This study analyzes the education of Korean language for multicultural families in Korea empirically. To do this, approximately 460 multicultural families in Korea participated and answered the survey questionnaire. The main results and findings are s...
This study analyzes the education of Korean language for multicultural families in Korea empirically. To do this, approximately 460 multicultural families in Korea participated and answered the survey questionnaire. The main results and findings are summarized as below.
First, most of multicultural learners of Korean language regard Korean language as not a foreign language but a second language to understand Korean society and culture and to live in Korea. They want to learn Korean language to communicate well to survive and to be integrated in Korean society.
Second, multicultural learners of Korean language want that they are not be dominantly merged by Korean culture. They want that Korean and multicultural families should mutually understand and horizontally exchange Korean culture and their own cultures in the context of interculturalism.
Third, learning Korean in Korean multicultural centers has been helpful for multicultural families to develop the Korean language ability, to assimilate and understand Korean daily lives, and Korean society and Korean culture for multicultural families in Korea.
Fourth, as the results of statistical tests, multicultural families have different learning objectives and motives, learning attitudes, their recognition of Korean language performance, demand for Korean and their mother's languages as teaching and texts languages according to several learning variables such as their identity of nationality, the characteristics of Korean language on a foreign language or a second language, the aim of teaching Korean toward multiticulturalism or interculturalism, usefulness or contextuality of learning Korean in real Korean society, and other learning variables.
Fifth, in particular, the statistical results such as Contingency Table Analysis, ANOVA, Cannonical Analysis and Discriminant Analysis show that there are several different relations among the multicultural families' learning variables of Korean. As these learning variables can differently influence the effectiveness of multicultural families' learning Korean language, to teach Korean language to them more effectively it is important to realize and consider their identities for nationality and Korean language, their attitudes and thoughts about multiculturalism and interculturalism, contextuality of learning Korean in real daily lives in Korea, and other important learning variables.
Thus, the future objective and direction for teaching policy of Korean language to multicultural families should be revised and more improved to pursue interculturalism after analyzing the relationship between these learning variables and the effects of educating Korean language.
，韩语论文范文，韩语论文范文 |
