언어·문화 통합 교육을 위한 한국어 등급화 텍스트 활용 요구분석 연구

Abstract

The purpose of this study is to examine the applicability of Korean Graded Readers (KGR) into Korean Language and Culture Integration Education in Vietnam. KGR has attracted great attention from foreign language education researchers, including Korean as a Foreign Language education, as it can reduce the literary language burden for learners. However, it still lacks research on how to use KGR in teaching in practice. In Korean as a Foreign Language education, reflection of learners’ needs plays a crucial role when introducing a new learning material. Therefore, this study discussed the direction of application and usability of KGR based on the survey results of learners' preference and receptivity for literature learning and reading materials. According to the analysis results, learners are interested in literary works, but many works have an impression that literary texts are difficult to understand, an while approaching literary works, students who are more fluent in Korean, tend to learn cultural/literary content rather than Korean Language skills. Moreover, Korean learners in Vietnam also face the problem of lack of diversity in reading materials. Therefore, the appearance of Korean Graded Readers is necessary and possible. Here, when introducing Korean Graded Readers to help learners access literature by stages, we should selectively implement the goals of learners’learning and their Korean skills rather than completely replacing literature works. In case of presenting the original literary work, attaching Korean Graded Readers as an appendix can help learners understand not only the core content of the work but also the social and cultural knowledge contained in the work more easily.