The purpose of this study is to develop cultural content and efficient method for teaching culture in Korean as a foreign language (KFL) education for Russian learners in order to advance their intercultural communication competence, particularly, in ... The purpose of this study is to develop cultural content and efficient method for teaching culture in Korean as a foreign language (KFL) education for Russian learners in order to advance their intercultural communication competence, particularly, in business context. As South Korea's international economic status increases, a trend of rising awareness of Korea and a growing interest in it can be now observed in many countries including Russia. Thus, most of KFL students in Russia learn Korean with an intention of further using Korean at Korea-related work, for instance, in Korean companies, organizations while cooperating with Korean businessmen or diplomats. Even to those, who started learning Korean for a pure ethnographic or linguistic interest are also often brought into business-related contact with Koreans due to economic reasons. Such tendencies encouraged conduction of new researches on Korean language and Korean language teaching in Russia. However, there are very few researches on teaching cultural aspect of KFL, which is very important for a smooth communication and which is required in business context not less than the linguistic one. Analysis of the current status of Korean language education in Russia has shown that the KFL teaching in Russia focuses only on language, grammar, and the 'big C letter' Culture. Such 'educational slant' leaves students alone with intercultural challenges, unable them to cope with emerging cultural misunderstanding, conflicts, and prejudice, which lead them to inadequate and insufficient communication. Taking these problems into consideration, I set a development of intercultural communicative competence as an ultimate aim, and presented content for teaching business-related Korean culture with concentration on fundamental Korean values, which are, essential core of culture. For doing this, perspectives and approaches of social psychology, anthropology and intercultural communication studies were applied, and an in-depth survey on perceived communicative problems between Koreans and Russians was administered. The business-related Korean culture content was proposed on the basis of Geert Hofstede's five cultural dimensions concept as follows. First, in the collectivistic tendency dimension, since such Korean values as community, eu-ri (義理, sense of duty, loyalty, righteousness) and face (體面, reputation, dignity) were found as especially contradicting with Russian ones, therefore I took a close look on their features, aspects and their influence on 'products' and 'behaviors' (the two of the three cultural main categories along with 'ideas'). Second, in the dimension of a big power distance orientation, the values of hierarchy and respectful attitude (homage) was studied. In the harmony tendency dimension, I analysed such values as in-hwa (人和, harmony between people) and humility, in the dimension of the uncertainty avoidance tendency, the value of stability was reviewed. Finally, in the fifth dimension of the long-term orientation, I took a deep look at tenacity and reciprocity values. All these values were reviewed in a comparison to Russian values prospect. Then I proposed a framework for teaching of business-related culture to KFL learners. Its objectives were set in three aspects - cognitive, affective and behavioral, and each was divided into subgoals. Understanding of culture (in general), understanding of Korean value orientations, and understanding of intercultural communication in business context were defined as the subgoals of the cognitive aspect; increasing of curiosity and interest about Korean culture, forming positive attitude towards Korean culture, developing of ability to embrace and accept the cultural differences were set as subgoals of the affective aspect; subgoals of the behavioral aspect represent developing strategical skills for intercultural communication, enhancement of ability to take appropriate for Korean culture actions, and raising research skills about Korean culture. Teaching methods were also introduced in three dimensions - knowledge, attitudes and skills. In the first dimension, called 'knowing a foreign culture', I suggested some teaching methods and activities for development of cultural awareness, understanding Korean values, and awareness of learner's own culture. In the second dimension, 'accepting cultural differences', I showed several methods for teaching understanding the reasons of cultural differences, formation of a positive attitude, motivation, and sympathizing, Finally, in the 'performing intercultural communication', I introduced several examples of teaching methods and activities for strategizing, direct and indirect experience. The study will provide a KFL teacher with a theoretical and practical insights for framing teaching content and methods aimed to develop the learners' intercultural competence, that will help to understand and to respect the language and culture, help to facilitate an affective communication free with less cultural conflicts due to the difference in cultural values and beliefs which are brought by learner to a KFL classroom, id est, it will gradually help to enhance the learners' intercultural communicative competence.
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