문화교육과 한국어교육

A Study on the Literature Education and the Korean Language Education

The purpose of this study is to establish a direction of literature education in the field of Korean language education as a foreign language, and, furthermore, to develop specific teaching-learning methodologies of literature education in Korean language education. For this purposes, the present study, first, will discuss the relationship between literature education and Korean language education in three ways, then present the logic and specific teaching-learning principles of each ways, and finally set up a actual beginning of the discussion. Until now, in the field of Korean language education, the necessity of literature education is somewhat stagnant in theory and practice, and still has lots of arguments. And the tide of discussion can be summarized as follows. First, I consider Korean language education through literature education. In this stance, it can be divided into two major realms: Communicative Korean language education using literature, and Korean socio-cultural education through literature. That is, they refer to communicative competence as a linguistic competence and the cultural competence, which is possibly developed through socio-cultural understanding reflected from literary works, can be cultivated. Second, by approaching to literary education in the perspective of Korean studies or Korean literature studies, we can set up a goal of teaching and learning Korean literature itself. This stance has a purpose of cultivating literary competence from teaching and learning the nature and substance of Korean literature, and that of the understanding of general and idiosyncratic nature of Korean literature in the world literature. From this view point, though the learner doesn't major the Korean studies, literature education is necessary for his/her knowledge and experience as a cultivated and intellectual human being. In the field of Korean language education, above three competences (communicative, cultural, and literary competence) are related to each other both hierarchically and complementarily. Communicative Korean language education through literature, Korean socio-cultural education through literature, and Korean literature education in Korean language education are usually accomplished in a linear way. Those three competences of the learners of Korean language should be integrated to yield synergic effects.