중앙아시아 3국의 한국어 교육 －교육 현황과 특징을 중심으로－

Abstract

The main purpose of this paper is to analyze the situation and special characteristics of Korean language education in three Central Asian countries. Among all Central Asian states, Uzbekistan, Kazakhstan and Kyrgyzstan have the most numerous population of ethnic Koreans as well closest ties with the Republic of Korean itself, which causes a tendency of very dynamic, active and strong development of Korean language education. In the end of 19th century ethnic Koreans immigrated to Far East Russia and then in 1937 they have experienced forced deportation by Soviet authorities to Uzbekistan and Kazakhstan. Efforts of ethnic Koreans to preserve their language led to the fact that Korean language is taught to representatives of 3rd and 4th generation of ethnic Koreans. Moreover, right after those three Central Asian countries have engaged themselves into diplomatic relations with the Republic of Korea in 1992, bilateral cooperation in terms of trade, economy, culture and etc. became dynamic and gained new momentum. More and more Korean companies get their strong presence in Central Asian market, which influences students` choices in terms of their job preferences thus creating a desire to learn and improve their knowledge of Korean language to be able to work in Korean enterprises as interpreters. The second part of this research deals with factors, which had direct impact on the tendency that Korean language teaching gained active and very dynamic pace of development, i.e. historical factor, economic, cultural, factor of ethnic composition and language. Further, the third chapter analyzes current conditions and state of Korean language teaching. The research is based on data on the organizations and institutions involved in Korean language teaching, quantitative composition of students and teachers, curriculum and exchange programs. In conclusion, considering the analysis and data from the above mentioned chapters of this study, the fourth chapter describes differences and similarities in Korean language teaching practices between three Central Asian countries. We also give certain recommendations on improvement and development of Korean language teaching in this region. Due to active development of this sphere numerous researches and studies have been already made before. However, most of them are limited to the research on one country only. Our study has scientific significance because it deals with current situation on grounds of our research as of 2007~2009 and processed results of conducted survey and interviews with students and teachers of this region. (Yonsei University)