This study is aimed at defining a concept of symbol that is significant for Korean language education, paying attention to symbol in which the core of Korean culture is contained, and at expanding Korean learners’ intercultural communicative competence, by applying the educational meaning of symbol ...
This study is aimed at defining a concept of symbol that is significant for Korean language education, paying attention to symbol in which the core of Korean culture is contained, and at expanding Korean learners’ intercultural communicative competence, by applying the educational meaning of symbol to culture education. Quite a few preceding researches proved that deep understanding of culture has a positive effect on language education. This study suggested that, on the premise of positive interaction between language and culture, understanding symbol is very important for understanding culture, and then symbol education leads to increased accuracy in understanding and usage of language expression, subsequently results in expansion of intercultural communicative competence.
In chapter 1, preceding researches are divided into ‘studies regarding symbols as a part of culture education’ and ‘studies on culture education by symbol category’, in order to examine symbol-related studies in Korean culture education. Symbol-related studies are being widely handled in a variety of fields, and this study focused on discussions on symbol education that can be directly applied to Korean education, in order to suggest symbol education contents significant to Korean education. As a result, symbols in Korean education have been used partly for education of proverbs, four character idiom
and idiomatic phrases. While symbols show far-reaching fields, symbolic elements of Korean education are limited to some subjects such as animals, colors and numbers, etc.
It is a matter of common knowledge that animal symbol and color symbol are crucial to symbol system for Korean culture education, but there is little discussion on other symbol elements, which means limited researches on symbols. In addition, an overall frame, in which how to define and how to classify symbols in Korean education so that they can be utilized as culture education, was absent.
In chapter 2, the origin and definition of symbols were examined, in order to find the way of accepting a concept of symbol that has been discussed in a variety of area such as semiotics, cultural anthropology, the science of religion and literature, and the concept was defined by comparing to sign and metaphor.
Subsequently, an educational utility of symbols, in the aspect of expanding intercultural communicative competence, was arranged by four things as follows. First, symbols may be usefully applied to understand Korean traditional culture. Second, symbols are helpful for understanding Koreans’ contemporary lifestyle, too. Third, symbols are very significant even for communication today. Fourth, symbols are helpful for understanding an aspect of cultural transition.
In chapter 3 in sequence, classification system of symbols in the preceding researches was reviewed to establish a symbol classifying system for Korean education. Nine kinds of data that comprehensively treats symbols were examined, through which symbol system showed a difference in a reference of classification, order of presentation and item of symbols, depending on how you see the symbol system. This study reviewed the data and prepared a symbol item selection standard for Korean culture education.
And then, with the symbol item selection standard applied, this study examined how symbol-related elements are presented in Korean textbooks by analyzing teaching materials. The results of analysis showed that presentation ratio of symbol elements depended on characteristics of teaching materials. a variety of symbol elements was presented in input materials like reading or listening, as well as in visual materials like photos or pictures. In addition, some materials presented symbols clearly, and some did not but showed symbol elements.
Chapter 4 proposed contents of culture education, utilizing symbols according to the items of symbol for Korean education as reviewed in the chapter 3. Although symbols may be diversified, specified education contents were examined by limiting to major items of ‘animal symbol, plant symbol, number symbol and color symbol’. And, relevant symbol information was also presented through expansion, even though it is not shown in Korean materials, to increase intercultural communicative competence.
Finally, chapter 5 examined the way how to apply the contents of symbol education to Korean culture education, suggested in the chapter 4, in the aspect of composition of culture education materials. Symbols may be utilized as reading materials for Korean education for the purpose of expanding intercultural communicative competence, and learners may utilize as background knowledge for a debate class on cultural difference.
Among other plans to utilize symbols, this study proposed plans to make experiential learning materials to raise an educational effect of a variety of experiential learning that Korean learners might have during class.
The meaning of this study is first in that symbols, that have been partially treated in Korean education, were systematized as a big frame for Korean culture education.
Second, this study clarified that symbols are able to contribute to expanding
intercultural communicative competence, as well as to understanding Korean traditional and contemporary culture. Provided that the basic of intercultural communication is to understand own culture, learners become able to recognize their own countries’ culture based on understanding of Korean culture symbol, and through which a variety of activities including discussion can be performed on the spot of Korean education. This is consequently resulted in expansion of intercultural communicative competence, newly appreciating their own culture, understanding and respecting each other’s culture.
There is still a research subject to find a way how to include an educational utility in the system of Korean education.
Above all, a follow-up study, for the order of presenting symbol education items and for the order of priority in education, is required. Furthermore, a comparison of symbol items by language group should be fulfilled consistently.
Additionally, it is inconvenient not to verify practically the effects of symbol education.
A follow-up study needs to verify the usefulness of symbol education presented by this study, intended to Korean teachers and Korean learners, and to build contents of culture education reflecting demands from the spot of Korean education.
It is expected to settle such subjects through follow-up studies, to expand Korean learners’ intercultural communicative competence by the contents of Korean culture utilizing symbols prepared by this study, and consequently to increase communication competence effectively.
