earticle

영어

The purpose of this study is to seek appropriate educational contents and methods for teaching Korean culture through Korean literature, and to examine its use in the actual classroom. Although the importance of intercultural communicative competence has been emphasized in foreign language education, deriving at its specific contents and methods has been difficult since culture covers a wide range of concepts and views, and its approach, very diverse. Therefore, this study focused on discussions provided by Tomalin and Stempleski in defining culture into categories of ‘achievements culture’, ‘behaviours culture’ and ‘ideas culture’ to theoretically systematize the concept of culture and to present contents and methods for culture education accordingly. Additionally, this study seeks methods for teaching Korean culture through literary works. In foreign language education, language learners need to understand the community and the language of the target language users. And in teaching a foreign language, intercultural interaction between the learner’s culture and that of the target language must be focused. Literature can be seen as the most appropriate material for such education since literary works provide authentic language, contain abundant sociocultural information about the time when they were written and serve not only as an educational resource but also have high educational value as materials for teaching sophisticated language use. In order to develop specific contents for teaching Korean culture using literature, this paper selected a few literary works appropriate for different levels of language learners. For beginning & intermedia learners, a travel journal was chosen since this type of writing is not restricted to a specific format and is relatively easy for learners of foreign cultures to understand. And for advanced learners, modern Korean poetry and novel were provided. For each literary selection, lesson objectives and topics were set with considerations given for elements of products culture, behavior culture and ideas culture. However in the actual classroom, lessons were focused on the most prominent cultural elements due to time restrictions and effectiveness of the lesson. The lesson using the travel journal focused on products culture since this type of genre concentrates on travel experiences such as cultural heritage, famous landmarks, etc. from various countries. The one on the poetry focused on the behavioral culture because poetry accentuates detailed characteristics of the language use depending on the speaker and his/her feelings. And the one on the novel focused on the ideas culture since a novel makes it possible to discover beliefs and values of Koreans through background settings and characters’ spoken language. The fact that the development of language skills as well as cultural competence is very important in second language and foreign language education for successful communication and interaction has been widely agreed upon. However, appropriate contents and methods for accomplishing this task are still in the search. This study proposed educational contents and methods for teaching culture by using literary works, and further study is expected for using more diverse materials and resources.

한국어

이 연구는 한국문학 작품을 제재로 활용한 한국어 문화교육의 내용과 방법을 모색하고, 그것의 실현 양상을 살펴보았다. 외국어교육에서 간문화적 능력을 기반으로 한 의사소통의 중요성이 점차 부각되고 있음에도, 문 화 개념의 범위가 매우 넓고 접근하고자 하는 관점도 다양하여 구체적인 교육 내용과 방법을 도출하기는 어려 운 실정이다. 따라서 본 연구에서는 문화의 내용적 범위를 ‘성취 문화’, ‘행위 문화’, ‘관념 문화’의 차원으로 나 누어 한국어 문화 개념을 살펴보고, 그에 따른 교육 내용과 방법을 제시하였다. 또한 본 연구는 문학 작품을 활용한 한국어 문화교육의 방법을 모색하고자 하였다. 외국어교육에서 외국어 학 습자는 목표 언어의 사회와 문화를 학습해야 할 필요가 있으며, 이때 외국어교육은 학습자의 문화와 목표 언 어의 문화 사이의 관계인 간문화적 소통 작용에 주목해야 한다. 문학 작품은 이러한 교육에 매우 적절한 제재 라 할 수 있는데, 문학 작품은 실제적 언어 자료임과 동시에, 작품이 창작되었던 사회와 문화에 대한 정보를 풍부히 담고 있으며, 문화교육의 자료뿐만 아니라 고급스러운 언어 사용 교육을 위한 자료로서도 가치가 높기 때문이다. 문학을 활용한 한국어 문화교육의 구체적 내용을 개발하기 위해 본고는 먼저 초‧중급 학습자와 고급 학습자로 수준을 나누어 각 수준에 적합한 문학 제재를 선정하였다. 초‧중급 학습자에게는 타문화 학습자도 쉽게 이해 할 수 있는 기행문 성격의 글을 제공하였으며, 고급 학습자에게는 한국의 현대시와 현대소설을 제공하였다. 또한 각 제재별로 성취문화, 행위문화, 관념문화 요소를 고려한 교수-학습 내용을 도출하여 체계적인 문화 교 육이 가능하게 하였다.