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한국어 교육과 문화 교육
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성 기 철(서울시립대학교)
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1. 문화의 개념과 특성
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1.1 문화의 개념
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(1) 기술적 개념
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Culture or civilization . . . is that complex whole which includes knowledge, belief, art, law, custom, and any other capabilities and habits acquired by man as a member of society. (Tylor, 1871)
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(2) 인류학적 개념
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a. o Approach of symbolic anthropology
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Culture . . .is an historically contingent network of signs, a linking of meanings with their outwardly expressed forms.
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[Geerts, 1973] views culture as a system of public meanings encoded in symbols and articulated in behavior seen as symbolic action. (Foley 1997: 16)
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o Culture is the system of shared meanings that is based on a signifying order, a complex system of different types of signs that cohere in predictable ways into patterns of representation which individuals and groups can utilize to make or exchange messages. (Danesi & Perron 1999; 67)
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b. View of Cognitive Anthropology : Culture as cognition
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o Goodenough and other cognitive anthropologists see culture not as system of public meaning bearing symbols, but rather more all embracing, as a system of knowledge.
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o Crucially, . . .culture is a mental phenomenon lying beyond actual social behavior, and as such, quite private and individual.(Foley, 1999)
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1.2 문화의 특성
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(1) Kloph(1995)
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a. Pervasive Phenomenon
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b. Learned Phenomenon
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c. Shared Behavior
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d. Adapted Behavior
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e. Explicit and Implicit Behavior
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f. Changeability
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(2) Murdock(1940, in Kroeber & Kluckhohn 1963)
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a. Culture is learned.
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b. Culture is inculcated.
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c. Culture is social.
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d. Culture is gratifying.
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e. Cultrue is adaptive
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g. Culture is integrated.
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2. 언어 교육과 문화
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o When a person who has been nurtured by one culture is placed in juxtaposition with another, his reaction may be angry, frustration, frighten, curiosity, entrancement, repulsion, confusion. If the encounter is occasioned by study of another language, the reaction may be all the stronger because he is faced with two unknowns simultaneously. Such a predicament may be very threatening, and until the threat is removed, language learning may be blocked. (Valdes, J. M. ed., 1986)
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o This is the conclusion of Robert Politzer, who said in the Georgetown University Report of the Fifth Annual Meeting on Linguistics and Language Teaching:
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If we teach language without teaching at the same time the culture in which it operates, we are teaching meaningless symbols or symbols to which the student attaches the wrong meaning; . . .(1959:100-1)
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(Nelson Brooks, 'Culture in the classroom', in Valdes, J. M. ed., 1986)
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3. 문화 요소의 선정과 지도순
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3.1 문화 요소
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knowledge, belief, art, law, custom, habits, capabilities, moral, language, marriage, property, system, industry, system of thought, manner of living, tradition, artistic norm, craft, people's products and activities, material objects, technique, pattern, behavior, value, goal, idea, reaction, behavior pattern . . .
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(Kroeber & Kluckhohn, 1963에서 발췌)
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* Non-verbal Language
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3.2 선정 및 지도순 지침
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* 의사 소통에 기여하는 요소와 순서
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a. 일상성
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b. 한국 생활 적응 단계
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c. 언어 교육과의 통합성
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d.. 이해 난이도
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e. 고유성
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3.3 문화 교육 유형
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1) 언어 통합: a. 완전 통합 b. 부분 통합
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2) 언어 분리: a. 문화 강좌 b. 문화 체험
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4. 한국어 교육과 문화 교육 -현황과 전망-
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4.1 초급 교재 문화 요소 분석
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4.2 교재 제작 및 문화 인식
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4.3 문제점과 개선 방안
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