The purpose of this study is to understand the characteristics of Korean language education in Japanese high schools and the teaching and learning situation, and to develop a Korean language curriculum that reflects the needs of learners and teachers. Through this, it is expected that this study wil...
The purpose of this study is to understand the characteristics of Korean language education in Japanese high schools and the teaching and learning situation, and to develop a Korean language curriculum that reflects the needs of learners and teachers. Through this, it is expected that this study will provide a foothold for the discussion on the Korean language curriculum in Japanese high schools which has been lacking so far, and that more extensive research will continue. In addition, the study aims to contribute to further developing the Korean language curriculum in high schools into a national-level one.
As for the research methods and procedures, this study was conducted in the order of five steps: literature research, literature research, research and literature research, demand analysis research, and curriculum development.
In Chapter 1, this study examined the previously performed studies related to Korean language education in Japanese high schools and the development of Korean language curriculum for overseas secondary education institutions. By doing so, it focused on highlighting the necessity of the Korean language curriculum in Japanese high schools, academic trends in the development of the Korean language curriculum of overseas secondary education institutions and implications for the development of curriculum of this study.
In Chapter 2, the current foreign language curriculum in Japan was first reviewed by dividing it’s application target into public and private sectors in order to lay the foundation for discussions on the development of the Korean language curriculum of Japanese high schools. In the public sector, based on the thorough study on the new curriculum of the Ministry of Education, Culture, Sports, Science and Technology, the desirable learner’s image pursued by Japan through education, and the educational goals, contents and description methods of the foreign language course were reviewed. And in the private sector, the ‘Foreign Language Learning Standard (Meyasu)’, a guideline for Chinese and Korean language education, and the first and second mock exams for the development of high school beginner Korean certification examination were analyzed. In addition, The Curriculum Korean as a Foreign Language developed by the Ministry of Education (2021) based on the perspective and the contents of CEFR was analyzed to secure the responsiveness of the curricula of these foreign languages in Japan, and then this study derived common factors necessary to set the direction of the Korean language curriculum development and decide aims and objectives, categories and contents of educational materials.
I n Chapter 3, the study analyzed the Korean language teaching and learning situation in Japanese high schools with an intention to refer the findings to the development of the curriculum. For this, the study set the factors related to teaching and learning environment, learners, teachers, and textbook as major situational elements that can positively or negatively affect the implementation of the curriculum, and reviewed these factors based on the current status of Japanese high schools that open Korean language classes, current status of completion, class organization, titles of the Korean language class, the textbooks, and the current status of Korean language teachers.
I n Chapter 4, a survey was conducted on the needs of Korean language learners, Korean language teachers, and school administrators in Japanese high schools in accordance with the Korean language curriculum development procedure of this study that is oriented towards communication-centered and learner-centered education. As a result, it was possible to confirm the overall perception of learners and teachers about the Korean language teaching and learning environment and Korean language education. In addition, the current level of learners and the target level at the current completion unit were identified regarding the curriculum, and the learner's interest in teaching and learning contents and the suitability (need) of teachers were investigated. Also through a written interview with the vice principals, the study could confirm the necessity of a standard Korean language curriculum well reflecting its unique characteristics and positive perception of online exchange learning from the perspective of enhancing the quality of textbooks and nurturing teachers.
