Cultural diversity and multiculturalism are the most important values in this age of globalization. Likewise culture education is of great importance, and it should comprise the basis of language education for foreign learners. Vietnam and Korea, desp...
Cultural diversity and multiculturalism are the most important values in this age of globalization. Likewise culture education is of great importance, and it should comprise the basis of language education for foreign learners. Vietnam and Korea, despite the fact that they both belong to the East Asian cultural area, have had little historical and cultural interaction, and research on their relationship has remained only at an elementary level. However, the recent “hot Korea wave” has to some extent heightened the necessity for research and provided some motivations for the pursuit of research in this area. The purpose of this study is to explore the best methods for Korean cultural education for Vietnamese learners. One of the methods to be explored is found in a comparison between Korean mask dance and Vietnamese cheo. Because Vietnamese are already familiar with their traditional cheo, the comparison between Korean mask dance and cheo will provide a good basis of understanding for Vietnamese learners to learn about Korean mask dance. By understanding Korean mask dance, Vietnamese learners can be introduced more effectively to Korean traditions and the cultural values of contemporary Korean society, in which mask dance is still performed, and will have a closer understanding of the core of Korean culture.
Korean mask dance and cheo not only share similar origins, but their performance, characteristics and artistic values are also very similar. In cultural education, it is not sufficient to simply introduce Korean mask dance to Vietnamese learners. A profound understanding of Korean mask dance requires proficiency in Korean. This makes Vietnamese international students pursuing their studies in Korean culture in Korea, as well as students advancing in the same field in Vietnam, perfect candidates for this type of education. Their exceptional motivation in studying Korean culture allows them to be more proactive and to understand Korean culture that much more quickly. However, Korean-major curricula in Vietnam have been more intensely focused on language education, and cultural education has been treated as only a means to carry out language education. This accentuates the need for the development of effective Korean cultural education, necessitating more comparative studies of the target culture and the mother culture. In other words, though it is essential to expand one’s knowledge of Korean culture, a deeper understanding of one’s mother culture, namely Vietnamese culture in this case, is also crucial and therefore should also be the target of cultural education. A comparison between Korean mask dance and cheo is one form of response to this need.
There are not many s of studies on cultural interaction between the origins of Korean mask dance and cheo. Of course, the discovery of such historical facts is not the main purpose of cultural education, but such a comparison will help us better understand the traditions of both cultures and the universality of culture itself. This will in turn further motivate students’ interest in the subject and will enhance the effectiveness of the education. In the light of this, cultural education is a study in process and methodology. The effectiveness of cultural education and the depth of understanding achieved are strongly dependant on one’s interest and abilities. Therefore, the method of education is more important than the breadth of education. Students cannot learn all facts at once by simply cramming them. It is more important to help students focus on the relations of a cultural phenomenon to other cultural aspects and understand such facts. The knowledge students need is better acquired and digested by collecting, comparing, and analyzing empirical events. Methodological knowledge, unlike static knowledge, is always in process. Knowledge in process can be obtained by translating empirical data into useful information and by analyzing and comparing such information.
“A case study of Korean culture education for Vietnamese learners” is a step in helping Vietnamese students understand Korean mask dance, one of the many events in Korean culture. The methods include a presentation on Korean mask dance using visual and auditory data, comparison between Korean mask dance and cheo, and empirical studies. Empirical studies entail field studies. When the conditions for field studies are not met, simulative studies using the internet and digital tools are also possible. These tools can also aid in understanding difficult Korean oral phrases in performance. In the light of this, more detailed development of curriculum is necessary in culture education. Therefore, the development of Korean culture education for Vietnamese students is more vital and urgent than ever.
，韩语论文，韩语论文 |
