The Korean language curriculum in Mongolia has not yet been formalized by documents or standardized. Various studies were conducted; however, there are inadequate studies on the reading section. In other words, Korean language education in Mongolia es...
The Korean language curriculum in Mongolia has not yet been formalized by documents or standardized. Various studies were conducted; however, there are inadequate studies on the reading section. In other words, Korean language education in Mongolia essentially has considerable numbers of issues and problems.
In this regard, this article analyzes the reading curriculum and reading textbooks being used in Mongolian universities, and tries to offer a way to organize the goals and contents of Korean reading curriculum for Mongolian learners who study Korean language.
Six universities were chosen based on the survey of Mongolian universities’ Korean language department, from Overall Condition of Mongolia (2011). Their reading curriculums and reading textbooks were analyzed, and based on the result, the system of goals and contents were created.
Comparing the curriculum by schools, five out of six universities, except Mongolian State University of Education, have a curriculum integrated with other section. It means that there is insufficiency of independent reading curriculum, and that it has to be developed independently. Likewise, the goals and contents are varied in each schools depend on which section was used along with reading.
In addition, comparing three Korean reading textbooks which are used the most among the chosen universities, “Integrated Korean for Mongolian” and “Pathfinder in Korean” are rather integrated textbooks than a reading textbook, and that it was hard to carry out a focused reading activity. “Yonsei Korean Reading” could be used for a focused reading activity, however, it does not fit perfectly for Mongolian regarding the fact that it was made for all foreign Korean learner. Analyzing each textbook’s goals, contents, and learning activities, simple diagrams and graphs were used for expression in the beginner level. On the other hand, more questions are asked in advance, and more background knowledge was required in the intermediate and advanced level.
The contents of this article provide an aid to implement proper reading education for Mongolian learner. Moreover, insufficient part in reading section can be supplemented based on this article. These results will help study and develop the appropriate goals and contents in Korean reading education for Mongolian.
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