This study aims to seek a solution to articulate bothKorean and Japanese
curriculum of Korean language so that Japanese students cannaturally overcome
the adversities they face, like learning and living in Korea,when studying abroad
in the country....
This study aims to seek a solution to articulate bothKorean and Japanese
curriculum of Korean language so that Japanese students cannaturally overcome
the adversities they face, like learning and living in Korea,when studying abroad
in the country. This study contains the followingcontents.
Firstly, inthe first chapter the necessity and purpose of this study was
discussed and, in succession,the previous studies and approaches have been
taken into consideration. In a real class situation, Korean language education
approaches and teaching methods essentiallyfocused on learners, and, following
this point of view, the curriculum mightalso be developed as a suitable one for
learners. Despite the fact thatuntil recently the curriculum that have been
developed usually containedgeneral learning or academic and business purposes
among others, the curriculumregarded in this work will be developed according
to students each purposewhile studying abroad in Korea. This study takes into
account students thatcome from Japanese universities for local training in
Korean national institutionsto learn Korean language, and just as a matter of
fact, similarstudies developing curriculums involving both institutions were
rarely found. 4years of study is an important period for students during
university life, especially,when they come to study abroad since it can open a range of possibilities likethe change of values among others. The aim of this
study is to show thenecessity of this kind of research and the possibility of
increasing moreeducational effectiveness during the process of transferring
from one educationalinstitution to another.
In the second chapter, afterhaving a look at the theoretical basis of the
curriculum that lies behind thiswork and the definition of curriculum as a foreign
language, the concept of curriculumarticulation according to pedagogical
perspectives and foreign languageteaching implementation was discussed and
classified. From a pedagogical pointof view, a case of articulation between an
American education in middle schooland high school was given to show the
historical flow in which articulation of curriculumbecame necessary; meanwhile,
as an example of foreign language teaching implementation,the case of
articulation of Japanese language teaching between domestic andoverseas’
universities was examined. Also, the principles and requiredconditions of
curriculum articulation were also discussed in this chapter. Itcan be said that
the required conditions for articulation are established when eachinstitution, the
original educational institution from where a student transferredand the new
one, is either specialized in that or when both institutions feelthe necessity to
mutually complement each other’s weaknesses. Moreover, necessaryprinciples
were studied under these curriculum required conditions. Theseprinciples are
the prominent result that stood out from the differences gained fromthe
comparison of both educational institutions. Though they are established
throughthe inspection, among the differences and weaknesses of both
educational institutions,the really important thing is that both educational
institutions’ teachers who designthe curriculum might share the same concern.
It is not just a matter of findingan institution’s problems but finding both educational institutions reciprocal concerns,in other words, it is an idea of
actually having these two educationalinstitution’s language program running
under the same curriculum. This is whatcould be called as a learner curriculum
composition and designfocused ona student’s perspective and this aspectis also
a principle of articulation.
In the third chapter, a comparison was made between the Korean language
curriculum designedbyboth Korean and Japanese universities. The features of
each curriculum componentas teacher and learner, teaching material, teaching
method and evaluation werecarefully studied. The most contrasting differences
among the observed featuresof each component can be described as the
following. In the point of view of alearner, as an example, learning motivation is
more visible when a studentlearns Korean language in Korea, in contrast to this,
most of students learningKorean language in Japan lack motivation hence
continuous learning becomes adifficult task. The rest of the components such as
the teacher, teachingmaterial and teaching methods among others when
compared with what happens inKorean classrooms in Korea, in all aspects show
an inadequate learningenvironment. If the responsible teacher for Korean
language teaching is not completelyawareof the differences between the
curriculum the implementation of theirarticulation will hardly develop a
curriculum that would satisfactorily respondto learners needs.
In the fourth chapter, somepractical cases were mentioned for the sake of
articulation betweencurriculums. In order to establish articulation, student
situations have beendivided into three phases: before going to study abroad
(before transference),while studying abroad (during transference), after coming
back from studiesabroad (after transference). This work focused on before transference and aftertransference phases, presenting the teaching contents
carried out in the periodprevious to studying abroad in Korea and the teaching
contents carried out inthe period posterior to studying abroad. More
importantly, in the after transferencephase, whilst there were some elements
that were difficult to be implemented inthe curriculum, a way to develop a
curriculum was proposed according toteaching contents and teaching
experiences gained from a study meeting wherelearners enthusiastically
participated.
In the fifth chapter, a survey concerning curriculum was realized by
inquiringopinion of learners who had experiences learning abroad in Korea and
opinion ofresponsible teachers for Korean language teaching. The results
revealed theimportant fact that the implementation of curriculum articulation
beforetransference should constitute the establishment of a connection between
thecontents students learned before transferring and the contents practiced
inspeaking/listening activities in Korea. Teachers as well revealed they
areaware of the importance of speaking/listening practice activities
andrecognized the importance of being aware of the contents learnt in Japan.
Also,based on these results, it was realized that each educational institution
needsto systematically arrange teaching content and the field of which it
isresponsible.
In the sixth chapter, a model ofcurriculum articulation was being proposed
on the basis of practical cases mentionedin chapter 4 and the results of the
survey realized in chapter 5. Firstly, followingthe principle of curriculum
articulation, the product of learners knowledgeof whatwas learnt during the
study course before transference should be preceded andalso, in this work it was proposed the necessity of creating a way of sharinginformation on learners
between educational institutions. Besides that, it wasalso proposed from a
comparison between an analysis of learning topicsfromteaching materials of
each educational institution and teacher’s syllabus, thatit is necessary to verify
the teaching contents that should be mutuallycomplemented. Concerning the
articulation of both Korean curriculum and studycourse’s curriculum before
transference plus the articulation between studycourse’s curriculum after
transference and Japanese curriculum, it wassuggested teaching contents
contain three fields of study, language education,culture education and
academic education.
Lastly, in the seventh chapter,the whole research was summarized and, as
a conclusion, it was suggested aproposal of new problems to be solved in the
future and the necessity of developinga continuous curriculum was highlighted.
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