In Chapter 5, a Korean language curriculum of Japanese high schools was proposed based on the discussions in Chapters 2, 3, and 4. First, the development direction of the Korean language curriculum was established based on the points commonly found from each curriculum produced on the basis of the discussion in Chapter 2, the Korean language teaching and learning situation in Japanese high schools in Chapter 3, and the results of the survey in Chapter 4. After that, this study determined the purpose of the curriculum by reflecting the goals that the ‘Foreign Language Learning Standard (Meyasu)’ which was developed in the private sector based on the educational philosophy and ideology that the Japanese school curriculum seeks and ‘The Curriculum Korean as a Foreign Language’ pursues along with the result of the survey in Chapter 4. A more specific and practical educational goal was also presented according to the competence based rating system in order to realize a comprehensive and value-oriented educational purpose. The rating system was based on the teaching and learning situation in Japan and the results of the survey on learners and teachers' needs, while the basic steps were subdivided into four levels as Pre-A1, A1, A1+ and A2 by referring to the ‘The Curriculum Korean as a Foreign Language’, which allows a branched approach. Educational goals for each grade were based on the target description method of the foreign language curriculum in Japan, and supplemented and presented by referring to the competency description of ‘The Curriculum Korean as a Foreign Language’. The contents were divided into 3 large categories, 4 medium categories, 16 subcategories and elements based on ‘The Curriculum Korean as a Foreign Language’ focusing on common categories derived from comparison and analysis in Chapter 2, and the goals for each category were presented according to the grade using ‘can-do’ descriptors. In the case of grades that do not present ‘can-do’ descriptors in ‘The Curriculum Korean as a Foreign Language’ or newly set grades, the description in the previous and subsequent levels was supplemented and adjusted by subdividing or setting the same as the previous level. After that, examples of teaching syllabuses that list educational content and order by comprehensively reflecting the previous research results were proposed centering on Pre-A1, A1, and A1+. The syllabus was designed as a mixed syllabus by adding linguistic abilities, multilingual and multicultural topics, communicative functions, and tasks excluding acceptance, calculation, and interaction that appear as communication activities among the basic categories of the content system in the practice and task performance stages in actual classroom activities. And it proposed teaching and learning methods and evaluation methods in relation to the operation of the curriculum.
In order to develop a learner-centered Korean language curriculum, this study not only reviewed the Korean language teaching and learning situation in high schools from various angles, but also conducted a wide range of surveys on the needs of learners, teachers, and school administrators. Nevertheless, it has limitations in that the regional distribution of learners and teachers, school types, and the number of completion units, which are subject to the survey were concentrated, and the curriculum itself was not evaluated. Therefore, it will be necessary to verify and evaluate the efficiency and effectiveness of the curriculum by conducting Korean language education according to this curriculum in the future. If any imperfection in the curriculum design is found through actual application, it will be necessary to supplement and correct them or to develop a new curriculum.
The purpose of this study is to understand the characteristics of Korean language education in Japanese high schools and the teaching and learning situation, and to develop a Korean language curriculum that reflects the needs of learners and teachers. Through this, it is expected that this study will provide a foothold for the discussion on the Korean language curriculum in Japanese high schools which has been lacking so far, and that more extensive research will continue. In addition, the study aims to contribute to further developing the Korean language curriculum in high schools into a national-level one.
As for the research methods and procedures, this study was conducted in the order of five steps: literature research, literature research, research and literature research, demand analysis research, and curriculum development.
In Chapter 1, this study examined the previously performed studies related to Korean language education in Japanese high schools and the development of Korean language curriculum for overseas secondary education institutions. By doing so, it focused on highlighting the necessity of the Korean language curriculum in Japanese high schools, academic trends in the development of the Korean language curriculum of overseas secondary education institutions and implications for the development of curriculum of this study.
In Chapter 2, the current foreign language curriculum in Japan was first reviewed by dividing it’s application target into public and private sectors in order to lay the foundation for discussions on the development of the Korean language curriculum of Japanese high schools. In the public sector, based on the thorough study on the new curriculum of the Ministry of Education, Culture, Sports, Science and Technology, the desirable learner’s image pursued by Japan through education, and the educational goals, contents and description methods of the foreign language course were reviewed. And in the private sector, the ‘Foreign Language Learning Standard (Meyasu)’, a guideline for Chinese and Korean language education, and the first and second mock exams for the development of high school beginner Korean certification examination were analyzed. In addition, The Curriculum Korean as a Foreign Language developed by the Ministry of Education (2021) based on the perspective and the contents of CEFR was analyzed to secure the responsiveness of the curricula of these foreign languages in Japan, and then this study derived common factors necessary to set the direction of the Korean language curriculum development and decide aims and objectives, categories and contents of educational materials.
