This study aims on multidirectional and in-depth Korean culture education to Korean language majoring Vietnamese university students with systematic learning of diverse Korean culture based on learner needs.
The number of Korean study courses at universities is highly increasing to satisfy the rapidly growing number of people overseas who want to learn Korean and Korean culture due to the Korean economic growth and ‘Hallyu’ - Korean wave. The preparation for an appropriate measure to Korean education is therefore essential, especially in Vietnam, where the craze for Korean language has spread rapidly in a short time and will continue to be a place for a widespread Korean education due to the relationship between the two countries.
If Korean language can play a fundamental role as a communicative language in Vietnam, the field of Korean Studies can serve as a tool to understand Korea and Koreans through the comparison of Korean and Vietnamese cultures.
By acquiring Korean language proficiency through Korean language courses, it is possible to understand the realities of Korea and the Korean identity through the field of Korean Studies. Cultural education in the field of Korean Studies should head beyond language study into a comprehensive knowledge of Korean traditional culture, modern culture, politics, economy and history.
However, the interest and efforts towards this is insufficient with respect to the Korean culture education in Vietnam whereas there is lack of textbooks corresponding to the syllabus and constraint to culture education within the schemes of overseas Korean language education. Furthermore, there is shortage of professional teachers in the field and it is difficult to expect a systematic achievement of Korean language and culture education by local teachers due to various practical problems. And the educational objectives and contents are decided based on the discretion of the instructor in charge. Therefore, there is a need to design an outline program of instruction or major course about the education needed to foster high quality professional manpower overseas.
Although the field of Korean Studies defined in this writing is “Korean Studies as Area Studies” and “Korean culture studies as Area Studies”, the scope of Korean culture education should be set within the scope of Korean education for advanced level in Vietnam since the course is given to Korean major students differently from the major course.
Chapter one discusses the purpose and importance of this study with respect to standardization of Korean culture education and it also elaborates about the differences in the target group and the approach method of domestic and overseas culture education along with introduction of the research methodology used in the study.
In chapter two, the relationship between language and culture, theoretical background of combined language and culture education as well as purpose and category of syllabus design for overseas institutions culture education.
Chapter three examines about improvement aspects for the positive development of proper Korean education within Vietnam using a survey on the current status and reality of Korean Studies in Vietnam. Besides, the utilization of Korean language textbook of Vietnamese universities is illustrated. It also examines how much importance has been given to cultural education in universities throughout the country using the courses given and discusses about the current situation of the overall culture education by identifying courses related to comprehensive culture within the field of Korean Studies.
Chapter four deals with the level of satisfaction towards Korean culture class, which culture courses are wished by learners, comparative opinions about the difficulties of culture classes in Vietnam universities through a survey focused on Korean major students and instructors. Priority given culture subjects are categorized into high, medium and small division levels based on the items indicated by <General Standard Model for International Korean Education> and comprising the opinions of learners and instructors for a systematic and smooth culture class.
In chapter five, the reality of Korean culture class in the field of Korean Studies has been examined if the class is being conducted using cramming method which could result in the decline of the Korean ability of the learners. Through this a syllabus consisting of combined language and culture studies by considering local situation has been designed in order that Korean language and Korean Studies programs could be run together.
Focusing on the above points, this study also includes an outline for a 16-week course with the order of importance based on the Korean Studies syllabus contents shown through a survey. Culture education that needs language emphasis are indicated by language-based culture education, and syllabus contents that need emphasis of culture are designed using culture-based combined language education type through participatory observation, observation, interview, culture capsule, lecture class and other Ethnography of Speaking.
The future ties between Vietnam and Korea will have more expectations and the advance in the field of Korean Studies will be poignant as a result of the third generation through marriage migration and general economic cooperation through diplomatic relationship of the two countries. Particularly a general understanding of Korean culture will help Korean-majors who are preparing for a job or academic career to possess self confidence and continue in an optimistic direction.
The field of Korean Studies education is an important course of study that roots deeply Korean language education and it is a field of study that helps to understand the true aspects of Korea and Korean identity. Despite this fact, it is a regret that much attention is not given to it. Overseas Korean Studies is different from that of the domestic due to the reason that it is aimed for Korean-major learners, there is a need for a more concentrated educational system.
A Korean culture class syllabus that is designed to show the general aspects of Korea and the needs of learners will help to conduct a systematic learner-centered culture class that is common to all universities in Vietnam. It is also expected that the designed syllabus will contribute to the standardization of Korean culture education in Vietnam.
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