This study is the diachronic and integrated one on Korean language education, aiming at tracking the time line flow of the Korean language education. This purpose seeks to build up our own study on Korean language education history, by highlighting im...
This study is the diachronic and integrated one on Korean language education, aiming at tracking the time line flow of the Korean language education. This purpose seeks to build up our own study on Korean language education history, by highlighting implications and historical value found from westerners' initial Korean language textbooks.
From the 19th to the early 20th century, it is the time when westerners began to study Korean language as the subjects as learning, and they started to publish Korean language textbooks based on their experience of acquiring Korean language. By analysing those Korean language textbooks at that time and tracking the flow, thereby examining the formation, development process of Korean language textbooks as well as the mutual influences, we are to find the implications and historical value given to today's Korean language education by such textbooks at the time when the initial Korean language education had been formed and developed.
For the concrete purpose to achieve the entire purpose of this study, we attempted to analyze and evaluate the Korean language textbooks published by westerners from 19th to the early 20th century in a diachronic and integrated. This is to identify historical value and meaning, by examining contexts around the textbooks based on historical records such as the time period and author's background, but analyzing the textbooks at that time based on the theory of textbook evaluation. In addition, it was attempted to examine the formation, development, changes and trends of the textbooks, by revealing the wide correlations and influences through 'Textbook History'.
The books subject to this study were published by westerners as learning textbooks for their learning and study, including those published in French, English and German language areas. That is John Ross's 『Corean Primer(1877)』, 『Korean Speech with Grammar and Vocaburary(1882)』, Félix-Clair Ridel's 『Grammaire Coréenne(1881)』, James Scott's 『En-moun mal ch'aik(1887, 1893)』, Camill Imbault-Huart's 『Manuel de la langue Coréenne parlée(1889)』, Horace Grant Underwood's 『Han Young Mun Beop(1890)』, James Scrath Gale's 『Korean Grammatical Forms(1894, 1916)』, Annie Luaurie Baird's 『Fifty Helps for the Beginner in the use of the Korean Language(1903)』, Andreas Eckardt's 『Koreanische Konversations-Grammatik mit Lesestücken und Gesprächen(1923)』.
Nine principle of evaluation were set and divided into three areas, in order to analyze and evaluate the Korean language textbooks during the past 19th century. Three area is about organization, contents of textbooks and teaching method of textbooks. The general review description, comparative/contrast description and open-end description adopted for the evaluation description method.
Starting from the year of 1890 when Underwood's textbook had been published, the author reviewed the westerners' Korean language textbooks published during the 19th to the early 20 century, by dividing them into the initial Korean language textbook formation period(before the year of 1890) and the later development period(after 1890).
The westerners' Korean language textbooks had been influenced by their previously published Chinese and Japanese textbooks, as well as by Chinese language and character as they already learned. In other words, those Korean language textbooks have been gradually formed on the basis of westerners' achievement of studying Korean language in China before their entry to Korea, as well as of Korean language learning by the medium of Chinese characters after their entry to Korea. The textbooks authored by Ross Ridel were the first ones published during the period when westerners were hardly able to enter Korea, made in reference of their own Chinese language studies and textbooks. Ross's textbook was focused on Korean language conversation, while Ridel's one concentrated on set up the rules by listing the usage of each grammar category, in order for comprehensive arrangement of Korean language grammar system. It was revealed that the two authors' textbooks made direct influence on Scott and Imbault-Huart's textbooks. We found that there are the aspects of sentence practice in grammar learning, as Scott's textbook quoted grammar from Ridel's one, while it quoted the conversation sentences from Ross's one. The textbook was embodied in consideration of learning, by allowing the given grammar items to be practiced rather than deductive suggestion of grammar. Imbault-Huart summarized Ridel's book, but in reference to the format and system of his own Chinese language textbook, before he published his Korean language textbook.
Underwood, a missionary had first entered after Korea opens its door. He successfully arranged his experience of studying and learning Korean language and set up Korean language grammar system. He wanted to arrange the Korean language grammar system by overcoming the outstanding influence of French grammar appeared in Ridel's textbook, even though the influence of English grammar, his mother tongue. In addition, in that the author's perspective on learning of Korean language was clarified in the textbook, Underwood's book opened up the development period of Korean language textbooks in 19th century. From 1890 when his textbook published, Korean language textbooks had seen the in-depth development including the attempt of various grammar learning. For example, Gale's textbook is valuated as its attempt to educate Korean language and culture, by clarifying the usage, function and meaning of the verb ending words and the connecting ending words which are the most difficult for foreign learners to know. Quoting the example sentences from the book called 'Gyorinsuji' and verifying, he also provided proverbs and Chinese character-written proverbs as the reading materials. Meanwhile, Baird's textbook is meaningful in his attempt for 4-step sentence structure practice for each individual sentence structure, by choosing essential 42 sentence structures as the grammar learning unit. Afterwards, Korean language textbook category extended to German language areas, leading to Eckardt's textbook completed. Eckardt's textbook set up ‘grammar learning-vocabulary learning-assignment learning-reading learning-conversation learning’ in every section, to try more balanced Korean language education, making the grammar application learning through the text beyond the sentence unit. Passing the formation and development process in 19th century, Ekart wrote his own Korean language textbook in the early 20th century, which Korean language textbook began to show more comprehensive and developed appearance as the foreign textbooks. Ekart's textbook has historical value, showing how Korean language textbooks had been developed from 19th through to the early 20th century.
The examination of historical flow of Korean language textbooks published by westerners from 19th to 20th century, resulted in our finding the two trends: Trend focused on conversation learning and on grammar system. The textbooks authord by Ross-Scott-Gale have succeeded the flow of conversation learning, while those by Ridel-Underwood-Eckardt followed the flow of grammar learning trends. We found the fact that grammar application practice was reflected to the textbooks authored by Scott-Gale-Baird Scott's textbook used sentence structures to learn grammar items, while Gale's textbook gave note-type numbering so that learners may check and understand how the grammar items were applied to the example sentences focused on topics. Baird‘s textbook includes oral sentence structure practice sections. In addition, it was revealed that the textbooks at that time steadily included interest and contents in Korean culture.
This study examined the Korean language textbooks initially published by westerners in diachronic and integrated way, which is meaningful in finding out unique characteristics of Korean language education history. This study highlighted the Korea's own linguistic, historical and cultural characteristics, thereby tracking the aspects and trends of Korean language education and textbooks as approached by westerners in the 19th century, we were able to build up the initial history of Korean language textbooks. As a specific and fundamental work on Korean language education, this study will provide practical help to Korean language education.
，韩语毕业论文，韩语论文题目 |
