A Study on Development of Korean Language Curriculums at Overseas Colleges Using Analysis of Learners' Needs: Centering on Korean Studies at ELTE University in Hungary
This is a study of Korean language curriculum designs reflecting learners' need...
A Study on Development of Korean Language Curriculums at Overseas Colleges Using Analysis of Learners' Needs: Centering on Korean Studies at ELTE University in Hungary
This is a study of Korean language curriculum designs reflecting learners' needs, centering on ELTE University in Hungary among universities in Eastern Europe, to lay a developmental foundation for an efficient design of Korean language curriculum at overseas universities.
There are growing demands for Korean language education in Eastern European countries, including Hungary, with close political, economic and cultural ties between countries, but with little studies on Korean language curriculum. Thus, this study aims at designing Korean language curriculum based on 'Development Step 1 and Step 2 of Standard Korean Language Model in International Use (Kim Jung Sup et al., 2010; 2011)' and 'Kim Jae Wook (2009a, c, 2010)', which studied Korean language curriculum and curriculum design principles for various learners from home and abroad, and based on it, establishing an index for the development of Korean language curriculums in Eastern European countries and other foreign countries.
Chapter 2 discusses curriculum development, syllabus design and analysis of learners' needs as theoretical backgrounds, and communication-centered, functional meaning-centered and task-centered curriculums.
Chapter 3 describes research method and procedure of this study, and subjects and tools of needs survey. In the first step of the research, it takes a close look at the current curriculum of ELTE University in Hungary, and makes a comparative analysis of Korean language curriculums from Korea, China and Japan and that of ELTE University based on Kim Jae Wook (2009a, c, 2010) to find problems and issues. In the next step, it performs preliminary and main need surveys of students at Korean language department of ELTE University using survey tools constructed based on questionnaires in Nunan (1999) and research method in Gwon Mi-jeong (2001), and analyses the results. In the last step, it proposes a curriculum improvement plan with contents for Korean language education and levels by semester.
Chapter 4 contains the results of surveying the subjects of this study, which shows that Korean language curriculum consists of a total of 6 semesters with a total of 540 hours, all use '100-hour Korean Language' published by Yonsei University as their textbook, and Korean language subjects include 'Modern Korean Language 1, 2, 3, 4, 5 and 6,' 'Ancient Korean Language and Chinese Characters 1, 2, 3 and 4,' 'Business Korean Language 1 and 2,' 'Korean Translation,' 'Korean Linguistics' and 'Modern Korean Speaking Practices 1 and 2', while Korean study subjects include 'Korean History 1, 2 and 3,' 'Korean Traditions,' 'Introduction to Korean Arts,' 'Modern Korean Literature,' 'Religions in Korea,' 'Asia-Pacific Cultures,' 'Korea's National Identity' and 'Modern Korean Cultures.' Striking features of Korean language curriculum are that the number of subjects is significantly small, compared with that of other foreign languages, and the proportion of 'Korean language' subjects is notably low, compared with that of other foreign languages. The feature commonly found at overseas colleges is that areas 3 and 5 have 0 %. It seems that the establishment of additional subjects and programs is necessary. The analysis of needs show that learners feel an insufficient amount of learning, and want additional Korean language subjects to be opened. It also shows that they, in general, rate their own abilities low, but set their target levels at intermediate and advanced, and the purpose of their learning of Korean language is largely related to occupation and studies, and a considerable number of learners desire to live in Korea. Some students wanted to be Korean language teachers. There were no significant differences in answers to questions on the need of 'topics' and 'function-task' for the selection of education contents.
Chapter 5 proposes 'Academic Korean Language,' 'Preparation for TOPIK Test' and 'Korean Language Education as a Foreign Language' for additional subjects to current required subjects as a curriculum improvement plan with the development of other programs, including 'Online Korean Education,' 'Exchanges with Korean Native Students,' 'Korean Zone' and 'One-year Learning in Korea.' It will be desirable to discuss on opening subjects corresponding to area 3 in the Framework Act on Korean Language. For the selection of education contents, a table was presented setting priorities for 'Topics' and 'Function-Task' based on the results of need analysis, and 'Flexible Branch Model' in the common European framework was applied for grading in curriculum considering that the curriculum consists of 6 semesters with 90 hours per semester. Standard curriculum and levels in Korean language proficiency test were referred to, and presented for comparison.
Chapter 6 provides an outline of the entire content of this study, and concludes this study with suggestions for follow-up studies and limitations of this study.
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