This study is to verify the aspects of Korean language learning culture of high school students by means of a quantitative and qualitative approach, and is to examine what the characteristics of the aspects are according to the different variables such as record, department, school location, sex etc. respectively.
In addition, the purpose of the study is to analyze the important differences of the above results through which develop the Korean language curriculum organization by Korean educational policy-makers, and to provide with them the teaching and learning methods of Korean in high school sites and to suggest the Korean learning ability extension methods to educational consumers.
To work out the purpose of this study, the research tasks are set up as follows;
First, How different is the degree of preference and perception about the Korean language subject of high school students according to the following variables ― record, department, school location, sex, respectively?
Second, How different are the attitude and method about the Korean language learning of high school students according to the different variables ― record, department, school location, sex, respectively?
Third, How different is the degree of recognition and observance about the Korean language usage stipulation of high school students according to the different variables ― record, department, school location, sex, respectively?
Finally, How are the general aspects of Korean learning culture from the internal viewpoint through an in-depth interview of high school students, and what are the characteristics of them?
In order to figure out these problems, the quantitative researches and qualitative interviews are put into practice.
Above all, the researches and investigations are primarily focused on the degree of preference and recognition, the method and attitude of Korean language subject, that of perception about the Korean usage stipulation, and finally that of observance of high school students in their everyday school lives.
To put into practice the quantitative researches, a total of 800 questionnaires are handed out to the students in two male and female high schools and two rural ones respectively in Jeolla Buk Do Province. And then 50 sophomore students are randomly selected from the above schools in the department of liberal arts and that of science vice versa. Among them, the 491 available questionnaires are chosen to analyze the results to the purpose.
To carry out the qualitative researches, i.e. in-depth interview methods, the shared experience of the general Korean language learning activities and semantic system of Korean are analyzed intensively. From the same schools and in the same manner, to meet the pending research a total of 48 students ― from 1 to 6 ones divided by their records in top, middle, bottom, by department ― are recommended by Korean language teachers. Taking advantage of the above target students, in-depth interview on the spot, telephone interview, and e-mail, respondents' results are researched and analyzed for about 4 months.
The statistic process for this research is primarily conducted by way of SPSS/pc/(version14.0), and especially in case of analyzing the specific result of sub-causes according to the respective variables are applied to percentage, and to verify the difference of respondents' responses according to the attribution of group and variables are carried out into χ²-Test. The degree of observance difference of the Korean language usage stipulation according to each group and variables is verified into the average distribution by ANOVA. The data analysis of in-depth interview is processed by combining three elements, i.e. planning, collecting data, and analyzing, which is introduced by Patton(1990). According to the above-mentioned research method, individual case analysis and corelation analysis, the general aspects and characteristics on the Korean language learning culture are described and concluded as follows:
First, Korean language is primarily preferred by the upper grade, female, liberal arts department, town and rural students, and the preference is usually influenced by their school record, individual language usage activity and reliability toward their teachers in charge. Although students tend to focus on the raising scores in their academic s and Korean SAT score, our educational policy is to be oriented to activate the knowledge using function rather than to attach importance to entrance exam-centered curriculum, which is far from the ultimate purpose of Korean language education, and educational contents are to be properly coordinated and reconstructed, considering the validity and adequacy of the Korean language subject.
Moreover, in order to extend the Korean learning ability of the students and enhance the essential purposes of Korean language education, the educational contents of Korean language learning are obviously provided for learners what to know and what must be able to do, and are sure to be presented the learners. On the basis of the policy contents, it is urgent that individualization education should be considered more than anything else to meet the learners' proper demand.
Second, Some upper grade high school students are apt to study along with EBS broadcasting program, through Internet and various learning materials, on the other hand most of the students are not only dependent on reference books and exercise books but also don't study Korean in a systematic manner. Only a few upper scoring students are superior to the others in that they concentrate on their class and show the tendency to do their assigned homeworks thoroughly.
Considering these facts, the method and attitude of Korean learning are closely related with each student's own personality, positive and active thinking toward the Korean learning, and the will to study as well as each one's cultural background, personal experience, and the degree of preparation for the study. As for teachers, they should designate the obvious purpose of Korean learning and deliver a lucid teaching method by stressing on the conception and principle of Korean language, and need to instruct and inspire their students for the purpose of availing various learning materials, recognizing the reason to study voluntarily.
Third, The majority of high school students aren't fully aware of Korean language usage stipulation and grammar, and don't keep them in their daily lives, especially as to the Roman letters and borrowed words spelling code into Korean. Even though the estimation of observance degree toward the stipulation is relatively higher than before, only a few upper grade students are confined. This speech function is thought to be closely interrelated with the individual character, his environmental and cultural difference, usual speech habit, and the recently-emerged English immersion program etc.
Therefore, it's important for students to acquire the basic knowledge on Korean language from childhood, and to teach them Korean vocabulary, right grammar and stipulation code, in training at home and school. More than anything else, learners themselves are to cultivate their own investigating capability and self-correction ability to detect Korean spelling, writing errors after writing s. Educational policy-makers are needed to transform their way of thinking in a Copernican manner toward the massive protection policy toward the mother tongue, Korean prior to the foreign language acquisition project as well.
Finally, high school students show an aspect of believing that the core elements in Korean language learning are reading habit, large vocabulary, correct grammar usage and comprehending the reading passage. In terms of the learning type of Korean, upper grade students are likely to work out in self-centered and voluntary way, but middle or lower grade ones are usually dependent on others in a passive manner. However, in terms of the learning method of Korean, almost all students are struggling on exercise books or references to college entrance exam, and in terms of the learning space of Korean, EBS broadcasting program, Internet in cyber space and school's own complementary classes are generally preferred.
Recently, abusing lots of slang, argot, arbitrary omission and transforming, distorted discourse, etc., school boys and girls show a worrisome speech trend for fun, for self-centered, and for convenience's sake in their daily lives, which means the deviation from the correct stipulation of Korean and destruction of outstanding Korean language.
In order to establish the firm and right Korean learning culture, Korean curriculum policy should be run and organized by the education consumers' point of view from policy-making to every schooling site. In addition to this, specific teaching and learning improvement method should be constructed to upgrade the comprehensive faculty of students toward the reading habit, large vocabulary acquisition, correct writing usage and expression as well. From the nation-wide viewpoint, the regulation to the correspondence language and right usage of Korean in cyber space should be thoroughly guided for high school students to command a righteous Korean language on the basis of the stipulation code and grammar.
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