 행위만이 아닌 여러 문화적 콘텐츠의 전승과 교류로서 원어와 역어의 문화 그리고 역어의 여러 복합적인 문화 요소들과 관련되는 복잡한 교류활동이며 이데올로기, 경제조건, 정치제도, 사회습성 등 많은 문화적 요소들이 번역에참여한다. 번역문화는 본토문화와 외래문화가 상호 작용하여 문화가 혼종성과 초월의 장점을 갖게한다. 일반적으로 저자의 컨 텍스트는 정보접수자가 알고 있는 정보와 연관지어 지기 때문에소통이 자연스럽고 순조롭게 이루어진다. 하지만 번역을 거치면 번역문을 읽는 독자들의 문화적인 배경지식이 원어 독자들의 것과 다르므로 원저자와는 틈이 생기면서 접수장애가 발생하게 된다. 역자는 번역활동에 종사함에 있어 필연코 자신만의 사고방식과 문화전통 그리고 그시대의 특별한 수요로부터 텍스트를 이해하고 해석하게 된다. 총체적 지식으로서의 언어와 문화에 대한 지식은 번역을 하는데 매우 필수적인 조건이다. 관련 메시지에 대한 배경이나 지식을 가지지 못한다면 상당한 번역의 차이를 가져 올 수 있고 심각한 문제가 발생할 수 있다. 번역가는 두 언어와 문화 사이에서 매개자로서 두 언어와 문화의 체계를 번역 작업에 끌어들여 그로 인해 빚어지는 여러 가지 충돌상황들을 조절해 주는 조절자의 역할을 한다. 즉 서로 다른 문화의 매개물로서 번역은 원어에서 체현된 문화를 낯선 목적어문화 속으로 이식하는 역할을 하는데 서로 다른 언어문화 사이에는 현저한 차이가 존재하며 두 언어문화 체계사이에는 완전한 대응관계가 성립될 수 없다. 이런 경우의 번역은 번역의 목적과 상황에 따라 달라 질 수 있다. All language groups in the use of a certain language have their own history, culture, customs and habits, social rules, thinking mode, moral values and value orientation. The methods and elements to reflect the features of this particular language group form the culture environment of the language, and the significance of the language in actual communication usually depends on the cultural environment. Culture, language, times and other elements form the culture and language environment of translation, meanwhile influent and restrict the translation practice. As an inheritance and exchanges of a variety of cultural contents, but not a simple language conversion behavior, translation is a complex communication activities related to the source language’ culture and the target language’ culture and many cultural elements of the target language, and involves ideology, economic conditions, political system, social habits and other cultural elements. Translation makes the culture mixed transcended by the interaction of local culture and foreign culture. The information knew by receiver is generally related to the author’s content, thus the communication between them is natural and smooth. But through translation, the reader to read the translated works has different cultural background knowledge from the original readers, so a gap is formed between the reader and the author, and acceptable obstacles take place. In translation activities, the translator is certainly to understand and interpret the text with his own way of thinking, cultural traditions and the unique requirement of that time. Language and culture is a general knowledge. The information about them is a necessary condition for translation. If the translator does not have the background and knowledge of the relevant information, a huge difference will be formed and serious problems will be resulted in translation. As a medium of the two languages and cultures, translator introduces the two language and culture systems into the translated works; therefore many kinds of conflicts are caused, to which the translator plays a role as regulator. Promptly translation, as the media between different cultures, transplants the culture in primitive language to the unfamiliar culture of the target language, by which there’s a significant difference but not a complete opposite in the two different linguistic and cultural systems. Translation in this situation will be different with the purpose of translation and the conditions of translation.