People interact with other people with language. Language, the means of communication, includes culture. And the members of a society share and sympathize culture as social value. Therefore, language includes the time and culture of the society.
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People interact with other people with language. Language, the means of communication, includes culture. And the members of a society share and sympathize culture as social value. Therefore, language includes the time and culture of the society.
The purpose of learning language is to communicate with the members of target language community. However, if there is no understanding of culture of the community, real communication cannot be achieved. It means that in order to communicate, values, notion, and behavior pattern of the members of the society should be understood. Thus, to know grammatical rules of target language does not mean perfect communication, and language education and culture education should be provided together.
Culture, which should be considered with language education, is extensive in its scope. Therefore, based on 'the second stage of the international standard model of Korean language education' and referring to the existing discussion among researchers, this research reclassified cultural items for cultural education. With the reclassified items, cultural items on Korean language textbooks of domestic universities were examined, and a survey of learners were conducted.
It is natural to choose the contents of culture first, because it is impossible to teach extensive culture without any conditions. Thus, a syllabus should be selected prior to culture education.
This thesis conducted a survey of Korean language leaners at Korean language institutes of the universities in Korea. There are some culture questions, such as what kinds of cultural stuff they want to learn, what kinds of cultural stuff are useful to learn Korean language, and etc. on the survey.
In addition, the cultural items and contents on basic-, intermediate-, and advanced-level Korean language textbooks, which were published and used at Korean language institutes of 6 universities in Korea, were examined. Especially, detailed contents of cultural items were examined more carefully.
With the results from the survey and analysis of textbooks, a syllabus of culture education was selected among syllabuses on Korean language textbooks of each university, after comparing the cultural items by level, contents of high frequency and preference of the leaners.
Finally, a method to teach culture effectively with the selected syllabus and actual materials was suggested. The method can connect and teach 'Warm up-Presentation-Practice-Use-Follow up' stages of a basic class organization model of the communicative teaching methods each other.
This research is significant for the following reasons: in order to select a syllabus of culture education, which has not been established yet in Korean language education, this research conducted a survey of learners' needs and analysis of Korean language textbooks at the same time, and suggested a syllabus which is appropriate at the field of education and the way of using the syllabus as a classroom material.
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