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영어

This paper introduces an instructional model of Korean history for learners of Korean language. The ultimate goal of language learning is to improve communicative skills and content-based instruction is considered highly efficient method of facilitating language learning. In this paper, history is employed as the content of the instruction for learners of Korean language from China and Japan. Significant periods of history of the three nations are closely intertwined so the learners are knowledgeable and familiar with the topic. This should help them to understand the content of the history lesson when presented in the classroom and thus facilitate acquisition of Korean language skills. Prior to presenting ideas for teaching history, selected textbooks of Korean language used at major Korean language education centers in Korea have been studied to assess what is included in terms of history education. The analysis results indicate that most textbooks do not fully cover any specific periods of history such as the 19th century, when Korea, China, and Japan started opening up to the outside world. They only explain isolated backgrounds of historic figures such as King Sejong and Admiral Lee Soon-shin, or famous sites like Bulkusa (temple) in Gyeongju and Gyeongheegung (palace) in Seoul. Also, the analysis reveals that facts on Korean history were provided without an opportunity for exchanging cross-cultural views. In this respect, this paper suggests an instructional model of Korean history where learners from China and Japan can compare and contrast the circumstances surrounding the start of diplomatic relations by Korea, China, and Japan with foreign nations in the 19th century. While focusing on the content of history, learners are also provided with language learning materials, which will help them improve their communicative skills.