특집 : 인문학의 한류를 위한 세계적 시야의 한국어문확 연구와 교육; 인문학의 한류를 위한 "한국어 학": 무엇을, 어떻게? -언어 연구 및 언어 교육을 위한 문화교육을 중심으로- = The Study of Korean` for the Korean-Wave of the Humanities: What and How? -A Focus on Cultural Education for the Study of Language and Language Teaching-

다국어 초록 (Multilingual Abstract)

The Korean cultural wave is currently attempting to spread throughout the world after transforming from popular culture to ‘the K-culture’. The aim of this paper is to show that the nucleus of Korean culture (K-culture) comes from the humanities and that study of the Korean language can do ‘what’ and ‘how’ for the study of the Korean cultural wave of the humanities. In order to demonstrate the fulfillment of this aim, the core content of this paper consists of three sections. The first section investigates what the Korean cultural wave means and how it has evolved and will transform in the future; and at the same time, this section reveals that the Korean cultural wave of the humanities forms the foundation for K-culture. The second section concentrates on the treatment of differences between general linguistics and applied linguistics involving the teaching of language, which constitute the two central figures for the study of the Korean language. This section also presents the recent trends and claims that the 21stcentury is the age in which neo-empiricism leads applied linguistics based on practicality and application and that powerful descriptive linguistics such as corpus linguistics become resources for the formulation of important linguistic theories and provide support for the development of applied linguistics. The third section attempts to find the way that the study of culture is effectively linked to the teaching and the learning of language for people who are interested in learning Korean. For the purpose of achieving this goal, the general analysis of culture is presented on the basis of Moran (2001), and culture and its study are integrated through the cycle of cultural experience, cultural knowledge, and experiential learning. This section also emphasizes that in order for language learners to enhance their cultural experience, they must put their utmost effort not only to collecting cultural information, encouraging cultural activities, and finding good cultural interpretation but also to participating in experiential learning cycles that promote self-consciousness. Language-culture in which language and culture are mingled reflects two sides of a coin where two sides are in relation where one cannot separate itself from the other. Finally, by utilizing my Korean textbook in preparation, it is shown how Korean teaching through cultural experience is conducted in classrooms. Although various ways to teach and learn both language and culture may exist, Moran`s (2001) cultural experiential learning model is used to demonstrate the effective teaching of Korean culture in the Korean language classroom because his model contains rich contents and appears to be easy to understand, as well as effective in teaching.

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