초록 열기/닫기 버튼
There are currently three Korean departments/divisions at the university level in Taiwan. Elsewhere, forty-seven universities and fifty-eight high schools offer Korean classes as a second language; thirty-one schools of continuing education and twenty-four community colleges offer Korean classes to the general public; eighty-two cram schools provide Korean education. The fact that there is still a lack of Korean specialists despite these learning opportunities invites our attention. To take the Taiwan TOPIK test in 2013 as example, only 337 test-takers out of 4026 signed up for the advanced level. Taiwan, therefore, faces the problem of educating advanced Korean specialists. This is the aim of this paper. According to the observation of this paper, there are three major problems in Taiwan’s current Korean education: 1. The lack of professional Korean teachers; 2. The lack of diversity and pragmatism in course design and the problem of course contents; 3. The lack of communication between the education institutions of high schools and those of universities. This paper proposes solutions to these problems in hope that they will be of help to the authorities. According to the investigation of this paper, more than fifty percent of Korean teachers in Taiwan are Korean, but they all almost don’t have formal education in teaching Korean as a foreign language nor certificates. The same situation can be observed at universities. The Department of Korean in National Chengchi University has four out of nine professors who are native speakers; The University of Kaohsiung has two out of three professors who are native speakers, but one of them specializes in Japanese literature. The department chair of Chinese Culture University is a native Korean. Other institutions mainly hire teachers who have Korean spouses. This shows how there is a lack of Korean professionals in Taiwan. This paper proposes three solutions to this bug issue: 1. The employment of Korean teacher’s certification system; 2. Further trainings for current teachers; 3. Developing advanced Korean personnel. In addition, courses at the university level have to be adjusted according to the specialty of teachers and cannot be as diverse as possible, nor can they match the needs of students and the society. There is a gap between knowledge and application. This paper proposes four solutions: 1. The systemization and consistency of courses; 2. Revitalization of courses; 3. Designing course contents that are suitable for Taiwanese learners; 4. Developing specialists of Korean Studies.