I n Chapter 3, the study analyzed the Korean language teaching and learning situation in Japanese high schools with an intention to refer the findings to the development of the curriculum. For this, the study set the factors related to teaching and learning environment, learners, teachers, and textbook as major situational elements that can positively or negatively affect the implementation of the curriculum, and reviewed these factors based on the current status of Japanese high schools that open Korean language classes, current status of completion, class organization, titles of the Korean language class, the textbooks, and the current status of Korean language teachers.
I n Chapter 4, a survey was conducted on the needs of Korean language learners, Korean language teachers, and school administrators in Japanese high schools in accordance with the Korean language curriculum development procedure of this study that is oriented towards communication-centered and learner-centered education. As a result, it was possible to confirm the overall perception of learners and teachers about the Korean language teaching and learning environment and Korean language education. In addition, the current level of learners and the target level at the current completion unit were identified regarding the curriculum, and the learner's interest in teaching and learning contents and the suitability (need) of teachers were investigated. Also through a written interview with the vice principals, the study could confirm the necessity of a standard Korean language curriculum well reflecting its unique characteristics and positive perception of online exchange learning from the perspective of enhancing the quality of textbooks and nurturing teachers.
In Chapter 5, a Korean language curriculum of Japanese high schools was proposed based on the discussions in Chapters 2, 3, and 4. First, the development direction of the Korean language curriculum was established based on the points commonly found from each curriculum produced on the basis of the discussion in Chapter 2, the Korean language teaching and learning situation in Japanese high schools in Chapter 3, and the results of the survey in Chapter 4. After that, this study determined the purpose of the curriculum by reflecting the goals that the ‘Foreign Language Learning Standard (Meyasu)’ which was developed in the private sector based on the educational philosophy and ideology that the Japanese school curriculum seeks and ‘The Curriculum Korean as a Foreign Language’ pursues along with the result of the survey in Chapter 4. A more specific and practical educational goal was also presented according to the competence based rating system in order to realize a comprehensive and value-oriented educational purpose. The rating system was based on the teaching and learning situation in Japan and the results of the survey on learners and teachers' needs, while the basic steps were subdivided into four levels as Pre-A1, A1, A1+ and A2 by referring to the ‘The Curriculum Korean as a Foreign Language’, which allows a branched approach. Educational goals for each grade were based on the target description method of the foreign language curriculum in Japan, and supplemented and presented by referring to the competency description of ‘The Curriculum Korean as a Foreign Language’. The contents were divided into 3 large categories, 4 medium categories, 16 subcategories and elements based on ‘The Curriculum Korean as a Foreign Language’ focusing on common categories derived from comparison and analysis in Chapter 2, and the goals for each category were presented according to the grade using ‘can-do’ descriptors. In the case of grades that do not present ‘can-do’ descriptors in ‘The Curriculum Korean as a Foreign Language’ or newly set grades, the description in the previous and subsequent levels was supplemented and adjusted by subdividing or setting the same as the previous level. After that, examples of teaching syllabuses that list educational content and order by comprehensively reflecting the previous research results were proposed centering on Pre-A1, A1, and A1+. The syllabus was designed as a mixed syllabus by adding linguistic abilities, multilingual and multicultural topics, communicative functions, and tasks excluding acceptance, calculation, and interaction that appear as communication activities among the basic categories of the content system in the practice and task performance stages in actual classroom activities. And it proposed teaching and learning methods and evaluation methods in relation to the operation of the curriculum.
In order to develop a learner-centered Korean language curriculum, this study not only reviewed the Korean language teaching and learning situation in high schools from various angles, but also conducted a wide range of surveys on the needs of learners, teachers, and school administrators. Nevertheless, it has limitations in that the regional distribution of learners and teachers, school types, and the number of completion units, which are subject to the survey were concentrated, and the curriculum itself was not evaluated. Therefore, it will be necessary to verify and evaluate the efficiency and effectiveness of the curriculum by conducting Korean language education according to this curriculum in the future. If any imperfection in the curriculum design is found through actual application, it will be necessary to supplement and correct them or to develop a new curriculum.
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