This research aims to emphasize the necessity of developing guidelines for Korean Language-Culture Education and to make a suggestion for it. The Majority of Korean learners in Hong Kong, with general purpose, are driven to acquire the cultural aspe... This research aims to emphasize the necessity of developing guidelines for Korean Language-Culture Education and to make a suggestion for it. The Majority of Korean learners in Hong Kong, with general purpose, are driven to acquire the cultural aspect through the language. Therefore, the ability of Korean teachers to integrate language-culture into language instruction has a great impact on learners' academic achievement and pursuit of study. For this reason, it is necessary for Korean teachers to be equipped with knowledge in Korean language-culture and an ability to comprehend the culture as well as to have language proficiency. This draws attention to the increasing number of non-native Korean teachers, their difficulty in teaching Korean language-culture and practical solutions to improve it. This research examines the current status of non-native teachers' cultural education and proposes development of guidelines for Korean Language-Culture Education. This introduces Past research, Needs analysis, Existing guidebooks analysis as follows; Chapter 1 observes past studies in non-native Korean teachers, cultural education proficiency of Korean teachers, and a teachers' guide, which leads to the necessity of developing Korean language-culture guide. Chapter 2 examines the role of non-native Korean teachers and their unique features. In addition, the role of development of the teachers' guide is emphasized considering the importance of the teachers' role in Korean language education. Chapter 3 shows an in-depth case-study of non-native Korean teachers and illustrates through a survey what contents should be included in the teachers' guide. Chapter 4 analyzes existing guidebooks for Korean culture in 8 subsections; Contents Guidance, Introduction, Presentation of Culture Education Materials, Presentation of Culture Explanation Materials, Cultural Activities, Supplementary Teaching Materials, Comparative culture education and Assessment. Chapter 5 proposes a guideline for non-native Korean teachers based on the result of the Needs analysis and the analysis of existing guidebooks (Chapter 3, 5, respectively). Chapter 6 consolidates the analysis and makes a proposal for an improvement of a teachers' guide. This research shows the limitation of the existing guidebooks for Korean teachers in numbers of research, and the language-culture guide is limited to native Korean teachers, rather than non-native ones. Further studies and research to develop guidelines to meet the needs of those who are in the education field should be conducted in the future. ，韩语毕业论文，韩语论文题目 |