This study is aimed at defining a concept of symbol that is significant for Korean language education, paying attention to symbol in which the core of Korean culture is contained, and at expanding Korean learners’ intercultural communicative competence, by applying the educational meaning of symbol to culture education. Quite a few preceding researches proved that deep understanding of culture has a positive effect on language education. This study suggested that, on the premise of positive interaction between language and culture, understanding symbol is very important for understanding culture, and then symbol education leads to increased accuracy in understanding and usage of language expression, subsequently results in expansion of intercultural communicative competence.
In chapter 1, preceding researches are divided into ‘studies regarding symbols as a part of culture education’ and ‘studies on culture education by symbol category’, in order to examine symbol-related studies in Korean culture education. Symbol-related studies are being widely handled in a variety of fields, and this study focused on discussions on symbol education that can be directly applied to Korean education, in order to suggest symbol education contents significant to Korean education. As a result, symbols in Korean education have been used partly for education of proverbs, four character idiom
and idiomatic phrases. While symbols show far-reaching fields, symbolic elements of Korean education are limited to some subjects such as animals, colors and numbers, etc.
It is a matter of common knowledge that animal symbol and color symbol are crucial to symbol system for Korean culture education, but there is little discussion on other symbol elements, which means limited researches on symbols. In addition, an overall frame, in which how to define and how to classify symbols in Korean education so that they can be utilized as culture education, was absent.
In chapter 2, the origin and definition of symbols were examined, in order to find the way of accepting a concept of symbol that has been discussed in a variety of area such as semiotics, cultural anthropology, the science of religion and literature, and the concept was defined by comparing to sign and metaphor.
Subsequently, an educational utility of symbols, in the aspect of expanding intercultural communicative competence, was arranged by four things as follows. First, symbols may be usefully applied to understand Korean traditional culture. Second, symbols are helpful for understanding Koreans’ contemporary lifestyle, too. Third, symbols are very significant even for communication today. Fourth, symbols are helpful for understanding an aspect of cultural transition.
In chapter 3 in sequence, classification system of symbols in the preceding researches was reviewed to establish a symbol classifying system for Korean education. Nine kinds of data that comprehensively treats symbols were examined, through which symbol system showed a difference in a reference of classification, order of presentation and item of symbols, depending on how you see the symbol system. This study reviewed the data and prepared a symbol item selection standard for Korean culture education.
And then, with the symbol item selection standard applied, this study examined how symbol-related elements are presented in Korean textbooks by analyzing teaching materials. The results of analysis showed that presentation ratio of symbol elements depended on characteristics of teaching materials. a variety of symbol elements was presented in input materials like reading or listening, as well as in visual materials like photos or pictures. In addition, some materials presented symbols clearly, and some did not but showed symbol elements.
Chapter 4 proposed contents of culture education, utilizing symbols according to the items of symbol for Korean education as reviewed in the chapter 3. Although symbols may be diversified, specified education contents were examined by limiting to major items of ‘animal symbol, plant symbol, number symbol and color symbol’. And, relevant symbol information was also presented through expansion, even though it is not shown in Korean materials, to increase intercultural communicative competence.
Finally, chapter 5 examined the way how to apply the contents of symbol education to Korean culture education, suggested in the chapter 4, in the aspect of composition of culture education materials. Symbols may be utilized as reading materials for Korean education for the purpose of expanding intercultural communicative competence, and learners may utilize as background knowledge for a debate class on cultural difference.
Among other plans to utilize symbols, this study proposed plans to make experiential learning materials to raise an educational effect of a variety of experiential learning that Korean learners might have during class.
The meaning of this study is first in that symbols, that have been partially treated in Korean education, were systematized as a big frame for Korean culture education.
Second, this study clarified that symbols are able to contribute to expanding
intercultural communicative competence, as well as to understanding Korean traditional and contemporary culture. Provided that the basic of intercultural communication is to understand own culture, learners become able to recognize their own countries’ culture based on understanding of Korean culture symbol, and through which a variety of activities including discussion can be performed on the spot of Korean education. This is consequently resulted in expansion of intercultural communicative competence, newly appreciating their own culture, understanding and respecting each other’s culture.
There is still a research subject to find a way how to include an educational utility in the system of Korean education.
Above all, a follow-up study, for the order of presenting symbol education items and for the order of priority in education, is required. Furthermore, a comparison of symbol items by language group should be fulfilled consistently.
Additionally, it is inconvenient not to verify practically the effects of symbol education.
A follow-up study needs to verify the usefulness of symbol education presented by this study, intended to Korean teachers and Korean learners, and to build contents of culture education reflecting demands from the spot of Korean education.
It is expected to settle such subjects through follow-up studies, to expand Korean learners’ intercultural communicative competence by the contents of Korean culture utilizing symbols prepared by this study, and consequently to increase communication competence effectively.
주제어
#Korean Culture Culture Education Symbol Intercultural communicative competence
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