The purpose of this study is to develop Korean language curriculum in order for the Korean language to be taught and learned more systematically and reliably at Qatar University. In order to develop the Korean language curriculum of Qatar University... The purpose of this study is to develop Korean language curriculum in order for the Korean language to be taught and learned more systematically and reliably at Qatar University. In order to develop the Korean language curriculum of Qatar University, the study first analyzed the phonological system, the syllable structures and sentence structures of Korean and Arabic; and examined the Korean language curriculum of Arabic language universities as well as the foreign language curriculum of Qatar University. This study focused on analyzing the needs of Korean language students at Qatar University. In addition to the analysis of needs, the study analyzed situations that might affect the development of Korean language curriculum. The study found the difference between the two languages through contrast analysis of Korean and Arabic. From the base, the two languages differ in writing direction. Unlike Korean, Arabic is written from right to left. Consonants are well-developed while the only vowels are a, i, and u. Therefore, it was predicted that discrimination would be difficult in the case of nonresponsive sounds. Specifically, it was expected that it would not be easy to distinguish between plain consonants, tense consonants, and aspirated consonants; and between vowel[ㅗ] and vowel [ㅜ]. Also, in the syllable structure, only 7 consonants can be pronounced at the end of the Korean syllable, while Arabic can have all 28 consonants at the end. Therefore, it is possible for Korean learners to pronounce all of the Korean consonants collectively instead of pronouncing just the 7 consonants that mark the end of the syllable since Korean letters in a syllable are put together in a block, but Arabic is not. Because of that, it was possible to predict the errors of Korean learners. In fact, this was found to be a problem in Korean language classes. Thus, it is necessary to systematically educate students from the beginning of studying Korean while considering this point, and it should also be considered when developing Korean language curriculum. Out of the Korean language curriculum at Arabic universities in countries around Qatar and the curriculum of foreign language at Qatar University, only two of the 21 Arabic universities, Ain Shams University in Egypt and Jordan University in Jordan, had opened the Korean language as a major subject. In one, it was a minor, and in the other, it was an electives subject. From this, it could be concluded that Korean education had not yet been established in Arabic countries. This study examined the curriculum of English, French, Spanish and Japanese at Qatar University. Through this, it was possible to see how Korean language education should be developed in Qatar University. First, the establishment of the Korean language as a major course should be pursued. In order to do this, the basic requirements for a major course should be provided. Systematic education is needed from liberal arts elective courses to minor and major courses, and professional educators are also needed. In the needs analysis for 78 Korean language learners of Qatar University, the results of the questionnaire survey on the purpose of Korean language learning, contents of education, teaching method, textbook and evaluation were presented and analyzed. In the situation analysis, the Qatari society, Qatari religion, Qatari's temperament and lifestyle, principles of Qatari's Higher Education Institute as well as teacher factors and teaching–learning factors were examined. The implications of these analyses are as follows: First, the Korean language curriculum of Qatar University should be able to help not only the learner's communication ability, but also the understanding of Korea. Second, the best teaching-learning method for improving the student’s language ability must be found. Third, there is a need for integrated lectures that can take into consideration both the fluency and accuracy of learners. Fourth, students should seek ways to participate actively in lectures. Fifth, it is necessary to find a way to learn Korean for learners who are poor in Korean language and have missed many Korean lessons. Sixth, there is a need to develop textbooks and materials that are suitable for the target level after the target level has been determined. The seventh is that a concrete action plan should be prepared for evaluation. Finally, it is necessary to have a step-by-step education plan for up to the Korean advanced level. Here, a concept for opening a major course has been presented, and it has been judged that the Korean language education at Qatar University will become more stable and systematic through this process. Based on these previous studies, Chapter V proposed the development of Korean language curriculum as a liberal elective course at Qatar University. First, the objectives and goals of the Korean language curriculum were presented. As a result, the following suggestions were made as a constitutional principle of Korean language curriculum development: First, it should form a communication-oriented curriculum. Second, the curriculum should be structured so that learner-centered education can be achieved. Third, it should be composed of contents and tasks with practical communication situations. Fourth, it is necessary to construct the curriculum considering the learner who has poor Korean language skills and the learner who has many class deficits. Fifth, it is necessary to construct a curriculum to promote understanding of Korea and Korean culture. Sixth, it suggested that evaluation should be specified clearly in the curriculum. In addition, by establishing a grading system for Korean language curriculum, it has been proposed to set up content categories for goal selection and educational content selection for each grade, and to design instructional criteria, a teaching–learning method, evaluation areas and evaluation methods based on the educational content. This study, which aims to develop the Korean language curriculum of Qatar University, can be applied directly to improving Korean language education at Qatar University. Key words: Korean language curriculum, component of curriculum, development of Korean language curriculum, educational objective, educational goal, education contents selection, syllabus, Assessment
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