The following thesis is not about the argument on the Korean education system mainly focusing on the improvement of Korean language proficiency, but rather about the question "How will the Korean educational system affect Thai students majoring in Kor...
The following thesis is not about the argument on the Korean education system mainly focusing on the improvement of Korean language proficiency, but rather about the question "How will the Korean educational system affect Thai students majoring in Korean studies?" Due to the rise in admission requirements for universities in Thailand as well as more and more students demanding professional education related to Korean studies, there has been an increase in both Thailand and Korea's culture and economy.
Thus, how should Korea's educational curriculum for Thai students majoring in Korean studies be composed? For this to be answered, we have deduced two research questions: "How are the present conditions of Korean studies and education of Korean culture in Thailand?" and "What are the internal demands?" In addition, we have observed the importance of the teacher and the student's role in the present state of the Korean studies curriculum and education of Korean culture.
This study is composed as follows. In part I, we will be discussing the main objective and importance of this , as well as how to eliminate the problem. Afterwards, we will examine researches related to and preceding this . Although the preceding research s we will be discussing are about Korean studies in Korea, Korean studies in Thailand, and the education of Korean studies for Thai students, we have especially argued that the education of Korean studies for Thai students is based on a mutuality of language and cultural education. In addition, the argument for the education of Korean culture in an expertise way has been removed or has been purposely excluded from the direction of this research .
In part II, we have based the foundations of professional Korean cultural education research on a theoretical background composing of geographic studies that help classify Korean studies and Korean culture. In the midst of all this, we have selected the works of Tomalin, Stempleski (1993), Hammery (1986), Moran (2001) and Kim Joong-Soon (2008) and have organized their arguments into three categories of Korean culture in our study: product culture, cultural stereotypes, and behavioral culture. Also, in this study, we have used survey questions to further investigate the education of Korean culture, the theoretical methods of education and teaching material for teaching culture, as well as the analysis of demand used in the demanded research, all in terms of foreign culture.
Part III, of our thesis will be looking into different approaches to research, namely the analysis of curriculum and demand. Also, in order for the analysis of demand to happen, we will discuss the importance of reciprocal action between the teacher and the student.
In Part IV, we will be examining the present condition between Korean studies in Thailand and the education of Korean culture. For this, we have looked into certain aspects of Korean studies in Thailand that have shown how each Thai student majoring in Korean studies has been able to improve cultural content. Through all this we have been able to understand the unique characteristics of Korean classes. By examining the curriculum of these classes, we have found that the courses are currently independently established. Yet the critical problem with this was that they lacked organized education program, professional faculty, and educational materials.
In Part V, we will be analyzing the collected information through the claims we have investigated. Basing the results as author's background, we deduced that to Thai students majoring in Korean studies, educational curriculum, educational programs, and study material are the foundation to a program. Through the comparison by group and by level, it is shown that the demand for Korean studies majors and the way the class is taught is not so different in these areas overall. Especially, as Korean studies majors become juniors and seniors, their human relations ability to sympathize and understand Korean values helps them blend in with native Koreans.
Finally, in Part VI, we will be summarizing our research and this study's significance. We will be providing a solution to the cultural conflict that arises between Korea and Thailand when it comes to Thai students majoring in Korean studies and Korea's educational system. The respect and tolerance for the target country is highly important yet it sometimes excluded. Thus, we will be expanding and reaffirming on the tendency to argue that cultural education for language education is necessary for the Korean educational system.
However, the understanding of the current state of those who are majoring in Korean studies and the demands of those who teach and learn are crucial. In particular, during the time when the Korean educational system is just starting to bloom, we can see that the minority of research subjects are Thai students majoring in Korean studies, and that there is a boundary to over generalizing their educational curriculum. On some level, the demands of Korean culture and educational programs can be analyzed yet cannot be limited. Nevertheless, we deduce through this research concerning Korea's educational system for Thai students that we must raise awareness and help develop better conditions for Korean educational systems in Thailand.
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