Analyses and Improvement Measures of Korean Textbooks for Japanese Beginners who Learn Korean Language
-Focusing on Korean Textbooks used for General Purposes and Published in Japan-
This study aims to analyze the elementary korean textbooks pu...
Analyses and Improvement Measures of Korean Textbooks for Japanese Beginners who Learn Korean Language
-Focusing on Korean Textbooks used for General Purposes and Published in Japan-
This study aims to analyze the elementary korean textbooks published in Japan and used by general educational institutions for adult learners for the general purposes of learning Korean language as a hobby in Japan and investigate the problems in such korean textbooks and subsequently suggest improvement measures.
In Japan, teaching Korean language has brought about a big change in foreign language education for about ten years from the 1988 Olympic Games to the mid 1990s. Korean language lecture started through NHK and radio programs in 1984 and since the 1988 Olympic Games, Korean language became known to the general public in Japan. Since the opening of mass culture in 1998, there were various exchanges; the 2002 World Cup in Korea and Japan was held; and the Korean wave swept over the Japanese Islands early in 2000s. This made Japanese people take more interest in Korean culture and language. In Japan, there has been a continuous study on Korean culture and language and thereafter, sociocultural changes resulted in a greater number of Korean language learners in Japan and Korean language also grew both qualitatively and quantitatively.
In Japan, formal school educational institutions such as university and high school are actively studying Korean language and korean textbooks, but the discussion of Korean language and korean textbooks in general educational institutions is still lacking.
Accordingly, this study investigates the frequency that Korean language teachers in general educational institutions in Japan are using the Korean textbooks published in Japan and sets three books among many textbooks as objects of this study. The problems shown in Korean textbooks are examined by focusing on the fact that those who learn Korean language are the adults who hope to learn Korean language as a hobby and the following development measures are suggested.
Chapter 2 compares how to teach a foreign language, educational course of Korean language, syllabus, and syllabus of Korean textbooks and then describes the theoretical background of analyzing Korean textbooks.
Chapter 3 summarizes the current status of Korean language education and textbooks in regular educational institutions in Japan and the materials used in general educational institutions that teach Korean language and investigates the use of Korean textbooks in such institutions.
Chapter 4 conducts an investigation on the recognition and requirement of the teachers working at general educational institutions and understands the current status that teachers are using the elementary Korean textbooks and looks at the problems by area - subject, grammar, vocabulary, pronunciation, and culture - of Korean textbooks.
Chapter 5 analyzes the construction - principle of construction, educational goal, and syllabus - and the content - subject, grammar, vocabulary, pronunciation, and culture - of the Korean elementary textbooks published in Japan and summarizes the results.
Chapter 6 points out the problems based on the analyzed results of the Korean textbooks and suggests the following six improvement measures including the problems in the investigated survey conducted in Chapter 4.
First, Korean textbooks should specify educational course, goal of learning, and syllabus for adult learners who hope to learn Korean language as a hobby.
Second, subjects should contain situations in Japan and Korea and in setting a dialogue with a Japanese, efforts should be made to the construction of contents to prevent learners from feeling a sense of difference caused by the cultural gap between Korea and Japan.
Third, in grammar, the amount of grammar items should be reduced, and in interpretation, grammar terms should be unified and include connective endings and postpositional particles which are highly frequently used, but mistaken.
Fourth, in vocabulary, easy examples with new vocabularies repeated should be reduced and in dialogue contexts in the body of the textbooks, the difference in using different languages should be described additionally in Japanese.
Fifth, the explanation of pronunciation should be unified and actual notation
and rules should be added to the body.
Sixth, the span of culture should be widened and ordinary elements of
culture should be expressed in various ways in addition to the subject
of textbooks.
This study could understand the problems in Korean elementary textbooks published in Japan that the Korean teachers who teach Korean language in Japan are using from the perspective of teachers. So it is significant in that it identified the problems in Korean textbooks used by teachers in general educational institutions and based on this, suggested improvement measures for the textbooks.
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